English Language Teaching Method through Debate Model and

Biantara

Tubagus Chaeru Nugraha

, Tanty Riyani

Faculty of Humanities, Padjadjaran University, Bandung, West Java, Indonesia

Keywords: English Language Teaching, Debate Model, Biantara

Abstract: Most of people are afraid to speak in foreign language because they do not have friends to communicate and

have lack of experience. The difficulty to use oral language causes the process of mastering a language stuck

in one moment. This study aims to develop a method of language teaching especially English that focuses on

listening and speaking through debate model and biantara (DM-B). This method is an effort to train the ability

of oral language through media of debate model and public speaking. The brevity of thinking, speaking, and

listening will be a motivation that push the learners to as soon as possible understand the language. This

teaching method could drive the students or learners into mastering spoken and written language in a short

time without having to memorize all of the tenses grammatical hardly. The results of this study indicate that

DM-B improves the ability of the characteristic English language (good mindset and attitude patterns).

Learners formed their mindset through DM-B which are: (1) logical mindset, (2) critical thinking, (3) problem

solving ability, and (4) teamwork. On the other hand, the attitude pattern is formed also: (1) self-trust, (2)

social care, (3) competitive, and (4) formed wide network.

1 INTRODUCTION

Learning English language has becoming a challenge

and a must nowadays. The foreign language learning

contains of reading, writing, listening, and speaking.

Speaking in a foreign language generally shows a

culmination of an understanding of a language,

although writing skill are the last stage taught in

language learning. The problem in speaking foreign

language is to understand the language precisely and

to accept any grammatical error at the first stage of

learning. Tsiplakides (2009) stated that students who

exhibit communication apprehension do not feel

comfortable communicating in the target language in

front of others, due to their limited knowledge of the

language, especially in relation to speaking and

listening skills. Students who experience fear of

negative evaluation do not consider language errors

as a natural part of the learning process. As a result,

they are afraid to talk and participate in foreign

language class activity. A study explains that the way

learning by listening and speaking can shorten our

time in learning a language. This study refers to the

attitude of children who only apply the principles of

listening and imitating. They do not know anything

about the standard of grammar, but they hear how

others speak the language and practice speaking

simply. Children are able to understand a new

language in less than five years. Unlike students who

have studied English since they were in kindergarten.

After years of learning some of the students are only

able to master some vocabularies without being able

to use it in direct communication. This is unfortunate

because their language learning is stuck only in the

language recognition stage without being able to use

it.

In the era that is very advanced today, the class

need a practical method to be able to teach students.

Practical is not an instant way, but practical is where

students can try as much as possible and get

maximum results as well. In teaching English, the

main goal is not only to teach the knowledge to the

student. The hope of the English they have learned is

the ability of students in using it in their daily life or

for their future in the international world. To achieve

maximum results here offered an English learning

method based on the model of debate and biantara

(DM-B)

Learning methods used to implement learning

strategies are: (1) lecture; (2) demonstrations; (3)

discussion; (4) simulation; (5) laboratory; (6) field

experience; (7) brainstorming; (8) debates, (9)

symposium, and so on. One of the methods for

learning is debate method. Debate itself is an

Nugraha, T. and Riyani, T.

English Language Teaching Method through Debate Model and Biantara.

DOI: 10.5220/0008217900002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 339-346

ISBN: 978-989-758-416-9

339

argumentation activity between two or more parties,

either individually or in groups, in discussing and

deciding issues and differences (Sudrajat, 2008).

Proficiency in speaking in English does not stop

at the debate only. There is also a method used to train

language proficiency. The method is biantara.

Biantara is a Sunda term that is devoted to public

speaking activities or known as speech. The elements

contained in the biosphere are similar to speeches,

speakers, materials, objects or listeners, as well as

themes. Biantara and debate have similarities in

influencing English proficiency because both of them

expect good speech and persuasive. In this study the

method of debate and biantara will be combined as

one method for English language teaching.

The advantage of applying these two learning

models is the fast learning of English for students.

This learning method is expected to provide

convenience both for teachers and students in

achieving the target of English proficiency. This

study will analyze how the learning system using the

method of debate and biantara can give a good

influence for the students as well as the response of

the students who have practiced debate and biantara

to the method of learning English itself.

2 LITERATURE REVIEW

A debate study was conducted in Aceh, the study tries

to explain the benefits and the attainment of the

debate in the article entitled "The Landscape of

Competitive Debate in Aceh: Benefit, Achievement,

and Challenges". This research has succeeded in

explaining the benefits of competitive debate for

students and varsity students in Aceh. As for this

research, the study will discuss the related model of

debate and biantara that could help to increase

English proficiency quickly and effectively.

