commit to user 152
Orlich, et al. 1988: 275 adds that cooperative learning teaches social as well as academic skills. For learning groups to be effective, students must learn to
honor and respect one another’s differences, to support one another through learning process, to communicate effectively with one another, and to come to a
consensus or understanding when needed. The statement proves that Critical Debate Technique can condition the students to build good relationship as they
have to work together in their groups. Orntein and Lasley 2000: 211 states that small groupings can enhance
students’ cooperation and social skill. Based on the statement above, it is clear that Critical Debate Technique can motivate the students to make cooperation
among them and also to motivate them to be involved in social skills.
4. The Increase on the Motivation and Interest.
Critical Debate Technique can raise the students’ motivation and interest.
In detail, Barkley, et al 2005: 126 says: Debates can increase motivation,
enhance research skills, promote critical thinking, and develop communication proficiency. Debates expose the class to a focused, in-depth, multiple-perspective
analysis of issues. Because critical debates have the added dimension of requiring students to assume a position opposite to their own, they encourage students to
challenge their existing assumptions. This can move students beyond simple dualistic thinking, deepen their understanding of an issue, and help them to
recognize the range of perspective inherent in complex topics. In this way, critical debate may also build appreciation for diversity and develop tolerance for other
commit to user 153
viewpoints”. The statement above proves that Critical Debate Technique can really increase the students’ interest and Motivation.
5. The Establishment on the Psychological Therapy
The fact that Critical Debate Technique could decrease the students’ psychological problem was not doubtful anymore. After joining speaking class
using Critical Debate Technique, the students did not have the psychological problems as they had the previous semester, such as shy, less confident, afraid of
making mistake, and afraid of being laugh by friends. Critical Debate Technique could really reduce those psychological problems well.
Fukuda in http:iteslj.orgTechniquesKrieger-Debate.html, states that in a debate study conducted with Japanese students found that before the debates
only 30.8 of the students were not afraid of expressing their opinions when they were not the same as others. After the debate this figure rouses to 56.7.
Orlich, et al. 1998: 261 states that there are five elements of small-group discussion. They are: 1 a small number of students meeting together; 2
recognition of a common topic or problem; 3 introduction, exchange, and evaluation of information and ideas; 4 direction toward some goal or objective;
and 5 verbal interaction, both rational and emotional. Based on the statements above, it is clear that the students’ psychological condition can be controlled in
Critical Debate Technique classroom. The students’ feeling, such as afraid, shy, nervous, less confident, less motivated can be reduced in Critical Debate
Technique classroom activities. In order words, Critical Debate Technique can
commit to user 154
establish the psychological therapy because the students can release those feeling when they attended the Critical Debate Technique classroom.
6. The improvement on students’ ability to promote critical thinking.
