INVESTIGATING CRITICAL THINKING SKILLS OF

SENIOR HIGH SCHOOL STUDENTS THROUGH

DEBATE IN EFL CLASSROOM

THESIS

CARENINDA AHDAA RATU PRESDYASMARA

19020084078

SURABAYA STATE UNIVERSITY

FACULTY OF LANGUAGES AND ARTS
LANGUAGE AND LITERATURE DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
2023
INVESTIGATING CRITICAL THINKING SKILLS OF
SENIOR HIGH SCHOOL STUDENTS THROUGH
DEBATE IN EFL CLASSROOM

THESIS

Presented to
Universitas Negeri Surabaya
in partial fulfillment of the requirements
for the Degree of Sarjana Pendidikan

CARENINDA AHDAA RATU PRESDYASMARA

19020084078

SURABAYA STATE UNIVERSITY

FACULTY OF LANGUAGES AND ARTS
LANGUAGE AND LITERATURE DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
2023

1
 APPROVAL SHEET

This is to certify that the following thesis entitled

“INVESTIGATING CRITICAL THINKING SKILLS OF SENIOR
HIGH SCHOOL STUDENTS THROUGH DEBATE IN EFL
CLASSROOM” written by:

Name : Careninda Ahdaa Ratu Presdyasmara

Registration Number : 19020084078

Study Program / Year : S-1 English Education / 2019

Faculty : Languages and Arts

University : State University of Surabaya

has been thoroughly checked and has fulfilled the requirements

for the examination before the board of examiners.

2
 BOARD OF EXAMINERS’ CERTIFICATION OF APPROVAL

This is to certify that the following thesis entitled

“INVESTIGATING CRITICAL THINKING SKILLS OF SENIOR
HIGH SCHOOL STUDENTS THROUGH DEBATE IN EFL
CLASSROOM” written by Careninda Ahdaa Ratu Presdyasmara
(19020084078) has been approved by the Board of Examiners as
one of the requirements for the degree of Sarjana Pendidikan in
English Language Education.

1. Dr. Him’mawan Adi Nugroho, S.Pd., M.Pd. ________

2. Henny Dwi Iswati, S.S., M.Pd. ________

3. Syafi’ul Anam, Ph.D. ________

Approved by, Acknowledged by,

Dean, Languages and Arts Coordinator, English Education
Faculty

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 Syafi’ul Anam, Ph.D. Dr. Him’mawan Adi Nugroho, S.Pd., M.Pd.
NIP. 19780916 200604 1 001 NIP. 19751117 200312 1 001

DECLARATION OF AUTHORSHIP

Herewith, I
Name : Careninda Ahdaa Ratu Presdyasmara
NIM : 1900084078
Study Program / Year : S-1 English Education / 2019
Address : Jl. Kranggan Buntu I no. 6-C
RT08 / RW01, Kec. Bubutan
Kota Surabaya, Jawa Timur (60174)

Declare that:
1. This thesis is the sole work of mine and has not been
written in collaboration with any other person, nor does
it include, without due acknowledgement, the work of
any other person.
2. If at a later time it is found that this thesis is a product of
plagiarism, I am willing to accept any legal consequences
that may be imposed on me.

Surabaya, May 18, 2023

Declared by,

4
 Careninda Ahdaa Ratu Presdyasmara
NIM. 19020084078
ACKNOWLEDGEMENT

The researcher wishes to register her profound gratitude

to the Almighty, Allah SWT for His guidance, never-ending grace,
mercy, enormous love, and will are the main reasons this thesis
can be assuredly finished. Adjoining, the researcher would like to
express her subtle gratitude and remembrances to:
1. Universitas Negeri Surabaya, the writers’ noble university;
2. Syafi’ul Anam, Ph. D., the Dean of Languages and Arts
Faculty and the writer’s thesis advisor, for all impeccable and
valuable lessons and guidances throughout the times;
3. Dr. Him’mawan Adi Nugroho, S.Pd., M.Pd., the Coordinator
of English Education Study Program and the writer’s
examiner, for all constructive feedbacks for the sake of this
thesis improvement;
4. Henny Dwi Iswati, S.S., M.Pd., the writer’s examiner, for all
rewarding advices given for tha sake of this thesis
improvement;
5. All lecturers of English Department, including
Kusumarasdyati, Ph.D., the writer’s academic supervisor, for
the knowledge, support, teachings, and supervisions all over
these four years of college;
6. Dra. Sri Ayami, the participant EFL teacher, for the warm
welcome and helps during the phase of data collection.

This thesis is undoubtedly far from perfect, thus any

5
 constructive suggestions are immensely welcomed and
appreciated.
Surabaya, May 18, 2023
The Writer
MOTTO

ِ ‫صلَ ٰو ِة ۚ وَِإنَّ َها لَ َكبِي َرةٌ ِإاَّل َعلَى ٱ ْل ٰ َخ‬

َ‫ش ِعين‬ َّ ‫ص ْب ِر َوٱل‬ ۟ ُ‫ستَ ِعين‬
َّ ‫وا بِٱل‬ ْ ‫َوٱ‬

“And seek help in patience and prayer; and surely it is diffiicult except
for the humbly submissive [to Allah]”

Al-Baqarah 2:45

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 DEDICATION SHEET

This thesis is greatly dedicated to:

1. The Almighty, Allah SWT, the One and Only God, the
Glorious, the Worthy of all praise; for His Compassion
and Salvation to His servant.; who always fills my life
with joy and bliss;
2. My beloved parents Iwah Prestiono and Dyah Endang
Puspitowati who are never absence in giving me any
form of their never-ending supports, purest love, and
hardwork to give me their best;
3. My dearest brothers and sisters, Abraham, Morena,
Tallita, Sarah, and Aqsha, who share laughs and
happiness with me throughout my life;
4. My partner, Ian, who shares his valuable experiences and
stands with me between the sky and the earth to firmly
tell me where I am and give priceless support in any
form;
5. My dearest friend and colleague at a time, Anggi, who
never gets tired of assisting me to reach academic
achievements together;
6. The D class, my company, including best friends of mine,
Elsha, Dava, Difa’, and Sheline, who are always excited
for any accomplishment each other made;
7. OIA buddies, Yoga, Yuda, Zanida, Aga, and the others
who have filled my years in college with irreplacable joy;
8. My incredible English Education 2019 mates whose
presences I always cherished throughout the four years
of college. Hopefully we are granted the best of luck and
life that we can meet each other again later on top.

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 ABSTRACT

INVESTIGATING CRITICAL THINKING SKILLS OF SENIOR

HIGH SCHOOL STUDENTS THROUGH DEBATE IN EFL
CLASSROOM

Name : Careninda Ahdaa Ratu Presdyasmara

Registration Number : 19020084078
Study Program : S-1 English Education
Department : English Language and Literature
Faculty : Languages and Arts
Institution : Surabaya State University
Advisor : Syafi’ul Anam, Ph.D.

Keywords: critical thinking; speaking proficiency; English as Foreign

Language; English Language Teaching; classroom debate

Critical thinking is considered as a comprehensive

cognitive skill in problem solving and argumentation that needs
to be possessed by students in the twenty-first century.
Consequently, this study that mainly aims at investigating a
teacher’s way of employing debate activities as an effective way
to promote students’ critical thinking ability in EFL classroom,
the type of CT skills manifested through the debating activity,
and students’ perceptions toward the implementation of debate
activities as a technique that can help them to think critically was
conducted. The data were obtained through semi-structured
interviews, classroom observations, and documents. One English
teacher and the total of 12 students of high and low achievers in
speaking performance were involved. The results revealed that
Parliamentary Debate system employed happened to be
exceptionally helpful to EFL teachers who intend to promote

8
students’ critical thinking ability as students are constantly
trained to construct arguments and strengthen their claim.
Critical thinking skills including analysis, inference, and
evaluation were demonstrated by students when conveying
arguments during the debating activity. However, the students
admitted that having limited experience in debate practice is a
major obstacle. Thus, more lessons and practices in constructing a
good argument are needed. Furthermore, the quality of
arguments constructed by learners should be evaluated to
prevent them from fallacies.

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 ABSTRAK

INVESTIGASI KEMAMPUAN BERPIKIR KRITIS SISWA

SEKOLAH MENENGAH ATAS MELALUI DEBAT DALAM
KELAS EFL

Nama : Careninda Ahdaa Ratu Presdyasmara

Nomor Registrasi : 19020084078
Program Studi : S-1 Pendidikan Bahasa Inggris
Jurusan : Bahasa dan Sastra Inggris
Fakultas : Bahasa dan Seni
Lembaga : Universitas Negeri Surabya
Penasihat : Syafi’ul Anam, Ph.D.

Keywords: berpikir kritis; kecakapan berbicara; Bahasa Inggris sebagai

Bahasa Asing; pengajaran Bahasa Inggris; debat kelas

Berpikir kritis merupakan keterampilan kognitif yang

perlu dimiliki oleh siswa di abad kedua puluh satu termasuk
pemecahan masalah dan argumentasi. Oleh karena itu, penelitian
ini bertujuan untuk menyelidiki cara guru menerapkan kegiatan
debat sebagai cara yang efektif untuk meningkatkan kemampuan
berpikir kritis siswa di kelas EFL, jenis keterampilan berpikir
kritis yang diwujudkan melalui kegiatan debat, dan persepsi
siswa terhadap pelaksanaan kegiatan debat sebagai sebuah
teknik yang dapat membantu mereka untuk berpikir kritis. Data
diperoleh melalui semi wawancara, observasi kelas, dan
dokumen. Seorang guru bahasa Inggris dan total 12 siswa
berprestasi tinggi dan rendah dalam kemampuan berbicara
dilibatkan. Hasil penelitian mengungkapkan bahwa sistem Debat
Parlemen yang digunakan sangat membantu guru EFL yang
bermaksud untuk meningkatkan kemampuan berpikir kritis

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siswa karena siswa terus dilatih untuk membangun argumen dan
memperkuat klaim mereka. Kemampuan berpikir kritis termasuk
menganalisis, menyimpulkan, dan mengevaluasi
didemonstrasikan oleh siswa saat menyampaikan argumen
selama aktivitas debat. Namun, para siswa mengakui bahwa
keterbatasan pengalaman dalam praktik debat menjadi kendala
utama. Dengan demikian, diperlukan lebih banyak pelajaran dan
praktik dalam membangun argumen yang baik untuk siswa.
Lebih jauh lagi, kualitas argumen yang dibangun oleh peserta
didik harus dievaluasi untuk mencegah peserta didik dari
kekeliruan.

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 TABLE OF CONTENTS

TITLE.......................................................................................... i
APPROVAL SHEET................................................................ ii
BOARD OF EXAMINERS’ CERTIFICATION OF
APPROVAL............................................................................. iii
DECLARATION OF AUTHORSHIP................................. iv
ACKNOWLEDGEMENT....................................................... v
MOTTO....................................................................................vi
DEDICATION SHEET......................................................... vii
ABSTRACT...........................................................................viii
TABLE OF CONTENTS....................................................... xii
LIST OF TABLES................................................................... xv
LIST OF APPENDICES.......................................................xvi

CHAPTER I: INTRODUCTION........................................... 1
1.1. Background of the Study.............................................. 1
1.2. Research Questions........................................................6
1.3. Objectives........................................................................ 7
1.4. Limitations of the Study............................................... 7
1.5. Significance of the Study.............................................. 8
1.6. Definition of Key Terms................................................ 9

CHAPTER II: REVIEW OF RELATED LITERATURE....12

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 2.1. Critical Thinking in Language Learning.................. 12
2.1.1. Analysis in Critical Thinking............................. 13
2.1.2. Evaluation in Critical Thinking..........................13
2.1.3. Inference in Critical Thinking............................ 13
2.1.4. Explanation in Critical Thinking....................... 14
2.1.5. Self-regulation in Critical Thinking...................14
2.2. Critical Thinking and Speaking Proficiency in EFL
Classroom......................................................................14
2.3. Debating Activities...................................................... 16
2.4. Debate Styles and Process.......................................... 16
2.4.1 Parliamentary Debate..........................................17
2.4.2 Karl Popper Debate..............................................18
2.4.3 Lincoln-Doglas Debate........................................ 18
2.5. Critical Thinking and Debating Activities in
Classroom......................................................................19

CHAPTER III: RESEARCH METHODOLOGY.............. 21

3.1. Research Type...............................................................21
3.2. Research Settings......................................................... 22
3.3. Research Subject...........................................................22
3.4. Data and Source of Data............................................. 23
3.5. Data Collection Technique and Instrumentations...24
3.6. Data Collection Procedure..........................................26
3.6.1. Teacher’s Interview..............................................26
3.6.2. Students’ Interview..............................................26

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 3.6.3. Classroom observation........................................27
3.6.4. Documents............................................................ 29
3.7. Data Analysis................................................................29

CHAPTER IV: RESULTS AND DISCUSSIONS............. 36

4.1. Results........................................................................... 36
4.1.1. The Implementation of Debate System in EFL
Classroom to Promote CT ability.......................36
4.1.2. Type of Critical Thinking Skills Manifested in
English Classroom Debate Activities................ 49
4.1.3. Students’ Perception of Debating Activity in
EFL Classroom to Promote Critical Thinking
Ability.................................................................... 77
4.2. Discussions................................................................. 102

CHAPTER V: CONCLUSION AND SUGGESTIONS. 110

5.1. Conclusion.................................................................. 110
5.2. Suggestions................................................................. 113

REFERENCES....................................................................... 114
APPENDICES....................................................................... 120

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 LIST OF TABLES

Table 3. 1. Data Collection Technique and Theory used 25

Table 3. 2. Transcription Conventions for Classroom Discourse 30
Table 3. 3. Interviews Analysis 32

Table 4. 1 Parliamentary Debate process in EFL classroom..........47

Table 4. 2. Liqing CT skills’ table (2021) 49

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 LIST OF APPENDICES

APPENDIX 1. Interview Guidelines for Teacher 120

APPENDIX 2. Interview Guidelines for Students 121
APPENDIX 3. Transcription Conventions 122
APPENDIX 4. Teacher’s Interview Analysis 125
APPENDIX 5. Classroom Observation Analysis 135
APPENDIX 6. Students’ Interview Analysis 161
APPENDIX 7. Teacher’s Interview Transcription 166
APPENDIX 8. Debate Transcription Group 1 182
APPENDIX 9. Debate Transcription Group 2 196
APPENDIX 10. Students’ Interview – High Achievers 210
APPENDIX 11. Students’ Interview – Low Achievers 233

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 CHAPTER I
INTRODUCTION

1.1. Background of the Study

One of the twenty-first century skills that is crucially
necessary to be possessed is critical thinking. Critical
thinking is defined as an activity involving human
cognitive that also has a strong connection with using the
mind (Cottrell, 2005). This ability is crucial as the other
21st century skills like communication, creativity, and
collaboration which also play an important role in a
human’s cognitive development. Students are able to be
actively involved in various information by thinking
deeply about certain things, and it can be activated
through critical thinking. When students use their brains
to think deeply, it empowers them to analyze, critique,
apply knowledge, and develop new ideas. However,
most students still do not possess and reach at this level
of thinking, as explained through a study which states
that most Indonesian students are still low (Dharma,
2008). Willingham (2007) claimed that one of the most
basic yet hard to be achieved, goals of education is to
teach students to think critically, which includes
exploring all sides of a problem, being open to new
affirmations that may contradict your ideas, believing
that arguments can be inferred by proof, observation,
induction and deduction, and so on. Thus, it can be said
that critical thinking is considered a comprehensive
cognitive skill in problem solving and argumentation.
Nonetheless, there is no "correct" concept although
students can draw rational conclusions through analytical
thinking. What seems 'right' is often subjective.

1
 In high school phase, students often encounter many
activities that require them to involve actively in sharing
their ideas and opinions. They start to know how think
about something deeply, understanding something they
never did before, applying lesson that they are taught
into concrete actions, analyzing problems they face,
evaluating their own or peer works, or even creating
something new. The things mentioned previously are the
result from the development of their cognitive skill which
is crucial to be possessed by EFL high school students,
especially in Indonesia. In order to attain a good
relationship to manage and build networking that might
be influential for their future, students need to convey
anything in their minds well and fluently. Other than
that, they need to improve their critical thinking skill that
can be enhanced by practicing and training to do so.
Students' critical and metacognitive thinking skills,
especially at all grade levels, had never been evaluated in
high school (Bachtiar, 2013; Bachtiar, et al, 2015). This
may result from the effect of the learning process that
does not yet motivate students' thinking skills is the
impact of students' critical thinking skills that are still
indirectly low (Ekoningtyas, 2013; Bachtiar, 2014).
Besides the importance to think critically, expressing
our ideas is not less necessary. The ability to express our
ideas and opinions to other people properly and correctly
is a very much needed skill, especially in this era, where
we must be able to convey our ideas and opinions to
others in a way that is easily understood by that person,
in other words, we must be able to adjust who we are
speaking to. Efrizal (2012) and Pourhosein Gilakjani
(2016) claimed that speaking is very important in people's
experiences because they speak everywhere and all the

2
time. Speaking in a second and foreign language is also
regarded as the most requested of the other language
skills. Students who possess great speaking proficiency
tend to use social techniques more than students with less
speaking proficiency in Indonesia, according to Umamah
(2008) and Novitasari (2009). These skills must be
possessed since early age so that students will be
successful language learners. To convey our ideas and
opinions, deep thinking skills are also needed, so that the
ideas we convey have strong main point and there are
less mistakes in thinking or logical mistakes.
The debate about the issue of how to teach critical
thinking to students has also been extended. On one
point of view, it is sure that critical thinking cannot be
directly taught since it includes a very complex process
(Simpson and Courtney, 2002; McPeck, 1990). On the
other side, it is believed that one can elicit critical
thinking skills through social practice (Atkinson, 1997).
Several ways to teach and enhance students’ critical
thinking have been explored through some studies. A
study conducted by Bezanilla (2019) found that teachers
tend to use methodologies involved oral and written
communication, including text analysis through reading,
for instance, students are taught to construct
argumentation and synthesize a reading passage, this
method is considered the most effective by some teachers.
One way to reach that aim is by improving pupil’s
speaking ability as speaking is a fundamental ability that
should be possessed by EFL students. Brown (2001)
revealed that speaking is an integrated practice of
assembling meaning in English that includes the
processes of obtaining, producing, and analyzing specific
information which has a good match with debating

3
activity that requires students to convey their ideas into
oral communication. Based on a notion proposed by
Dale, Paulette, and James C Wolf (2000), when speaking
in a debate, opposing points of view are given, discussed,
and backed by arguments, facts, and refutations.
However, this does not rule out the possibility that the
other methodologies have higher level of effectiveness to
improve critical thinking ability when implemented in
particular circumstances (Soufi and See, 2018). Other
methods implemented by teachers are case studies,
lectures, collaborative and cooperative learning, as well
as problem and project-based learning which allow
students to find a way to solve a problem (Bezanilla,
2019).
The researchers believe that the essential role of
students when doing debate activities is having deep
understanding of the topic given, they must seek
information as much as needed in order to strengthen
their arguments against the opposing view. A research
done by Bezanilla (2019) found that most teachers prefer
oral and written communication along with text analysis
as effective techniques to teach critical thinking. Other
techniques used are collaborative learning as well as
problem and project-based learning. These findings
support previous studies which show that solving
problems or a problem-based are the second
recommended methodologies after the most considered
effective which is constructing argumentation, both in
written or orally (Makhene, 2017; Olivares and Heredia
Escorza, 2012; and Tsui, 2002). By the means of a notion
explained by Najafi (2016), debate is a methodology that
is integrated with collaborative learning method. This
denotes that debate is commonly used by English for

4
Foreign Learners (EFL) teachers since it covers what has
been found in several previous studies, such as oral
communication and collaborative learning methodology.
Some relevant studies have been conducted to explore
the best methodologies to improve student’ critical
thinking ability through teachers’ perspective and how
debating activities are frequently used and has been
believed as an effective way to inductively teach critical
thinking. Bezanilla (2019) in her study states that despite
a preferred methodology to teach critical thinking is
various and different from one another depending on
one’s concept of critical thinking, the most effective
methods by university teachers for teaching critical
thinking, specifically in Latin America, continue to be
case studies, text reading, analysis, and synthesis of
selected sources, spoken and written reflection, and
argumentation. Other similar studies concerning with the
use of debate that is strongly believed can enhance
students’ critical thinking skills have been conducted by
Yen (2022) and Wahyuni (2020). The results of the study
show that debate method is effective, the students feel
enjoy during debating activities as a major technique in
teaching critical thinking of Thai Nguyen Specialized
High School students, particularly those joined English
club meetings (Yen, 2022). Additionally, a study held by
Wahyuni (2020) found that students are faced by three
major challenges during debating activities including
institutional, procedural, and intellectual challenges.
Although Acehnese lecturers, in the same study, have
suggested solutions to overcome the problems
encountered, the solutions need to be explored Wahyuni
(2020).
Having been said that, the current study mainly aims

5
 at investigating a senior high school teacher’s way in
utilizing debating activities as an effective way to
improve students’ critical thinking ability in EFL
classroom and a direct students’ perceptions toward the
implementation of debating activities as a technique that
can help them to think critically in order to fill the gap
between previous studies. Furthermore, different settings
are also provided in this study. Bezanilla (2019) found
that most teachers agree that oral communication and
collaborative learning are preferable, teacher who teach
in higher education in particular. Thus, the current study
explores the strategy used by high school teacher. In
addition, a study done by Yen (2022) only covers students
who join English club meetings. Therefore, this study
intends to investigate senior high school students’ critical
thinking through debating activities in EFL classroom
settings as well as looking through their perspectives
about the debate technique.

1.2. Research Questions

Three research questions based on problems stated
previously that will be answered through this study are
formulated as follows:
1) How does the debate system employed in EFL
classroom promote students’ critical thinking
ability?
2) What type of critical thinking skills
manifested in English debate activities in EFL
classroom?
3) How do students perceive the use of debate in
EFL classroom to promote critical thinking
ability?

6
1.3. Objectives
The purposes of this study are in line with the
questions stated above, the objectives are as follows:
1) To find out a teacher’s way of
implementing debate system in EFL
classroom to promote students’ critical
thinking ability
2) To seek the type of critical thinking skills
manifested in English debate activities in
EFL classroom
3) To explore students’ perception towards the
use of debate technique in EFL classroom to
promote critical thinking ability

1.4. Limitations of the Study

This study mainly aims at investigating how critical
thinking is developed through debating activities and
students’ perception towards it. It denotes that there is
series of limitations of this study. It is touched only with
things related to the implementation of critical thinking
and debating activities such as, discussions,
problem-solving that is based on real life, and decision
making. Cognitive skills are included in the processes of
critical thinking which are gathered from analysis,
inference, and evaluation. Moreover, this study cannot be
generalized since it is only conducted in small
circumstance, specifically a senior high school located in
East Java, Indonesia. Therefore, any techniques or notions
that are out of the scope will not be covered throughout
this study.

1.5. Significance of the Study

7
 The present study focuses on exploring the
implementation of debating activities considered helpful
for teacher and students to develop students’ critical
thinking, particularly in high school. Thus, this study is
expected to give positive impact towards those who are
interested in the field of English Language Teaching such
as, teacher, students, future researchers and parents.
Furthermore, it is highly expected that the current
study can also be practically useful for a lot of people.
The importance of this study for some people are
explained as follows:
First, this study will help teacher in conducting class
fulfilled with English language learners. Teacher might
see this study as a chance to teach with a better technique
in teaching speaking that can potentially develop
students’ critical thinking ability as it is one of the most
needed skills today.
Second, EFL students might also be helped by this
study, particularly senior high school level students. They
will be able to motivate and train themselves to think
critically using debating activities, such as solving
problems with logical reasoning. Thus, they are later
expected to become a successful language learner.
Third, every parent and those who will be a parent
might find this study helpful for their children in the
present or future. A parent who tries to find the better
way to enhance their children’s critical thinking skills is
the one who always wants to do anything they are
capable of in order to prepare for the future, in which
critical thinking has become a very needed skill across the
world.
Lastly but importantly, the writer expects that the

8
 future researcher may find this study beneficial and
helpful for the future investigations that might be related
to the area of this study.

1.6. Definition of Key Terms

This study has several terms that are most likely vital
to comprehend in order to make everything clear and
avoid misunderstanding or misperceptions between the
writer and the readers.
1) Critical thinking skill is defined as a manual
for conviction and activity, it is the mentally
focused strategy for effectively and capably
conceptualizing, applying, investigating,
synthesizing, or potentially surveying
information assembled from or created by
perception, experience, reflection, thinking, or
correspondence (Scriven and Paul, 2003). The
mental and cognitive competencies of
interpretation, analysis, assessment, inference,
justification, and self-regulation can be
positioned at the core of critical thinking
(Facione, 2007). Decision making and
problem-solving are the result of cognitive
processes (Facione, 2015).
2) English as a Foreign Language, usually EFL.
This usually means that English is taught to
people who don't speak English, but it could
also mean that English is taught to someone
who speaks another language.
3) The second level of formal education is
secondary education, which typically lasts
from ages 15 to 18. The boundary between

9
 elementary and secondary education has
diminished in terms of organization and
curriculum. Systems with more than two
stages have been created as a result of the
expansion of middle schools, junior schools,
junior high schools, and other divisions.
(Wellington, J., 2007)
4) Higher education is tertiary education that
results in an academic degree. After secondary
education is finished, there is an optional last
step of formal education called higher
education, which is sometimes referred to as
post-secondary education, third-level
education, or tertiary education (Barnett, R.,
1990).
5) Interpretation means to comprehend and
convey the meaning or significance of a broad
variety of experiences, circumstances, data,
events, decisions, norms, beliefs, laws,
procedures, or criteria (Facione, 2015)
6) Principles are the executions of one’s
convictions (Olivia, 2019). Those stances are
what underpin one’s beliefs that become the
guidelines of his actions on a specific thing.
Principles are essential, it is the actual
manifestations of what someone believes in
that will lead that person to stay focus on the
expected outcomes.

10
 CHAPTER II
REVIEW OF RELATED LITERATURE

The analysis of related literature is presented in this chapter.

The following parts explain oral proficiency in language learning,
critical thinking in language learning, and secondary level
students, respectively.
2.1. Critical Thinking in Language Learning
When we heard the phrase “critical thinking”, we
may always assume that it is something related to think
deeply, carefully, thoroughly that is done by anyone in
order to solve certain problems they face. In fact, some
scholars define critical thinking differently based on their
own definitions. It is obvious that thinking is an act of
thinking about certain things (McPeck, J. E., 2016). On
the other hand, the word critical in ‘critical thinking’ has
a meaning that it is a sort of thinking, nevertheless, it
cannot be described just like the words imaginative,
creative, etc.

While the phrase ‘critical thinking’ might be hard to

describe with all of its various description, there is
always something meaningful about this phrase. It is
vividly defined by McPeck, J. E. (2016) that critical
thought is never manifested in isolation, but rather in
conjunction with some recognizable occurrence or
subject field. So, when an individual think critically or
always trains their brain to do critical thinking, the
subject area must always be identifiable, there is no
isolation when they train to think in critical ways.

The following cognitive skills are considered to be at

the main points of critical according to experts:
perception, comparison, assessment, inference,

11
description, and self-regulation. Understanding and
expressing the meaning or significance of a broad range
of interactions, circumstances, data, events, decisions,
conventions, opinions, laws, procedures, or requirements
is what interpretation is all about. Categorization,
decoding importance, and clarifying context are all
sub-skills of interpretation (Facione, 2011).
2.1.1. Analysis in Critical Thinking
According to Facione (2015), the
sub-abilities of analysis include looking
at thoughts, recognizing contentions,
and examining arguments. Analysis is
deciding the planned and real
inferential connections between
articulations, questions, ideas,
clarifications, or other types of
portrayal used to convey conviction,
judgment, experiences, reasons,
information, or sentiments.
2.1.2. Evaluation in Critical Thinking
Facione (2007) states that evaluation
is the process of determining the
reasonable relationships between various
claims in various contexts logically, as
well as the authenticity and accuracy of
statements according to a person's view,
condition, or judgment.
2.1.3. Inference in Critical Thinking
Inference, according to Facione
(2015), means to recognize and secure
components needed to make legitimate
inferences; to shape guesses and
speculations; to think about significant

12
 data and elicit the ramifications moving
from information, proclamations, values,
realities, choices, convictions,
suppositions, ideas, clarifications,
questions, or different types of portrayal.
2.1.4. Explanation in Critical Thinking
Explanation entails having the
option to introduce one's thinking as
pertinent reasons, as well as "to state and
make sense of the thinking as far as the
evidential, philosophical, systemic,
criteriological, and context-oriented
factors whereupon one's discoveries
were focused (Facione, 2015).