Debate is an oral communication process declared

with language to defend opinions. Any debating party

will argue, give a reason in a certain way so that the

opposing party argues or the other party who hears

the debate becomes convinced and side with it

(Dipodjojo, 1982).

The style of debate used in most schools

throughout Australia and in many other countries, at

the Australian National Schools Debating

Championships and at the World Schools Debating

Championships. In this style, there are two teams in

every debate. One team is required to argue that the

topic is true. This team is called the ‘affirmative’, or

sometimes the ‘proposition’. The other team is

required to argue that the topic is not true. This team

is called the ‘negative’, or sometimes the

‘opposition’. Each team uses two basic types of

argument to support for its side of the topic. First,

there are substantive arguments. These are prepared

arguments in favour of a team’s side of the topic.

Second, there is rebuttal. Rebuttal is your attack on

your opposition’s arguments. The difference between

substantive arguments and rebuttal is the distinction

between showing why your team is right and showing

why your opposition is wrong. It is impossible to say

whether substantive arguments or rebuttal are more

important – each is just as important as the other, and

each is vital for successful debating. There are three

speakers on each team. Speakers are usually

identified by their speaking number and their team

side (Quinn, 2005).

However, for biantara or known as public

speaking is an elementary course in study and

practice of the basic principles of speech and

interpersonal communication with emphasis on

critical thinking, the creative and intelligent selection

of material, organization, and oral presentation

(Beebe, Beebe, & Ivy, 2009). Biantara is a local

wisdom of Sundanese. Local wisdom is human effort

to use the cognition and to process the culture

learning (inculturation) to act towards something,

object, or phenomenon happened in certain spaces

(Nugraha, 2016).

The first step in teaching biantara or public

speaking is to have a clear vision of what the course

is designed to accomplish. At most schools, public

speaking is regarded as a skills course. Its purpose is

to teach students how to prepare and present effective

public speeches (Nugraha, 2016).

3 METHODS

This research used descriptive analysis method. This

method aims to create a description with the intention

to create a picture, painting systematically, factually

and accurately about the data studied, the properties

and the relationship phenomena studied

(Djadjasudarma, 1993). As for the research phase

consists of three phases, namely: Data Provision

Phase, Data Analyst Phase, and Data Presentation

Phase.

3.1 Data Provision Phase

At the stage of providing data, used data collection

methods through questionnaires (Nazir, 2011).

Questions contained in the questionnaire are

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submitted to respondents who have studied debate

and biantara. The questionnaire contained of eleven

questions and statements.

Table 1: Questionnaire for students about DM-B method.

Name

University

1. How long you have been learning DM-B in English?

2. Logical thinking formed through DM-B

3. Debater needs critical thinking to analyze debate’s

motion

4. Debating shown the ability in solving problems

5. Team work found in DM-B

6. DM-B is increasing the confidence

7. Social care grow with DM-B

8. Competitive skill in DM-B

9. Networking from DM-B

10. Does DM-B help in spoken English?

11. Does DM-B help in written English?

3.2 Data Analysis Phase

At the data analysis stage, the data that has

successfully collected was formed into figures to find

the percentage of each question. The sample used in

this study consists of 31 students who have studied

debate and biantara within a certain time frame. The

sample is the partial or representative of the

population under study (Arikunto, 2014).

Besides of the percentage of questionnaire results,

this study also describes the flow of learning’s model

of debate and biantara. The flow of debate is a plot

on how the debate will run. This plot is needed

especially, to understand the debate rule. The flow

provided in discussion section can be a reference for

English teachers in schools on how they can apply the

English teaching method.

Actually, there are a lot of styles of debate such

as Asian parliamentary style, British parliamentary,

Australian parliamentary, and so on. In this research,

the style of debate for students that will be used is the

Australian Parliamentary with consideration that this

style of debate is more suitable to be applied to the

newbie debater. Furthermore, Australian

Parliamentary debate style needs six speakers in the

house. Those six speakers are divided into two

groups. The first group that agrees on a motion is

called as affirmative or government team, while the

second group who disagrees on the motion is referred

to negative or opposition team. Each team in this style

of debate will have three speakers on their side who

will speak up in turn. The flow of speaker can be seen

in this following figure (Figure 1):

Figure 1: Speakers flow in Australian Parliamentary Debate

style

4 FINDING AND DISCUSSION

4.1 English Language Teaching Method

through Debate Model and Biantara

The method of English language teaching (ELT) that

will be applied in this research is in the form of debate

model and biantara (DM-B), the DM-B needs a clear

plot. Below is preparation in teaching the DM-B

method:

1. The teacher provides the task of making speech

to students related to an issue or theme that they

should present in the form of speech or biantara.

