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Dempsey and Sales 1993: 154 state that generally, cooperative effort result is higher achievement, more positive relationships, and greater
psychological health that do competitive or individualistic effort. The statement proves that Critical Debate Technique can effectively improve the students’
achievement that is speaking achievement.
2. The improvement on the students’ involvement in learning teaching
process.
The students participate in learning teaching process very actively. It was recognized from their involvement in speaking using Critical Debate Technique.
The students could be more active in practicing their knowledge in speaking. In speaking using Critical Debate Technique, there are four or five students in a
group which could make the students more active to speak because they have opportunities to learn their speaking skill in their group discussion.
Ornstein and Lasley 2000: 311 state that dividing students into small group seems to provide an opportunity for students to become more actively
engaged in learning and for the teachers to monitor students’ progress better. The statement improves that by attending Critical Debate classroom, the students can
become more active in joining the learning teaching process. Orlich , et al. 1998: 263 state that there some benefits from discussion
activities. They are 1 increasing depth of understanding and grasp of course content; 2 enhancing motivation and generates greater involvement with the
course; 3 developing positive attitudes toward later use of material presented in the course; 4 developing problem solving skills specific to content of the course;
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and 5 providing practice in the application of concepts and information to practical problems. The statement proves that in Critical Debate technique
classroom, the students have high involvement in the activities. Critical Debate Technique can increase the students’ involvement in learning teaching process.
3. The improvement on appreciation for diversity and development
tolerance for other viewpoints.
Critical Debate Technique can build good relation not only among students but also among collaborators. The relationship among the students
becomes closer and better. The students are also closer to the teacher even to collaborators. Moreover the teacher also has better relationship with the students
and also with collaborator. It caused by cooperation have been doing- before, during, and after the learning teaching process. Cooperation can create good team-
work or appreciation for diversity and development tolerance for other viewpoint. Orlich, et al, 1988: 275 state that cooperative learning experiences have
also been shown to improve the relationships among diverse students. The statement shows that Critical Debate Technique can improve the relationship
between the teacher and the students, the teacher and the collaborator, and also among the students. it is caused by condition that in Critical Debate Technique
class the students have to work together and also help each other. So, there is interdependence among the students which are enabling to build better
relationship.
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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.