2.1.5. Self-regulation in Critical Thinking

Self-regulation, according to Facione
(2007), is described as the capacity to
control and keep track of one's mental
activities and cognitive abilities, as well
as the features used in those activities.
This is done by using a variety of skills to
analyze and evaluate performance, make
decisions without questioning, certify,
and verify the results or reasoning.
2.2. Critical Thinking and Speaking Proficiency in EFL
Classroom
The speaking ability is seen as the most considerable
piece of an EFL course. The developing requirement for
global correspondence in the data age, has driven
numerous language students to language classes to
improve their talking capacity. Despite the fact that
numerous understudies have dominated essential talking

13
abilities, a few understudies have performed
considerably more adequately in the obtaining and their
advancement in oral correspondence than others.
Furthermore, the individuals who are more compelling
communicators experience more achievement in school
and in different aspects of their lives (Malmir and
Shoorcheh, 2012). As explained by Folse (2006), for the
vast majority, having the option to communicate in a
particular language implies realizing that language, since
discourse is the most central methods for correspondence
among people. By and by, talking in a second or foreign
language has regularly been seen as the most requesting
of the four language abilities. Students learning foreign
languages sometimes struggle to communicate because
effective oral communication demands the ability to use
the language appropriately in social interactions (Fulcher,
2003). Having good comprehension on grammar,
vocabulary, pronunciation, intonation, and other aspects
of the language is considered insufficient for being a
capable EFL speaker, yet the ability to use this knowledge
to communicate well is crucial.
After the presence of a huge connection between
critical thinking and all English language abilities was
demonstrated, scientists started examining the effect of
basic intuition on improving those abilities. In a
quantitative report directed by Malmir and Shoorcheh
(2012) on the effect of showing basic deduction on Iranian
students' talking expertise, it was presumed that basic
reasoning preparing urgently affected advancing the
talking capacity of Iranian EFL students. They likewise
saw that critical thinking techniques assisted the students
with turning out to be dynamic members in the
communication cycle by listening cautiously to other

14
 understudies' talks, by deciding on those expressions,
and by settling on the best choices about what to say
because of what has been said in the discussion by other
interactants.
2.3. Debating Activities
Debate is when opposing points of view are given,
discussed, and backed by arguments, facts, and
refutations (Dale, Paulette, and James C Wolf, 2000). In
debating activities, students’ critical thinking ability is
often measured by how well they can construct their
argumentation and convey their ideas in the most
favorable way (Yen, 2022). Moreover, Zulfahmi (2017)
explains that debate is a proper method that could help
students better analyze the various debated issues and
topics. Students can practice problem-solving skills
through motion-based scenario analysis during the
process of debating activities (Wahyuni, 2020).
Additionally, debate has various formats in all over the
world. Therefore, teacher’s role here is to determine the
best debate style to be implemented in classroom that fits
their students’ need to enhance and strengthen their
critical thinking ability.
2.4. Debate Styles and Process
Debating styles and formats are so various. For
instance, Asian Parliamentary and British Parliamentary
debate are the most used styles by teachers nowadays
(Yen, 2022). Other styles used are proposed by experts,
such as Karl Popper, and Lincoln–Douglas debates.
Brown & Bown (2014) states in their book that
Parliamentary, Karl Popper, and Lincoln-Doglas debates
formats, which are going to be discussed, adhere to
extremely strict rules, especially when it comes to debate
competitions. Furthermore, there are other debate

15
formats more commonly used in classroom settings as an
alternate-solutions that do not follow strict rules like
Presidential Debate, Tag-Team, Town Meetings, Forced
Debate, Time Pair Share, Paraphrase Passport,
Affirmation Passport, Response Gambits, Talking Chips,
Response Mode Chips, and Socratic Discussion (Brown &
Bown, 2014). Teacher can choose the best debate style to
be implemented in classroom that fits the best with
students’ needs to enhance and strengthen their critical
thinking ability.
2.4.1 Parliamentary Debate
There are two well known
Parliamentary Debate systems in Global
Debate Format, which are Asian
Parliamentary Debate and British
Parliamentary Debate. both of these
debate formats are used interchangeably
in many countries and the use of one of
them most likely to depend on teacher.
Although both of these formats differ in
the order of speakers, all of them have
two teams which are Government Team
and Opposition Team (Yen, 2022). In
parliamentary debate, Brown & Bown
(2014) explain that each team member
decides ahead of time the request for
speakers and examine main strategy for
the issues to point out and focuses to
contend. A course of action would be
suggested by the government, which
would back it up with philosophical,
practical, and consequential arguments.
The government bears the burden of

16
 proof, but the opposition must also
demonstrate the persuasiveness of its
arguments.
2.4.2 Karl Popper Debate
In Karl Popper style of debate, there
are two team in which each team consists
of three people. There are two sides of
perceiving the issue given. The team that
is on the pro side of the proposition is
called Affirmative Team, while the contra
one is known as Negative Team (Brown
& Bown, 2014). Every member of each
team must convey their argumentation in
order, thus, number of orders is very
much needed in this debate formats. This
debate style takes about almost an hour
to finish with all of the strict procedures
applied.
2.4.3 Lincoln-Doglas Debate
According to Brown & Bown (2014),
Lincoln-Doglas Debate does not much
differ from Karl Popper Debate. This
debate includes two teams including
Affirmative and Negative team. The
major difference can be seen through the
duration of this debate format, if Karl
Popper debate is almost an hour long,
the length of this debate may only take
up to thirty minutes. The other difference
is that Lincoln-Doglas Debate always
starts with Affirmative Team and it must
end with Affirmative team as well.

17
2.5. Critical Thinking and Debating Activities in Classroom
Although it was originally used as a
teaching/learning tool in American higher education
throughout the 19th and 20th centuries, debate didn't
completely lose favor until the 1980s (Freeley, 2009).
During the past three decades, it has gained popularity
once more in the United States. It has been giving
university and high school pupils a pleasant educational
experience (Williams et al., 2001). Regardless of the
students' academic standing, debates have been made
available to students in all subject areas (Zare & Otman,
2015).
Nisbett (2003) emphasizes that debate is an essential
educational tool for developing analytical thinking skills
and push self-aware reflection on one's ideas' validity.
The previous statement is supported by a study
conducted by Handayani (2016) which stated that
improving students’ critical thinking ability using debate
method is strongly recommended because it is considered
successful by many experts. Many studies have found
how debate activities bring positive impact and responses
towards the implementation of it. Activities like debate
encourage and improve higher-order thinking skills that
allows an individual to analyze, synthesize, and evaluate
information (Galloway, R., 2007). In a study conducted by
Othman, M., F. Mohamad, and F. Amiri (2013), believed
that the debates helped improve their critical thinking
skills and oral communication ability. In addition, as the
students claimed, other benefits of the debates included
mastering the course content, boosting confidence,
overcoming stage fright, and improving team work skills.
Another study by Pezhman Zare and Moomala Othman
(2014) found that students enjoy the experience of

18
debating activities, they agreed it was beneficial and
helpful to foster their critical thinking ability.
Additionally, Scott (2008) explained that debates help
students better comprehend a variety of subjects, acquire
new information, and improve their comprehension of
the process of debate.
Yen (2022) explains that participating in debate
activities that include the phases listed below can help
students develop their critical thinking skills: Before
beginning to collect and organize information about the
issue known as analysis, they should first identify and
clarify the issue known as interpretation. In the following
step, they could infer conclusions from the evidence and
evaluate that information for accuracy and applicability,
this step is called as evaluation. The debaters must then
provide a logical explanation of the results in the form of
a debate known as explanation. Last but not least, they
must critically evaluate one's performance which is
commonly known as self-regulation.

19
 CHAPTER III
RESEARCH METHODOLOGY

This chapter basically defines and describes the research

methodology of this proposal including research type, research
subject, research settings, data and source of data, research
instruments, data collection technique, research procedure, and
data analysis.
3.1. Research Type
This research is designed by means of qualitative
method. Qualitative research emphasizes on participants’
way of perceiving particular matters and their
experiences (Fraenkel & Wallen, 1990; Locke et al., 1987;
Merriam, 1988). Basic Interpretive research as the type of
this study is used, it aims to comprehend the perspective
of participants, describes and interprets a phenomenon or
process (Ary et al., 2009). Collecting the data, analysis,
and writing are the main focuses of this method, and the
researcher goes along during the process of research
(Creswell, 2013). The qualitative concern of this study is
apparent in the process of data collection, which attempts
to obtain a teacher’s strategy in implementing debating
activities to improve students’ critical thinking and
explore students’ perspectives by holding in depth
interview. The current qualitative study allows an
understanding from the educators’ perspective (Pinnegar
& Hamilton, 2009). Additionally, the process of data
collection is supported by classroom observations over a
period of time. Thus, the focus is to get to know and
understand various realities rather than only understand
one (Lincoln & Guba, 1985). The design of this study is in
line with the purposes, which are to find out a teacher’s

20
 way of using debate to develop students’ critical thinking
ability and to gain students’ perception towards the use
of debate to improve critical thinking ability.
Furthermore, it aims to elaborate the debating activity
used in class to improve students’ critical thinking ability.

3.2. Research Settings

This study took place in one of senior high schools
located in Sidoarjo, East Java, Indonesia. This school is
one of state senior high schools located in the center of
the town. This place was chosen as it is one of state
schools in the town that is most updated with the newest
education system in Indonesia. It also has an English
Community, which is an extra-curricular school activity
and it is not compulsory to join, with several divisions
including debate using British Parliamentary Debate
System (BPDS). It is a good sign that some students of
this school are used to debating activities.

3.3. Research Subject

The subjects involved in this study are a senior
th
English teacher class at 11 grade of the Senior High
School mentioned previously and her students. The first
subject selected is a female senior English teacher who is
a civil servant and has been teaching in the same school
for more than 30 years. In everyday teaching at the
school, she prefers any technique that allows students to
speak. She believes that encouraging and letting students
practice speaking up their thoughts to communicate is
the main goal of language learning. Thus, she often uses
techniques involving speaking practice such as
discussion, presentation, and debate activities.

21
 The other research subjects selected are twelve
students from the 11th grade natural science class. The
students are selected based on the teacher’s
recommendation after having a discussion with the
researcher by showing the result of their speaking
performance. The students are chosen after their ability to
construct argumentation and speak for their thoughts are
considered. The students selected are classified based on
the score of their speaking performance, which are high
achiever students and low achiever students. The class
has come to a material in which argumentation and
discussion text are covered, in which debating activities
are often implemented. In respect to the privacy of the
subjects in this study, their names had been changed into
pseudonyms.

3.4. Data and Source of Data

The data collected in purpose to answer the research
questions that have been stated previously are obtained
from interviewing one of the senior English teachers and
ten students of a natural science class. The questions are
going to be in line with how the selected method, debate,
is used in a way considered helpful to improve critical
thinking ability which include several aspects such as
interpretation, analysis, evaluation, inference,
explanation, and self-regulation.
Moreover, teacher documents are also helpful sources
to know students’ speaking proficiency and teacher’s
lesson plan. Classroom observations involving video
recording, as a support, will also be held in order to
understand how the debating activities are implemented
in real life situation. Therefore, the data obtained can be
helpful to answer the research questions.

22
3.5. Data Collection Technique and Instrumentations
Interviews and classroom observations are conducted
as the technique and instruments to collect the data so
that the research objectives can be attained. To answer
the first and second research questions, the researcher
conducted semi-structured interview with open-ended
questions covering the detail explanation of how the
debate techniques is used for the teacher, classroom
observations are also conducted and teacher documents
are used to gain better understanding about the
technique used by the teacher and students’ speaking
proficiency result which later is used to answer both
research questions.
To answer the third research question, the students
are asked about their thoughts as well as how they feel
when such technique is implemented. Moreover, another
instrument, classroom observation, to support the
real-life implementation of how the debating activity is
done. The researcher used a video recording of debating
activities in the classroom.
The main questions for both, the teacher and students,
are formulated as follows:
1) In your opinion, how important is critical
thinking ability?
2) What debating activity implemented during
the class that can foster students’ critical
thinking ability?
3) What are the most common problems
encountered by students in debating activities
and solutions to those problems?
The detailed information of the data collection

23
 techniques used to answer each research question is
provided in the following table:
Table 3. 1. Data Collection Technique and Theory used to answer RQs

Data Collection Data

Research Questions
Technique Analysis
How does the
debate system
Teacher’s
employed in
Interview and
1 EFL classroom
Classroom
promote
Observations
students’ critical
thinking ability?
What type of Rybold
critical thinking (2006),
skills manifested Facione
Classroom
2 in English (2011),
Observations
debate activities Brown &
in EFL Bown
classroom? (2014),
How do Liqing
students (2021)
perceive the
use of debate
Students’
3 to promote
Interview
critical
thinking ability
in EFL
classroom?

3.6. Data Collection Procedure

3.6.1. Teacher’s Interview
As what has been stated before, this

24
 study used qualitative research. To
answer the first and second research
questions, a semi-structured interview is
used. The interview is conducted in
offline settings and may take around 40
minutes. Open-ended questions, which
merely focus on how the teacher
implements debating activities in class as
a beneficial facilitation for students to
share their thoughts and eventually
promote their critical thinking ability, are
used. The interview will be using English
and tape recorded to help the researcher
during the phase of data analysis. Prior
to the interview, the participant will be
told about the purpose of why the
interview is held, the expected time it
may take for the interview, as well as the
reason why the interview needs to be
recorded.
3.6.2. Students’ Interview
The second interview is conducted to
gain students’ point of view of using
debate in purpose to improve their
critical thinking ability which aims to
answer the third research questions. A
semi-instructed interview with
open-ended questions are given to
explore their real thoughts and feelings
about the method. It is essential to know
whether or not students are motivated,
excited, or even actually struggling. The
students are interviewed in their break

25
 time after they had English class
including the debating activities, it is
expected to be the best time since they
still have precise memories about what
they actually feel after debating
activities. The formulated questions are
not much divergent from the teacher
since it focuses on getting to know how
students perceive the method. The main
points to explore are what they think
about the role of critical thinking, how
they do debate activity in class, and what
are some obstacles they mostly
encounter. It is expected that they give a
real, honesty answer of what is actually
in their mind and what they feel, so that
the result is close to the fact and can
answer the formulated research
questions.
The questions asked are in English.
However, the participants can ask for
question clarification to the researcher
or/and give answer, both in English or in
Bahasa Indonesia. Before the interview,
all participants will be told about the
purpose of why the interview is held, the
time estimation for the interview, as well
as the reason why the interview needs to
be recorded.
3.6.3. Classroom observation
Classroom observation is used to
support the process of data collection as
the real-life situation can be seen and

26
observed clearly which later is expected
to answer the first and second research
questions. It is the practice of sitting in
one’s class by means to observe, learn
something from, as well as doing
reflection (Halim, S., et al, 2018).
Moreover, classroom observation is
commonly defined as a way of
evaluating and recording particular
information about any activity
happening within a classroom (Halim,
S., et al, 2018). This is also used since the
researcher has to be able to avoid any
bias in order to tackle subjectivity
existed. The observations are conducted
several times from the beginning of the
new materials that use debate method,
which are argumentation and
discussion texts, and it continues until
the end of the material which
approximately can be done in five
meetings. Therefore, the classroom
observation will be held five times in
around one month.
The classroom observation
encompasses and focuses on how
debating activity is held. Starting from
the preparation, the topic given, which
debate system is used, how students
construct argumentation through
discussions, what are the problems
encountered, how teacher can be a
facilitator to guide them, and other

27
 essential aspects in line with this study
3.6.4. Documents
Documents from the teacher is used
to help in having a better
comprehension about the technique or
method used in the classroom during
English subject. Other than that, it also
helps in selecting high and low achiever
students’ in terms of their speaking
performance.
Documents used are teacher’s lesson
plan, students’ speaking assessment
result, and other supporting documents
that can help to answer the first
research questions.

3.7. Data Analysis

The qualitative analysis of data which begins with
organizing raw data to interpreting the themes that have
been classified was conducted. Three stages of analyzing
qualitative data proposed by Miles, Huberman and
Saldana (2014) consisting data condensation, data display,
and data conclusion are applied.
1) Data Condensation
In data condensation phase, the raw data
obtained from interview and classroom
observations such as transcripts and field
notes are organized and filtered. This is an
important phase where any irrelevant
information that is out of the current study’s
scope and not in line with the formulated
research questions should be reduced and
reconsider whether or not any additional

28
information is still needed (Creswell, 2013).
Kothari (1985) stated that some studies have
a lot of raw data which must be categorized
to get meaningful relationships. Therefore, a
transcription convention proposed by
Allwright & Bailey (1991) is used to identify
each interviewee speaking during the
transcription phase. The transcription
convention can be seen through the following
table:
Table 3. 2. Transcription Conventions for
Classroom Discourse

Symbols Convention
T Teacher
Identified male
M1, 2, 3 ...
learner
Identified female
F1, 2, 3, ....
learner
Unidentified male
M
learner
Unidentified female
F
learner
Unidentified
LL subgroup speaking in
chorus
The whole class
LLL
speaking in chorus
Indicate
{
simultaneous speech
...... Pauses
Used for languages
Italics
spoken other than

29
 Symbols Convention
English

After the process of transcribing

interviews and assembling field notes, the
next step is coding, summarizing, and
classifying data (Alston and Bowles, 2003).
Coding is used to reduce and categorize the
data obtained from interviews and video
recorded in the classroom based on the
research questions, so that the data can be
simply displayed.
2) Data Display
Next, during the phase of data display, a
way to present the classified data must be
decided. Data can be reconstructed and
displayed into forms of texts/excerpts, table,
chart, matrix, or diagrams (Wahyuni 2020).
The reconstructed data provide detailed
explanation of the categorized themes
complete with multiple perspectives from the
participants and quotations. This phase
means to help the readers whose field of
study are out of this study to have a better
understanding. The data displayed will be in
form of table. The example of the displayed
data is below. (see APPENDIX 4: Teacher’s
Interview Analysis; APPENDIX 5:
Classroom Observation Analysis;
APPENDIX 6: Students’ Interview Analysis)

Table 3. 3. Interviews Analysis

30
 Topic Subject Script Interpretation
Classroom Teacher ”Jadi apalah itu During
debate sistem namanya debating
mechanism yang jelas activities,
memang satu there are two
kelompok ada 6 teams of
orang yang terbagi three.
menjadi ee.. 3
orang untuk pro, 3 One is
orang untuk affirmative-te
kontra” (Line am, the other
101) is negative
team.
“Kalau masalah The teacher
ee.. sistem debat implements
ya.. ya memang the global
kita mengarahnya debate format
itu pada sistem in classroom
debat yang emang
sudah berlaku di
ee.. seperti di..
debate debate
contest, ya..
debate debate
competition gitu,
jadi apalah itu
sistem namanya”
(Line 98)
“Kemudian dari Each team is
motion yang dia given motion
peroleh, kemudian and time to
kita compromise
menentukannya and discuss

31
 mungkin their
berdasarkan suit arguments.
ataukah
berdasarkan lotre
mana yang dia ee..
dapatkan
posisinya dia
apakah di positif
apa ee.. di negatif,
apakah di pro
apakah di kontra”
(Line 103)

3) Data Conclusion
The last phase, yet not less important, is
data conclusion. In this phase, deep
understanding and logical thinking are
needed to make an interpretation (Wahyuni,
2020). Other than drawing conclusion from
the researcher’s interpretation, results from
previous studies or theories are feasible
(Creswell, 2013). This stage must clearly
show intelligible explanation of how the
research and the data that have been
obtained can precisely answer the formulated
research questions. The researchers' capacity
to consider the potential logical implications
of data is a key determinant of whether the
research questions are addressed (Wahyuni,
2020).

Table 3.4 Data Conclusion

32
 Research Data Result
Questions
1 How the Teacher’s The global debate
debate utterances during format, particularly
system interviews and Parliamentary
employed video recording of Debate, was
in EFL students’ debating implemeneted.
classroom activity During the debate
promotes practice, students
students’ are required to
critical deliver their
thinking opinion, rebuttal,
ability and refutation, such
activities activate
their critical
thinking
2 The type of Video recording of Analysis, Inference,
critical students’ debating and Evaluation skills
thinking activity were demonstrated
skills by the debaters
manifested during its session.
in English
debate
activities in
EFL
classroom
3 Students’ Students’ Debating activity is
perception utterances during believed to be able
towards interviews to significantly
the use of promote students’
debate CT ability.
technique

33
in EFL
classroom
to promote
critical
thinking
ability

34
 CHAPTER IV
RESULTS AND DISCUSSIONS

This chapter encompasses the results of this study and

discussions part. In the results part, the data obtained
through in-depth interviews, classroom observation, and
focus group discussion are descriptively served. The data
were analyzed as an attempt to answer all of the three
research questions, particularly on the debate system and
mechanism implemented in EFL classroom to promote
critical thinking ability, sub-skill of critical thinking
manifested in classroom debate activity, and learners’
perception about the implementation of debating activity to
promote critical thinking ability, and represented in the
discussions part to be conferred on the link between the
results of the current and previous study and the theories.
4.1. Results

This part consists of the results of the data obtained

through interviews with the English teacher who
implemented classroom debate in her classroom,
classroom debate practices, as well as interview with high
achiever students and low achiever students determined
by her teacher according to their speaking performance
during English class.
4.1.1. The Implementation of Debate System
in EFL Classroom to Promote CT ability
The results from the interview
with the teachers revealed the debating
activities implemented in classroom.
After gaining the implementation of
debating activity in classroom by the
teacher, modified Parliamentary Debate

35
system is found to be employed by the
teacher due to some factors that differ
debate process in competition from
classroom seetings. She elaborated the
details of number of sides, members of
each side, the order of speakers
delivering argumentation, and the
procedure of the debate system which
are elaborated in this sub subsection.
The teacher (henceforth, T)
explained that each debating activity
consists of two teams of three in which
each time is on different side. One team
stands with the proposition given, which
is known as affirmative team. The other
one argues against the proposition, this is
later called as negative team (E refers to
Excerpt). (See APPENDIX 7. Teacher’s
Interview Transcription)
L101 ”Jadi apalah itu sistem
namanya yang jelas memang
satu kelompok ada 6 orang
yang terbagi menjadi ee.. 3
orang untuk pro, 3 orang
untuk kontra” (T)
Without strictly following a
particular debate rules, the teacher stated
that the debating activities employed in
the classroom is designed closely the
same with general debate system used in
debate competition, she did not clearly
state the type of debate system
implemented.

36
 L98 “Kalau masalah ee.. sistem
debat ya.. ya memang kita
mengarahnya itu pada sistem
debat yang emang sudah
berlaku di ee.. seperti di..
debate debate contest, ya..
debate debate competition
gitu, jadi apalah itu sistem
namanya” (T)
Further explanation about the
debate mechanism was given by the
teacher. The motion is given preliminary
before each team gets the side they will
be on. Whether or not a team is on
affirmative or negative side is
determined in a classic way such as by
doing rock, paper, and scissors between
the representative or captain of each
team.
L103 “Kemudian dari motion yang
dia peroleh, kemudian kita
menentukannya mungkin
berdasarkan suit ataukah
berdasarkan lotre mana yang
dia ee.. dapatkan posisinya dia
apakah di positif apa ee.. di
negatif, apakah di pro apakah
di kontra” (T)
Later after the motion is given
and each side is determined, each team is
allowed to discuss and compromise the
motion. They can use the time given to

37
construct arguments that later will be
delivered individually. The teacher
suggested the constructed arguments
must be relevant with the motion.
L106 “Nah, setelah itu kemudian
dia diberikan untuk
compromise dengan waktu
untuk berdiskusi dengan
teman dalam satu kelompok
yang pro dan dalam satu
kelompok yang kontra, seperti
itu kira-kira argumen yang
dia ajukan nanti yang dia
berikan sehubungan dengan
motion-nya nanti seperti
apa.. begitu” (T)
As both teams discuss the
motion, the teacher did not state any
limited time that might be given for the
discussion session. This is shown by her
statements during the interview was that
both teams can be invited and later start
the debates after the time given is
enough.
L113 “Nah, setelah itu kalau emang
dirasa sudah waktu yang
sudah diberikan itu sudah
cukup, kemudian kita
pertemukanlah antara pro
dengan kontra itu kita
pertemukan” (T)
Speaking about the mechanism,

38
the order of speakers in particular, the
teacher generally stated that every
argument from each team should be
delivered individually. Therefore,
monologue is more highlighted rather
than dialogue. Starting from the first
speaker of affirmative team, the first
speaker of negative team’s turn, the
second speaker of affirmative team, the
second speaker of negative team, the
third speaker of affirmative team, and
finally the third speaker of negative
team. The teacher’s explanation can be
seen as follows:
L115 “Ya seperti biasa kita invite
dulu ada the first speaker
kan? the first speaker,
second speaker, the first
speaker kan gitu ya? The
first speaker dari positif
timnya kita invite dulu” (T)
In addition, the teacher was
explaining the reason why the first
speaker of affirmative team is invited
before the negative team. She firmly
stated that the affirmative team must set
the parameter. It is done to classify and
limit the topic to argue during the
debating activities. By setting a
parameter, it is expected that every
speaker from each team does not go
beyond what should be discussed.

39
 L118 “Kenapa kok the first speaker
dari positif tim kok bukan
negatif? Karena untuk yang
positif itu adalah mereka
berhak untuk menentukan
parameter, ke arah mana
debate itu akan dibawa,
karena parameter di sini
adalah pembatasan masalah
itu sangat penting ee..
supaya.. ee.. debatnya tidak
lari kemana-mana gitu..
yowes cek gak mbelakrak gitu
lah ya.. ga ada ujung
pangkalnya gitu” (T)
To support her explanation about
setting parameter and limitation, the
teacher provided an example of a debate
topic about children.
L124 “Jadi misalnya kalau misalnya
kita bicara children,
children itu batasan usianya
seberapa yang dia maunya
dia? Jadikan scope-nya itu
lebih sempit jadi tidak meluas
kemana-mana” (T)
During the interview, the teacher
furtherly talked about what each speaker
needs to deliver when it is their turn to
speak. After the first speaker of
affirmative team argues for the
proposition, along with setting the

40
parameter, the turn for the first speaker
of negative team is to speak for their
arguments in rebuttal. This order goes on
until the turn reaches the third speaker of
each team whose obligation is to draw
conclusion.
L126 “Jadi, itu yang jelas jadi first
speaker dari pro, kemudian
ee.. kita berikan setelah itu
kesempatan untuk the first
speaker dari kontra untuk
me-rebut itu ee.. kemudian
menyampaikan argumennya
sendiri seperti apa, kemudian
begitu juga selanjutnya,
kemudian the second
speaker dari.. ee.. pronya,
tadi kan the first speaker
dari pro kemudian di-rebut
di-rebuttal oleh the first
speaker dari kontranya
maksudnya, dari kontranya.
Kemudian berikutnya ya the
second speaker dari pro
kemudian dia memberikan
sanggahan dulu dari apa
yang dia sampaikan, dia
ungkapkan, dia ungkapkan
argumentasinya, kemudian
dia memberikan suatu
penguatan dari pendapatnya
dari second speaker sendiri,
seperti itu sampai

41
 ending-ending-nya sampai
the third speaker, sampai
the third speaker
memberikan suatu
kesimpulan” (T)
In addition, the teacher stated
that the third speaker is an important key
to rate the quality of their team. Since, it
has been stated that conclusion must be
drawn by the third speaker, she clarified
that when a speaker elicits a new topic or
case, that is beyond the parameter, their
weakness can be seen through. Thus, she
asserted that it is the end of the debate.
L138 “Sampai the third speaker
memberikan suatu
kesimpulan ee.. dari
masing-masing kemudian
ujungnya adalah tolong
jangan membuat case baru
supaya nanti sudah
ending-nya debat itu
selesai, jadi kalau masih
membuat case baru ee..
membuat.. men..
menunjuk.. menun.. apa..
menonjolkan kasus baru,
itu nanti kelemahan dia
akan muncul di situ, itu
ending-nya seperti itu”
(T)
The result of the interview with

42
the teacher showed that steps in debate
system allow students to activate their
critical thinking skills while debate
activities are employed in the classroom.
The teacher believes that critical thinking
skill is very much necessary in debating
activities. When being asked how
important critical thinking is, she
associated critical thinking with debating
activities that occur during the current
learning material, Discussion Text.
L45 “Menurut miss Ay sendiri,
kemampuan Critical
Thinking ini seberapa
penting untuk dimiliki oleh
para murid Miss Ay?” (R)
L47 “ Ya.. kemampuan Critical
Thinking bagi siswa, gitu
kan?” (T)
L48 “Iya, benar..” (R)
L49 “Bagi.. em.. siswa, ya.. sangat
penting. Kalau ditanya
tentang seberapa penting,
jawabannya adalah sangat
penting. Karena kita.. ya
kan.. kita harus punya
pikiran yang kritis gitu ya..
em.. kita juga harus punya
kemampuan yang apa..
berfikiran kritis gitu.. jadi...
terutama kalau memang
dihubungkan tentang materi

43
 gitu.. materi tentang debat
yang kamu inginkan, yang
diarahkan, yaitu materi
Discussion Text” (T)
As she mentioned, debating
activities require students to think
critically. She further explained that
when a person gives their opinion,
rebuttal, and refutation, which all are
included in debate, they certainly
activate their critical thinking.
L57 “Dalam Discussion Text itu
kan orang harus
mengeluarkan pendapat,
harus memberikan ee..
sanggahan terhadap
pendapat yang dikeluarkan
oleh temennya begitu.
Otomatis, dalam
memberikan sanggahan,
itukan pasti ada informasi
yang dia terima, yang dia
telan, kemudian dia
berfikir, mengolah ya..
tentang pendapat
temannya itu, dia berfikir
di sini kemudian untuk
memberikan balasan ulang
atau rebuttal-nya itukan
kalau orang gak punya
pikiran kritis kan gak bisa
untuk memberikan respon,
begitu lho.. betul kan?” (T)

44
 As she asserted the importance
of Critical Thinking ability, the teacher
who has been teaching English as a
foreign language for more than 30 years
believed that debating activities in the
classroom which is included in
Discussion Text material allow students
to activate their CT skills since it requires
students to process information and
construct arguments to give responses
towards the opposite side.
In conjunction with what has
been explicitly elaborated by the teacher,
the debate practice implemented in
classroom that has been observed
denotes that students as the debate
speakers, moderator, and adjudicator
demonstrated debate activities precisely
as previously explained during the
inrterview with the teacher. Moreover,
the categorization of students’ utterances
during the debate session into CT skills is
going to be explained in the upcoming
part. The following table shows the
processes in Parliamentary Debate
system. The checklists indicate a process
done in the classroom, solutions by the
teacher are provided for the processes
skipped or adjusted.

