Debating as a Systematic Teaching Technique to Promote HOTS (Higher Order Thinking Skill)

Dinar Dipta; Muhammad Haikal; Eka Indah Nuraini; Diska Fatima Virgiyanti; Aries Fachriza; Puput Jianggi Mahastu; Annisa Ramadhani

doi:10.25273/etj.v11i2.17838

Debating as a Systematic Teaching Technique to Promote HOTS (Higher Order Thinking Skill)

Dinar Dipta, Muhammad Haikal, Eka Indah Nuraini, Diska Fatima Virgiyanti, Aries Fachriza, Puput Jianggi Mahastu, Annisa Ramadhani

Abstract

Enhancing speaking skills is essential, especially for EFL learners who find it challenging to perform English well since it is not their native language. In this case, a debate is promoting a new perspective among the EFL learners that this technique gives them opportunities to have discussions; they can use the language freely; without any forces and strict rules that make them be motivated to speak actively. The instructors can employ this technique to accommodate students with differing learning styles. Debating as a teaching technique brings many advantages to EFL learners, including promoting higher order thinking skill, mastering the course topics, increasing the speed of learning, enhancing social skills, promoting evaluation power, promoting mental health, and leading to creative learning. However, this technique carries its own opponents, is limited, and is challenging to apply. Therefore, this paper aims to introduce debate as an instructional technique, review earlier studies on it, compare it with other similar procedures, and discuss its limitations and challenges as well as its benefits, especially to EFL learners.

Keywords

debating; HOTS; speaking; teaching; technique

Full Text:

PDF

References

Andrade, Heidi. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4(87): 1-13.

Associated Leaders of Urban Debate. (2021). Benefits of Debate. Accessed on 22 September 2021. Retreived from: http://www.debateleaders.org/root/NEWwelcome.shtml

Bedir, H. (2013). Reading and Critical Thinking Skills in ELT Classes of Turkish Students. World Applied Sciences Journal, 21(10): 1436-1439.

Bellon, J., (2000). A Research Based Justification for Debate Across the Curriculum. Argumentation and Advocacy, 36(3): 161-173.

Ciardiello, A. V. (2000). Student Questioning and Multidimensional Literacy in the 21th Century. The Educational Forum, 64(3): 215-222.

Duron, R., Barbara L., & Wendy W. (2006). Critical Thinking Framework for Any Discipline. International Journal of Teaching and Learning in Higher Education, 17(2): 160-166.

Gervey, R., M. Drout, & C. Wang. (2009). Debate in the Classroom: An Evaluation of a Critical Thinking Teaching Technique within a Rehabilitation Counseling Course. Rehabilitation Education, 23(1): 61-73.

Goldin, Claudia, & Katz, Lawrence, F. (1999). The Shaping of Higher Education: The Formative Years in the United States, 1890 to 1940. Journal of Economic Perspectives, 13(1): 37–62.

Hadavi, T.M. (2004). Green Time. Tehran: Khane Kherad Publication.

Hall, D. (2011). Debate: innovative Teaching to Enhance Critical Thinking and Communication Skills in Healthcare Professionals. The Internet Journal of Allied Health Sciences and Practice, 9(3): 1-8.

Harmer, Jeremy. (1998). How to Teach English. London: Longman Publishing Group.

Johnson, B., & Thristersen L. (2004). Educational Research: Qualitative, Quantitative, and Mixed Approach. Boston: Pearson Education, Inc.

Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the Effectiveness of Work Groups and Teams. Psychological Science in the Public Interest, 7(3), 77–124.

Leuser, David. (2003). Classroom Debates. New Hampshire: Plymouth State University.

Liza, Khaira & Setyaningrum, Septiana W. (2019). Teaching English Debate Through Line Group Chat: A Narrative Inquiry Study. Proceeding of National Seminar Applied Lingustics (Nasal) “Creative and Critical Thinking in Language Education, Literature, and Translation”, Presented in Program Pascasarjana Linguistik Terapan Universitas Negeri Yogyakarta on Saturday, 13 April 2019.

Najafi, M., et.al. (2016). Debate Learning Method and Its Implications for the Formal Education System. Academic Journal, 11(6): 211-218.

Nanlohy, Frensya M. (2020). Case Study: The Use of British Parliamentary Debate System and Critical Thinking. MATAI: International Journal of Language Education, 1(1): 39-51.

Nuri M., & Wafa J. (2001). The Moral Responsibilities of Students and Teachers. Mashhad: Publication of Student Association.

Rezaie, M., & Annita L. (2015). Reviewing Different Aspect of Classroom Discourse. International Journal of English and Education, 4(4): 449-459.

Williams, D., B McGee, & D. Worth. (2001). University Student Perceptions of the Efficacy of Debate Participation: An Empirical Investigation. Argumentation and Advocacy, 37(1), 198-209.

Zare, Pezhman, & Othman, Moomala. (2013). Classroom Debate as a Systematic Teaching/Learning Approach, World Applied Sciences Journal, 28 (11): 1506-1513.