2. The teacher assesses the student's ability and then

prepares and divides the students into groups

consisting of three people adjusted to the balance

of each student's abilities. Each group should

have a student who is good enough in analyzing

the problem to be able to lead the group

3. The teacher gives a motion and teach them the

flow of debate.

4. Students are given time to look for material

related to a given motion and then every two

groups must perform arguments as affirmation

and opposition teams.

5. After the two groups argue in the debate model,

the teacher acts as a judge and gives oral

adjudication to each student or speaker.

ELT phase through DM-B will divided into three

phases which they area: (1) Pre-DM-B, (2) The DM-

B, (3) Post-DM-B.

AFFIRMATIVE

First Affirmative

Reply Speech

Third Affirmative

Second Affirmative

NEGATIVE

First Negative

Second Negative

Third Negative

Reply Speech

English Language Teaching Method through Debate Model and Biantara

341

1. Pre-DM-B

In this phase the students have to prepare kinds of

material and theories that they will explain in their

arguments session and delivering their speech.

Material research needs to be done in a few days for

beginners so that they could be well-prepared.

However, for the brainstorming between each person

of the team, it can be done in fifteen minutes or more

before the debate starts or it is called as case building.

2. The DM-B

At the time of doing the DM-B, the rule for speakers

is going to follow the flow as it has shown in Figure

1. Each speaker will have two components of their

arguments that they need to be delivered. The

components are the substantive argument which

contains of supporting argument for the motion they

speak for and the rebuttal towards the opponent’s

statements or arguments.

Each student will have turn to speak up and also

time limit to deliver their speech as follows:

1. First affirmative – 5 minutes

2. First negative – 5 minutes

3. Second affirmative – 5 minutes

4. Second negative – 5 minutes

5. Third affirmative – 5 minutes

6. Third negative – 5 minutes

7. Reply speech negative – 3 minutes

8. Reply speech affirmative – 3 minutes

Every time the speaker delivers their arguments,

there will be a chance for the opposite team to

interrupt them in polite way. The chance to give the

interruption or to deliver the question or statement is

called as Point of Information (POI). Point of

Information (POI) can be given in the first minute

until the fourth minutes of their speech.

After all of the speakers of each team has

presented their arguments, the debate will be closed

by a conclusion from each team view. The closing

that presented is called as reply speech which is

delivered first by the opposition or negative side of

the house.

3. Post-DM-B

After the DM-B was complete, then the teacher gave

verbal adjudication. Verbal adjudication is a means of

correction for students. At that time, they have right

to get suggestions and feedback to improve their

appearance and English. With the DM-B method

teachers will be more easily to analyze the ability of

each student because all students play an active role

in this ELT method. The weaknesses and advantages

of students will be obvious so that the advice will be

in accordance with what is needed by each student.

The evaluation towards the result of ELT method

through DM-B can be seen in the shared

questionnaire.

4.2 Characteristic of Respondents

Questionnaires were distributed to 31 respondents

consisting of students who have studied the debate

both in college and school. The following is data from

respondents who have filled out ELT through DM-B

questionnaires,

Table 2: Total of respondents based on the university.

University

Respondent

Percentage

Abfii Perbanas Jakarta

Al Azhar Indonesia

University

Andalas University

Bakrie University

Lampung University

11%

Padjadjaran University

Public University of

Gorontalo

Public University of

Jakarta

Public University of

Medan

Public University of

Padang

STKIP PGRI Sidoarjo

Syiah Kuala University

20%

Udayana University

UIN Jakarta

University of Computer

Indonesia

University of Indonesia

University of Jember

University of North

Sumatera

University of Putra

Indonesia

University of Siliwangi

UPN V Yogyakarta

Total

100%

Respondents are from 21 different universities in

Indonesia. All of these respondents also had

differences in the learning period of DM-B.

Therefore, the questionnaires also see respondents in

terms of experience studying DM-B through the time

span they have spent on learning DM-B.

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Table 3: Total of respondents based on learning experience.

As many as 55% of respondents have studied the

debate for less than 5 years and 7% have been

learning for more than 5 years. It can be concluded

that some respondents have gained debate material

since sitting in high school. Learning experience give

an impact to the result of learning process. DM-B

trained students who have follow three years training

were asked to write essay about a new controversy

and they showed a better arguments than the other

students (Kuhn & Crowell, 2011). It means that

duration of learning also figure out the result of

learning.