Table 4. 1 Parliamentary Debate process in EFL

classroom

45
Parliamentary The process Alternate
Debate implemented Solution by
Process in classroom the teacher
The topic is The topic
given few was given a
minutes before - week prior
the debate to the debate
session begins session

Each team
discusses the
order of
speakers and √
is given time
to discuss
talking points
The
proposition
begins with √
“This house
believes”
The
government
team gets to √
deliver their
argument first
Each speaker is
allowed to
convey their √
speech from 4
to 7 minutes

46
 The opposing The teacher
team can skipped this
provide process to
argument or manage the
question limited time
-
anything after in the
the first minute classroom
and before the
last minute of
a speech
Reference
notes are
√
permitted for
the debaters
Debaters are The students
not allowed to were still
read from the allowed to
reference notes read
reference
- notes to help
students
struggling in
speaking
and manage
time

4.1.2. Type of Critical Thinking Skills Manifested

in English Classroom Debate Activities
This part offers how the activities
during the debate session, particularly

47
 when every speaker of each team
delivered their speech, are categorized
into several types of critical thinking
skills consisting of Analysis, Inference,
and Evaluation. It explains and
categorizes arguments and statements
uttered by the students of two groups
into the CT skills that have been
mentioned.
This study adopted the three
categorization of CT skills including
analysis, inference, and evaluation
involved in each stage of debating
activities by Liqing (2021). The current
study focuses on the stage of in-class
preparation and the presentation session.
The table can be seen as follow:

Table 4. 2. Liqing CT skills in English Debate

Practice’s table (2021)

CT
Core tasks CT skills
sub-skill
Analysis
Build the
and
case
Evaluation
Analyze
the
Argumentation Analysis
burden of
proof
Make
Inference claims or
arguments

48
 Provide
reasons
and
Inference linkage to
help reach
the
conclusion
Predict the
Analysis opposite
view

Establish
Evaluation
criteria to
and
judge
Analysis
arguments

Analysis Rebuild
and the
Inference arguments

Presentation Respond
Inference to
and refutation,
Evaluation opposing
views

The debate session involved two groups.

Each group consists of affirmative and
negative team. For the first group during the
debate session, M1 was chosen as the
moderator, while the speakers from the

49
affirmative team were F1, F2, and F3.
Meanwhile, the speakers from the negative
team were M2, M3, and M4. For the second
group, the affirmative team consisted of M6,
M7, and M1. The negative team included M8,
F4 and M9. Both groups had the same
adjudicator, who was M5, whose job was to
give each group general comments on the
arguments carried out by each team and
determine which team should be the winner
through several considerations.
Every group was given different motion.
The first group was discussing matters on
whether or not the use of earphone should be
limited. Meanwhile for the second group, the
motion given was the abolishment of same
sex education. (See APPENDIX 8. Debate
Transcription Group 1 and APPENDIX 9.
Debate Transcription Group 2)

4.1.2.1. Analysis
Group 1
On the motion of earphone use should be
limited, the first speaker of the affirmative
team, F1, was given the opportunity to
deliver her speech. As a proponent, she
explained the root of the problem.
Elaboration on the discovery of earphones
and earbuds was emphasized, she also added
the use of those devices and finally added the
negative side effects that could emerge from
the significant and constant use of them. This
process appears to show that F1

50
demonstrated building the case as CT sub-skill
in debate practice.
L27 “Development in the world of
technology are increasingly advanced
day by day, in which device called
earbuds and earphones that we use
every day to listen the something
from our smartphones directly to our
ears. Bluetooth based wireless
earphone are gaining popularity to
the public because it’s the most
simple.. and.. it was very easy to use.
Earbuds, earphone, headset, airpod,
and so what are the same device.
However, there is a negative side to
use the ear.. earbuds, but besides that,
there also a positive side because
when we want to listen that is
privately, is we must use uh...
earbuds, and then.. every uses we
have to be controlled, it’s not quite
right if we want to use the... earbuds
had be... had be prohibited because
some work requires use the earbuds,
but it would be great if you want to
control and limited it” (F1)
In rebuttal of the statement above, the
first speaker of the opposition team, M2,
argued that earphones can help people in
many aspects of life. He extended his
argumentation by providing some examples
of the use of earphones that give positive
effects to people.

51
L51 “.... but there are also several things that
are very.. that, that can help us with
ear.. earbuds, so.. uh... for example,
earbuds help us with our hearing
so some people have a trouble
hearing especially when they need
to hear something that is very
difficult, ee uh for example with
like a music, in music we need to
identify some chord or some.. yea
some chords of some sounds that
really specific and we we canno..
we cannot hear it with our.. their
ears.. yea so we need help from the
technology which is one of them
are earbuds and earphone, now
with them, we can hear uh..
everything so clearly and
specifically and with it also help us
with a lot of things as well uh.. for
example like if we are in a crowded
place and we need to hear
something, yea we can use earbuds
and earphones, oh yea one more,
uh.. a very uh.. importance use of
headphones we can found in a
concert, so like in a concert is a
very crowded right? Is very noisy
and.. the singer or wha.. or
whatever is having a concert, they
need to.. hear, they need to hear
the sound, the music, the rhythm,
and the tempo. Now, they cannot

52
 hear it if they.. they are in a very
crowded area, they need to use
earphone so they can uh.. sing or
play an instrument correctly” (M2)
As shown in the statement above, he
tried to analyze the burden of proof before
making a claim. He compared and
distinguish views on the effects of earphones
while describing every detail to provide an
insightful information.
After the first speaker of opponent side
delivered his argument to rebut the first
speaker of proponent side’s argument, the
next chance was given to the second speaker
of pro side, F2. She added potential health
dangers caused by the constant use of
earphones or similar devices.
L78 “.... there are several things that can be
considered why earbuds use must be
limited. Firstly, tinnitus potential is
a ear ringing or bussing, uh..
sound in one earbud ears that
might occur continuous..
continuously are suddenly appear
and disappear. One of the impact
and dangers of hearing earphone
for too long is causing tinnitus, lot
noises can damage the hair cells in
the cochlea, causing a ringing
sound in the ears or even the head,
uh.. secondly, noise-induced
hearing loss is a form of hearing

53
 loss resulting from chronic expo..
exposure o loud noise at a
dangers.. dangers intensity, this
condition is the second most
common form of hearing loss after
its related hearing loss. This
condition causes high morbidity
because suffers can experience
difficulties in daily communication”
(F2)
She continued analyzing the burden of proof
and her argument consisted of mainly
hearing loss potential that was later refused
by the second speaker of the opponent side,
M3. He offered deeper analysis on the use of
earphones by people who cannot work
without such device. In respond to the
argument of pro side, M3 established criteria
to judge and challenged the pro side with the
risk they have to deal with if they insisted
that earphone uses should be limited.
L98 “... now how about the people or workers
that need to use it, example they..
they wou.. work on airport, explicit
at ATC or Air Traffic Control tower,
right? They are the workers to.. they
work to control the air traffic activity
of the plane, right? They prevent the
airplane for caused any accident,
right? And they have to use earphone
uh.. I’m sorry earphone or.. or..
head.. headset.. or.. yea so on, they
are same device as you have said,

54
 okay. They have to use it and, they
have to use it.. for an hours not for uh..
eh for some hours, right? Not on a
short time. So, if we have to follow
your.. your recommendation like we
have to look the effect, of course it is
important, but however we have to
look for this side too. If we have to
follow you, then they have to disobey
their re.. respons.. responsibility to
take uh.. take care their job for
controlling their air traffic, so if they
are following you, you may want them
to leave their responsi.. responsibility
and causes some accident for the
airplane, of course like it’s obvious
reason if we have to follow your
state.. eh statement” (M3)
It is shown that M3 established criteria to
judge the proponent’s argument. In refutation to
his argument, which mainly brought up
airplane accidents as a result of disobeying
rules that ATC workers should always wear
their ear monitors on, the last speaker of the
proponent, F3, strengthen her team’s
argument by bringing up traffic accidents
caused by using earphones while driving.
L124 “... besides that uh.. earbuds can..
can cause aa.. earache potential,
we often for a result of using
earphones for too long is
earache uh.. some studies state
that hair cells tend to lose their

55
 sen..sitivity due to vibration
and too much bending, of
course, this will cause
temporary or permanent
hearing loss after using the
headset for a long time, uhm..
beside that, uh.. it can cause an
accident potential. Furthermore,
the use of earphones that are
not controlled can cause danger
in surrounding environment
uh.. such as accident sign in
public places, uh.. when we are
driving it is absolutely
forbidden to listen to anything
without eh.. with earphones,
uhm.. except if we want to
answer a call or uh.. work, then
we can use earbuds, but still we
have to stay focus on driving
and be careful” (F3)
Besides conducting analysis on the
burden of proof concerning with the
recklessness of using earphone on the road
while driving, F3 furtherly added the second
speaker of pro team’s argument that was
talking about hearing loss. She added one
more hearing disorder and the explanation to
it.
Group 2
On the motion of same sex education
should be abolished, the first speaker of the

56
affirmative team, M6, was given the
opportunity to deliver his speech. As a
proponent, he explained the root of the
problem regarding education system running
and types of school as an act of building the
case. After that, he continued his speech to
mention predicted opposing view and finally
argue that same sex education could limit
interaction between male and female which
resulted in their disability to carry out
normal interaction.
L26 “... the education is a place to develop
and improve the quality of
understanding and knowledge of
everyone, so far the place where we go
to school is not only used to study but
also used a mean of social interaction
between one student and another, this
interaction often occurs when there are
learning activities of developing
interest and tolerance, currently there
are two types school in Indonesia,
there are heterogenous school and
homogenous school, so they create
homogenous school on the ground that
if there were two genders in class it
would be a distraction, but if they
separate the two genders there is big
problem that will occur, the problem is
if we limit the space and time of
interaction between the two genders,
then when the two gender enter the
wider wall, it is feared and they will

57
 not be able to carry out normal
interaction” (M6)
His argument then was rebutted by the
first speaker of the opponent. M7 as the first
speaker to rebut the pro side argument
analyzed the burden of proof to make his side’s
argument more convincing. He focused on
explaining how both genders can still
manage healthy interaction since they more
likely to have relatives from the opposite
gender. In addition, he stated how movies,
which almost all include both genders, are
accessible and students can learn how to
interact normally with the opposite gender
through movies.
L68 “... and as explained uh.. from the..
the government side uh.. of the
topic which is uh.. they not being
able to.. I guess uh.. bound.. bound
more nicely because uh.. the two..
the two genders are separated
which uh.. which actually is not
true because they will actually end
up collaborating anyway because they
will try to actually uhm.. you know
because hey also have like families and
also maybe friends outside of school
that is not actually in the same like
you know like not the same gender and
that’s the one part, and also that’s all
uh.. they will actually like adjust more
on the society like uh.. over time
anyway, and also you can actually see

58
 like you know, they ca.. they most,
most people or most students act will
probably like see films or dramas that
actually show the interactions between
uhm.. the two different genders as
well” (M7)
To give refutation towards the statement
uttered by the opponent, M8 as the second
speaker of the proponent stressed on the
same aspect about the restricted interaction
between both genders that has been
explained by the first speaker of proponent
previously.
L116 “And next I will talk about the other
arguments that we have to support
why we should abolish same sex
education, start with me first, first
argument, same sex education can
create gender gaps, gender gaps in the
same sex education can occur, occur
because interaction between men and
women are very limited in this.. in the
same sex education, so the gender gap
may not occur while students are in
that school but occur later when they
ma.. mature or graduate from that
school. Uh.. students from the same
sex education will have difficulties
interacting, collaborating, or working
with the opposite sex (aren’t) like other
students from het.. hetero..
het..erogenous” (M8)

59
 He provided further elaboration on how
gender gaps can gradually be created when
the limited interaction continues to happen in
educational institution that implemented
homogeneous learning as he was rebuilding
argument to support his team’s side and
convince the adjudicator.
The second speaker of the opponent side,
F4, later rebuilding her team’s argument and
straightforwardly talked about the
advantages of same sex education. She
believed that homogeneous school allows
one to explore themselves more without
being disturbed by opposite gender. She
stated:
L138 “... same sex education help boys and
girls to explore themselves, uh..
same sex.. same sex education also
have a gender to get to know
themselves better because they are
focus on their some gender friends
and not disturbed by the other
gender” (F4)
In refutation to her statement, the last
speaker of the proponent team declined the
opponent’s argument stating that students
from homogeneous school can socialize well
with the opposite gender. He unequivocally
corrected the misconception of the meaning
of socialize by proponent and gave larger
explanation about it as a criteria to judge the
opponent’s argument.

60
 L151 “... the opposition side said this
again and again that in the end
th.. the students from the same
sex education can socialize
anyway, but what became the
most concern in our side is that
how well and how healthy they
will socialize? Because socializing
is.. socializing is not just about
talking with each other, it’s more
than that, socializing means.. is
more about how they can help
each other, how they can respect
each other, how they can bound
with each other, and etcetera”
(M1)
Finally, to reach to the end of the debate
session, M9 as the last speaker of the
opponent team rebuilt argument concerning
with several aspects that the proponent had
stated.
L186 “I will rebuttal.. uhm.. the argument
from the government side, okay so their first
argument is same sex education is not ideal
for children because they can’t interact with
other gender, but we have a reason that.. that
it’s normal because uh., we have religious reason,
because in moslem, we are.. aren’t meant to
interact with other uhm.. other gender” (M9)
L192 “so the second argument from the
government side, same sex education can
create gender gap, for.. for us it’s not true

61
because gender gap can happen in the society but
in this system we can interact with the other
gender outside the school” (M9)
He, again, stressed on religious reason as
the country adhered to principle about
religion. Furtherly, he rebutted the second
argument brought up by the proponent side
by stating that students can still interact with
opposite gender outside the school.
Throughout the debate session, all
speakers had done analysis. This skill is
highly required in debating activities because
all speakers must build the case through
brainstorming and activate their prior
knowledge, trace back various reasons in
order to construct a meaningful argument on
their own, as well as looking into similar and
different views on the matter discussed.
4.1.2.2. Inference
Group 1
Starting the debate session with the first
speaker of proponent side supporting that
the use of earphones should be limited, the
first speaker of the opponent side was
directly giving rebuttal. After analyzing the
burden of proof, he stated his argument that
earphones still have positive impact to its
users, especially the one who actually need it.
L69 “... so yea my point is there are uh... a
lot of positive impacts of earbuds, but..
it’s it.. you need to really really em..
limit it before something, before it can

62
 affect your health or affect something”
(M2)
Although he did not show much
confidence in delivering argument, which
can be shown through him saying that
people still need to limit it, he still has a
strong point of why earphones bring more
positive impact from his previous elaboration
on its use.
Afterwards, the opponent side again
provided reasons and linkage to strengthen their
claim in the beginning of debate session
stating that earphones uses bring many
positive impacts. It was carried out by M4 as
the third speaker of opponent side.
L149 “... the use of earplugs in works..
workspace yes, like office, you can
use it to for increase your
productivity by using the noise
cancelling and.. you can avoid talk
with your coworkers, uh.. so I will
tell, so in conclusion, we.. we
would say that you cannot
straightforwardly to limit the use
of earbuds, Because based on our
arguments, uh.. many different
areas really need earbud.. earbuds
to help their daily work life as some
of them also use to prevent accident
like the aircraft case. Thank you
from me uh.. that’s enough”
(M4)

63
 His statement showed how the claim of
his team was strongly supported by
evidences and relatable work life, he paid
attention into small details of their arguments
and was consistent to his initial argument
that made it easier to rebuild arguments and
draw conclusions from what has been
discussed and argued throughout the debate
session.
Group 2
The debate session of the second group
was started by M6 as the first speaker of the
affirmative side. After analyzing the problem
and setting parameter to limit the scope of
discussion, he straightforwardly made a
reasonable claim to argue the opposing view.
L45 “.. education place a very hard role in
shaping what kind of person they
might like looks like and how they
behave in their daily life, and because
the education have a very big impact,
of course we want our children to
study in an ide.. ideal education
system and what is it pa.. parameter of
ideal education, well the parameter of
ideal education are one, it has a
(correct) philosophy in educating our
children, two an ideal environment
and quality to make our children a
successful people in the future, now
why is same sex education is not an
ideal education system? number one,

64
 its limit cooperation with other
genders” (M6)
The argument from the proponent, which
judged same sex education system as unideal
because interaction between genders is
restricted, was rebutted by the opponent
team. The first speaker of opponent, M7,
delivered his arguments and provided relatable
reasons as the burden of proof. He declined
the proponent’s argument by focusing on
three main reasons covering religious
reasons, self-explore, and distraction.
L84 ”... there actually are religious reason as
one such is that you know they’re
maybe some students that they have
actually don’t want to have you know
to.. they don’t want roman.. romantic
like relationship or be exposed to like
free sex, for example like you know like
and... that’s why.. hence why a
religious school exists, and also we
would like to uh.. banning them uh..
banning them to into not.. we were
talk.. okay so uhm.. I actually.. so we’ll
move.. we’re gonna move onto our
second uh.. argument actually is that
they actually have benefits and the
first one would be like uh.. to.. because
you are.. you actually more into like
expl.. you’re being to.. you are being
able to explore more yourself, because
uh.. knowing.. like knowing the same
gender as you actually gets.. gets for

65
 you to know each other better because
they are uh.. focus on the same gender
field, right? So they like can.. can
relate more to each other I guess.. sort..
sorta say, and also another part is that
uh.. same sex education actually
prevent boys and.. or girls to actually
like impress the other genders because
by.. by impre.. trying to impress the
other genders uh.. it would be actually
dangerous for their education
processes, right? So they can actually
like uh.. X uh.. their education and the
way their.. their study as well so that
they will not be focus on the education
itself” (M7)
In responding to the rebuttal from the
opponent, the proponent was consistently
defending their argument concerning with
limited interaction that can be existed. M8
tried to rebuild the arguments by providing
reasons and linkage that later can lead to
conclusion.
L130 “... because there is very little
interaction between genders, they
don’t know each other uniqueness or
special feature of the opposite sex, so
they only know the.. the stereotypes
in the film, series, etcetera, for
example like women are feminine,
women are only cooking, men are..
are only playing games, men always
like support, in that, there are

66
 several films that highlight the
uniqueness between genders but it’s
not strong enough” (M8)
Moving onto the last speaker of the
proponent, M3 responded to refutation by
comparing possibilities about the impact of
heterogeneous education that have been
stated by the opponent with the impact of
homogeneous education before reaching the
conclusion.
L161 “.. many research prove that the lack of
knowledge on gender is one of a
significant reason why sexual
violence can happen, and another..
argument that they already stated
before is that in the heterogenous
school, it.. it.. it.. have distance to
impress the opposite gender, well..
back, yes.. in the same sex education,
they will not impress the opposite
gender, but it will be backlash
because they are is used of LGBT,
even if.. even if it is in pesantren or
religious schools, so yeah in the end
they will not impress the opposite
gender but they will impress the
same gender anyway” (M1)
In addition to his argument, the final
conclusion was drawn. M1 clearly denoted
his team’s position by rebuilding their initial
argument, that same sex education is not an
ideal education system. He also added

67
predicted consequence if the proponent’s
argument were to be accepted.
L175 “... the reason why we should
abolish this is with the amount of
information and data that we
already said before, we can
conclude that this system is not an
ideal education system and.. if we
already know that this is not ideal,
well if we just allow them to happen,
then it will not.. it will become
unfair to those that doesn’t know
about this, they.. well.. maybe they
think that this is the best for X
system but it’s actually not, so that’s
why we think abolish this system is
the best decision that we can make”
(M1)
Lastly, in responding to refutation by the
proponent, the third speaker of the opponent
team declared his team’s final argument to
convince the adjudicator. He came up with a
conclusion that preventing students from
impressing opposite gender in school
environment can help both genders create a
better life.
L198 “... our final argument is same sex
education prevents boys and girls to
impress other gender. Some boys
may have feelings that make
them try to impress girls most of
the time, these feelings are very

68
 natural and reasonable, if the
boys cannot manage their
emotion it will be dangerous for
their education processes and
lead them to focus on chasing
girls, if boys fall into relationship
with girls, they are most likely to
spend money on them and will
lose their times, it will also make
girls uncomfortable if boys are
chasing them, and potentially
ruin their life, if we are not
concern about this phenomenon,
sexual harassment will happen
frequently, especially in school,
same sex education schools are
the best choice if we do not... if
we don’t want these things
happen. Therefore, we need to
prevent this phenomenon to
have.. two genders have a better
life” (M9)
During the debating activities, all
speakers from each side must make an
argument supported by reasons and
evidences that can strengthen their
arguments. In order to convince the
adjudicator, even after the opposite team
gave their rebuttal or refutation, the speakers
must rebuild their arguments in the most
sensible way to enfeeble the opposing view.
Besides, the third speaker of each team has a
crucial task, that is to draw conclusion from

69
their team mates’ arguments. This highly
needed CT skill is called inference, which
must be involved in debating activities.
4.1.2.3. Evaluation
Group 1
While the task of the first speaker is to
build the case and set parameter to the
problem discussed. The second and third
speaker are given the chance to give rebuttal
and refutation. They are allowed to judge
arguments based on criteria they establish. This
action can be seen in the second speaker of
the proponent team’s statement, M3.
Rather than ignoring the proponent’s
argument and went directly on his argument,
M3 explained how the proponent’s argument
was only one sided and did not pay attention
to other important matters which later was
also explained by him.
L91 “So you have been said that there are the
effect ‘bout using a earphone that is
why it should be limited and you have
stated that it can causes some effect
that negative for our health, right. But
we can look over that uh.. that side
more, we have to look another side
like.. people do have a world that must
have using an ear.. earphone or earbud
or headphone or so on” (M3)
Furtherly, he also challenged the
proponent to find an alternate solution to
their suggestion that earphones use should

70
be limited.
L114 “Okay so, uh.... if... you can make any
exception for them, for can use it
more then your recommendation
that you will explain it next, there
any exception and what is it?
Where.. whe.. I know the
exception is maybe must be.. uh..
must be an exception that can..
increase their uses time but I
think it’s like uh.. inconsistently
about your statement, like you state
that you have to limit it but you
didn’t say uh.. appropriately time
you have to limit for the users, so..
that is my concern about your
statement, so thank you” (M3)
While the sign of giving evaluation was
not much shown by the debate speakers, the
adjudicator showed more evaluation
throughout the debate session that can be
seen through his general comments for each
team before determining the winner of the
debate. As the adjudicator, M5, evaluated both
teams’ arguments based on particular criteria
and gave constructive feedback to both teams
regarding the scope of discussion.
L171 “so I appreciate that debate but
there are several things that need to
be constructed more like firstly the
debate is still in a small scope like it
must be in a bigger scope” (M5)

71
 L185 “I think there is less engagement from
both team like in the government
team you don’t engage or rebut
any point about in the opposition
side, talking on about the people
that has the obligation to wear it
like pilots or it is.. it is their job,
and also the opposition side is..
is not engaging in the
government side about the
harms that you may.. you may..
you may have even if you are a
pilot or people that have the
obligation or how the
mechanism that you will provide
to prevent the suffered that.. that
the government side has
explained so therefore there must
be enlarger scope and better
engagement” (M5)
As shown, the adjudicator gave both
teams suggestions to approach the problem
and how to construct a stronger argument to
make their claims clearer and more
convincing. M5 was assessing the credibility
of statements uttered by speakers from both
the proponent and opponent teams.
Group 2
In the previous analysis sub-section, the
argument of the proponent team that
heterogeneous system is way more ideal than
the homogeneous one was presented. This

72
argument led to rebuttal given by the first
speaker of the opponent team, M7, who
corrected the path of the discussion by
judging the affirmative team’s argument. He
asserted that the discussion was not talking
about which system is better, rather it is
talking about whether same sex education
should be abolished.
L63 “... this uh.. this debate is actually not
about showing which system is
actually better but it was actually
about uh.. whether or not we should
abolish it you know which to prove
to you that it’s not actually harmful
and we will show you that you
know why it’s not harmful” (M7)
In contrast with the opposition view, the
proponent team also judged the way the
opponent kept talking about the same point that
has been strongly refused by the proponent team.
He highlighted the opponents’ weakness
where they keep arguing with one main
point without providing strong enough data
to support their arguments.
L158 “... with the way how opposition side
argue, it looks like they are under..
underestimating the importance of
understands other gender, because
even a really small misconception
understanding about other gender
can have a big impact” (M1)
L168 “ So.. and then, with that said, we

73
 can prove that the opposition side
does not give enough data and
information why we should allow this
system to run and.. meanwhile on
our, on our side, we are decide many
reasons why we cannot uh.. why we
cannot allow this system to happen”
(M1)
Next, similar to the first group, the
adjudicator showed more evaluation during
the debate session. As usual, M5 gave general
comments on the discussion by both teams by
establishing some criteria and finally
determined which side should win the
debate.
L217 “I think the debate is still good like
there is still points, so many points in
the opposition side and government
side but y.. y.. I notice unenough
elaboration like in the government
side why they want focus to the
education even if there is tw.. two
gender like you know in the
status quo there is so many
discrimination if the.. girls
collaborated with boys because it
is minority between majority,
right? So there must be an urgent
cases that the government must
engage to it, so I think there is
unenough engage, also unenough
from the government side and
also unenough engagement from

74
 the opposition side, about why
religion is the reason that you
should not abolish the same sex
school or even why so.. social
interaction is.. is not that
important, I think there is unenough
elaboration but I think the debate is
still good anyway” (M5)
L238 “I think you have to bring more
engagement and more matters to
this debate so that the scope will be
bigger that we’re debating for” (M5)
By this, the adjudicator evaluated on
how both sides could not give enough
elaboration on their arguments. He
emphasized on reasonable arguments that
both teams should have served during the
debate session and developing the matter of
problem so they could have talked in a larger
scope and looked into different aspects.
In giving rebuttal and refutation, as well
as judging arguments based on reliable
consideration, students showed evaluation
skill demonstrated during the debating
activities. They could question and assess the
credibility of their opposite team if they
recognize that the other team did not provide
a strong enough argument. Mainly for
adjudicator, who has got the responsible to
determine the debate winner wisely must
possess a good evaluation skill to create fair
judgment.

75
 During the debate practice, all three CT
skills were clearly demonstrated. The
debaters are mostly responsible for
conveying arguments and arguing for their
position that emphasizes on analysis,
inference, and evaluation skills; adjudicator
mainly focuses on evaluating arguments by
both teams; moderator’s job was to introduce
the motion as the opening of the debate
session, telling the debate speakers when it is
their turn to speak, and close the session, any
CT skill was not found to be demonstrated
by the moderator.

4.1.3. Students’ Perception of Debating Activity

in EFL Classroom to Promote Critical
Thinking Ability
Beside investigating the debating activity
implemented in classroom and type of
critical thinking (CT) manifested, the
researcher also explored students’ responses
to the importance of critical thinking and
whether or not debating activity employed
can significantly promote critical thinking
ability. All students have various responses
and feelings about the activity, some of them
are used to such activity while the rest are
not. The results of the interviews are
categorized into responses from low and
high achiever students in terms of speaking
performance.

