The advantages and disadvantages of using debate technique in speaking lessons in advanced classes at vnua

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
THE ADVANTAGES AND DISADVANTAGES OF
USING DEBATE TECHNIQUE IN SPEAKING
LESSONS IN ADVANCED CLASSES AT VNUA
ƯU VÀ NHƯỢC ĐIỂM CỦA VIỆC SỬ DỤNG KỸ
THUẬT TRANH LUẬN TRONG GIỜ HỌC NÓI CỦA
CÁC LỚP TIÊN TIẾN TẠI HỌC VIỆN NÔNG NGHIỆP
VIỆT NAM
Student

: GIANG THI LOAN

Major

: ENGLISH LINGUISTICS

Supervisor : TRAN THI TUYET MAI, M. A

Hanoi – 2021


CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report
entitled the advantages and disasvantges of using debate technique in speaking
lessons in advanced classes at VNUA submitted in partial fulfillment of the
requirements for the degree of Bachelor in English Language. Except where the

reference is indicated, no other person’s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2021

Giang Thi Loan

Approved by
SUPERVISOR

(Signature and full name)
Date:……………………

i


TABLE OF CONTENT

CERTIFICATE OF ORIGINALITY ..................................................................... i
LIST OF TABLE ................................................................................................. iv
ACKNOWLEDGEMENT .....................................................................................v
ABSTRACT ......................................................................................................... vi
PART 1: INTRODUCTION................................................................................1
1.1. Rationale for the study ....................................................................................1
1.2.Aims and objectives of the study .....................................................................2
1.3. Research questions ..........................................................................................2
1.4. Scope of the study ...........................................................................................2
1.5. Significance of the study ................................................................................2
1.6. Design of the study ..........................................................................................3
Part 2: DEVELOPMENT....................................................................................4
Chapter 1: LITERATURE REVIEW ................................................................4

1.1 Review of previous studies.. .. .........................................................................4
1.2 Review of theoretical background ..................................................................5
1.2.1.Concepts of Speaking ....................................................................................5
1.2.2. Concepts of Debate ....................................................................................11
1.2.3 The advantages of using debate technique in speaking lesson. ..................13
1.2.4 The disadvantages of using debate technique in speaking lessons .............14
1.3 SUMMARY ...................................................................................................15
Chapter 2: METHODOLOGY .........................................................................16
2.1. Research methodology ..................................................................................16
2.2. Research setting ............................................................................................16
2.3. Data collection...............................................................................................16
2.3.1. Data collecting instruments ........................................................................16
2.3.2. Data collecting procedures .........................................................................17

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2.3.3Data analysis ................................................................................................17
2.4 . Summary.......................................................................................................19

Chapter 3 : FINDINGS AND DISCUSSION ..................................................18
3.1. Finding and discussion from questionnaire of students ..................................18
3.2. Finding and discussion from teacher interview . ..........................................23
3.3.Summary ........................................................................................................25
PART 3 : CONCLUSION..................................................................................26
1.Recapitulation....................................................................................................26
2.Concluding remarks ..........................................................................................26
3.Limitation of the study ......................................................................................26
4.Suggesions for further study .............................................................................28
REFERENCES ...................................................................................................28

APPENDIX .........................................................................................................31

iii


LIST OF TABLE

Table 3.3 The results of the questionnaire .......................................................... 18

iv


ACKNOWLEDGEMENT

During the process of doing this graduation paper, I have received many
necessary assistances, precious ideas and timely encouragements from my
teachers, family and friends. This paper could not have been completed without
the help, encouragement and support from a number of people who all deserve
my sincerest gratitude and appreciation.
First of all, I wish to express my deepest gratitude to my supervisor –
Mrs. Tran Thi Tuyet Mai, the English teacher of English Department, who has
always been willing to give me valuable advices and suggestions in order that I
can complete successfully this study.
I would also like to express my great gratitude to all the teachers at
Vietnam national university of agriculture (VNUA) for their devoted teaching
and for giving me new knowledge and studying methods. Their teaching not
only helps me gain valuable knowledge during the four years at this university
but also lays the foundation for me in the future.
Last but not least,I wish to extend my special thanks to my family and
my friends for their assistance and encouragement in the making of this report.

v


ABSTRACT

The study highlighted the advantages and disadvantages of using debate
technique in speaking lessons in advanced classes at VNUA . The aim of this
study was to identify the advantages and disadvantages found in teaching
speaking by using debate techniques in advanced classes.
The study was designed using the descriptive qualitative method where
the data was collected through interviewing the designated lecturer who taught
the course and then analyzed through three basic steps and students’
questionnaire.
The advantages of using debate technique are to improve students’ critical
thinking, develop students’ communicative skill, . Meanwhile, the disadvantages
of debate are: debate is only used for certain subjects , need a lot of time to
prepare and practice the debate activity, opposing opinions tend to lead to
conflict , students' background knowledge is limited so they will be less excited
to participate.