4.3 Characteristic of Student’s Ability

Through DM-B

Based on data collected from various universities in

Indonesia, the results will be presented in the tables

below. The option given to the respondents consists

of three options namely agree, disagree, and do not

know. Data analysis will refer to the percentage of

respondents’s answers to the three options.

The results of the collected data show the

characteristics of student abilities created by ELT

through DM-B. Characteristics are divided into two,

namely: (1) mindset, and (2) Attitude Patterns.

4.3.1 Characteristic of Mindset through DM-

By ELT method through DM-B found four kinds of

student characteristic in way of thinking or their

mindset. Those characteristics are: (1) logical

thinking ability, (2) critical thinking ability, (3) ability

to solve problems, and (4) ability in teamwork.

Based on the results of research that have been

done, respondents respond to the four characteristics

of the way of thinking are as follows,

Table 4: Logical thinking.

As many as 97% of the votes agreed that the

debate formed a logical way of thinking. Obviously,

this is obtained from brainstorming and case building

done before DM-B also when the DM-B process is

running. Students who learn DM-B will have the

ability to start their logical thinking. Because without

the logical thinking, it will be hard for student to

understand the flow of debate and also will be

difficult to meet the clash of debate happens. Study

suggests that explicit lessons in logic and reasoning

are effective. The lessons may actually improve a

child’s IQ. The DM-B method will be effective way

to teach English language.

Table 5: Critical thinking.

All of the respondents believe that with DM-B

formed a critical way of thinking. Critical thinking is

required when the DM-B method takes place, because

every student must be able to place himself on each

side and must be biased to get the point of the problem

being studied. In addition, if the students want to

deliver some rebuttals and interruption during the

DM-B they also need to have this ability. This critical

thinking will help them to find the solution of the

problem they face.

Writing can clarify our work but critical thinking

skills through writing only is not effective. Kuhn and

Powell (Kuhn & Crowell, 2011) found after 3 years

research that students group can do further. The

students submitted essays that discussed the both side

arguments for one motion. They call this an

integrative perspective.

Table 6: Problem solving.

As much as 3% did not know the impact of DM-B on

problem-solving ability, 2% totally disagreed, but

90% of respondents agreed on this characteristic. This

characteristic can be created because in the DM-B

method each team must find the best solution for the

motion that is being faced. The students are expected

to give their thought while solving the problem.

Years

Respondent

Percentage

< 1 year

22.5%

< 5 years

55%

> 5 years

22.5%

Total

100%

Response

Total

Percentage

Agree

97%

Disagree

Don’t Know

Response

Total

Percentage

Agree

100%

Disagree

Don’t Know

Response

Total

Percentage

Agree

90%

Disagree

Don’t Know

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Table 7: Teamwork.

The same percentage with the characteristics of

problem solving is found in characteristic of

teamwork. 3% of respondents did not know about the

impact of teamwork from DM-B, 2% totally disagree,

and 90% of respondents agree about this impact. The

characteristic of teamwork actually can be realized

because every argument that the speakers present

must be interrelated and each speaker has his or her

own proportion of arguments to be deliver. For

example the first speaker of the team have to explain

clear definition and also limitation, the second

speaker will have time to give rebuttal, substantive

speech, and also support the arguments presented by

the first speaker, third speaker will have time to show

the proof and a lot of analogies during his or her

speech. Those speakers already have their own job

and portion in the DM-B. This is where students must

be able to relented and share the information they get

to form a good teamwork. Kegley (2014) found in his

class economics debate how team building, topic

assignment, research methods, teamwork, leadership

are built from the class. Teamwork in DM-B also

enhances student’s ability to learn not to duplicate

others work.

4.3.2 Characteristic of Attitude Patterns

Through DM-B

The characteristics of attitude patterns obtained

through DM-B consists of four, namely: (1) self-

confidence character, (2) social awareness, (3)

competitive attitude, and (4) establishment of

network or wide relation. Here is the response of the

debater to the four characteristics of the attitude

patterns:

Table 8: Self-confidence.

The self-confidence gained from DM-B is approved

by 97%, while the rest disagrees. Self confidence in

DM-B certainly does not form simply. It takes time

and frequency of practice so that the confidence to

appear and argue are created. The more the students

do their practice in DM-B the more confidence will

they get especially confidence in showing their

thought and also self-confidence to show in public.

However, those who follow DM-B have a great

chance to be a public speaker because of their self-

confidence.

Table 9: Social awareness.