76
4.1.3.1. Students’ Understanding about
Critical Thinking Ability
The beginning of the interview on
high achiever and low achiever
students, separately, in forms of Focus
Group Discussion was discussing
each students’ perception about
critical thinking. Both achievers
suggested various understandings
about what critical thinking means to
them.
When being asked about what
critical thinking means, a student
answered that analysis and
exploration are required skills of
critical thinking.
L37 “Do you have any idea about
critical thinking, have you
ever heard of that?” (R)
L41 “Okay so critical thinking is
firstly what to mention is
thinking outside the box, so
it is not thinking about the
main idea that’s usually seen
when you’re thinking about
something but you have to
thinking far because there is
some idea that is unexplored
in the moment you are
shortly minded in terms of
thinking so for critical
thinking means to deeper

77
 analysis and better idea”
(M5)
His statement then being
supported by his friend who stated
that it is not only about thinking, but
also how one can give opinion on
particular matters.
L51 “I got the same idea with
Marhen, it’s just like we are
thinking about something but we
use our opinion in it, like uh.. we
think that.. that uh.. that something
we are talking about is uhm..
something new but to go for it like
giving our opinion ‘bout it like uh..
apa ya.. berpikir di luar sesuatu yang
umum dari sesuatu itu kayak kita
memberikan opini kita tentang hal itu
bahwa itu sesuatu yang penting itu
kayak critical thinking, kita berpikir
dengan kritis tentang sesuatu itu,
yeah just something like that” (M3)
Another opinion came up from
another student who asserted that CT
allows one to solve a problem
consistently and in a systematic way
which can prove how strong and
valid a point is.
L93 “Yeah, so it’s basically it’s a
way of thinking like that
makes it.. well we basically
have to like wait.. we need

78
 to.. we need to make (a right)
or the best possible solution
in the uh.. circumstance that
you know.. the thinker is
aware of uh.. the think.. their
thinking I guess, and uh.. we
need to uh.. someone with
actually this can actually uh..
you know.. we need to be
able to like approach the
problems in a consistent and
systematic way, right? And
also like uh.. we need to like
the way we critical think is
just we need to actually
thought over an objective
reason or just a critical way
and we need to also actually
like determine uh.. like how
strong or valid our point is
as well, okay I guess that’s
my take, yea thank you”
(M7)
Rather than having completely
different understanding about what
critical thinking means, the low
achiever students apparently, they
unknowingly almost have the same
answer with the high achievers. M2
simply said that critical thinking
means analyzing or evaluating a
problem.
L27 “Um.. Oh yea so.. for me I

79
 think critical thinking is
more intellect ana..
analyzing or and evaluating
a problem.. so like um I
think critical thinking is a
very important because uh..
as I was just say uh.. it ev..
evaluate analyze a problem
or something like that, so
yea” (M2)
He furtherly explained that finding
a solution to a problem might be
easier when one possesses critical
thinking ability.
L32 “If you don’t have a critical
thinking uh.. it might be
hard for us to uh.. I don’t
know to.. face a problems in
our daily life so.. if we have
critical thinking we can think
of solutions or a way to solve
a problem or uh.. an obstacle
it will make our life easier so
yea I think that’s it” (M2)
This statement was given an
addition, F2 explained how critical
thinking can prevent one from
judging everything ruthlessly since it
helps us look into different point of
views.
L43 “Yeah uh.. I think critical
thinking makes us able to

80
 lo.. look at things from
various sides so we don’t
seem.. seem judgmental,
people with characters like
this are more easily hesitate
uh.. into any group and
community, get along with
anyone and easily adapt to
uh.. surrounding
environment” (F2)
While another supporting
statement came from F3 who stated
that Critical thinking trains one to be
able to express their ideas without any
hesitation.
L67 “Uhm.. maybe I think uh..
critical thinking is invite
someone mind to get into a
position where uh.. don’t be
too hesitate in expre..
expressing your opinion
Miss” (F3)
This statement from a low achiever
student is in line with what has been
said by a high achiever student saying
that critical thinking includes giving
opinion on something.
4.1.3.2. Students’ Perception of The Importance of
Critical Thinking Ability
The result of the interviews on
both achievers does not differ when
being asked whether or not critical

81
thinking is important. Both achievers’
answers show uniqueness and their
genuine feelings based on their
experiences, particularly in debating
activities.
All high achiever students agreed
that CT is necessary and important.
They mostly think about its benefit in
decision making and problem-solving
skills. In addition, they gave
explanation about its importance
based on their feelings and
experiences that they think require CT
ability.
Related to perceiving others’
perspectives that later can prevent one
from being judgmental, F1 believed
that it can increase one’s quality of
life.
L71 “Uhm.. I think critical thinking
is important because with
critical thinking, its can help
us better understand to
ourselves and it can help us
to avoid any kind of
negative or limiting belief
and focus more on your
strength and is that uh..
being able to share your
thoughts can increase your
quality of life” (F1)
Another reason of why CT is

82
important came from a male student
who believed that it helps us to make
decision based on factual evidence.
L79 “Uh.. yes, I’d say it is
important because uh..
critical thinking might affect
too on our decision making
so.. we can make a good
decision because we can
uh.. think critically eheheh
with some evidence, sama
lebih beralasan gitu ada
dasarnya, karna kita critical
thinking” (M4)
He clearly stated that providing
some evidences is one impact when
someone has the ability to think
critically. Further, his peer added that
CT is important since it can help one
find a solution.
L106 “Uh.. yes, my answer is
actually quite the same with
uh.. my friends, but I want
to give some addition uh..
in my opinion critical
thinking is really really
important especially when
you are faced with a
problem because critical
thinking, its can help you to
find the.. th.. the.. reason
why that problem is

83
 happen, we can find the
roots why that problem is
happen and if we already
know the reason why that
problem can happen, we
can also find the ways to
solve that problem too, so
yea I think that’s why
critical thinking is really
important in your life or
any other conditions” (M1)
As showed, his statement
emphasized that CT does not only
help one to solve a problem by
coming up with a solution without
thinking to the core, rather the root of
the problem can be seen through and
analyzed with CT ability possessed.
Not only addressing the problem
solving and decision-making skills, a
student related a correct way of
delivering argument to CT skill.
L144 “Well, it is kinda needed like
we have to send our
opinion to the others,
right? We stand that our
opinion is right between
the others but we have to
know that the other’s
opinion is right too like
they have own reason why
their opinion is uh.. is uh..
they trust it was right

84
 argument so uh.. this is so
important to teach us how
to correctly sending our
opinion about something
so it’s really needed in real
life” (M3)
In short, he was saying that CT
ability is needed since one can learn
delivering their argument in a correct
way, his explanation showed that he
spoke from his experience during the
debating activities that they had done.
Referring to the importance of CT
ability, the low achiever students
came up with different reasons of why
CT is necessary. A male student who
answered first to a question whether
or not CT is important suggested that
CT is used to analyze something from
various point of views rather than
only relying to one.
L55 “Uh.. for me, critical thinking
is a way of thinking to
analyze something broadly
and not just really on one
point of view, so when Miss
say it’s important or not, the
critical thinking, uh.. yes
because with uh.. critical
thinking we can analyze
just uh.. many different of..
sudut pandang” (M6)

85
 Similar to him, the other students
also agreed that CT is important.
However, they provided different
reasons why it is needed. A female
student, who previously stated CT
can train one to express their ideas,
also related her debating activity
experience to the importance if CT
skills.
L68 “Uhm.. maybe I think uh..
critical thinking is invite
someone mind to get into a
position where uh.. don’t be
too hesitate in expre..
expressing your opinion
Miss, in debate when we
answer each other, we must
be able to look for
weakness, on all sides and
make sure all participants
can uh.. apa.. uhm.. make
sure all participants that a
statement we convey is.. it’s
true” (F3)
Speaking from her experience in
which she needed to convince both
the audience or the opposite side
during the debating activities,
expressing ideas is highly needed skill
to have. Especially in debate, where
one must find the weaknesses of
opponents and come up with a strong
argument. Her statement was

86
 supported by another female student
stating CT is useful for expressing
ideas.
L81 “Saya.. critical thinking is uh..
useful for expressing ideas”
(F4)
In addition to her statement, she
brought up creativity skill needed in
workplace.
L82 “.. it’s necessary so that they
are useful in doing job that
requires creativity” (F4)
Students’ responses show
uniqueness and varieties in relating
the importance of CT to their real-life
experience. Some brought up their
experience during debating activities
in classroom, while the others
provided another real-life situation in
workplace. Despite having different
reasons of why it is important, every
participant agreed that CT ability is
necessary.
4.1.3.3. Students’ Perception of Debating
Activity to Promote Critical Thinking
Ability
Employing debating activity in the
classroom, the researcher found out
that most of the students involving in
debating activity had never done any
of debating activity previously. Only
few already joined several debate

87
competitions and English Club in
which debate has its own division.
It was known that two of the high
achiever students interviewed were
used to debating activities while the
others were not. All students were
asked to tell their genuine feelings
about their experiences during the
debate session and whether or not it
has significant impact on promoting
CT ability that they have explained in
the previous sub-section. (see
APPENDIX 9. Students’ Interview –
High Achievers and APPENDIX 10.
Students’ Interview – Low
Achievers)
Being asked how they feel during
the debate session, most of the
students offered one advantage of
debating activity, that is training their
CT ability. It was directly stated by a
male student that he liked the session
as his CT was activated.
L138 “Um.. because it is.. it trains
our critical thinking and
you know as before critical
thinking is very important,
right? So, I like this
debate” (M5)
Then, another male student
added how his first debating
activities made him learn about

88
 how to deliver his opinion on
particular matters in a proper way,
which also related to the
importance of CT.
L143 “Well, it is kinda needed like
we have to send our
opinion to the others,
right? We stand that our
opinion is right between
the others but we have to
know that the other’s
opinion is right too like
they have own reason why
their opinion is uh.. is uh..
they trust it was right
argument so uh.. this is so
important to teach us how
to correctly sending our
opinion about something
so it’s really needed in real
life” (M3)
Giving elaboration on delivering
argument as a speaker in debating
activities, his friend added similar
opinion on that matters. Another male
student was being honest about the
nervous feelings he had as a
first-timer debate speaker and
explained how the debating activities
can improve his CT ability.
L173 “Yeah I don’t think I have got
the time to actually plan

89
 on speaking, right? So I
guess that is, yeah that’s
one way, that’s what
happened to me but if..
probably if I have the time
to prepare my things I
would probably have a
more.. uh.. thoughtful.. uh
I probably thought more
about the idea of maybe
the um.. the.. the.. the
titles?? The mosi I guess
what you call it yeah” (M7)
L179 “But generally though, the..
debating activities in class
actually like it helps you
again the same with
Marhen, like it helps you
uh.. improve your critical
thinking I guess, because
you actually you know..
give argument that is
actually reasonable and also
tried to make it so that the
opponents can’t.. well..
well.. it depends on what
position you are as a
speaker, but like if you are
as opponent you actually
try to find the um.. the
escape, right?” (M7)
L186 “But like.. the argument that
is given by the government

90
 and we’re as maybe if you
are the government you
actually would try to make
your argument as uh.. as
solid as possible?” (M7)
He clearly mentioned the two
different teams, the affirmative and
negative team, to compare the
arguments that both teams need. He
elaborated that the opponent team
should find a convincing argument to
rebut the proponent’s argument,
while the affirmative team ought to
make a strong argument and
refutation toward the opponent’s
rebuttal. He believed this is more
likely to help him improve his CT
ability since he needs to construct
reasonable and strong argument.
Giving a sign of agreement to the
others, another male student
explained how he got nervous
feelings about his public speaking
skill that is not advanced. He
embraced that debating activity he
had done for the first time can
develop his speaking skills and CT
ability, as stated:
L211 “Uhm uh.. at first I actually
feel really nervous because
i.. my public speaking skill
is not that good but uh..

91
 it’s really exciting for me
too because I actually like
debate beca.. but because it
can train my
pronunciation, it can also
train my public speaking
skills and uh.. it can also
develop my.. what it’s
about.. uh.. ah critical
thinking” (M1)
According to the interview results,
all participants of high achievers
enjoyed the debating activities, they
mostly got nervous because they were
not used to debate so they struggled
at constructing and delivering their
arguments. They suggested that
debating activities highly contributed
on significantly promoting CT skills
because during the debate session,
they were required to analyze,
evaluate, express opinion, and deliver
arguments which, they believe, are
parts of Critical Thinking ability.
The similar question was asked to
the low achiever students. The
answers showed genuine feelings
about their debate experience.
Apparently, the responses showed
differences regarding students’
excitement during the debating
activities. One male student expressed
his feelings that the activity was

92
exciting yet scary, he believed that
advanced skill in debate is very much
needed since debate speakers are
required to construct and deliver a
good argument in such a short period
of time.
L96 “I think it’s exciting and scary
at the same time” (M2)
L99 “Yeah.. I think it’s very scary
especially when you are
uh.. the one’s performing
like uh.. we have to be very
skilled and we have to..
menguasai the topic, the
material, and yeah so..
especially yesterday, uh..
the debate is.. we don’t
have uh.. long preparation,
we just talked about it the
day before and even so..
there are still a lot of
confuse.. confusing things
uh.. in our class about the
debate so.. we don’t have
much preparation and
yeap.. but we still have to
do it anyways uh.. any yes..
or we just get along with it
and we just do our best so
but I think it’s actually very
exciting and it’s fun and it’s
a very new experience to
me because I’ve never

93
 actually uh.. involved in a
debate like that uh.. so yea
it’s a new experience for me
and I think it’s actually
interesting to know what
your friends think about the
topic and you can see uh..
your friends’ critical
thinking, and yea I think it’s
very fun and we can learn
about it.. and yea” (M2)
He furtherly asserted that quickly
constructing argument in debate
requires critical thinking, he also
mentioned it is one reason that most
of debate speakers or participants
have high average intelligence,
broader knowledge, and
open-mindedness.
L283 “... as we know debate is uh..
con.. involved a lot of
thinkings and penalaran
gitulah” (M2)
L287 “Uh.. besides that, uh.. in
debate we also need to
think fast because yea.. as I
was as I just said in
previous question we
should not, we should keep
talking and yea.. I think it..
It really uh.. rely on our
intelligence and critical

94
 thinking ability and so
yeah.. that’s why I think
most of the uh.. peserta
debate are very intelligence
and they have a uh.. a really
uh.. pemikiran yang luas”
(M2)
L300 “They definitely know how to
talk, know how to debate in
front of a lot people, so
yeah.. I think uh.. debate is
reall.. really good way to
promote critical thinking
ability, because... yeah.. it..
uh.. sometimes um.. it
doesn’t always have to be
uh.. apa ya.. karna kan kalau
debate kan kita uh.. harus
berpikir di saat itu juga gitu,
kita harus tau banyak tentang
itunya jadi kita harus mikir
keras juga untuk menentang
argumen lawan nah.. dan
hal-hal tersebut tuh butuh
critical thinking ability gitu,
jadi yaa gitu..”(M2)
As shown by his statement,
debating activity involves a lot of
intellectual activity. During debating
activity, each speaker requires to
deliver their argument in few
minutes, this cannot be done well if
they cannot think quickly about the

95
problem and to rebut the opposite
side, such action requires intelligence
and critical thinking.
Other students apparently felt the
same exciting feelings, they mostly
got nervous since it was their first
time involving in debate activities.
Other than that, not properly knowing
how a debate system works quite
confused them during the debating
activities.
L123 “Uhm.. tentunya awalnya kayak
apa.. takut dan uh.. deg degan
gitu.. but it was an extraor..
extraordinary experience
for me” (F2)
L127 “Plus.. it was the first time for
me to try to participate in
debate activities uh.. and
got many different views
about what uh.. what
discussed” (F2)
She expressed her feelings that in
the beginning, it made her feel
nervous but then she continued and
she firmly stated it was an amazing
experience because she could get
different views on the topic discussed.
In addition to her statements, other
female students also talked about
their nervous and excited feelings
during the debating activities.

96
 L148 “Uh.. kalau saya.. sedikit uh..
yaapa ya.. exciting sih.. ya..
because this is the first
time doing a debate” (F4)
L156 “Uh.. uh.. yes Miss, but
yesterday uh I couldn’t say
a word either hehe.. um..
but this can (add) an
experience for me too” (F3)
L157 “I have never done a debate
in English before, and yes..
I think it’s pretty fun” (F3)
More importantly, they showed
affirmative responses how debating
activity is beneficial in many aspects.
This denotes that students, though
feeling anxious because it is their first
time, they could feel the positive
impact on their CT ability caused by
debating activities.
L352 “... kayak debate activities ini
bermanfaat untuk memberikan
wawasan yang luas terkait
dengan sesuatu yang
diperdebatkan gitu.. karna
melibatkan dua argumentasi
yang berbeda uh.. melatih..
tentuntya melatih kemampuan
berpikir, terus melatih mental
uh.. dan melatih penguasaan
argumentasi yang
dikemukakan gitu” (F2)

97
 As debating activities involve two
different arguments, from affirmative
side and negative side, she offered
that it could give broader knowledge
regarding the motion argued. She
furtherly elaborated that it can train
one’s thinking ability and mentality,
as well as mastering arguments
brought up.
In addition to that matters, her
peer added that debate allows one to
analyze problems from different point
of views.
L375 “.. debat itu bisa menganalisis
suatu masalah kayak dari
sudut pandang yang
berlainan gitu loh.. jadi
beda” (F4)
L378 “Walaupun sedikit ya..
memusingkan haha” (F4)
Despite talking about the benefits
that she can get from debating
activities in terms of CT ability, she
was telling the truth that the activities
were quite confusing for her as it was
her first time. Showing agreement,
another female student directly
carried out a statement that the
problem analysis requires one to have
broad knowledge, which some people
struggle at.
L382 “Uh.. um.. iya Miss, saya juga

98
 sama yang kayak lainnya
apalagi kalau misal berdebat
kan argumen masing-masing
beda-beda pendapatnya gitu
Miss um.. jadinya perlu
wawasan luas juga buat kita
nganalisis, nyari juga,
bahkan kayak nginget
nginget uh.. kejadian atau
apa ya.. ya kejadian yang
logis buat kita sampein itu
susah Miss gitu” (F3)
Referring to problem analysis, she
explained how it can be hard to recall
one’s prior knowledge that can be
used to address the issue being
argued. She stated it is hard to find a
logical reasoning and deliver it.
On the other hand, a male student
was telling the truth about his feelings
during the debate session. He
declared that he struggled the most at
keeping the balance between the
limited time given for him to deliver
his speech and his argument.
L136 “For my experience for
debating I think I’m
confused between time
and speaking because uh..
the time is limited so I
cannot speak too much for
my first speaker so yeah..

99
 I’m confusing and nervous
that’s for my experience
hehe” (M6)
L142 “Okay haha, that’s a real
testimony I think.. You still
enjoyed it or no?” (R)
L144 “Uh.. a little bit” (M6)
Having a more enormous feelings
of nervousness and anxiety, this
learner firmly stated he did not enjoy
debating activities as much as his
other peers did. Nonetheless, he
believed debating activities can be a
benchmark for one’s CT ability.
L331 “Ya.. kalau menurut saya debat
itu bisa menjadi salah satu uh..
tolak ukur untuk melatih
berpikir kritis, salah satu bukan
satu-satunya uh.. cuman dalam
berpikir kritis itu di debat itu
tentu harus ada step-step untuk
bisa berpikir kritis kayak
menyertakan data.. um..
menyerang argumen lawan
dengan berpikir kritis yang
meneyertakan data
menyertakan fakta itu.. yang
membedakan berpikir kritis
biasa dan berpikir kritis di
debat, jadi menurut saya debat
itu bisa dijadikan salah satu
tolok ukur untuk berpikir kritis

100
 kedepannya, gitu Miss” (M6)
As thinking critically in debate
requires one to enclose data and facts
to rebut the opposite side’s
arguments, and constructing
argument is a big challenge during
debating activities, this student
believed that debating activity can be
a consideration of one’s critical
thinking ability.
All participants of the low achiever
students highlighted the nervous
feelings faced when they were about
to start delivering their speech as the
first, second, or third speaker. The
results from the interview with the
low achievers do not much differ from
the high achiever students who
mostly felt the same about their
emotions during debating activities.
Nonetheless, the distinction can be
seen through the way both achievers
see the debate system and deal with
their feelings during the debate
session, as the high achiever students
are more likely to be given exposure
to debating activity and its system,
they know how to construct argument
and overcome their mixed feelings
and emotions when going to deliver
their speech.
4.2. Discussions

101
 This part offers the discussion on the connection
between the results of this study, the theory, and
findings of preliminary studies. This section covers all
three formulated research questions including the
debate system and mechanism implemented in EFL
classroom to promote CT ability, types of CT skills
manifested in debating activities shown by students’
utterances as the debate speakers, and their perceptions
of the implementation of debating activities to promote
CT ability.
This study found that the debating activities
implemented in EFL classroom setting did not strictly
follow a global debate format. Some of famous debate
systems commonly implemented are Parliamentary
debate, Karl Popper debate, and Lincoln-Douglas
debate, these debate approaches are recommended to be
used for a content-based course (Brown & Bown, 2014).
Consisting of two teams of three namely
affirmative or government team whose job is to argue
for the proposition and the opposition or negative team
who will stand in contrast with the affirmative team,
every speaker of each team shall be given four to seven
minutes to deliver her or his speech as stated by Brown
& Bown (2014) in their book. Nonetheless, the teacher
adjusted the debate system to maximize the advantages
that students can get during the debating activities in
classroom through considering some internal and
external factors. Firstly, some or even most of students
are not used to debating activities due to lack of
exposure during their previous stage of education which
was similar to the result of a study conducted by Zare &
Othman (2015), some even said it was their first time
being involved in such activity and most of them felt

102
nervous and anxious to carry out their argument, by
means of this, it is nearly impossible to demand them to
strictly obey all of the rules in those global debate
systems. Secondly, the period of time in classroom
settings and actual debate practices such as in debate
competition are dissimilar. The current study found that
an English teacher typically has up to 50 minutes for
every meeting in formal education settings, whereas,
global debate formats such as Karl Popper debates or
Parliamentary debates require at least 15 minutes to
spend on its preparation only without any distraction.
Such challenge concerning with limited time a teacher
has to implement debating activities was revealed
through several teachers’ responses from a research
executed by Wahyuni, Qamariah, Syahputra, Yusuf &
Gani (2020). Meanwhile, having one teacher to organize
the whole classroom is not as easy as it may seem, he or
she needs to deal with students who are loud, noisy, and
inattentive.
As a matter of dealing with such challenges, this
study found that the teacher frequently used an
alternate solution to develop the effectivity and
efficiency of learning. The teacher did not give the
motion right before the debate session was about to
begin, rather, she gave the motion few days before, this
finding supports the one conducted by Wahyuni,
Qamariah, Syahputra, Yusuf & Gani (2020). As most
students have not experienced debating activities, this
solution can be an advantageous alternative for teachers
who currently or are about to implement such activities
in their classroom but still look for a way to optimize the
learning activities for students to develop language
skills as well as critical thinking ability mainly through

103
content-based learning.
Evidently, every global debate format has its own
rules. Although they are different in terms of stages, all
require speakers from both teams to demonstrate
qualified burden of proof to strengthen their arguments.
Allowing students to look into other perspectives when
arguing can reinforce their critical thinking (Brown &
Bown, 2020). The findings of this study during the
teacher’s interview is supported by the previous
statement, it was believed that debating activities
involve a lot of case building, constructing initial
arguments, rebuttal, refutation, and rebuilding
arguments, these actions are unable to be done without
the ability to think critically. Additionally, the results of
some similar studies revealed the significant impact of
the use of debating activities to teach critical thinking
including its sub-skills such as proposed by Facione
(2011), encompasses interpretation, analysis, evaluation,
inference, explanation, and self-regulation, which later
lead to the expectation on promoting learners’ critical
thinking ability (e.g. Bezanilla, Fernández-Nogueira,
Poblete, & Galindo-Domínguez, 2019; Lan & Lam, 2020;
Cáceres, Nussbaum, & Ortiz, 2020; Liqing, 2021).
The second key topic on this discussion section is
the categorization of arguments carried out through
students’ utterances during the debate session into
sub-skills of critical thinking. A study on critical
thinking sub-skills which resulted a CT sub-skills
framework for general persuasive speech was done by
Sun Min (2017) who incorporated theoretical models
from three prominent figures which are Paul and Elder’s
Ternary Model (2005), Facione’s Delphi Panel’s Dualistic
Model (2011), and Wen Qiufang’s Hierarchical

104
Theoretical Model (2009). The framework constructed by
Sun Min (2017) then later was specified by Liqing (2021)
who based his framework on Sun’s. He made an
exclusive framework of CT sub-skills in the practice of
English Debate including three most dominating
sub-skills which are analysis, inference, and evaluation,
these sub-skills are divided into each stage of debate
practice. Supporting the findings of a study by Liqing
(2021) showing that constructing argumentation can be
well done when one possesses inference, analysis, and
evaluation skills which have been presented on the
results of this study where some speakers already
showed complete argument covering claim, evidence,
and warrant as those are an argument’s basic elements.
During the debating activities, not all arguments
were well constructed. Some speakers did not provide
burden of proof which should have been carried out,
some did not set a parameter on the topic that
eventually resulted in either a restricted discussion only
on particular area or broader discussion beyond the
limit of the motion given, some were also seen to be not
rebutting nor refuting their opposite’s arguments and
directly bringing up their arguments on the session
instead. However, these acts by few students, not all, did
not indicate any complete argumentation and could
affect their peers’ performance on delivering their
arguments. Not carrying out complete argument can
cause the opposite side to be confused on what they
need to respond and rebut. Meanwhile this study did
not assess the debate process in classroom, in contrast, a
research conducted by Maimunah (2020) found that
there are less students who are at a good category in
constructing arguments, fair to poor level of students are

105
more common when it comes to debate session.
Nevertheless, such results could be affected by some
factors including the level of students in speaking
proficiency, students’ background knowledge, and other
external factors.
As students’ utterances were categorized into CT
sub-skills, the evidences are summarized as follows;
Firstly, analysis skill can be seen during the stage of
preparation in which students are required to build the
case after the motion is given, such as when F1 and M6
who acted as the first speaker of government side
included outline or general explanation about the
motion given beforehand, another task for the
government side, especially in Parliamentary Debate
format, is to show burden of proof to the adjudicator
which more likely to be done by the second speaker
supported by the third speaker, this study presented
how F2, F3, M1, and M8 as the government side must
respond to rebuttal and give strong refutation by
rebuilding arguments and the burden of proof,
importantly, they needed to predict and guess the
opposite view from the opponent and did comparation
so that they knew how to counter arguments since they
already took distinguish views into account. As Rybold
(2006) asserted, debater has the most important task that
is to construct and deliver their arguments in the best
way possible while also attacking their opposite side,
this ability can be developed as one often involves in
debating activities impacted on their development of
critical thinking ability.
The second CT skills proposed in Liqing’s
framework (2021) is inference, it is contained making
claim supported by evidences or convincing reasons that

106
are related with the topic argued for or against. This is
done to lead to the final conclusion and strengthen their
own arguments. As the results of this study show, all
speakers who argues for either the proposition or
opposition are obligated to prove a claim made by them
or their other team mates. Nearly all speakers have
already tried to prove a claim through their arguments,
although their arguments cannot all be said valid and
reliable, they prevent the claim to fall into fallacy that
can be created when the arguments were not
constructed after making a claim (Rybold, 2006). Lastly,
another crucial skill that can help debaters strengthen
their arguments while attacking the weaknesses found
in the other side’s arguments is evaluation skill. For
instance, this study presents the utterances of M1, who
was the speaker of government side, and M7, who was
the speaker of negative side, when they make a
judgement towards each other’s arguments. Both
debaters showed examples of how a debater would
evaluate the other side by emerging criteria (Rybold,
2006), this action can make them have a bigger chance to
draw the adjudicator’s attention to notice any fallacies
might be made by a debate speaker.
The last main point to be discussed is how the
students who have just implemented debating activities
perceive its use to promote critical thinking ability. The
findings of the current study support several researches
in the same field, a research was once executed by
Goodwin (2003) who aimed to investigate students’
perception about classroom debate, it was reported that
the heat of arguing when participating in classroom
debate caused anxiety for few learners while the
majority of them enjoy participating in debating anxiety.

107
Subsequently, Alen, Dominguez & Carlos (2015) have
found in their study that besides enjoying the debating
activities although facing some difficulties, the
implementation of debating activities was believed to be
able to significantly enhance students’ communication
skills including speaking in public and conveying
arguments, fact-checking abilities, as well as increasing
their interest and broader knowledge in certain topics.
Lastly, more exploration on students’ perception about
the impact of debating activities was done by Zare &
Othman (2015) who found lots of CT skills manifested in
debating activities. They successfully got students’
confessions that classroom debate could enhance their
logical reasoning skills, help them to see a problem from
different point of views to gain more understanding,
improve their oral communication ability, evaluate
others’ statements, provide strong and reasonable
argumentation skills, improve their open-mindedness
since they learn to accept criticism from the opposing
view, allow them to work on team and make decisions
on their own which could enhance their collaboration
and decision making skills, and increase their learning
motivation as well as interest on the subject matter.

108
 CHAPTER V
CONCLUSION AND SUGGESTIONS

This chapter comprises two main parts, namely

conclusion and suggestions. The conclusion covers the summary
of the findings which answers the three research questions
formulated, particularly on the debate system and mechanism
implemented in EFL classroom to promote critical thinking
ability, sub-skill of critical thinking manifested in classroom
debate activity, and learners’ perception about the
implementation of debating activity to promote critical thinking
ability. The suggestions include recommendation given by the
researcher for those who are linked with this research.
5.1. Conclusion
The first research question addresses the matter
on debate system implemented in EFL classroom
promoting CT ability. Global debate formats as in
debate competitions are always implemented in the
classroom during debating activities. Despite the fact
that the teacher follows a general debate format,
particularly Parliamentary Debate, all of the rules are
not strictly followed considering different settings
between settings in EFL classroom and real debate
competition. Nonetheless, every debate system
requires the debate speakers to construct and deliver
argument comprises claim, evidence, and warrant as
Rybold (2006) stated. They also need rebut and
respond to refutation as well as drawing conclusion.
These stages in debate indicate students’ critical
thinking as when students do case building, burden
of proof analysis, creating a claim, constructing
arguments and rebuilding arguments, predict the
opposing view, as well as giving rebuttal and

109
refutation, they demonstrate analysis skill, inference
skill, and evaluation skill which are categorized as
sub-skills of critical thinking ability.
The next research question addresses critical
thinking skills which are manifested in EFL
classroom debate. As served in the previous section,
there are three critical thinking sub-skills required
and developed in debating activities which involve
analysis, inference, and evaluation. Analysis skill is
reflected through the way each side built the case
after the motion is given, setting parameter to
prevent the discussion from getting beyond the
concern, and giving explanation and elaboration on
the topic. Inference skill was identified notably
through the courageous decisions of the learners to
make a claim supported by strong arguments and
relevant sources related as an attempt to strengthen
their position, it can also be seen when they predicted
the opposing view and attacked it with various
reasons coming from their prior knowledge.
Evaluation skill can straightforwardly be identified
during the times when students showed their
refutation to the other side amd determining
standards to evaluate arguments. Those actions in
debate stages offer a sign that students activate their
critical thinking.
The last research question concerned with the
students’ perceptions about the use of classroom
debate activities and its use to promote their critical
thinking ability. Students’ feelings after participating
the classroom debate are overall summarized into the
following states of emotions; that are nervousness
and excitement. Almost all participants admitted

110
 they got their adrenaline pumped when being asked
to argue for the proposition or opposition which
made them excited. Some of those having more
experiences in debate practice showed their genuine
feelings of joy. All participants believed that debate
practice can train and consequently improve their CT
ability as they learned to construct argument and
deliver their opinion.
Taking everything into account, global debate
systems happen to be exceptionally helpful to EFL
teachers who intend to promote their students’
critical thinking ability. By implementing classroom
debate, the teacher can recognize and evaluate his or
her students’ CT ability through a claim made and
arguments conveyed. Students are constantly trained
to construct arguments and strengthen their claim,
they eventually learn how to gather evidences from
various sources and provide warrants when
conveying their arguments. Not only debating
practice helps learners to solve a problem and come
up with an alternate solution during the debate
session, but it will also contribute in their real-life
situation when they are faced with critical issues that
require critical thinking to deal with. Finally, teacher
ought to evaluate the weaknesses of students’ claim
or arguments that might fall into fallacies and he or
she will have the opportunity to develop students’
critical thinking ability.