vi


PART 1: INTRODUCTION

1.1. RATIONALE FOR THE STUDY
Language is a system for the expression of meaning. Its primary function
is for interaction and communication (Mcdonough & Shaw, 2003). English is
used by millions of people all over the world. In Viet Nam, English is

considered as a foreign language that has been taught from elementary school up
to the university. In education aspect, the students are expected to be able to
speak English fluently in order that they can compete in the technology
development.
Speaking is one of the important skills in language learning besides
listening, writing and reading. Speaking is activity in giving and asking
information as if dialoguing by two or more people. In teaching and learning
English as the foreign language, most students cannot speak English well. One
of the reasons why students’ motivation in speaking classes is low is that they do
not have many chances to practice English inside and outside the class. There
are several techniques which teachers can use to stimulate students to participate
in the speaking lessons. The chosen technique should be interesting enough to
inspire students to the speaking activities. One of the appropriate techniques for
teaching speaking skills is debate technique. It is recognized as an active
learning strategy through which students will learn more through a process of
constructing and creating, working in a group and also sharing knowledge.
Debate is a teaching strategy which has been proved to improve verbal
communication and critical-thinking skills. . For the above-mentioned reasons, I
have decided to carry out a study entitled “The advantages and disvantages of
using debate techique in speaking lessons in advanced classes at VNUA”

1


1.2 . AIMS AND OBJECTIVES OF THE STUDY
The aim of the study is find out the use of debate activities in the speaking
lesson in advanced classes and objectives of the study are find out the
advantages and disadvantages of using debate technique in advanced classess
1.3 RESEARCH QUESTIONS
For the aims of the study, the following research questions are addressed:

1.What are the advantages of using debates techique in speaking lessons in
advanced classes at VNUA?
2.What are the disadvantages of using debates techique in speaking lessons in
advanced classes at VNUA?
1.4. SCOPE OF THE STUDY
Participants: 3 teachers and 30 students in advanced classes including class
English A1 (10 students), EngA2 (10 ) ,EngA3 (10).
Objectives of research: the advantages and disadvantages of using debate
technique in speaking lessons in advanced classes at VNUA
The study began on 01/03/2021 and finished on 30/06/2021.
1.5. SIGNIFICANCE OF THE STUDY
In the context of the study, firstly, in this study show the advantages and
disadvantages of using debate technique in their speaking lessons in advanced
classes at VNUA.
Secondly, using debate technique encourage students to speak more
because of the consciousness from students that what they argue and prove to be
right in these activities will be useful for them in real-life speaking situation.
Debate activities can fully develop the factor of fluency in expressing ideas of
students by using appropriate target language. Particularly, learners are
encouraged to share and protect their viewpoints by applying the language used
in these kinds of speaking situation, which are taught by the teacher previously.
Moreover, when being put in an environment in which the primary necessity of

2


the speaking element is speaking and the context of the debate activities requires
a certain level of language in order to illustrate the situation, students can
produce a better speech. Another thing to be mentioned here is that language is a
method of communication and it is being used to present the tasks which were

allocated by the teacher; therefore, it should not be considered to be another kind
of test used to describe and assess the grammar or pronunciation competence of
students, at least what they produced in the debate activities.
Thirdly, the study is hoped to help teachers to get alternative ways in their
teaching process, especially by using debates. Additionally, the readers are
expected to obtain any information in order to improve their knowledge by
reading this thesis. And finally, to the writer, this thesis helps her develop
knowledge and experience in composing academic writing.
1.6. DESIGN OF STUDY
This paper is divided into four chapters.
Chapter 1: briefly introduces the background information of the study, the
reasons the aims, objectives of the study and the research questions which are
going to be addressed in thestudy. The scope of study, its significance and
structure are also raised in this chapter.
Chapter 2: consists of theoretical framework of teaching speaking skills and the
debate technique and previous studies related to the thesis.
Chapter 3: the methodology chapter, will make it clear how the present study
was implemented, including information about context, participants, and
procedures, instrumentation and data collection. Methods of analysis will also be
addressed in this chapter. Analysis of a range of data collected from various
sources (oral data from group planning and individual presentations, teacher’s
observation notes) for the study will be clarified in this chapter.
Chapter 4: which is also the concluding chapter of the study includes conclusion,
implications, limitations of the study and suggestions for further studies.