Related to social attitude characteristics, there are

90% positive or agree, 7% disagree, and 1% do not

know. The sense of social awareness can be formed

because the discussion on DM-B motion is very

broad. It takes a high social sensitivity to be able to

discuss a continuous motion with social

circumstances. Even if they don’t have this social

awareness at the very first place, the students then

will have to find and do research to get the

information about things around them especially in

social side. That is why somehow the social

awareness formed through DM-B.

Table 10: Competitive.

The characteristic of competitive is approved by 80%

of respondents, while 10% disagree, and 10% of

respondents do not know. Competition can be

developed if the DM-B system has been applied as a

means of competition and appreciation for the

students. It also could happen when the students start

to follow the competition outside the school for

example the competition in regional level or national

level. Though while practicing in class the students

can also feel their competitive soul begin to be

sharpened.

Response

Total

Percentage

Agree

90%

Disagree

Don’t Know

Response

Total

Percentage

Agree

97%

Disagree

Don’t Know

Response

Total

Percentage

Agree

90%

Disagree

Don’t Know

Response

Total

Percentage

Agree

80%

Disagree

10%

Don’t Know

10%

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Table 11: Networking.

Extending networks and relations caused by DM-B is

approved by 97% and the rest do not know about this

networking. The formation of a broad relationship

can be said to be the end of the DM-B process, and

the possibility of such a relationship is that students

have successfully brought DM-B to a higher realm

than just training in the classroom. For example,

when students follow an inter-school competition or

fill a speech at ceremonies. New places and new

competitors will be a very good chance for the

students to extend their networks. Since competition

sometimes could give you other chance and friends.

4.4 DM-B in Supporting English

Language Teaching Method

After knowing the characteristics generated in

English proficiency, the study will also prove that

DM-B provides very much support in the ELT

method. The supports are assessed on three sides,

namely: (1) Support of oral English learning, (2)

Support of learning English in writing, and (3) Speed

in comprehension of English or fast learning.

Here are the responses of the debaters in

responding DM-B as a supporter of English language

teaching method gain the English proficiency.

Table 12: Speaking ability.

As many as 97% of respondents agree that the

implementation of DM-B will help them to improve

English proficiency in their speaking skills. This is

supported by a learning process that demands

students to speak. Students will spend a lot of their

time during the DM-B to speak. When they discuss

the motion in case building and when they are

performing their speech during the debate.

Table 13: Writing ability.

For writing skill from the DM-B method, it is

found for agree response as many as 71% by

respondents and disagree as many as 29%. Writing

skills are not taken into account in the DM-B method.

However, students will have a sense of belonging to

English because they have been used to listen to the

language. So the writing skills will be helped by it,

although students also have to increase knowledge for

good writing. Like Tarigan (1986) stated in his

research that writing is the last ability or proficiency

that need to be learn by the students in learning

languages.

Table 14: Fast learning.

The most important point in DM-B is that

students and teachers feel the effectiveness of

learning. In table 13 as many as 94% of respondents

agree that the presence of DM-B makes them faster

in the process of learning English. Essentially all

components of language proficiency in both writing,

reading, listening and speaking are found in this

method. So as to make students get the overall needs

in English proficiency at the same time.

5 CONCLUSIONS

The DM-B method needs a big role both from the

teacher and also the students. The learning phases of

DM-B divided into three phases, namely: (1) Pre-

DM-B, (2) The DM-B, and (3) Post-DM-B. The

benefits that have gotten from the DM-B method in

fixing the characteristics of students’ ability divided

into two characteristics, the first characteristic is the

mindset of the students and the second characteristic

is the attitude patterns of the students. The mindset

characteristic of students through DM-B are (1)

logical thinking ability, (2) critical thinking ability,

(3) ability to solve problems, and (4) ability in

teamwork. The characteristic of attitude patterns

Response

Total

Percentage

Agree

97%

Disagree

Don’t Know

Response

Total

Percentage

Agree

97%

Disagree

Don’t Know

Response

Total

Percentage

Agree

71%

Disagree

29%

Don’t Know

Response

Total

Percentage

Agree

94%

Disagree

Don’t Know

English Language Teaching Method through Debate Model and Biantara

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students had been: (1) self-confidence character, (2)

social awareness, (3) competitive attitude, and (4)

establishment of network or wide relation. Besides of

those students ability characteristic in form of

mindset and attitude, there are some supports for

English Language Teaching (ELT) method from the

system of Debate Model and Biantara (DM-B). The

supports are the fast and effective in mastering

English proficiency, whether for writing, reading,

listening, and speaking.

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