5.2. Suggestions
Since many obstacles of implementing debating

111
activities in EFL classroom often encounter teachers,
an attempt to alleviate problems that might exist is a
necessity in order to enhance effective and efficient
learning that finally can achieve the learning
objectives successfully. The student participants
admitted confusion they experienced due to their
first time ever being involved in debating activity, it
is greatly suggested that teacher explains the debate
system used and its mechanism in details prior to the
day they need to debate, this action should be done
to prevent students from various misunderstandings
which can affect the entire process of debate practice
in the classroom.
Furthermore, the fact that some learners have
never involved in any debate practices obviously
leads to an assumption that they also have never
learned about making a strong claim through
constructing a strong argumentation. Good
arguments must have a strong point that can prove
the claim made by debaters, otherwise it is identified
as fallacies (Rybold, 2006). Therefore, further research
about the quality of argumentation constructed by
learners should be conducted to evaluate students’
critical thinking. In addition to that, a deeper
exploration by conducting interviews to teachers who
frequently implement classroom debate using global
debate format is recommended to discover their
solutions to challenges faced in order to develop the
quality of teaching and learning activity.

112
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 APPENDICES

APPENDIX 1. Interview Guidelines for Teacher

TEACHER’S INTERVIEW QUESTIONS

1) In your opinion, how important is critical thinking
ability for language learners?
2) What are elements of critical thinking that need to
be possessed by EFL students?
(Analysis/evaluation/drawing conclusion/etc)
3) What debating activity usually implemented in
classroom that you believe can promote students’
critical thinking ability?
4) How does the debating activity implemented can
promote students’ critical thinking ability?
5) How do students act when there is debating
activity during the class? (student’s excitement).
6) What do you think students mostly struggle at
during debating activities?
7) What is the real manifestation of students’ critical
thinking after implementing debating activities?

119
APPENDIX 2. Interview Guidelines for Students

STUDENTS’ INTERVIEW QUESTIONS

1) What do you know about critical thinking skills?
2) In your opinion, is critical thinking skill
important? Why?
3) What do you feel when there is debating activity
during the class?
4) What makes you like debating activities the most
during English class?
5) What makes you not enjoying debating activities
the most during English class?
6) What do you feel when constructing
argumentation from certain topic?
7) What do you feel when you have to speak for
your ideas?
8) How do you see debating activities as a method to
promote critical thinking ability?
9) What do you most struggle at during debating
activities?

120
APPENDIX 3. Transcription Conventions for Classroom
Discourse

121
122
123
APPENDIX 4. Teacher’s Interview Analysis

RQ 1: How does the debate system employed in EFL classroom promote students’ critical thinking
ability?
Topic Subject Script Interpretation
Classroom debate Teacher ”Jadi apalah itu sistem During debating
mechanism namanya yang jelas activities, there are two
memang satu kelompok teams of three.
ada 6 orang yang terbagi
menjadi ee.. 3 orang One is
untuk pro, 3 orang untuk affirmative-team, the
kontra” (L 101) other is negative team.
“Kalau masalah ee.. The teacher implements
sistem debat ya.. ya the global debate
memang kita format in classroom
mengarahnya itu pada
sistem debat yang emang
sudah berlaku di ee..
seperti di.. debate debate
contest, ya.. debate
debate competition

124
 gitu, jadi apalah itu
sistem namanya” (L 98)
“Kemudian dari motion Each team is given
yang dia peroleh, motion and time to
kemudian kita compromise and
menentukannya mungkin discuss their
berdasarkan suit ataukah arguments.
berdasarkan lotre mana
yang dia ee.. dapatkan
posisinya dia apakah di
positif apa ee.. di negatif,
apakah di pro apakah di
kontra” (L103)
“Nah, setelah itu
kemudian dia diberikan
untuk compromise
dengan waktu untuk
berdiskusi dengan teman
dalam satu kelompok yang
pro dan dalam satu

125
 kelompok yang kontra,
seperti itu kira-kira
argumen yang dia ajukan
nanti yang dia berikan
sehubungan dengan
motion-nya nanti seperti
apa.. begitu” (L 106)
Nah, setelah itu kalau All speakers from both
emang dirasa sudah sides are encountered
waktu yang sudah after the time for
diberikan itu sudah discussing the motion
cukup, kemudian kita is up
pertemukanlah antara pro
dengan kontra itu kita
pertemukan” (L 113)
“Ya seperti biasa kita The first speaker from
invite dulu ada the first affirmative team is
speaker kan? the first allowed to deliver their
speaker, second argument first, this is
speaker, the first done to set limitation

126
 speaker kan gitu ya? on the topic
The first speaker dari
positif timnya kita invite
dulu” (L 115)
“Kenapa kok the first
speaker dari positif tim
kok bukan negatif?
Karena untuk yang positif
itu adalah mereka berhak
untuk menentukan
parameter, ke arah mana
debate itu akan dibawa,
karena parameter di sini
adalah pembatasan
masalah itu sangat
penting ee.. supaya.. ee..
debatnya tidak lari
kemana-mana gitu..
yowes cek gak mbelakrak
gitu lah ya.. ga ada ujung

127
 pangkalnya gitu” (L 118)
“Jadi, itu yang jelas jadi After that, the first
first speaker dari pro, speaker from negative
kemudian ee.. kita berikan team is allowed to
setelah itu kesempatan argue the first speaker
untuk the first speaker from affirmative team.
dari kontra untuk This continues until the
me-rebut itu ee.. third speaker of each
kemudian menyampaikan team draws conclusion
argumennya sendiri from the initial topic
seperti apa, kemudian which is going to be
begitu juga selanjutnya, assessed
kemudian the second
speaker dari.. ee.. pronya,
tadi kan the first speaker
dari pro kemudian
di-rebut di-rebuttal oleh
the first speaker dari
kontranya maksudnya,
dari kontranya. Kemudian

128
 berikutnya ya the second
speaker dari pro
kemudian dia memberikan
sanggahan dulu dari apa
yang dia sampaikan, dia
ungkapkan, dia
ungkapkan
argumentasinya,
kemudian dia memberikan
suatu penguatan dari
pendapatnya dari second
speaker sendiri, seperti
itu sampai
ending-ending-nya
sampai the third
speaker, sampai the
third speaker
memberikan suatu
kesimpulan” (L 126)

129
 “Sampai the third
speaker memberikan
suatu kesimpulan ee.. dari
masing-masing kemudian
ujungnya adalah tolong
jangan membuat case
baru supaya nanti sudah
ending-nya debat itu
selesai, jadi kalau masih
membuat case baru ee..
membuat.. men..
menunjuk.. menun.. apa..
menonjolkan kasus baru,
itu nanti kelemahan dia
akan muncul di situ, itu
ending-nya seperti itu”
(L 138)

130
Debate activity Teacher “Bagi.. em.. siswa, ya.. Critical thinking skill is
promoting CT sangat penting. Kalau so important that one
ditanya tentang seberapa must possess,
penting, jawabannya especially in discussion
adalah sangat penting.
Karena kita.. ya kan.. kita
harus punya pikiran yang
kritis gitu ya.. em.. kita
juga harus punya
kemampuan yang apa..
berfikiran kritis gitu..
jadi... terutama kalau
memang dihubungkan
tentang materi gitu..
materi tentang debat yang
kamu inginkan, yang
diarahkan, yaitu materi
Discussion Text” (L 49)
“Dalam Discussion Text Debating activity
itu kan orang harus includes giving

131
 mengeluarkan pendapat, opinion, arguments,
harus memberikan ee.. and refutation/rebuttal
sanggahan terhadap which are associated
pendapat yang with critical thinking
dikeluarkan oleh
temennya begitu.
Otomatis, dalam
memberikan sanggahan,
itukan pasti ada informasi
yang dia terima, yang dia
telan, kemudian dia
berfikir, mengolah ya..
tentang pendapat
temannya itu, dia berfikir
di sini kemudian untuk
memberikan balasan
ulang atau rebuttal-nya
itukan kalau orang gak
punya pikiran kritis kan
gak bisa untuk

132
 memberikan respon,
begitu lho.. betul kan?” (L
57)

133
APPENDIX 5. Classroom Observation Analysis

RQ 2: What type of critical thinking manifested in English debate activities in EFL classroom?
Type of CT
Themes Subject Utterances CT Sub-skills
skills
Critical Analysis F1 “Development in the world of Case building
Thinking skills technology are increasingly advanced
day by day, in which device called
earbuds and earphones that we use
every day to listen the something
from our smartphones directly to our
ears. Bluetooth based wireless
earphone are gaining popularity to
the public because it’s the most
simple.. and.. it was very easy to use.
Earbuds, earphone, headset, airpod,
and so what are the same device.
However, there is a negative side to
use the ear.. earbuds, but besides that,
there also a positive side because
when we want to listen that is

134
 privately, is we must use uh...
earbuds, and then.. every uses we
have to be controlled, it’s not quite
right if we want to use the... earbuds
had be... had be prohibited because
some work requires use the earbuds,
but it would be great if you want to
control and limited it” (L 27)
M2 “.... but there are also several things Analyze the
that are very.. that, that can help us burden of proof
with ear.. earbuds, so.. uh... for
example, earbuds help us with our
hearing so some people have a
trouble hearing especially when they
need to hear something that is very
difficult, ee uh for example with like a
music, in music we need to identify
some chord or some.. yea some
chords of some sounds that really
specific and we we canno.. we cannot

135
hear it with our.. their ears.. yea so we
need help from the technology which
is one of them are earbuds and
earphone, now with them, we can
hear uh.. everything so clearly and
specifically and with it also help us
with a lot of things as well uh.. for
example like if we are in a crowded
place and we need to hear something,
yea we can use earbuds and
earphones, oh yea one more, uh.. a
very uh.. importance use of
headphones we can found in a
concert, so like in a concert is a very
crowded right? Is very noisy and.. the
singer or wha.. or whatever is having
a concert, they need to.. hear, they
need to hear the sound, the music, the
rhythm, and the tempo. Now, they
cannot hear it if they.. they are in a

136
 very crowded area, they need to use
earphone so they can uh.. sing or play
an instrument correctly” (L 51)
F2 “.... there are several things that can Analyze the
be considered why earbuds use must burden of proof,
be limited. Firstly, tinnitus potential is Rebuild the
a ear ringing or bussing, uh.. sound in arguments
one earbud ears that might occur
continuous.. continuously are
suddenly appear and disappear. One
of the impact and dangers of hearing
earphone for too long is causing
tinnitus, lot noises can damage the
hair cells in the cochlea, causing a
ringing sound in the ears or even the
head, uh.. secondly, noise-induced
hearing loss is a form of hearing loss
resulting from chronic expo..
exposure o loud noise at a dangers..
dangers intensity, this condition is the

137
 second most common form of hearing
loss after its related hearing loss. This
condition causes high morbidity
because suffers can experience
difficulties in daily communication”
(L 78)
M3 “... now how about the people or Rebuild the
workers that need to use it, example arguments,
they.. they wou.. work on airport, Establish criteria
explicit at ATC or Air Traffic Control to judge
tower, right? They are the workers to.. arguments.
they work to control the air traffic
activity of the plane, right? They
prevent the airplane for caused any
accident, right? And they have to use
earphone uh.. I’m sorry earphone or..
or.. head.. headset.. or.. yea so on,
they are same device as you have
said, okay. They have to use it and,
they have to use it.. for an hours not

138
 for uh.. eh for some hours, right? Not
on a short time. So, if we have to
follow your.. your recommendation
like we have to look the effect, of
course it is important, but however
we have to look for this side too. If we
have to follow you, then they have to
disobey their re.. respons..
responsibility to take uh.. take care
their job for controlling their air
traffic, so if they are following you,
you may want them to leave their
responsi.. responsibility and causes
some accident for the airplane, of
course like it’s obvious reason if we
have to follow your state.. eh
statement” (L 78)
F3 “... besides that uh.. earbuds can.. can Analyze the
cause aa.. earache potential, we often burden of proof,
for a result of using earphones for too Rebuild the

139
long is earache uh.. some studies state arguments
that hair cells tend to lose their
sen..sitivity due to vibration and too
much bending, of course, this will
cause temporary or permanent
hearing loss after using the headset
for a long time, uhm.. beside that, uh..
it can cause an accident potential.
Furthermore, the use of earphones
that are not controlled can cause
danger in surrounding environment
uh.. such as accident sign in public
places, uh.. when we are driving it is
absolutely forbidden to listen to
anything without eh.. with
earphones, uhm.. except if we want to
answer a call or uh.. work, then we
can use earbuds, but still we have to
stay focus on driving and be careful”
(L 124)

140
M6 “... the education is a place to develop Build the case,
and improve the quality of analyze the
understanding and knowledge of burden of proof,
everyone, so far the place where we rebuild the
go to school is not only used to study arguments.
but also used a mean of social
interaction between one student and
another, this interaction often occurs
when there are learning activities of
developing interest and tolerance,
currently there are two types school
in Indonesia, there are heterogenous
school and homogenous school, so
they create homogenous school on
the ground that if there were two
genders in class it would be a
distraction, but if they separate the
two genders there is big problem that
will occur, the problem is if we limit
the space and time of interaction

141
 between the two genders, then when
the two gender enter the wider wall,
it is feared and they will not be able
to carry out normal interaction” (L 26)
M7 “... and as explained uh.. from the.. Predict the
the government side uh.. of the topic opposite view,
which is uh.. they not being able to.. I establish criteria
guess uh.. bound.. bound more nicely to judge
because uh.. the two.. the two genders arguments.
are separated which uh.. which
actually is not true because they will
actually end up collaborating anyway
because they will try to actually uhm..
you know because hey also have like
families and also maybe friends
outside of school that is not actually
in the same like you know like not the
same gender and that’s the one part,
and also that’s all uh.. they will
actually like adjust more on the

142
 society like uh.. over time anyway,
and also you can actually see like you
know, they ca.. they most, most
people or most students act will
probably like see films or dramas that
actually show the interactions
between uhm.. the two different
genders as well” (L 68)
M8 “And next I will talk about the other Rebuild the
arguments that we have to support arguments.
why we should abolish same sex
education, start with me first, first
argument, same sex education can
create gender gaps, gender gaps in
the same sex education can occur,
occur because interaction between
men and women are very limited in
this.. in the same sex education, so the
gender gap may not occur while
students are in that school but occur

143
 later when they ma.. mature or
graduate from that school. Uh..
students from the same sex education
will have difficulties interacting,
collaborating, or working with the
opposite sex (aren’t) like other
students from het.. hetero..
het..erogenous” (L 116)
F4 “... same sex education help boys and Rebuild the
girls to explore themselves, uh.. same arguments.
sex.. same sex education also have a
gender to get to know themselves
better because they are focus on their
some gender friends and not
disturbed by the other gender” (L
138)
M1 “... the opposition side said this again Establish criteria
and again that in the end th.. the to judge
students from the same sex education arguments,
can socialize anyway, but what rebuild the

144
 became the most concern in our side arguments.
is that how well and how healthy
they will socialize? Because
socializing is.. socializing is not just
about talking with each other, it’s
more than that, socializing means.. is
more about how they can help each
other, how they can respect each
other, how they can bound with each
other, and etcetera” (L 151)
M9 “I will rebuttal.. uhm.. the argument Establish criteria
from the government side, okay so to judge
their first argument is same sex arguments,
education is not ideal for children rebuild the
because they can’t interact with other arguments.
gender, but we have a reason that..
that it’s normal because uh., we have
religious reason, because in moslem,
we are.. aren’t meant to interact with
other uhm.. other gender” (L 186)

145
 “so the second argument from the
government side, same sex education
can create gender gap, for.. for us it’s
not true because gender gap can
happen in the society but in this
system we can interact with the other
gender outside the school” (L 192)
Inference M2 “... so yea my point is there are uh... a Make claims or
lot of positive impacts of earbuds, arguments
but.. it’s it.. you need to really really
em.. limit it before something, before
it can affect your health or affect
something” (L 69)
M4 “... the use of earplugs in works.. Provide reasons
workspace yes, like office, you can and linkage to
use it to for increase your help reach the
productivity by using the noise conclusion
cancelling and.. you can avoid talk
with your coworkers, uh.. so I will

146
 tell, so in conclusion, we.. we would
say that you cannot straightforwardly
to limit the use of earbuds, Because
based on our arguments, uh.. many
different areas really need earbud..
earbuds to help their daily work life
as some of them also use to prevent
accident like the aircraft case. Thank
you from me uh.. that’s enough” (L
149)
M6 “.. education place a very hard role in Make claims or
shaping what kind of person they arguments,
might like looks like and how they Provide reasons
behave in their daily life, and because and linkage to
the education have a very big impact, help reach the
of course we want our children to conclusion.
study in an ide.. ideal education
system and what is it pa.. parameter
of ideal education, well the parameter
of ideal education are one, it has a

147
 (correct) philosophy in educating our
children, two an ideal environment
and quality to make our children a
successful people in the future, now
why is same sex education is not an
ideal education system? number one,
its limit cooperation with other
genders” (L 45)
M7 ”... there actually are religious reason Make claims or
as one such is that you know they’re arguments,
maybe some students that they have Provide reasons
actually don’t want to have you know and linkage to
to.. they don’t want roman.. romantic help reach the
like relationship or be exposed to like conclusion.
free sex, for example like you know
like and... that’s why.. hence why a
religious school exists, and also we
would like to uh.. banning them uh..
banning them to into not.. we were
talk.. okay so uhm.. I actually.. so

148
we’ll move.. we’re gonna move onto
our second uh.. argument actually is
that they actually have benefits and
the first one would be like uh.. to..
because you are.. you actually more
into like expl.. you’re being to.. you
are being able to explore more
yourself, because uh.. knowing.. like
knowing the same gender as you
actually gets.. gets for you to know
each other better because they are uh..
focus on the same gender field, right?
So they like can.. can relate more to
each other I guess.. sort.. sorta say,
and also another part is that uh.. same
sex education actually prevent boys
and.. or girls to actually like impress
the other genders because by.. by
impre.. trying to impress the other
genders uh.. it would be actually

149
 dangerous for their education
processes, right? So they can actually
like uh.. X uh.. their education and
the way their.. their study as well so
that they will not be focus on the
education itself” (L 84)
M8 “... because there is very little Provide reasons
interaction between genders, they and linkage to
don’t know each other uniqueness or help reach the
special feature of the opposite sex, so conclusion
they only know the.. the stereotypes
in the film, series, etcetera, for
example like women are feminine,
women are only cooking, men are..
are only playing games, men always
like support, in that, there are several
films that highlight the uniqueness
between genders but it’s not strong
enough” (L 130)
M6 “.. many research prove that the lack Rebuild the

150
 of knowledge on gender is one of a arguments,
significant reason why sexual provide reasons
violence can happen, and another.. and linkage to
argument that they already stated help reach the
before is that in the heterogenous conclusion.
school, it.. it.. it.. have distance to
impress the opposite gender, well..
back, yes.. in the same sex education,
they will not impress the opposite
gender, but it will be backlash
because they are is used of LGBT,
even if.. even if it is in pesantren or
religious schools, so yeah in the end
they will not impress the opposite
gender but they will impress the
same gender anyway” (L 161)
M1 “... the reason why we should abolish Provide reasons
this is with the amount of information and linkage to
and data that we already said before, help reach the
we can conclude that this system is conclusion.

151
 not an ideal education system and.. if
we already know that this is not ideal,
well if we just allow them to happen,
then it will not.. it will become unfair
to those that doesn’t know about this,
they.. well.. maybe they think that this
is the best for X system but it’s
actually not, so that’s why we think
abolish this system is the best
decision that we can make” (L 175)
M9 “... our final argument is same sex Rebuild the
education prevents boys and girls to arguments,
impress other gender. Some boys may provide reasons
have feelings that make them try to and linkage to
impress girls most of the time, these help reach the
feelings are very natural and conclusion.
reasonable, if the boys cannot manage
their emotion it will be dangerous for
their education processes and lead
them to focus on chasing girls, if boys

152
 fall into relationship with girls, they
are most likely to spend money on
them and will lose their times, it will
also make girls uncomfortable if boys
are chasing them, and potentially ruin
their life, if we are not concern about
this phenomenon, sexual harassment
will happen frequently, especially in
school, same sex education schools
are the best choice if we do not... if we
don’t want these things happen.
Therefore, we need to prevent this
phenomenon to have.. two genders
have a better life”
Evaluation M3 “So you have been said that there are Respond to
the effect ‘bout using a earphone that refutation,
is why it should be limited and you opposing views,
have stated that it can causes some Establish criteria
effect that negative for our health, to judge
right. But we can look over that uh.. arguments.

153
that side more, we have to look
another side like.. people do have a
world that must have using an ear..
earphone or earbud or headphone or
so on” (L 91)

“Okay so, uh.... if... you can make any

exception for them, for can use it
more then your recommendation that
you will explain it next, there any
exception and what is it? Where..
whe.. I know the exception is maybe
must be.. uh.. must be an exception
that can.. increase their uses time but
I think it’s like uh.. inconsistently
about your statement, like you state
that you have to limit it but you
didn’t say uh.. appropriately time you
have to limit for the users, so.. that is
my concern about your statement, so

154
 thank you” (L 114)
M5 “so I appreciate that debate but there Evaluate the
are several things that need to be sufficiency of
constructed more like firstly the claims for the
debate is still in a small scope like it truth of the
must be in a bigger scope” (L 171) conclusion,
Evaluate the
“I think there is less engagement from structure of the
both team like in the government argument.
team you don’t engage or rebut any
point about in the opposition side,
talking on about the people that has
the obligation to wear it like pilots or
it is.. it is their job, and also the
opposition side is.. is not engaging in
the government side about the harms
that you may.. you may.. you may
have even if you are a pilot or people
that have the obligation or how the
mechanism that you will provide to

155
 prevent the suffered that.. that the
government side has explained so
therefore there must be enlarger
scope and better engagement” (L 185)
M7 “... this uh.. this debate is actually not Respond to
about showing which system is refutation,
actually better but it was actually opposing views,
about uh.. whether or not we should Establish criteria
abolish it you know which to prove to to judge
you that it’s not actually harmful and arguments.
we will show you that you know why
it’s not harmful” (L 63)
M1 “... with the way how opposition side Establish criteria
argue, it looks like they are under.. to judge
underestimating the importance of arguments,
understands other gender, because Rebuild the
even a really small misconception arguments,
understanding about other gender respond to
can have a big impact” (L 158) refutation,
opposing views.

156
 “So.. and then, with that said, we can
prove that the opposition side does
not give enough data and information
why we should allow this system to
run and.. meanwhile on our, on our
side, we are decide many reasons
why we cannot uh.. why we cannot
allow this system to happen” (L 168)
M5 “I think the debate is still good like Evaluate the
there is still points, so many points in sufficiency of
the opposition side and government claims for the
side but y.. y.. I notice unenough truth of the
elaboration like in the government conclusion,
side why they want focus to the Evaluate the
education even if there is tw.. two structure of the
gender like you know in the status argument.
quo there is so many discrimination if
the.. girls collaborated with boys
because it is minority between
majority, right? So there must be an

157
urgent cases that the government
must engage to it, so I think there is
unenough engage, also unenough
from the government side and also
unenough engagement from the
opposition side, about why religion is
the reason that you should not
abolish the same sex school or even
why so.. social interaction is.. is not
that important, I think there is
unenough elaboration but I think the
debate is still good anyway” (L 217)

“I think you have to bring more

engagement and more matters to this
debate so that the scope will be bigger
that we’re debating for” (L 238)

158
APPENDIX 6. Students’ Interview Analysis

RQ 3: How do students perceive the use of debate in EFL classroom to promote critical thinking ability?
Topic Subject Utterances Interpretation
The use of M1 “critical thinking is really really important Critical thinking is
Classroom especially when you are faced with a problem important since it allows
Debate to because critical thinking, its can help you to find us to find the root of a
promote CT the.. th.. the.. reason why that problem is problem and eventually
ability happen, we can find the roots why that problem lead us to find the
is happen and if we already know the reason solution.
why that problem can happen, we can also find
the ways to solve that problem too” (L 107)

“it can train my pronunciation, it can also train He was nervous doing
my public speaking skills and uh.. it can also debating activity because
develop my.. what it’s about.. uh.. ah critical he considered his public
thinking” (L 213) speaking good is average.
M2 “.. we know debate is uh.. con.. involved a lot of During debating activity,
thinkings and penalaran gitulah” (L 284) each speaker requires to
deliver their argument in
“... in debate we also need to think fast because few minutes, this cannot

159
 yea.. as I was as I just said in previous question be done well if they
we should not, we should keep talking and yea.. cannot think quickly
I think it.. It really uh.. rely on our intelligence about the problem and to
and critical thinking ability” (L 287) rebut the opposite side.
Such action requires
“I think uh.. debate is reall.. really good way to intelligence and critical
promote critical thinking ability because Yeah.. thinking.
it.. uh.. sometimes um.. it doesn’t always have
to be uh.. apa ya.. karna kan kalau debate kan kita Debate is a good way to
uh.. harus berpikir di saat itu juga gitu, kita harus promote critical thinking
tau banyak tentang itunya jadi kita harus mikir ability
keras juga untuk menentang argumen lawan nah..
dan hal-hal tersebut tuh butuh critical thinking
ability gitu, jadi yaa gitu..” (L 305)
M3 “Well, it is kinda needed like we have to send Critical thinking is needed
our opinion to the others, right? We stand that since we can learn
our opinion is right between the others but we delivering our argument
have to know that the other’s opinion is right in a correct way
too like they have own reason why their
opinion is uh.. is uh.. they trust it was right

160
 argument so uh.. this is so important to teach us
how to correctly sending our opinion about
something so it’s really needed in real life” (L
144)
M4 “we can make a good decision because we can Critical thinking is
uh.. think critically eheheh with some evidence, important because it helps
sama lebih beralasan gitu ada dasarnya” (L 80) us to make decision based
on factual evidence.
M5 “it trains our critical thinking and you know as debating activity can train
before critical thinking is very important, right? him to think critically
So, I like this debate” (L 138)
M6 “Ya.. kalau menurut saya debat itu bisa menjadi debating activity can be a
salah satu uh.. tolak ukur untuk melatih berpikir consideration of one’s
kritis, salah satu bukan satu-satunya uh.. cuman critical thinking ability. He
dalam berpikir kritis itu di debat itu tentu harus ada explains that think
step-step untuk bisa berpikir kritis kayak critically in debate
menyertakan data.. um.. menyerang argumen lawan requires one to enclose
dengan berpikir kritis yang meneyertakan data data and facts to rebut the
menyertakan fakta itu.. yang membedakan berpikir opposite side’s arguments.
kritis biasa dan berpikir kritis di debat, jadi menurut

161
 saya debat itu bisa dijadikan salah satu tolok ukur
untuk berpikir kritis kedepannya, gitu Miss” (L 331)
M7 “...we basically have to like wait.. we need to.. Critical thinking requires
we need to make (a right) or the best possible one to solve problems and
solution in the uh.. circumstance that you base the decision making
know.. the thinker is aware of uh.. the think.. on objective reason
their thinking I guess, and uh.. we need to uh..
someone with actually this can actually uh.. you
know.. we need to be able to like approach the
problems in a consistent and systematic way,
right? And also like uh.. we need to like the way
we critical think is just we need to actually
thought over an objective reason or just a critical
way and we need to also actually like determine
uh.. like how strong or valid our point is as well,
okay I guess that’s my take, yea thank you” (L
94)
F1 “... it was my first time debating on class and She was nervous because
with the motion is like lebih umum gitu kan she had never done such
daripada kayak pembahasannya yang di activity involving topic

162
 anak-anak itu.. so we also need to.. uh.. critical uncommonly discussed
thinking of that” (L 251) with her peers but she still
enjoyed the activity
F2 “debate activities ini bermanfaat untuk Debate activities can bring
memberikan wawasan yang luas terkait dengan them broader knowledge
sesuatu yang diperdebatkan gitu.. karna melibatkan regarding the topic
dua argumentasi yang berbeda uh.. melatih.. argued. It consists of two
tentuntya melatih kemampuan berpikir, terus different arguments, train
melatih mental uh.. dan melatih penguasaan the way of thinking and
argumentasi yang dikemukakan gitu” mentality as well as
mastering the
argumentation.
F3 “kalau misal berdebat kan argumen masing-masing Since debating activity
beda-beda pendapatnya gitu Miss um.. jadinya perlu requires the speakers to
wawasan luas juga buat kita nganalisis, nyari juga, argue their ideas, broad
bahkan kayak nginget nginget uh.. kejadian atau apa knowledge is very much
ya.. ya kejadian yang logis buat kita sampein itu needed.
susah Miss gitu” (L 382)

APPENDIX 7. Teacher’s Interview Transcription

163
 1 TRANSCRIPTION SHEET 3/30/2023
No. Interview 1
Interviewee (T)/English Teacher
Interviewer Careninda Ahdaa (R)
5 Topic Critical Thinking and Debating Activities in EFL Classroom
Interview type Semi-structured interview
Date Selasa, 28 Maret 2023
Time 3 P.M. GMT+ 7
Place Teacher room, State Senipr High School 1 of Sidoarjo
10 Description The teacher had just done teaching all classed she had at that time, it
was time for all teachers, students, and staff to go back home. The exact
location of the interview was in the teachers’ room. The interviewee
was fasting and ready to be interviewed.

15

Initials Transcript
R : Selamat siang, Miss Ay
T : Selamat siang.. Caren

164
 R : Sehat ya Miss ya..
20 T : Iya.. pangestu Alhamdulillah
R : Alhamdulillah, saya mohon izin rekam ya Miss ya..
T : Silahkan Caren.. apapun yang kamu perlukan
R : Baik terima kasih Miss Ay, ee.. jadi wawancara kali ini nanti terkait aktivitas
debat yang Miss Ay terapkan di kelas
25 T : Heem...
R : Dan juga tentang Critical Thinking..
T : Oke.. heem heem boleh boleh
R : Insya Allah estimasi kurang lebih 30 menit, atau mungkin nanti kalau
misalnya jawabannya Miss Ay memang sudah bisa mengover semuanya nanti
30 waktunya bisa lebih.. singkat
T : Iya.. boleh boleh boleh.. tapi nanti lihat durasi ya mungkin.
R : Heem
T : Kalau ada.. apa.. kesempatan lagi mungkin bisa disambung... gitu ya
R : Oke siap
35 T : Mungkin hanya untuk sekarang mengcover mungkin... beberapa pertanyaan
jadi.... gak bisa seluruhnya
R : Heem
T : Karena waktu yang sudah sore sekali, oke..

165
 R : Baik Miss Ay
40 T : Heem
R : Saya izin mulai ya Miss Ay
T : Siap, siap..
R : Dari pertanyaan pertama, ini mengenai Critical Thinking
T : Oke..
45 R : Menurut miss Ay sendiri, kemampuan Critical Thinking ini seberapa penting
untuk dimiliki oleh para murid Miss Ay?
T : Ya.. kemampuan Critical Thinking bagi siswa, gitu kan?
R : Iya, benar..
T : Bagi.. em.. siswa, ya.. sangat penting. Kalau ditanya tentang seberapa
50 penting, jawabannya adalah sangat penting. Karena kita.. ya kan.. kita harus
punya pikiran yang kritis gitu ya.. em.. kita juga harus punya kemampuan
yang apa.. berfikiran kritis gitu.. jadi... terutama kalau memang dihubungkan
tentang materi gitu.. materi tentang debat yang kamu inginkan, yang
diarahkan, yaitu materi Discussion Text
55
R : Heem
T : Dalam Discussion Text itu kan orang harus mengeluarkan pendapat, harus
memberikan ee.. sanggahan terhadap pendapat yang dikeluarkan oleh

166
 temennya begitu. Otomatis, dalam memberikan sanggahan, itukan pasti ada
60 informasi yang dia terima, yang dia telan, kemudian dia berfikir, mengolah
ya.. tentang pendapat temannya itu, dia berfikir di sini kemudian untuk
memberikan balasan ulang atau rebuttal nya itukan kalau orang gak punya
pikiran kritis kan gak bisa untuk memberikan respon, begitu lho.. betul kan?

65 R : Benar Miss Ay
T : Nah, jadi critical thinking adalah sangat diperlukan, sangat penting bagi siswa,
terutama pada materi discussion text. Cukup.
R : Oke. Terima kasih Miss Ay. Selanjutnya.. menurut Miss Ay sendiri ee.. apa aja
sih elemen dari kemampuan critical thinking ini yang harus dimiliki oleh
70 siswa. Kayak semisal kemampuan analisisnya mereka, atau.. analisis lalu
interpretasi juga.. lalu menarik kesimpulan seperti itu miss

T : Iya iya betul.. elemen-elemen yang sudah kamu sebutkan itu udah betul. Jadi
otomatis, anak itu.. dalam menerima.. apa.. informasi.. ya kan.. dia kan harus
75 menganalisis dulu informasinya, kemudian ending-endingnya kan juga
memberikan suatu kesimpulan.. gitu kan. Orang dalam memberikan suatu
ee.. katakanlah kita diberikan suatu case ya.. diberikan suatu motion..
diberikan suatu topik bahasan, pasti dari topik judul ini kita menganalisis

167
 dulu kan, judulnya dianalisis, untuk memberikan suatu pendapat, apakah dia
80 di pro apakah dia di kontra, pasti menganalisis judulnya dulu, kemudian dia
memberikan suatu pendapatnya ya kan?

R : He em
T : Kemudian dalam taraf perjalanan mulai analisis sampai memberikan
85 kesimpulan, pasti kan di tengah-tengah ini ada suatu proses, ee.. kemudian
dengan timnya ada tanya jawab, elemennya, ada diskusi dan sebagainya,
yang ending-endingnya memberikan suatu kesimpulan,, ya kan? Ada diagnose..
begitu kan ya.. apakah.. e.. istilahnya.. ee.. antara em.. dikonfrontasikan
antara ee.. apa yang dia dengarkan dari lawan bicara dan dia ini kan juga
90 dipertentangkan ini kan ada diagnose ya kan? Kemudian akhirnya dia
mengarah pada suatu kesimpulan gitu, bahwa bagaimanapun dia harus tetap
bertahan pada posisinya, bahwa itu statement yang dia buat adalah benar
adanya.. gitu..

95 R : Oke.. siap Miss Ay, untuk selanjutnya yang diterapkan di kelas itu mungkin
bisa dijelaskan aktivitas debatnya seperti apa, dari ee.. sistem debat yang
dipakai dan ee.. tata caranya debatnya..
T : Iya iya iya... kalau masalah ee.. system debat ya.. ya memang kita

168
 mengarahnya itu pada system debat yang emang sudah berlaku di ee.. seperti
100 di.. debate debate contest, ya.. debate debate competition gitu, jadi apalah itu
sistem namanya yang jelas memang satu kelompok ada 6 orang yang terbagi
menjadi ee.. 3 orang untuk pro, 3 orang untuk kontra, kemudian dari motion
yang dia peroleh, kemudian kita menentukannya mungkin berdasarkan suit
ataukah berdasarkan lotre mana yang dia ee.. dapatkan posisinya dia apakah di
105 positif apa ee.. di negatif, apakah di pro apakah di kontra. Nah, setelah itu
kemudian dia diberikan untuk compromise dengan waktu untuk berdiskusi
dengan teman dalam satu kelompok yang pro dan dalam satu kelompok
yang kontra, seperti itu kira-kira argumen yang dia ajukan nanti yang dia
berikan sehubungan dengan motion-nya nanti seperti apa.. begitu
110

R : Heem
T : Nah, setelah itu kalau emang dirasa sudah waktu yang sudah diberikan itu
sudah cukup, kemudian kita pertemukanlah antara pro dengan kontra itu
115 kita pertemukan, kemudian ya seperti biasa kita invite dulu ada the first
speaker kan? the first speaker, second speaker, the first speaker kan gitu ya? The first
speaker dari positif timnya kita invite dulu, kenapa kok the first speaker dari
positif tim kok bukan negatif? Karena untuk yang positif itu adalah mereka

169
 berhak untuk menentukan parameter, ke arah mana debate itu akan dibawa,
120 karena parameter di sini adalah pembatasan masalah itu sangat penting ee..
supaya.. ee.. debatnya tidak lari kemana-mana gitu.. yowes cek gak mbelakrak
gitu lah ya.. ga ada ujung pangkalnya gitu, jadi misalnya kalau misalnya kita
bicara children, children itu batasan usianya seberapa yang dia maunya dia?
Jadikan scope-nya itu lebih sempit jadi tidak meluas kemana-mana. Jadi, itu
125 yang jelas jadi first speaker dari pro, kemudian ee.. kita berikan setelah itu
kesempatan untuk the first speaker dari kontra untuk me-rebut itu ee..
kemudian menyampaikan argumennya sendiri seperti apa, kemudian begitu
juga selanjutnya, kemudian the second speaker dari.. ee.. pronya, tadi kan the
first speaker dari pro kemudian di-rebut di-rebuttal oleh the first speaker dari
130 kontranya maksudnya, dari kontranya. Kemudian berikutnya ya the second
speaker dari pro kemudian dia memberikan sanggahan dulu dari apa yang
dia sampaikan, dia ungkapkan, dia ungkapkan argumentasinya, kemudian
dia memberikan suatu penguatan dari pendapatnya dari second speaker
sendiri, seperti itu sampai ending-ending-nya sampai the third speaker, sampai
135 the third speaker memberikan suatu kesimpulan ee.. dari masing-masing
kemudian ujungnya adalah tolong jangan membuat case baru supaya nanti
sudah endingnya debat itu selesai, jadi kalau masih membuat case baru ee..
membuat.. men.. menunjuk.. menun.. apa.. menonjolkan kasus baru, itu nanti

170
 kelemahan dia akan muncul di situ, itu endingnya seperti itu. Saya kira begitu
140 lah, saya kira debat-debat pada umumnya juga seperti itu lah gitu.. jadi ada
sih kalau debat-debat hanya misalnya apa ya kalau istilah Bahasa jawanya itu
saur manuk ya.. ngerti ngga saur manuk? Jadi saur manuk itu saut-sautan wes ga
kontrol gitu.. jadi hanya untuk melihat supaya.. mana sih siswaku yang aktif

145

R : Heem heem
150 T : Mana siswaku yang aktif itu jadi uh talah, jadi kasus dibuka ee.. kemudian ya..
audiens juga dipersilakan bisa masuk, ya itukan juga ee.. kalo misalnya dari si
debater nggak ngatasi audiens masuk ngasi masukan dan sebagainya, itu
nantinya kan gak kontrol, larinya kemana-mana gak ada ujung pangkalnya.
Ya.. kalo saya menerapkannya yang memang sebagai latihan anak-anak nanti
155 kalau ada lomba di luar itu dia sudah siap seperti itu

R : Sistemnya kayak gitu ya miss ya..

T : Begitu Caren

171
 R : Oke.. siap Miss Ay
160 T : Mudah-mudahan bisa menjawab pertanyaanmu
R : Alhamdulillah sangat detail dan lengkap, terima kasih Miss Ay. Selanjutnya
biasanya kalau miss Ay menerapkan aktivitas debat itu gimana sih reaksi
para siswa, kayak.. apakah mereka kayak excited, atau kadang ada yang gak
tau mau gimana
165 T : Iya heem.. itu sih jujur sih, ee.. ini tergantung ya.. dari kondisi siswa dan
kemampuan siswa gitu
R : Heem
T : Kalau anak-anak yang memang di level atas, em.. level tengah ke atas
katakanlah level sedang ke atas, itu ya fine-fine aja seneng-seneng aja karena
170 mereka juga enjoy, istilahnya katakanlah bisa bertukar pendapat dengan
temen-temennya, nah yang kesulitan kita adalah menghandle bagi anak-anak
yang berada di bawah dalam artian adalah mereka itu ee.. tidak begitu.. apa
ya.. berkeinginan untuk mengungkapkan pendapatnya, dia tidak.. dia diem
gitu ya.. tidak suka untuk mengungkapkan, berekspresi, berpendapat,
175 berfikiran, punya ide, jadi biasanya anak yang pasif-pasif aja gitu.. ya
memang juga kemampuan Bahasa inggrisnya untuk ke arah speaking itu
masih kurang.. inilah kendala yang harus diatasi pada proses pembelajaran
ini, gi..tu.. saya kira juga di setiap kelas juga gak mungkin lah anak itu

172
 langsung cling semua, pasti ada yang bagian-bagian prosentase seberapa lah
180 kira-kira yang di kelas itu masih sangat butuh bantuan, untuk yang begini
em.. gimana kah solusinya, pasti pertanyaanmu seperti itu selanjutnya..

R : Hehe iya Miss benar sekali, apa.. ee.. selanjutnya ini menurut Miss Ay setelah
185 pengalaman Miss Ay yang sangat panjang itu yang sangat telah senior sekali,
menurut Miss Ay apa sih yang menjadi ee.. hal yang paling menyulitkan para
siswa ini yang tadi yang misalnya kurang aktif dalam debat atau kurang
tertarik atau memang gak bisa Bahasa inggris, kira-kira apa yang.. hal yang
paling menyulitkan.. sama biasanya miss ay bagaimana cara ee.. untuk
190 membangkitkan semangat anak, motivasi anak, seperti itu

T : Ya.. saya kira kamu juga sudah pernah kan praktek di dalam kelas, kamu
udah tau bagaimana ya kan, kondisi di kelas, anak-anak seperti apa ya kan..
Caren juga.. Caren sudah tau gitu ya kan.. bahwa level-levelnya itu ee.. ada
195 yang.. ada yang tengah, ada yang atas, ada yang bawah ini yang memang
kendala buat kita untuk penerapan ee.. sistim diskusi karena kebanyakan
mereka cenderung diam, Kenapa kok begitu, ya kan? Otomatis karena dia
latar belakang, ah tidak.. tidak bisa menutup kemungkinan adalah basic yang

173
 dia bawa sebelumnya sejak smp itu memang dia satu dia tidak suka Bahasa
200 inggris, satu.. ee.. yang kedua memang untuk karena sudah dasarnya ngga
suka, kemudian ee.. penguasaan vocab atau kosakatanya yang kurang, ya
kan? Dan dia juga tidak mau untuk menghafal kosa kata karena pada Bahasa
inggris itu basic-nya adalah basically ee.. vocab untuk Bahasa inggris itu,
sebetulnya kalau untuk speaking selama kita itu kosa katanya dalam Bahasa
205 inggrisnya apa itu, speaking udah bisa jalan gitu, udah gak pake ribet-ribet
mikir grammar lah apa lah gitu, segampang kita tau misalnya saya I, akan will,
pergi go misalnya, I will go kan sudah terstruktur tersendiri gitu, kalo selama
yang ngomong dan kita juga paham gitu I will go misalnya, aku mau pergi,
pergi kemana?, pergi keluar, I will go out, dengan siapa? dengan kamu, with
210 you lah ini kan, ini kan istilahnya kan vocab gituloh, jadi paling dasar itu
adalah elemen untuk berbicara untuk, untuk apa ya.. untuk mengarah
kepada pembelajaran ee.. debat diskusi yang diterapkan dengan metode
debat ini adalah speaking berbicara, ya itu tadi, apa kendala anak kok gak bisa
bicara? Karena satu background atau latar belakangnya memang olahan bahan
215 dasarnya itu memang dari sananya satu memang sudah tidak suka, yang
kedua tidak suka kenapa? karena tidak ada kemampuan, sebetulnya ini bisa
sih di.. dipoles gitu ya, dipoles itu bisa kalau dia mau, semua itu bisa kalau
dia ada niatan kalau dia ada niatan untuk bisa gitu, apa sih ilmu yang tidak

174
 bisa dipelajari? Semua ilmu bisa dipelajari gitu kan? Gak harus puasa empat
220 puluh hari empat puluh malam kan? kita hanya butuh satu niat, kemudian
yang kedua ada mau lah usaha untuk ke arah bisa gitu, pasti dia berubah,
menghafal, jadi menghafal itu gak hanya rumus-rumus fisika, kimia,
matematika, Bahasa inggris itu menghafal, hafalkan aja kosakata yang sebaik
mungkin, sebanyak mungkin. Jadi basic-nya adalah vocabulary¸itu. Em.. ee..
225 apakah sudah bisa menjawab? Ehehehe..

230 R : Alhamdulillah lebih dari menjawab Miss, sangat lengkap, terima kasih Miss
Ay. Ini pertanyaan terakhir, ee.. jadi setelah Miss Ay menerapkan aktivitas
debat tersebut, ee.. menurut Miss Ay apa sih wujud nyata dari critical
thinking-nya anak-anak setelah aktivitas debat tersebut diterapkan. Apakah
setelah itu ternyata anak-anak ee.. kemampuan misalnya analisisnya suatu
235 bacaan meningkat atau bagaimana, ada nggak?

T : Ya.. yang jelas bagaimanapun, itu kan ee.. istilahnya konsep dasar anak
berfikir kan ya, kritis gitu.. anak yang kritis itu pasti lah ngefeknya tuh

175
 banyak sekali dalam kehidupan sehari-hari kan? kalau dalam pembelajaran
240 di kelas tidak hanya dalam pelajaran Bahasa inggris, dalam pelajaran apapun,
pasti kalau ada terjadi kesalahan katakanlah ada di.. di slide atau kah di
papan apa di whiteboard gitu ya, ada penjelasan atau kah ada tulisan-tulisan
dari temen-temennya ngerjakan soal dan sebagainya, yang memang
melakukan suatu kesalahan pasti dia berfikirnya kritis banget, oh itu kok
245 gitu? gitu.. itu kok gitu? itu pasti dia ke arah sana, itu satu ya, apalagi
sekarang ini diarahkan ke perguruan tinggi untuk penerimaan yakan..
mahasiswa baru untuk tahun ini, ya nggak tahun ini ajalah tapi tahun ini
lebih dipertajam, sebelum-sebelumnya juga, sekarang istilahnya kan snbt ya..
ee.. seleksi.. oke siap.. seleksi nasional masuk perguruan tinggi negeri
250 berdasarkan tes gitu kan.. jadi tesnya itu adalah penalaran, ya kah? penalaran,
nah keamrin waktu saya membahas soal-soal itu memang ya bahas soal-soal
untuk persiapan masuk perguruan tinggi, itu emang soal-soalnya
pen-penalaran banget kan?

255
R : Banget
T : Jadi bagaimana kita itu menalar ee.. apa ya.. menganalisis dalam ee..
menganalisis teks atau wacana itu dengan baik, ya begitu kan? kemudian

176
 bagaiman kita memberikan suatu penalaran sampai deep problem, sampai
260 pertanyaan itu kan ndak ada, ya kalo dicari itu jelas itu nggak ada di dalam
bacaan itu, tapi kita itu menalar lebih lanjut itu seperti apa kira-kira misalnya,
ee.. menurut kamu, untuk, teks atau paragraf berikutnya, katakanlah di
dalam bacaan itu ada dua paragraf, paragraf ketiga itu kira-kira bercerita
tentang apa, lah ini kalo anak gak pun ya penalaran yang tinggi, gak punya
265 critical thinking, iya kan? kalau tidak dilatih kan ini nggak akan nyampe ke
arah sana begitu, ini efeknya ya kan? manfaatnya, kemudian juga em..
hubungannya dengan ee.. debate yaa.. kita juga kan.. ini kan juga.. di sekolah
kan juga pasti mengirim anak-anak yang ikut lomba keluar, lomba debat
Bahasa inggris, dasarnya ini kan juga dari sekolah gitu kan ya, dari hal-hal
270 yang dilatihkan sehari-hari, jadi bagaimana kah dia bisa fight di dunia luar,
bisa mengasah critical thinking-nya, bisa mengasah nalarnya untuk
berhadapan dengan orang-orang lain, tidak hanya di sekolah dan ini nanti
juga bagaimana dalam kehidupan masyarakat pasti lah terpakai ya kan?

275
R : Iya..
T : Apalagi untuk menjadi seorang pemimpin dan sebagainya, bernalar kritis itu
sangat penting sekali untuk mengadakan suatu pertimbangan-pertimbangan

177
 dan sebagainya ya kan?
280 R : Heem..
T : Katakanlah suatu opsi dalam kehidupan ,kamu diberikan dua opsi, opsi A
opsi B, ah, kamu milih yang mana? pasti kamu kan bernalar dulu, memikir
dulu, nah kamu mesti pikirannya kalau ini nanti begini, kalau ini begini
begini, nah itu apa? Itu kan critical thinking juga, basic-nya kan di situ, banyak
285 deh kalau dihubungkan dengan manfaat untuk pembelajaran ini. Semoga
bisa menjawab, Caren.
R : Alhamdulillah Miss Ay jawabannya sangat jelas dan lengkap, terima kasih
banyak, ee.. wawancara kali ini pertanyaannya sudah tercover semua Miss Ay

290 T : Alhamdulillah
R : Insya Allah sudah tercover, namun semisal nanti ee.. ternyata masih
dibutuhkan beberapa data, mohon kesediaannya ya Miss Ay.
T : Boleh boleh, sekolah kami dan saya secara pribadi terbuka untuk
mahasiswa-mahasiswa dari unesa karena saya sendiri juga alumni dari unesa
295
R : Kakak tingkat hehe..
T : Iya.. iya.. nggak ah.. ya bukan berarti saya menutup diri untuk dari
perguruan tinggi lain, tidak.. tidak.. semuanya banyak juga dari perguruan

178
 tinggi yang memang ee.. dari perguruan tinggi yang lain yang memang
300 mengadakan penelitian di sini dan itupun insya Allah kami layani dengan
baik, ada juga dari beliau yang memang bu guru yang mau ngambil S2 nya
terus mengadakan penelitian dulu dari sma.. nggak usah saya sebutkan.. itu
juga kesini.. ya saya layani dengan baik sepanjang memang kita ee.. diberikan
izin oleh sekolah kemudian kita juga matcg dengan materi yang ada di
305 sekolah kita, dan kita juga ada waktu, kalau kita memberikan kemudahan
orang lain, insya Allah kita dimudahkan urusan kita oleh Allah

R : Aamiin
T : Aamiin
310 R : Yaa Rabbal Alamin
T : Begitu Careeen..
R : Baik.. terima kasih banyak Miss Ay, sehat selalu Miss
T : Aamiin.. alhamdulillah

APPENDIX 8. Debate Transcription Group 1

1 TRANSCRIPTION SHEET 4/13/2023

179
 No. Observation 1
Participants GROUP 1 (First Performance)
F1
5 F2
F3
M1
M2
M3
10 M4, M5
Observer Careninda Ahdaa (R)
Topic Critical Thinking and Debating Activities in EFL
Classroom
Interview type Classroom Observation
15 Date Thursday, April 13th 2023
Time 11.00 P.M. GMT+7
Place XI-2 of State Senior High School 1 of Sidoarjo

Initials Transcript
M1 : “Good morning everyone, on this opportunity we will
20 be debating on the motion of this house would limit the

180
 uses of headphone. On this debate, each speaker will
have three minutes to convey their arguments and of
course it will start from the affirmative.. side. The time
and place is yours”
F1 : “Okay, hello everyone, at first let us introduce ourselves,
25 I’m Amel as the first speaker and this is my friend,
Rania, as the two speaker, and Sandra as the third
speaker. Okay, I will start my speech in three.. two.. one..
Development in the world of technology are
increasingly advanced day by day, in which device
30 called earbuds and earphones that we use every day to
listen the something from our smartphones directly to
our ears. Bluetooth based wireless earphone are gaining
popularity to the public because it’s the most simple..
and.. it was very easy to use. Earbuds, earphone,
35 headset, airpod, and so what are the same device.
However, there is a negative side to use the ear..
earbuds, but besides that, there also a positive side
because when we want to listen that is privately, is we
must use uh... earbuds, and then.. every uses we have to

181
40 be controlled, it’s not quite right if we want to use the...
earbuds had be... had be prohibited because some work
requires use the earbuds, but it would be great if you
want to control and limited it, and.. there are several
things that must be considered in orders to answer this
topic, with the topic “are earphones use should be limited?”
Thank you”
M1 : “Thank you Amel, for the federal speech. And then we
continue the.. debate the.. negative side, you can..
convey your opinions”
M2 : “Okay..... okay uh... today I’m going to be the opposite
45 side of the topic which is “are earphones should be
prohibited.. are earphones uses should be limited”, now
before that, before getting to the point uh.. let me.. let us
introduce ourselves, so my name is Antero and.. here
Abitzan Al-Ghifari and Waffi Haris. So, uh.... here we
50 are going to be the opposite of the “are earphones uses
should be limited” so.. yea as we know uh.. earphones or
earbuds might have uh.. a lot of negative sides of using
it nah.. but there are also several things that are very..

182
 that, that can help us with ear.. earbuds, so.. uh... for
55 example, earbuds help us with our hearing so some
people have a trouble hearing especially when they
need to hear something that is very difficult, ee uh for
example with like a music, in music we need to identify
some chord or some.. yea some chords of some sounds
60 that really specific and we we canno.. we cannot hear it
with our.. their ears.. yea so we need help from the
technology which is one of them are earbuds and
earphone, now with them, we can hear uh.. everything
so clearly and specifically and with it also help us with a
65 lot of things as well uh.. for example like if we are in a
crowded place and we need to hear something, yea we
can use earbuds and earphones, oh yea one more, uh.. a
very uh.. importance use of headphones we can found
in a concert, so like in a concert is a very crowded right?
70 Is very noisy and.. the singer or wha.. or whatever is
having a concert, they need to.. hear, they need to hear
the sound, the music, the rhythm, and the tempo. Now,
they cannot hear it if they.. they are in a very crowded

183
 area, they need to use earphone so they can uh.. sing or
play an instrument correctly, so yea my point is there are
uh... a lot of positive impacts of earbuds, but.. it’s it.. you
need to really really em.. limit it before something,
before it can affect your health or affect something that
okay.. yea I think that’s it from me, thank you”
M1 : “Thank you. Antero for your speech, and next, the
75 debate will be continued to Rania.”
F2 : “Okay, I will start my speech in three.. two.. one.. there
are several things that can be considered why earbuds
use must be limited. Firstly, tinnitus potential is a ear
ringing or bussing, uh.. sound in one earbud ears that
80 might occur continuous.. continuously are suddenly
appear and disappear. One of the impact and dangers of
hearing earphone for too long is causing tinnitus, lot
noises can damage the hair cells in the cochlea, causing
a ringing sound in the ears or even the head, uh..
85 secondly, noise-induced hearing loss is a form of hearing
loss resulting from chronic expo.. exposure o loud noise
at a dangers.. dangers intensity, this condition is the

184
 second most common form of hearing loss after its
related hearing loss. This condition causes high
morbidity because suffers can experience difficulties in
daily communication. Okay thank you”
M1 : “Thank you, Rania for your speech. And then let’s
90 continue to the negative team”
M3 : “Okay so here I’m going to... say my concern about your
statement that has been said, right. So you have been
said that there are the effect ‘bout using a earphone that
is why it should be limited and you have stated that it
95 can causes some effect that negative for our health,
right. But we can look over that uh.. that side more, we
have to look another side like.. people do have a world
that must have using an ear.. earphone or earbud or
headphone or so on, you say that they are the same
100 device type, okay now how about the people or workers
that need to use it, example they.. they wou.. work on
airport, explicit at ATC or Air Traffic Control tower,
right? They are the workers to.. they work to control the
air traffic activity of the plane, right? They prevent the

185
105 airplane for caused any accident, right? And they have
to use earphone uh.. I’m sorry earphone or.. or.. head..
headset.. or.. yea so on, they are same device as you
have said, okay. They have to use it and, they have to
use it.. for an hours not for uh.. eh for some hours, right?
110 Not on a short time. So, if we have to follow your.. your
recommendation like we have to look the effect, of
course it is important, but however we have to look for
this side too. If we have to follow you, then they have to
disobey their re.. respons.. responsibility to take uh..
115 take care their job for controlling their air traffic, so if
they are following you, you may want them to leave
their responsi.. responsibility and causes some accident
for the airplane, of course like it’s obvious reason if we
have to follow your state.. eh statement. Okay so, uh....
120 if... you can make any exception for them, for can use it
more then your recommendation that you will explain it
next, there any exception and what is it? Where.. whe.. I
know the exception is maybe must be.. uh.. must be an
exception that can.. increase their uses time but I think

186
 it’s like uh.. inconsistently about your statement, like
you state that you have to limit it but you didn’t say uh..
appropriately time you have to limit for the users, so..
that is my concern about your statement, so thank you”
M1 : “Thank you Abitzan for your speech, and to conclude
the statements from the affirmative side, let’s continue
to Sandra”
F3 : “Em... okay I’ll sta.. start my speech now.. uhm.. besides
125 that uh.. earbuds can.. can cause aa.. earache potential,
we often for a result of using earphones for too long is
earache uh.. some studies state that hair cells tend to
lose their sen..sitivity due to vibration and too much
bending, of course, this will cause temporary or
130 permanent hearing loss after using the headset for a
long time, uhm.. beside that, uh.. it can cause an
accident potential. Furthermore, the use of earphones
that are not controlled can cause danger in surrounding
environment uh.. such as accident sign in public places,
135 uh.. when we are driving it is absolutely forbidden to
listen to anything without eh.. with earphones, uhm..

187
 except if we want to answer a call or uh.. work, then we
can use earbuds, but still we have to stay focus on
driving and be careful. Thank you”
M1 : “Thank you, Sandra for your speech. And to conclude
the uh.. statements from the negative side and to end,
let’s continue to the last speaker of this debate”
140 M4 : “So.. I’m the last speaker, the third one from the
opposition. I will sum up the arguments from our side
and your side. So, uh..to sum up, his aa.. argument
which is earplugs can be used to hear better in a crowd
place, uh.. for example to make uh.. phone call, and then
145 earplugs can be used to.. some jobs need it for for for..
doing their job uh.. for example like Abi stated uh.. in
uh..”
M3 : “ATC worker”
M4 : “Ya.. ATC worker on aircraft and airplanes to control
their traffics, so there are no accidents, uh.. and then one
argument that I would tell uh.. is it ear.. the use of
150 earplugs in works.. workspace yes, like office, you can
use it to for increase your productivity by using the

188
 noise cancelling and.. you can avoid talk with your
coworkers, uh.. so I will tell, so in conclusion, we.. we
would say that you cannot straightforwardly to limit the
use of earbuds”
M3 : “Yes”
155 M4 : “Because based on our arguments, uh.. many different
areas really need earbud.. earbuds to help their daily
work life as some of them also use to prevent accident
like the aircraft case. Thank you from me uh.. that’s
enough”
M1 : “So, the end of the Afwaffi’s speech, this also means that
160 it’s the end of this debate. Thank you everyone for the
speech and.. so it’s the time for the adjudicator for
giving his opinion on which side that has a better
statement”
M5 : “uh.. okay so firstly I want to give a general comment to
this debate and secondly I will go to the decision on
165 which team is higher to achieve the winning. Okay, so
now moving on the.. to the gen com first, firstly I
appreciate that every explanation or argument that has

189
 been elaborated very well like in the government side
they are explain that the harms to your head or your.. or
170 your ears, that’s very.. very.. very danger to yourself
and also the explanation from the opposition side there
maybe some people that have the obligation to wear
headphones in their job like pilots that I’ve heard before,
so I appreciate that debate but there are several things
175 that need to be constructed more like firstly the debate is
still in a small scope like it must be in a bigger scope
like.. in the government side, you still have to talk about
what is the other mechanism beside it’s headphone or
earbuds so you can hear music very very well and why
180 you can use it without headphones, there must be an
explanation beside that, and also in the opposition side,
there must be an explanation why it is the only way to
hear, in the first speaker they said that you have to hear
music specifically, but the question is why is it the only
185 way, why is it only through headphone like I ... I think
you can go to.. to a place that is not crowded of people
or in a place that you are alone by yourself so therefore I

190
 think there must be enlarger explanation or scope that
we’re debating for or even what is the music or how
190 specific is it?, and thirdly yes.. i.. I think there is less
engagement from both team like in the government
team you don’t engage or rebut any point about in the
opposition side, talking on about the people that has the
obligation to wear it like pilots or it is.. it is their job, and
195 also the opposition side is.. is not engaging in the
government side about the harms that you may.. you
may.. you may have even if you are a pilot or people
that have the obligation or how the mechanism that you
will provide to prevent the suffered that.. that the
200 government side has explained so therefore there must
be enlarger scope and better engagement. And lastly,
you have to define what is earphones and who is the
people that wear it, not only that but what if it is uh..
basic society and not the people that have the obligation
205 like we as a student, that have not, that have not have
the obligation to use headphones right? So I think the
first speaker of the government side must define what is

191
 the.. what is the definition of earphones and who is
people that wear it and also there is.. there must be an
210 engagement from the opposi.. opposition side about
what if it is the basic student that wear headphones.
Okay so, moving on to my decision here, I only have
one .... that I.. I make this decision based on the harms
and the benefit that both team has provided, so.. I think
215 I give the winning to the government side because the
harm that they explained is more complex like they
explain what is the harm of wearing this headphones
like headache or suffer to your ear which this harm may
be caused from.. from all of the people not only from
students but also all people without no exception,
comparatively to the opposition side that only explain
the harms or benefit to the pilot or people that have the
obligation to it so therefore there is no complex
explanation about the people who wear this headphone
so therefore I think the harm that the government side
give is more big comparatively to the opposition side, so
therefore I give the winning to the government side, and

192
 thank you.
LLL : *clapping
M1 : “Thank you adjudicator for your comments, and
congratulations to the government side, fo.. for winning
this debate”
LLL : *clapping
220 M1 : “and.. that.. it must the end of this debate. Thank you”

193
APPENDIX 9. Debate Transcription Group 2

1 TRANSCRIPTION SHEET 4/13/2023

No. Interview 1
Participants GROUP 2 (Second Performance)
M1
5 M6
M7
M8
F4
M9
10 M5
F1
Observer Careninda Ahdaa (CA)
Topic Critical Thinking and Debating Activities in EFL Classroom
Interview type Classroom Observation
15 Date Thursday, April 13th 2023
Time 11.40 P.M. GMT+7
Place XI-2 of State Senior High School 1 of Sidoarjo
Initials Transcript

194
 F1 : “Good morning everyone, so in this occasion, we will debate with the motion ‘this
20 house have same sex education should be abolished’ so here we have the
government side and here we have the opposition side. Let’s start our debate at
first we have to first speaker, time and place is yours”
M6 : “Okay so I wanna start of this debate as a first speaker, but before I start, let us
introduce ourselves, my name is Fahri Ahzani, my beside as a second speaker is
25 Azra Raindra, and the.. and Melvin Irsyad Kuncoro as third speaker. So, the
education is a place to develop and improve the quality of understanding and
knowledge of everyone, so far the place where we go to school is not only used to
study but also used a mean of social interaction between one student and another,
this interaction often occurs when there are learning activities of developing
30 interest and tolerance, currently there are two types school in Indonesia, there are
heterogenous school and homogenous school, so they create homogenous school
on the ground that if there were two genders in class it would be a distraction, but
if they separate the two genders there is big problem that will occur, the problem
is if we limit the space and time of interaction between the two genders, then
35 when the two gender enter the wider wall, it is feared and they will not be able to
carry out normal interaction, so, what is our stand? So, our stand is we want to
(abolish) what we XX them having exclusive registration to one gender to able to
come XXX two genders. The our goals is education system better, so the first

195
 argument is, uh.. why the same sex education is not an ide.. ideal education,
40 education place a hard role in educating our children, this is when most of them
going to spend time XX on understanding a XX, training their cognitive and social
skills, routinely for at least five times a week for twelve year, and because of that,
education place a very hard role in shaping what kind of person they might like
looks like and how they behave in their daily life, and because the education have
45 a very big impact, of course we want our children to study in an ide.. ideal
education system and what is it pa.. parameter of ideal education, well the
parameter of ideal education are one, it has a (correct) philosophy in educating
our children, two an ideal environment and quality to make our children a
successful people in the future, now why is same sex education is not an ideal
50 education system? number one, its limit cooperation with other genders, I think
it’s done, thank you“

55 F1 : “Thank you for the first speaker of the government side and, let’s move to the first
speaker of the opposition side”
M7 : “So, as an opposition of uh.. the topic ‘the same sex education should be
abolished’ uhm.. I as the first speaker uh.. let uh.. we.. we would like to introduce

196
 ourselves XX.. uh.. before begin.. our.. before beginning our speech, and for my..
60 my slef, I am Fathoni”
F4 : “Clairina”
M7 : “Alright, so.. uh.. so the topic st.. stated that you know ‘the same sex education
should be abolished’ now as an opposition uhm... this uh.. this debate is actually
not about showing which system is actually better but it was actually about uh..
65 whether or not we should abolish it you know which to prove to you that it’s not
actually harmful and we will show you that you know why it’s not harmful first
of all and also somehow it’s actually uh.. banning them actually resulted to more
harm actually, and as explained uh.. from the.. the government side uh.. of the
topic which is uh.. they not being able to.. I guess uh.. bound.. bound more nicely
70 because uh.. the two.. the two genders are separated which uh.. which actually is
not true because they will actually end up collaborating anyway because they will
try to actually uhm.. you know because hey also have like families and also maybe
friends outside of school that is not actually in the same like you know like not the
same gender and that’s the one part, and also that’s all uh.. they will actually like
75 adjust more on the society like uh.. over time anyway, and also you can actually
see like you know, they ca.. they most, most people or most students act will
probably like see films or dramas that actually show the interactions between
uhm.. the two different genders as well so I believe that them not uh.. the students

197
 were not being able to uhm.. them not being able to like be comfortable with uh..
80 with the other genders is actually not true, and also we’d like to actually uh..
explain our arguments uh.. on our.. side of uh.. our team why we should not ban
the same sex education is that there actually are religious reason as one such is
that you know they’re maybe some students that they have actually don’t want to
have you know to.. they don’t want roman.. romantic like relationship or be
85 exposed to like free sex, for example like you know like and... that’s why.. hence
why a religious school exists, and also we would like to uh.. banning them uh..
banning them to into not.. we were talk.. okay so uhm.. I actually.. so we’ll move..
we’re gonna move onto our second uh.. argument actually is that they actually
have benefits and the first one would be like uh.. to.. because you are.. you
90 actually more into like expl.. you’re being to.. you are being able to explore more
yourself, because uh.. knowing.. like knowing the same gender as you actually
gets.. gets for you to know each other better because they are uh.. focus on the
same gender field, right? So they like can.. can relate more to each other I guess..
sort.. sorta say, and also another part is that uh.. same sex education actually
95 prevent boys and.. or girls to actually like impress the other genders because by..
by impre.. trying to impress the other genders uh.. it would be actually dangerous
for their education processes, right? So they can actually like uh.. X uh.. their
education and the way their.. their study as well so that they will not be focus on

198
 the education itself, and that is... uh.. from our.. from our side of the topic, thank
100 you.”

105 F1 : “Thank you, so.. let’s move to the two speaker of the government”
M8 : “Yea so before I convey my extension argument to our side, I will seize the points
that the opposition side said before, they said that uh.. if we abolish same sex edu..
educa.. sex education we will be seen to be XXX, before we will issue XXX that we
will create we will conduct on out.. XXX to school institution the reasons why uh..
110 we should abolish same sex education, so that we will have the same
understanding even if there is still some different views on this.. on this matter, we
want to at least they.. uh.. when they’re in class or when they have an education,
there should be two genders in there, but in the dorm they can separate the two
genders because at least they would have the experience to work with each.. each..
115 each other. And next I will talk about the other arguments that we have to support
why we should abolish same sex education, start with me first, first argument,
same sex education can create gender gaps, gender gaps in the same sex education
can occur, occur because interaction between men and women are very limited in

199
 this.. in the same sex education, so the gender gap may not occur while students
120 are in that school but occur later when they ma.. mature or graduate from that
school. Uh.. students from the same sex education will have difficulties
interacting, collaborating, or working with the opposite sex (aren’t) like other
students from het.. hetero.. het..erogenous, for example like in STEM, in STEM
there are usually very few women and a lot of men, and it could potentially,
125 potentially be a gender gap and those from minority gender not enough
empowerment to fight it, and in the.. and they stay in the bubbles like yeah we’re
different and let’s continue to my second argument so because there is very little
interaction between genders, they don’t know each other uniqueness or special
feature of the opposite sex, so they only know the.. the stereotypes in the film,
130 series, etcetera, for example like women are feminine, women are only cooking,
men are.. are only playing games, men always like support, in that, there are
several films that highlight the uniqueness between genders but it’s not strong
enough to XXX in the majority (match), that’s all from me thank you”

135

F1 : “Thank you, so let’s move to the second speaker of the opposition side”
F4 : “Okay, same sex education help boys and girls to explore themselves, uh.. same

200
 sex.. same sex education also have a gender to get to know themselves better
140 because they are focus on their some gender friends and not disturbed by the
other gender, many specialist X are sex.. specific gender in some sex school, for
instance in boys school, there are sport facilitate, counseling service, health
service, etcetera for boys only, if some boys are not comfortable with girls that may
unable to serve actualize and improve and XX and the gender skills, some sex
145 education focus on educating a gender to maximize their gender abilities so that
they will be beneficial for society”

F1 : “Thank you for the second speaker, so let’s move to the third speaker of the
government side, time and place is yours”
150 M1 : “I will start my speech in three.. two.. one.. through this is.. this debate, the
opposition side said this again and again that in the end th.. the students from the
same sex education can socialize anyway, but what became the most concern in
our side is that how well and how healthy they will socialize? Because socializing
is.. socializing is not just about talking with each other, it’s more than that,
155 socializing means.. is more about how they can help each other, how they can
respect each other, how they can bound with each other, and etcetera, with the
way how opposition side argue, it looks like they are under.. underestimating the
importance of understands other gender, because even a really small

201
 misconception understanding about other gender can have a big impact, for
160 example, many research prove that the lack of knowledge on gender is one of a
significant reason why sexual violence can happen, and another.. argument that
they already stated before is that in the heterogenous school, it.. it.. it.. have
distance to impress the opposite gender, well.. back, yes.. in the same sex
education, they will not impress the opposite gender, but it will be backlash
165 because they are is used of LGBT, even if.. even if it is in pesantren or religious
schools, so yeah in the end they will not impress the opposite gender but they will
impress the same gender anyway. So.. and then, with that said, we can prove that
the opposition side does not give enough data and information why we should
allow this system to run and.. meanwhile on our, on our side, we are decide many
170 reasons why we cannot uh.. why we cannot allow this system to happen with my
second.. my first speaker said that it will limit the soc.. the socializing between
those two genders and my second speaker with it can make genders gap and uh..
tox.. toxic stereotype can happen, and the reason why we should abolish this is
with the amount of information and data that we already said before, we can
175 conclude that this system is not an ideal education system and.. if we already
know that this is not ideal, well if we just allow them to happen, then it will not.. it
will become unfair to those that doesn’t know about this, they.. well.. maybe they
think that this is the best for X system but it’s actually not, so that’s why we think

202
 abolish this system is the best decision that we can make, and that is for my
180 speech, thank you”

F1 : “Thank you, so.. lastly, let’s move to the third speaker of opposition side, time and
place is yours”
185 M9 : “Okay, thank you for the opportunity, okay so I am the third speaker of the
opposition side uhm.. I will rebuttal.. uhm.. the argument from the government
side, okay so their first argument is same sex education is not ideal for children
because they can’t interact with other gender, but we have a reason that.. that it’s
normal because uh., we have religious reason, because in moslem, we are.. aren’t
190 meant to interact with other uhm.. other gender, so that’s why in.. in school, it’s...
it’s fine to implement the same sex education system, okay so the second
argument from the government side, same sex education can create gender gap,
for.. for us it’s not true because gender gap can happen in the society but in this
system we can interact with the other gender outside the school, okay so the third
195 argument from the government side, the sexual violence can happen because one
gender cannot impress the other gender and they.. okay so our final argument is
same sex education prevents boys and girls to impress other gender. Some boys
may have feelings that make them try to impress girls most of the time, these

203
 feelings are very natural and reasonable, if the boys cannot manage their emotion
200 it will be dangerous for their education processes and lead them to focus on
chasing girls, if boys fall into relationship with girls, they are most likely to spend
money on them and will lose their times, it will also make girls uncomfortable if
boys are chasing them, and potentially ruin their life, if we are not concern about
this phenomenon, sexual harassment will happen frequently, especially in school,
205 same sex education schools are the best choice if we do not... if we don’t want
these things happen. Therefore, we need to prevent this phenomenon to have..
two genders have a better life. So, that’s enough from me”

210
F1 : “Okay, thank you everyone. You have done your best, after this, the adjudicator
will give you comments and determined the winner of this debate, to
adjudicators, time.. time and place is yours”
M5 : “Uh.. Okay thank you for the time so.. as before firstly I will talk about the gen
215 com.. general comment and secondly I will go to the decision and (clash of) why it
is the winner of this debate. Okay so now moving on to the gen com first, I think
the debate is still good like there is still points, so many points in the opposition
side and government side but y.. y.. I notice unenough elaboration like in the

204
 government side why they want focus to the education even if there is tw.. two
220 gender like you know in the status quo there is so many discrimination if the..
girls collaborated with boys because it is minority between majority, right? So
there must be an urgent cases that the government must engage to it, so I think
there is unenough engage, also unenough from the government side and also
unenough engagement from the opposition side, about why religion is the reason
225 that you should not abolish the same sex school or even why so.. social interaction
is.. is not that important, I think there is unenough elaboration but I think the
debate is still good anyway. And.. and secondly the harms and benefits are well
explained I alre.. already know that like yes it will limit the interaction between
the two genders and also the religion reason I appreciate that but I think there is
230 still some matters that both team can’t bring to this debate like... firstly in the
government side (talking about) the discrimination or even you can talk about the
future impacts like how important is the.. is this social interaction like in the
future, in your job, you may collaborate and work with another genders and not
limited to one gender only like so therefore you can talk about the future impacts
235 which can help your team winning.. better, so therefore based on the gen
comment, I think you have to bring more engagement and more matters to this
debate so that the scope will be bigger that we’re debating for, okay so now
moving onto the.. to the decision here, I give the winning to the government side

205
 because what I consider this class, this class is talking on about social interaction
240 only, I think the opposition has.. has said that they still meet another gender like in
their family or society or even outside the school but I think the government has
already explained and rebut by saying that mostly of your spend is spent.. is spent
in your school and not in outside your school, right? You are in your school for
eight hours for example per day and.. you’re.. you (will) have less time to interact
245 in the outside, right? So therefore all of your life is spent mostly on this school and
this school is the one that determined for your soc.. for your social skill interaction
so I think in this social interaction point, the government has winning this point,
and I know that the opposition has brought a point about religion reason that
there is still some people that cannot interact with the another gender but I think
250 why it must be accomplished or how important religion reason to be fulfilled
because.. yes we live in democracy.. democracy country but I think the right for
you to say and to choose can still be limited at any time, right? So therefore there
is still unenough explanation about why religion reason must be accomplished so
therefore I cannot count this point from the opposition side, and comparatively to
255 the government side that have.. that has will explained, how they work.. they will
work each other with the another gender even if there is no point about
discrimination but it think that the government provide is still bigger, but I think
the government still.. still win because the rebuttal is enough and their definition

206
 or characterization is better to this motion like they are talking.. like the third
260 speaker said that talking with the another gender isn’t enough for you to.. to make
your interaction skill better so therefore based on this class I give the winning to
the government side and.. thank you”

265

LLL : *clapping*
F1 : “Thank you so much for Adju, to.. for the comments and congratulations for the
270 government side so let’s give applause”
LLL : *clapping*
F1 : “Okay everyone, that’s all of our debate today, thank you and see you”

207
APPENDIX 10. Students’ Interview – High Achievers
1 TRANSCRIPTION SHEET 4/16/2023
No. Interview 1
High Achievers
M1
5 M3
Interviewees
M4
M5
M7
F1
10 Interviewer Careninda Ahdaa (R)
Topic Critical Thinking and Debating Activities in EFL Classroom
Interview type Semi-structured interview
Date Sunday, April 16th 2023
Time 09.00 A.M. GMT+7
15 Place From home
The students woke up in the morning and one by one started entering the
Situation zoom meeting at 09.00 A.M., the interview started at 09.06 A.M. after all
students joined the meeting. When being asked which language they were

208
 most comfortable with to be interviewed, they said mixed language between
20 Bahasa Indonesia and English are preferred.

Initials Transcript
M3 : “We cannot turn on my camera because we just woke up”
25 R : “Oh.. that’s fine, yeah I feel you, that’s okay”
M3 : “Yeah”
R : “It’s also weekend so no problem. Alright, thanks guys, let’s start the interview. Good
morning everyone, I hope you are all in a good condition and I have told you the purpose of
this interview, this is for my undergraduate thesis uh.. with the title investigating critical
30 thinking skills of senior high school students through debate in EFL Classroom. Alright, so
uh.. this interview is estimated to be done in ten to thirty minutes and I hope we can gain
your genuine answer and uh.. more uh.. depth answer on it. Alright, let’s start for the first
question. The first question I have is.. anyone you can answer, so.. what do you know about
critical thinking guys? You may open your microphone or reply in the chat box it’s fine, I’m
35 gonna send you the question, alright. Do you have any idea about critical thinking have you
ever heard of that?

M5 : “Yes”

209
40 R : “Okay, okay Mahen c’mon go.. go ahead”
M5 : “Okay so critical thinking is firstly what to mention is thinking outside the box, so it is not
thinking about the main idea that’s usually seen when you’re thinking about something but
you have to thinking far because there is some idea that is unexplored in the moment you are
shortly minded in terms of thinking so for critical thinking means to deeper analysis and
45 better idea”
R : “Okay.. that’s brilliant Mahen, that’s really good answer, any other opinion? Amel Abitzan
Waffi”
M5 : “Well, I think”
50 R : “Yeah Abitzan”
M3 : “I got the same idea with Marhen, it’s just like we are thinking about something but we use
our opinion in it, like uh.. we think that.. that uh.. that something we are talking about is
uhm.. something new but to go for it like giving our opinion ‘bout it like uh.. apa ya.. berpikir
di luar sesuatu yang umum dari sesuatu itu kayak kita memberikan opini kita tentang hal itu bahwa
55 itu sesuatu yang penting itu kayak critical thinking, kita berpikir dengan kritis tentang sesuatu itu,
yeah just something like that”

R : “Oh great, yeah.. so you think it’s important? Do you think it’s important or no?”
60
M3 : “Sure.. it is important”

210
 R “Okay, yeah yeah yeah, I agree with you, how about you Marhaen? Do you think it’s
important?”
65 M5 : “Yes”
R : “Based on your opinion?”
M5 : “Very important”

R : “Okay great, yeah.. okay how about the others? Amel Waffi Melvin and Fathoni? You have
70 the same or different opinion with them?”
F1 : “Uhm.. I think critical thinking is important because with critical thinking, its can help us
better understand to ourselves and it can help us to avoid any kind of negative or limiting
belief and focus more on your strength and is that uh.. being able to share your thoughts can
increase your quality of life”
75

R : “Oh yea, that’s a very good one Amel, okay thank you great, Waffi, Fathoni, and Melvin? You
have any addition?”
M4 : “Uh.. yes, I’d say it is important because uh.. critical thinking might affect too on our decision
80 making so.. we can make a good decision because we can uh.. think critically eheheh with
some evidence, sama lebih beralasan gitu ada dasarnya, karna kita critical thinking”

211
 R : “Yeah.. that’s very good yeah.. we must provide evidence that makes us think critically that’s
a very good one Waffi, okay guys so almost every of you has the same explanation, now let’s
85 talk more.. let’s ask Melvin and Fathoni? You have the same or different opinion with your
friends”
M7 : “Uh.. I guess uh.. we’re like more or less the same answer so basically like critical thinking is
just basically a way of thinking XXX”
M3 : “Uh.. your accent is so good hahaha”
90 M7 : “Okay wait I’m sorry”
R : “Alright, okay continue go ahead”
M3 : “Sorry sorry sorry”
M7 : “Yeah, so it’s basically it’s a way of thinking like that makes it.. well we basically have to like
wait.. we need to.. we need to make (a right) or the best possible solution in the uh..
95 circumstance that you know.. the thinker is aware of uh.. the think.. their thinking I guess,
and uh.. we need to uh.. someone with actually this can actually uh.. you know.. we need to
be able to like approach the problems in a consistent and systematic way, right? And also like
uh.. we need to like the way we critical think is just we need to actually thought over an
objective reason or just a critical way and we need to also actually like determine uh.. like
100 how strong or valid our point is as well, okay I guess that’s my take, yea thank you”

212
 R : “Alright, okay you’re very welcome so very brilliant explanation right there Fathoni, thank
you, how about you Melvin? You have the same opinion with your friends?”
105
M1 : “Uh.. yes, my answer is actually quite the same with uh.. my friends, but I want to give some
addition uh.. in my opinion critical thinking is really really important especially when you are
faced with a problem because critical thinking, its can help you to find the.. th.. the.. reason
why that problem is happen, we can find the roots why that problem is happen and if we
110 already know the reason why that problem can happen, we can also find the ways to solve
that problem too, so yea I think that’s why critical thinking is really important in your life or
any other conditions”

115 R : “Okay, okay guys thank you Melvin, well every of u gave a very complete and clear
explanation, so I won’t ask for any further explanation, thank you so much everyone, let’s
move to the next question is that I would like to know uh.. your experience during debating
activities yesterday, I know some of you were maybe you know nervous, I don’t know maybe
you know.. because the atmosphere or you were recorded or maybe it was your first time you
120 know so I would like to know your experience, so what do you feel when there is debating
activities during the class or.. yeah I.. Miss Ay also told me that uh.. some of you has already
joined you know many debate competitions, but I don’t know.. I don’t know who you are,

213
 Alright so tell me..”

125
M3 : “Marhen marhen”
R : “What do you feel when there is debate, is it Marhen?”
M3 : “Yes”
M6 : “Yeah”
130 M3 : “He is winning the second, what it is like.. competition.. debate competition university”
M5 : “As runner up”
M3 : “Ah yes”
R : “Ah.. that’s cool.. yea I know you Marhen, so that’s why you were fluent and good you know
135 in uh.. drawing conclusion and giving comments on your friends’ speaking, okay that’s good,
now I’d like to know every of you, what do you feel when there is debating activity”

M5 : “Um.. because it is.. it trains our critical thinking and you know as before critical thinking is
very important, right? So, I like this debate”
140
R : “Haha.. because you won so many competitions so yeah.. no wonder, because you are already
the winner, okay very good Marhen, how about the others? Abitzan say something”
M3 : “Well, it is kinda needed like we have to send our opinion to the others, right? We stand that

214
145 our opinion is right between the others but we have to know that the other’s opinion is right
too like they have own reason why their opinion is uh.. is uh.. they trust it was right
argument so uh.. this is so important to teach us how to correctly sending our opinion about
something so it’s really needed in real life”

150 R : “Umm I see”

M3 : “Yeah”
R : “Ya ya ya ya ya, so do you think overall you enjoy it? Or you don’t think you enjoy it”
M3 : “Yes, of course, of course I enjoy it”
155

R : “Because it’s challenging also, right? It’s challenging”

M3 : “Yes”
R : “Hahahha I know students like you like challenge, alright very good Abitzan, good one, how
160 about Amel Waffi Fathoni Melvin? You enjoy debating activities? What do you feel? Or do
you feel it’s too making you nervous or something”

M7 : “Well actually at that time when uh.. yea when there was debate on the class yea.. you know”
165 R : “Yeah hahaha”
M7 : “Yeah I was the one that actually very nervous I mean, its’s actually because uh..”

215
 M3 : “I’m sorry thon.. hahaha”
M7 : “No, actually it’s fine though”
170 R : “Hahaha”
M7 : “It was so sudden, it was like I don’t... I think..”
R : “Ah yeah yeah yeah”
M7 : “Yeah I don’t think I have got the time to actually plan on speaking, right? So I guess that is,
yeah that’s one way, that’s what happened to me but if.. probably if I have the time to prepare
175 my things I would probably have a more.. uh.. thoughtful.. uh I probably thought more about
the idea of maybe the um.. the.. the.. the titles?? The mosi I guess what you call it yeah”

R : “Yea yea yea”

M7 : “But generally though, the.. debating activities in class actually like it helps you again the
180 same with Marhen, like it helps you uh.. improve your critical thinking I guess, because you
actually you know.. give argument that is actually reasonable and also tried to make it so that
the opponents can’t.. well.. well.. it depends on what position you are as a speaker, but like if
you are as opponent you actually try to find the um.. the escape, right?”

185 R : “Yeah”
M7 : “But like.. the argument that is given by the government and we’re as maybe if you are the
government you actually would try to make your argument as uh.. as solid as possible?”

216
 R : “Mhm”
190 M7 : “I guess, (that’s it)”
R : “So yeah.. especially for Fathoni, you were being called in front of the class in all of sudden,
so you literally constructed your arguments right when that time, right? You constructed
your argument you know on the spot, right at that time, so I would like to know when you
constructed arguments without uh.. any preparation before.. what do you feel? Do you really
195 feel lost without any clue or do you feel like.. how did you cope with that?
M7 : “Probably..”
R : “How did you solve it?
M7 : “Yeah.. uh sorry so..”
200 R : “Mhm”
M7 : “I guess because uh.. this in the uh.. in the topic that I was on is actually like comm.. I guess
has been commonly discussed yea.. I guess I have like a general idea on what it’s about and
also like because like.. and also with help of my other peers that you know that.. especially
the first speaker that’s giving me like.. the idea of it, it kinda helps me to I guess plan on what
205 argument I should play and also.. I also listen.. tend to listen for the uh.. the government side
as well”

R : “Mhm.. Alright, that’s a very good one, very good uh.. coping mechanism of you, alright

217
 great Fathoni, how about Melvin Amel and Waffi? Do you overall enjoy the activity? Do you
210 not enjoy it? You nervous?”
M1 : “Uhm uh.. at first I actually feel really nervous because i.. my public speaking skill is not that
good but uh.. it’s really exciting for me too because I actually like debate beca.. but because it
can train my pronunciation, it can also train my public speaking skills and uh.. it can also
develop my.. what it’s about.. uh.. ah critical thinking”
215

220

R : “Mhm”
M1 : “And generally, I actually really enjoy yesterday debate and yea.. I think that’s from me”
225
R : “Yeah Alright, okay great thank you Melvin, I think you know.. several days ago when you
did the debate, I think you got a very good long supporting argumentation so nothing worry
about that, yeah.. you got good answer there, now how about Amel and Waffi? You have any

218
 addition?”
230 M4 : “Uh.. for me I actually not feeling nervous but it’s general... generally I just don’t know what
to say because it’s my first time and I don’t know how the debating system works and uh..
after the debate session uh.. nggak.. ternyata nggak mbalik lagi.. and then I don’t know how to
reb.. uh..reb.. to fo the rebuttal with the opponent but.. but strangely I too feel enjoyed after
the debate session heheheh”
235

R : “Yayaya.. I understand”
M4 : “Because I don’t.. don’t really really like to debate and in.. in the everyday uh.. everyday chat
with my friends or family, I tend to only listen to them and give feedbacks not to debate the
240 topic but it does feel exciting hehe”

R : “Alright, that’s a good one, so you’re not really used to debate but you are actually good at
245 that you know.. Apparently”
M4 : “Yes”
R : “Okay that’s very good answer Waffi, Amel you have any addition or.. you know you just
have the same exciting feeling with your friends?”

219
 F1 : “Um.. jujurly I was..”
250 R : “Jujurly? Hahaha are we in Jaksel now? yea”
F1 : “So nervous because it was my first time debating on class and with the motion is like lebih
umum gitu kan daripada kayak pembahasannya yang di anak-anak itu.. so we also need to.. uh..
critical thinking of that but I’m enjoy.. hehe enjoy.. enjoy”

255

R : “Okay so overall you enjoyed it, very good you were the moderator right? For the second
group?”
F1 : “Yes”
260 R : “Yeah.. that’s a very good one because you did it spontaneously so.. great job I guess, alright..
okay guys very good answer and explanation so.. apparently because your answer uh.. your
answers are very complete so we don’t need to do the ten questions so I just have two more
questions left. The next question is that.. I would like to know what do you most struggle at
during debating activities, okay should we start from the more experienced one? Who is
265 Marhen? Maybe you can identify what you most struggle at during debating activities”

220
 M5 : “Um.. maybe the technicalities that I have experienced before is when you are not prepared in
270 the time you are going to speech your case because maybe the motion that you play so that
you are nervous your preparation isn’t clear enough but I think the solution is that we have to
be confident anytime anywhere because whatever it is yea.. that is your only time to speech
and there is no other time so therefore you have to be confident when you are speeching even
if your.. you are not prepared well but overall the case building or the speech before I
275 experience is already enough.. better enough for me”

280

R : “Okay.. that’s very good, Marhen also provided uh.. the way to deal with that challenges
guys, that’s very good. Okay now, let’s move to your other friends maybe Abitzan, Melvin,
Fathoni, Waffi, Amel..”
285 M3 : “Yeah.. yea for me the struggle is to send what is your opinion what you want to tell”
R : “Mhm”
M3 : “But if it’s for me.. it is no problem if I have no preparation like.. because I uh.. I’m surely can
think about what.. any topic that we are going to talk, but the struggle is how.. how.. how to

221
290 send the argument that what I have to tell so that the audience or the other side can
understand what I’m saying like I have to simply make my argument to well described or
well understanding for the opponents, well for the uh top.. for the topic, I don’t find any
problem of it like if you give me any topic of any kind of problem”

295

R : “Mhm”
M3 : “I will try to answer it without any hesitation like I don’t know is it.. is it just me or.. well I
300 believe the others uh.. maybe can do it but for me uh.. I.. I.. apa ya.. say.. saya sering banget
kayak mudah menemukan solusi atas ses.. suatu masalah udah kayak.. kek uh.. langsung spontan
gitu”

R : “Oh yeah.. yeah.. yeah.. yeah..”

305 M3 : “Tapi juga spon.. spontannya ada pertimbangan yang sudah saya pikirkan gitu loh.. meskipun spontan
banget saya udah kepikiran kayak oh pasti kayak harusnya bakal gini gini gini tapi ya harus
memperlihatkan data-data yang lain kayak fakta-fakta yang lain yang mendukung argumen saya itu
benar.. yea yea just something like that”

222
310 R : “Ah.. yea yea I see I see”
M3 : “The struggle how I tell it, uh.. sending my opinion to can be understanding by the others,
that.. that’s only my struggle”
R : “Okay.. so that’s a very good one so even when you need to spontaneously you know give
rebut.. rebuttal or argumentation but you still did fact checking which is very good you
315 know”
M3 : “Yes.. yeah yeah”
R : “That’s one type of critical thinking. Very good Abitzan, thank you now how about Waffi
Fathoni Melvin Amel? Any addition? What do you most struggle at? What.. you know.. what
challenge you the most? Or actually just you know.. just you’re nervous feeling that makes us
320 struggle at delivering your arguments.. or you know is it that you have problem.. yea come
on Melvin go ahead”

M1 : “Uh.. um for me..”

R : “Mhm”
325 M1 : “I am most struggle rebutting opponents arguments because if you want to rebut opponents’
arguments is you need to construct that your rebuttal is at that moment langsung”

223
330
R : “Yeah..”
M1 : “Well.. Kalau misalnya argumen kan you usually have thirty minutes before the debate to
construct your arguments while if you want to rebut opponents’ arguments, you need to
construct it at that moment so..”
335

340

R : “Yeah.. right right”

M1 : “Especially two.. two days ago ya.. when I act as the third speaker, right? So in the third
345 speaker I need to rebut opponents’ uh.. opponents’ arguments, I need to conclude my teams
arguments and I also need to convince the adjudicator that my team is actually better and
that’s actually quite hard but really fun too hehe”

224
350

355 R : “Iya.. yea.. yea.. yea..”

M1 : “Yeah.. that’s all”
R : “Alright.. as the third speaker so you had a lot of jobs Melvin but you did it very good haha”

M1 : “Hehe”
360 R : “Alright, good one good one.. alright let’s hear from Fathoni Waffi or Amel? Also if you
actually have no struggle at all, you can tell me also it’s fine haha.. come on Waffi yeah.. go
ahead”
M4 : “That’s no way.. haha”
R : “Haha.. alright”
365 M4 : “For me uh.. yea similar to Melvin, uh.. if it’s in a real debate even the.. the real challenge
would be how to find uh.. really good.. really strong argument to.. to rebut the opponents,
and then how to deliver the message and to convince the adjudicator uh.. ya.. itu sih hehe”

225
370 R : “Mhm..”
M4 : “Kalo permasalahan nervous itu biasanya bakal lebih uh.. bakal hilang kalo udah lama lama
ter-exposure di suasana yang seperti itu dan and.. uh.. usually debating session kan juga ada
temennya gitu jadi (as a team) bisa work together jadinya ya itu.. how to deliver the message
and convince everyone..”
375

380 R : “Yeah yeah.. I think that’s also the point”

M4 : “Karena saya juga tau kalau kemarin kan sama-sama belajar jadi yasudah.. we do what can we do
hehe”
R : “Bener.. bener.. mhmm.. yea very good. Okay great Waffi, that’s a great explanation, now
Fathoni, you were unmuting yourself, you wanna add something?”
385
M7 : “Oh yea.. I guess you saw that.. okay so I guess well this.. this one actually depends on the
person itself but like I guess for me it’s just more into like the confiden.. confidentiality I
guess.. confident be confident XX.. especially, especially if uhm.. the topic is something that
you.. stand so much but you’re actually the opposite of.. of it you know like the opposite of

226
390 XX.. of maybe like for example uh.. the title.. that earphone should be limited and you are like
the opposite side like.. you actually stand so much of like maybe like you know.. limiting the
earphone”

R : “Yeah..”
395 M7 : “Yeah you should not actually use it that much but you’re actually being the opposition
which okay.. it makes it.. it makes it kinda hard ‘cause like you have to I don’t know.. go
against your will I suppose”

R : “Mhm.. oh yeah haha”

400 M7 : “Yeah.. that’s (what I wanna)”
R : “Okay haha”
M4 : “Oh yea and I.. and I uh.. uh.. little fun fact, for the wh.. for the topic that is um.. why earbuds
should.. uh must.. uh.. should be limited is my uh.. my group uh.. my group topic so.. it’s
given to Amel who is the pro uh.. yeah the pro side uh.. but I have to be an opposite like.. I.. I
405 was who making the topic but I have to.. to.. uh”

R : “Go against it haha”

M4 : “Debating that.. that what I’m making so like what? It’s so hard ‘cause I was making the pro
but I have to debating like wait what? Haha yeah something like that”

227
410
R : “Yeah.. haha and Marhen chose Amel team as the winner”
M4 : “Yes.. that’s like like.. what? Okay yeah”
CA : “Haha alright, he even apologized to your team I guess, alright well that’s a fun fact very
good. Amel you want to add something? You wanna add something? Do you have any
415 challenge? Do you have any problem?”
F1 : “Uh.. my problem is uh.. jadikan pas saya jadi first speaker itukan katanya Miss Ay harus adanya
batasan masalah, but because it was spontantly.. jadi saya tidak sempat membuat masalah seperti
itu.. and then my group is not rebuttal from the opposition side so that uh.. at that time after
the debating was over Miss Ay um.. told me that about my team and she is.. lebih ke kalau
420 misalnya jadi saya, saya kan memenangkan yang timnya Abitzan gitu karena apa.. iya.. kalau dari
timnya Miss Ay because uh.. adju kan berbeda beda karakteristiknya seperti itu jadi di situ saya juga
diberikan uh.. saran sama kayak komen si untuk kedepannya itu gini gini gini seperti itu hehe..”

425

R : “Iya iya.. oh well so that’s for you to improve ya, so it’s not bad..but you did your best
anyway and yeah also Miss Ay told me that uh.. the affirmative team should have the

228
430 parameter but no problem because you guys weren’t in a debate competition so yea it’s for
you to practice. Alright thank you so much Marhen, Amel, Melvin, Fathoni, Waffi, and
Abitzan, so apparently we.. I think already exceed the limit, it should be thirty minutes but
you know.. we exceeded the limit but yeah.. so that’s why I’m gonna stop it right here
because all of your answers are already complete and I would like to thank all of you so
435 much for helping me with undergraduate thesis in completing this and I hope you the best
luck for your future endeavors, do you have something to say? Yeah”

M4 : “Uh.. I’m sorry Miss uh.. so.. sorry can I uh.. tell my thought about this critical thinking? I
440 was have another opinion about this topic, can I tell it? “

R : “Okay yeah sure but this meeting will end in one minute so yeah you can do it”

M4 : “Uh..”
445 R : “It’s okay you want to say something?”
M4 : “Yes yes.. wait uh.. so I.. I was have a thinking what is this topic uh..text like debating or
discussion text or critical thinking uses in real life, it’s like just like what I said.. it can be used
in small or large scale application in.. in everyday life, maybe on a large.. large scale effect, it
can be used to express our opinion with when uh.. disagreeing with the policy, maybe we can

229
450 take a example like when we are disagreeing with uh.. policy made by government like”

R : “Yeah... yeah”
M4 : “You know that.. and in general what we all know is the.. um.. there is purpose.. sorry I
455 mean.. I mean it has some dis.. discussion purpose in every use like..”

230
APPENDIX 11. Students’ Interview – Low Achievers

1 TRANSCRIPTION SHEET 4/16/2023

No. Interview 1
Low Achievers
M2
5 Interviewees M6
F2
F3
F4
Interviewer Careninda Ahdaa (R)
10 Critical Thinking and Debating Activities in EFL
Topic
Classroom
Interview Type Semi-structured Interview
Date Sundat, April 16th 2023
Time 10.00 A.M. GMT+7
Place From home
15 The students woke up in the morning and one by one
Situation started entering the zoom meeting at 09.00 A.M., the
interview started at 09.06 A.M. after all students joined the

231
 meeting. When being asked which language they were
most comfortable with to be interviewed, they said mixed
20 language between Bahasa Indonesia and English are
preferred.

Initials Transcript
R : “Alright, let’s get to the first question I have here, so first of all I’d like to know
what do you guys know about critical thinking and do you think it’s important or
no, maybe you’ve ever heard about critical thinking before? You know you can
25 unmute yourself or you can text me in the chat box it’s fine, c’mon Antero go
ahead”
M2 : “Um.. Oh yea so.. for me I think critical thinking is more intellect ana.. analyzing or
and evaluating a problem.. so like um I think critical thinking is a very important
because uh.. as I was just say uh.. it ev.. evaluate analyze a problem or something
30 like that, so yea”
R : “Yeah”
M2 : “If you don’t have a critical thinking uh.. it might be hard for us to uh.. I don’t know
to.. face a problems in our daily life so.. if we have critical thinking we can think of
solutions or a way to solve a problem or uh.. an obstacle it will make our life easier
35 so yea I think that’s it”

232
 R : “Oh yeah.. well that’s a very good explanation yea.. we should have problem
solving skills ya because it’s uh.. very important that’s why critical thinking is
40 important. Okay very good explanation Antero, how about Sandra, Rania, Clairin,
Fahri you want to add something? You have the same or different opinion from
Antero?
F2 : “Yeah uh.. I think critical thinking makes us able to lo.. look at things from various
sides so we don’t seem.. seem judgmental, people with characters like this are more
45 easily hesitate uh.. into any group and community, get along with anyone and
easily adapt to uh.. surrounding environment”

50 R : “Alright, that’s a good one Rania, very good thank you good, so it’s almost the
same with Antero, very good answer, now how about Sandra, Clairin. Fahry? Sama
atau beda sama Antero atau Rania?”
M6 : “Saya mau nambahi gapapa ta Miss?”
R : “Of course, of course Fahri yea..”
55 M6 : “Uh.. for me, critical thinking is a way of thinking to analyze something broadly

233
 and not just really on one point of view, so when Miss say it’s important or not, the
critical thinking, uh.. yes because with uh.. critical thinking we can analyze just uh..
many different of.. sudut pandang”

60
R : “Uhm yea.. point of view ya.. perceptions.. good. Wow, well that’s a very good
answer it allows us to uh.. perceive things differently from different point of view,
good answer good addition Fahry, Clairin, Sandra, mau nambahin? Atau ternyata
sama aja Miss”
65 F3 : “Uh..”
R : “Yes.. Sandra come on”

F3 : “Uhm.. maybe I think uh.. critical thinking is invite someone mind to get into a
position where uh.. don’t be too hesitate in expre.. expressing your opinion Miss, in
70 debate when we answer each other, we must be able to look for weakness, on all
sides and make sure all participants can uh.. apa.. uhm.. make sure all participants
that a statement we convey is.. it’s true”

75

234
 R : “Oh yea.. I see I see, yeah very good so we also need to do fact checking ya.. to
convince the participants, okay good Sandra, Clairin you want to add something”

F4 : “Uh... saya kurang tau ya Miss tadi udah ada yang jawab apa belum”
80 R : “Iya iya.. nggak papa”
F4 : “Saya.. critical thinking is uh.. useful for expressing ideas, uh.. critical thinking has
an important too is XX (the benefits of main ideas) and it’s necessary so that they
are useful in doing job that requires creativity”

85
R : “Okay.. very good, so because Clairin said it’s necessary ya.. dibutuhkan, jadi I think
Clairin also agrees that it is important. Okay very good and complete answer as
well guys just like the previous group, so next I would like to know, this is uhm..
concerning with your experience in debating activities several days ago, so I would
90 like to know what do you feel when there is debating activities, I would like to
know, do you.. do you enjoy it? Or do you.. you know you felt nervous or.. you felt
challenged? You felt excited? Or you felt anything?”

M2 : “Uhm.. Yea so..”

95 R : “Yea.. go ahead Antero”

235
 M2 : “I think it’s exciting and scary at the same time”
R : “Um..”
M2 : “Yeah.. I think it’s very scary especially when you are uh.. the one’s performing like
100 uh.. we have to be very skilled and we have to.. menguasai the topic, the material,
and yeah so.. especially yesterday, uh.. the debate is.. we don’t have uh.. long
preparation, we just talked about it the day before and even so.. there are still a lot
of confuse.. confusing things uh.. in our class about the debate so.. we don’t have
much preparation and yeap.. but we still have to do it anyways uh.. any yes.. or we
105 just get along with it and we just do our best so but I think it’s actually very exciting
and it’s fun and it’s a very new experience to me because I’ve never actually uh..
involved in a debate like that uh.. so yea it’s a new experience for me and I think it’s
actually interesting to know what your friends think about the topic and you can
see uh.. your friends’ critical thinking, and yea I think it’s very fun and we can learn
110 about it.. and yea”

R : “Alright, well good, it’s.. it’s fun but it’s scary so it’s exciting you know.. it’s
115 challenging yeah it’s challenging I think, very good Antero yea.. I know how you
constructed argument.. argument.. which is also interesting to me so thank you so

236
 much for answering the question, how about your other friends, Rania, Clairin,
Fahry, Sandra? Do you feel the same with Antero? Do you feel uh.. scared but also
interested in debating activities? Or you just feel you know confused Miss.. I was
120 confused, I didn’t like debating activities, or you low-key like it but yea that’s.. you
were nervous”

F2 : “Uhm.. tentunya awalnya kayak apa.. takut dan uh.. deg degan gitu.. but it was an
extraor.. extraordinary experience for me”
125
R : “Oh yea..”
F2 : “Plus.. it was the first time for me to try to participate in debate activities uh.. and
got many different views about what uh.. what discussed”

130
R : “Mhm.. okay.. so for Rania it’s extraordinary yeah.. especially when you are not
used in debating competition, of course it will be extraordinary. Brilliant Rania, now
how about Clairin, Sandra, Fahri?”
M6 : “Uh.. I wanna answer Miss”
135 R : “Sure”
M6 : “For my experience for debating I think I’m confused between time and speaking

237
 because uh.. the time is limited so I cannot speak too much for my first speaker so
yeah.. I’m confusing and nervous that’s for my experience hehe”

140

R : “Okay haha, that’s a real testimony I think, so do you still feel enjoyed the debating
activities or no Fahry? You still enjoyed it or no?“
M6 : “Uh.. a little bit”
145
R : “Okay that’s a very a little bit haha, okay good answer Fahry thank you, Clairin,
Sandra, nervous nggak? Atau enjoy aja Miss, sans aja Miss”
F4 : “Uh.. kalau saya.. sedikit uh.. yaapa ya.. exciting sih.. ya.. because this is the first time
doing a debate”
150

R : “Ehm.. this it your first time? Really?”

F4 : “Yes..”
R : “Alright.. yea.. that’s normal then Clairin, okay very good how about Sandra?”
155
F3 : “Uh.. uh.. yes Miss, but yesterday uh I couldn’t say a word either hehe.. um.. but

238
 this can (add) an experience for me too just like Rania, I have never done a debate in
English before, and yes.. I think it’s pretty fun if we can get the X of it.. uh..
especially when saying the answers and statements we’re um.. I’m very confused of
160 that”

R : “Um.. I see yeah.. it’s confusing as it’s your first attempt I know it’s very confusing
when you need to listen to your opposition, listen to your.. the other team.. but you
also need to construct your argument, but as it’s your first time, you know you did
165 a great job guys, alright thank you so much for the very brief, concise, and clear
answer, now let’s move to the next question, the next question is that.. wait, alright,
so I already know that in debate, you must construct your arguments, you must
construct your arguments from your topic, kemaren topiknya itu yang earphone use
170 should be limited and also sex education thing ya.. sex educ.. same sex education if
I’m not mistaken, I want to know your feelings when you try to construct
arguments.. that argumentation, what do you feel guys? Do you feel like oh my
God it’s hard to.. to.. have argumentation it’s hard, what do you feel? Yeah come on
Antero”
175
M2 : “Uhm yes so yeah for me uh.. saya kemaren tuh yang headphone use should be
limited”

239
 R : “Um.. yeah.. Mhm”
M2 : “Yeah.. so yesterday I was the first speaker of the opposition side, so yea.. and it
180 was also my very first debate, so I..”
R : “Ooh..”
M2 : “Don’t know how how.. how everything works like uh.. when when.. uh.. my..
when apa.. lawan saya”
R : “Mhm”
185 M2 : “Menyampaikan pendapatnya gitu, argumennya, nah itu I feel confused because she
just.. I don’t know she just telling the issues, she doesn’t tell the points yet so yeah
I... I... I.. I was really confused and I don’t know what to say because I.. I.. didn’t
really prepare for it and I only prepare for like the points uh.. untuk menentang saja
sedangkan kemaren tuh saya sebagai speaker pertama uh..”
190

195

240
200
R : “Negative team, ya?”
M2 : “Iya negative team.. ternyata.. ternyata uh.. ya saya bingung aja gitu mau ngomong apa
soalnya.. I just say I speak what uh.. I have in my mind so yeah.. I just get along with
it and hope for the best uh.. it was my first debate so yea.. I think it’s okay plus..
205 plus.. um.. uh..”
RR : “Yeah”
M2 : “I’m also because ternayata kalo udah ngomong udah debate tuh kita uda ngomong udah
nyampein argument kita tuh harus gentian gitu gak boleh ngomong lagi, saya kira boleh”

210

R : “Oh I see..”
M2 : “Nyampein debate-nya lagi argumennya lagi buat nentang lawannya, taunya gak bisa jadi
215 so yea.. I was.. agak disayangkan ya.. soalnya.. ‘cause I have some points to menentang
argument lawan saya gitu so yeah.. uh.. oh ya terus tadi buat bentuk argumen itu ya itu I
think it’s also very hard plus um.. in.. short amount of time we should have an

241
 argument to.. to.. to.. menentang uh.. lawan kita”

220 R : “Uhuh”
M2 : “And also we should uh.. we have to really know. Have to really understand the..
the topic that we are debating so.. yea..um.. actual.. actually I have uh.. yesterday
when I do the debate, I just feel like.. when I feel confused uh.. I just feel like uh..
uh.. I should talk and speak whatever in my mind so yea.. dalam pikiran saya harusa
225 ngomong aja gitu gak boleh diem gitu pokoknya yauda harus nyampein argumennya gak
boleh diem gak boleh keliatan, gak bole keliatan.. yeah.. so yeah that’s it from me I guess”

230
R : “Mhm.. okay good so you know whatever it is, you have to keep talking ya.. you
cannot being silent.. you cannot be silent”
M2 : “Iya..”
R : “Yea.. right, good one Antero, but you did a great job yesterday so.. after you
235 deliver your argumentation all you need to do is just you know you have to rely on
your friends because you are the third speaker”
M2 : “Yeah.. iya..”

242
 R : “Okay.. that’s a very good explanation, brilliant. Now, let’s hear from your friends,
Sandra, Fahry, Rania, Clairin? Wait.. what do you feel when.. you.. what do you feel
240 when constructing argumentation from certain topic, kan kemaren tiap speaker kan
meng-construct argumennya sendiri-sendiri ya masing-masing, nah kalian pas.. pas buat
argument t uh gimana sih apakah itu kemaren memusingkan? You felt confused? Or you
actually enjoyed.. enjoyed constructing argument because you feel like you are
expert on that or what? Or just yaudah biasa aja Miss karena itu lagi tugasnya yaudah
245 lah saya buat aja kayak biasanya, like feel ordinary feel normal, yeah Fahry go ahead”

M6 : “Uh.. uh.. I.. saya izin pake Bahasa ya Miss”

R : “Iya.. nggak papa”
250 M6 : “Itu menurut dari pengalaman pribadi saya itu kalau buat construct materi debate itu
susah, sangat susah karena itu harus sesuai ada struktur struktur tertentunya.. jadi gak bisa
sembarangan kita menaruh penjelasan di sini-sini itu nggak bisa, harus ada sesuai
strukturnya ya itu yang menurut saya susah, karena saya belum pernah menerima materi
debat dengan struktur-struktur seperti itu sebelumnya”
255

243
 R : “Mhm”
260 M6 : “Maka dari itu, munkin dari saya sendiri kalo menyusun materi debat itu memang susah
kalau dari saya sendiri.. gitu”
R : “Um.. yea I see, well understandable Fahry, good answer. Sandra, Rania, Clairin?
The same? You think it’s difficult? Or you’re.. you’re still figuring out.. I don’t know
Miss.. it‘s it’s just normal, how? Okay no.. no addition? Sandra, Rania, and Clairin?
265 No addition we can go to the next question, because we only have eight minutes
left, I only have two questions left guys actually”

F2 : “Maybe I think uh.. I feel the same as Fahry”

R : “Okay.. good Rania so it’s still typical, Clairin? Sandra? Same?”
270 F3 : “Me too”
F4 : “Sama seperti Fahry Miss”
R : “Oh I see.. okay then, that’s fine, Sandra? The same also?”
F3 : “Uh.. yes Miss”
R : “Okay then.. Alright let’s move to the next question ya guys.. we have eight
275 minutes left so.. the next question is that I would like to know wait.. only two
questions here.. how do you see debating activities as a method to promote critical
thinking ability, do you think doing debate activities like yesterday can make you

244
 think critically more? And I would like to know what is your challenge, kalian tuh
susahnya apasih? di bagian apanya sih?”
280
M2 : “Yea izin menjawab..”
R : “Yea good”
M2 : “For the first one how do you see debating activities as a method to promote critical
thinking ability, uh.. so yea.. as we know debate is uh.. con.. involved a lot of
285 thinkings and penalaran gitulah”
R : “Oh I see yeah”
M2 : “Uh.. besides that, uh.. in debate we also need to think fast because yea.. as I was as
I just said in previous question we should not, we should keep talking and yea.. I
think it.. It really uh.. rely on our intelligence and critical thinking ability and so
290 yeah.. that’s why I think most of the uh.. peserta debate are very intelligence and
they have a uh.. a really uh.. pemikiran yang luas and uh”

295

245
 R : “Yeah..”
300 M2 : “They definitely know how to talk, know how to debate in front of a lot people, so
yeah.. I think uh.. debate is reall.. really good way to promote critical thinking
ability, because..”
R : “Great”
M2 : “Yeah.. it.. uh.. sometimes um.. it doesn’t always have to be uh.. apa ya.. karna kan
305 kalau debate kan kita uh.. harus berpikir di saat itu juga gitu, kita harus tau banyak
tentang itunya jadi kita harus mikir keras juga untuk menentang argumen lawan nah.. dan
hal-hal tersebut tuh butuh critical thinking ability gitu, jadi yaa gitu..”

R : “Alright yeah right.. okay so.. do you have any struggle Antero?”
310 M2 : “Yeah I I I have.. struggle a lot yesterday because it is my first time debating yeah.. I
I I.. struggle the most at I don’t know I feel very nervous and I cant talk like I
normally do.. I don’t know even though the audience is my friends.. I don’t know I
just feel nervous and yeah.. gugup dan agak terbata-bata so yeah.. that’s my struggle”

315
R : “But you still did a great job, okay very good answer Antero, right there is a very
uh.. well explanation, very complete so.. how about the others? Fahry? Rania?

246
 Sandra? Clairin? Also we have four minutes left guys, tinggal empat menit lagi ini
zoom meeting-nya”
320 M6 : “Uh.. izin tanya Miss.. itu”
R : “Yeap..”
M6 : “Itu gimana pertanyaannya? Mohon maaf Miss kehapus tadi”
R : “Iya pertanyaannya yang di teks itu uh.. how do you see debating activities as a
method to promote critical thinking ability, jadi kamu uh.. menurut kamu dengan debat
325 kemaren itu yang kalian lakuin kemaren kira-kira mempengaruhi gak sih itu mempengaruhi
nggak sih ke cara kalian berpikir kritis itu? Apa itu meningkatkan cara kalian berpikir kritis
atau oh enggak Miss aku malah bikin bingung”

M6 : “Um yea.. izin menjawab Miss”

330 R : “Yeah”
M6 : “Ya.. kalau menurut saya debat itu bisa menjadi salah satu uh.. tolak ukur untuk melatih
berpikir kritis, salah satu bukan satu-satunya uh.. cuman dalam berpikir kritis itu di debat
itu tentu harus ada step-step untuk bisa berpikir kritis kayak menyertakan data.. um..
menyerang argumen lawan dengan berpikir kritis yang meneyertakan data menyertakan
335 fakta itu.. yang membedakan berpikir kritis biasa dan berpikir kritis di debat, jadi menurut
saya debat itu bisa dijadikan salah satu tolok ukur untuk berpikir kritis kedepannya, gitu
Miss”

247
340
R : “Hmm.. very good explanation, how about your problem? Kemarin yang paling susah
ngapain? Construct argument tadi ya katamu ya? Construct argumentation?”

M6 : “Yes.. benar”
345

R : “Mhm.. I agree with you it’s very hard because we do it spontaneously as well.
Okay very good Fahry, okay Rania, and Sandra you want to add something? We
have two minutes left terus ini otomatis ke-end, do you want to add something?
350 Rania maybe? Or do you have the same yea..”
F2 : “Um.. yea.. menurut saya sama kayak Antero sama Fahri sih.. uh.. kayak debate activities
ini bermanfaat untuk memberikan wawasan yang luas terkait dengan sesuatu yang
diperdebatkan gitu.. karna melibatkan dua argumentasi yang berbeda uh.. melatih..
tentuntya melatih kemampuan berpikir, terus melatih mental uh.. dan melatih penguasaan
355 argumentasi yang dikemukakan gitu”

248
360
R : “I see.. terus Rania sendiri kemarin paling susah bagian apa? Apa karna nervous-nya atau
karna apanya?”
F2 : “Nah semua sih.. haha.. soalnya uh.. ini pertama kali iya..”

365

R : “Oh.. I see”
F2 : “Ya.. baru tau kayak gini gitu debate activities itu”
370 R : “Alright Rania thank you so much for your answer, okay Sandra and Clairin? Mau
nambahin? Atau sama aja Miss karena emang kemaren pertama kali jadi emang nervous..
Clairin maybe? Clairin first, and then Sandra”

F4 : “Ya.. kalo dari saya ya.. sama seperti Antero sama Fahry.. tapi juga kayak.. debat itu bisa
375 menganalisis suatu masalah kayak dari sudut pandang yang berlainan gitu loh.. jadi beda”

R : “Um.. yea right”

249
 F4 : “Walaupun sedikit ya.. memusingkan haha”

380 R : “Haha.. memusingkan.. okay yeah I agree with you Clairin, Sandra? You agree with
your friends”
F3 : “Uh.. um.. iya Miss, saya juga sama yang kayak lainnya apalagi kalau misal berdebat kan
argumen masing-masing beda-beda pendapatnya gitu Miss um.. jadinya perlu wawasan
luas juga buat kita nganalisis, nyari juga, bahkan kayak nginget nginget uh.. kejadian atau
385 apa ya.. ya kejadian yang logis buat kita sampein itu susah Miss gitu”

R : “Mhm.. alright okay very good Sandra.. so overall uh.. kurang lebih sama ya emang
it’s challenging but it’s interesting also you struggle the most because it’s your first
time but you did a great job nevertheless, Okay thank you so much Antero, Sandra,
390 Fahry, Rania, Clairin.. kayaknya abis ini ke-end sendiri because it’s less than one
minute, I would like to thank you and happy holiday for you ya guys.. thank you so
much and maybe see you later”

395 LLL : “See you Miss”

250