3


Part 2: DEVELOPMENT
Chapter 1: LITERATURE REVIEW

1.1 REVIEW OF PREVIOUS STUDIES
The first study is classroom research action by Richa Rubiati (2010). Her
study about the implementation of debate technique in teaching speaking at first
semester students of English Language Teaching Department Tarbiyah Faculty
at IAIN Walisongo Semarang was conducted in two cycles including cycle one
and cycle two. The participant of this study was 31 students in class TBI 1B.
The result of her study shows that using debate technique can improve students’
speaking skill. This is proven by students’ test scores that improved in every
cycle. In the first cycle, the students’ average score was 65.3 and in the second
cycle students got 76.6
The second, study is taken from Junaidi (2011) her study is about the
critical debate technique to developing students speaking competence. The
objective of his research is examine whether or not critical debate technique can
develop the speaking ability of the second year students of SMAN 1 Sakra
beside that, the researcher is aimed at knowing the teaching-learning progress
when critical debate technique is applied at the second year students of SMAN 1
Sakra. There two kinds of data in her research the quantitative and qualitative
one-which were obtained from respondent, the event and document. The
qualitative data were collected by using observation, interview, questionnaire,
and document analysis. The quantitative data were analyzed by using descriptive
statistic, while the qualitative data were analyzed by using constant comparative
method suggested. The finding proves that her research on developing speaking
using critical debate technique at second year students of SMAN 1 Sakra is
successful viewed from several dimensions. First, critical debate technique can

4


improve the students speaking ability, second, critical debate can improve the

student’s involvement learning teaching process, third, critical debate technique
may also build appreciate for diversity and develop tolerance for viewpoints,
fourth, critical debate technique can raise the motivation and interest, fifth
critical debate technique establish the pshychological therapy, sixth, critical
debate technique can promote critical thinking
Based on the previous above there are similarities and differences in
those previous studies. The similarly is all above are about using debate as
strategy in teaching and learning in English foreign language and taken the
research place in learning activity in school.
This research of course difference from both previous theses. This thesis
is focused on the advantages and disadvantages of using debate technique.
1.2 REVIEW OF THEORETICAL BACKGROUND
1.2.1.Concepts of Speaking
1.2.1.1. Definition of speaking
Speaking is one of language skill which is very important to be mastered
by students in order to be good communicator. Speaking is the verbal use of
language to communicate with others. Speech is about making choices. Students
must choose how to interact in expressing themselves and forming social
relationship through speech. According to Hall speaking in an ability that is
taken for granted, learned as it is through process of socialization through
communicating. Speaking is making use of language in ordinary voice; uttering
words; knowing and being able to use a language; expressing oneself in words;
making speech. In short speaking can be as the way to carry out feeling through
words, even conversations with other. It means that human use words and
phrases in interactive process of constructing meaning of speaking
1.2.1.2. Five main Principles of Teaching Speaking
Awareness of Difference:

5

It is unavoidable that there are obvious discrepancies between the context of
teaching and learning a second language and foreign language. In particular, a
foreign language context is the one which has the target of learning speaking in a
special environment, not a communicative language popular in the community; On
the contrary, a second language context’s target language is, absolutely, the
language of communication purpose in the society. Because of this reason, when
teaching speaking, teachers should pay attention to this feature to conduct suitable
speaking activities.
The Importance of Fluency and Accuracy:
Generally, it can be understood that accuracy in speaking is the extent of
speech in which what students spoke matches what people, especially native
people, use in communicative activities; and fluency – in another extent – is the
ability of using language quickly and confidently with little hesitations of pauses in
an unnatural way or time-consuming word search from speakers. Because fluency
and accuracy are of great importance to the effectiveness of communication,
teachers should pay serious attention to teaching and guiding students to be better
at these features.
Providing Opportunities:
Giving students chances to talk is also a good way to increase the
speaking ability of students. Teachers should do it more regularly in class and
encourage all students in class to jump at the chances of speaking.
Tasks Planning:
It is understandable that having a well-prepared teaching plan will allow
teachers to be more organized and the effectiveness of the lesson will be
increased.
Designing classroom activities
In a speaking lesson, classroom activities are important because they help
students to involve in the target speaking language more effectively. In order to

6


design appropriate activities for students, teachers should spend a certain
amount of time to research the class situation.

7


1.2.1.3. Techniques in Teaching Speaking
There are a wide range of activities or methods given by numerous
scholars about the techniques which can be used in the class in a speaking
lesson. However, after a careful consideration, the researcher made a decision to
choose and summarize the viewpoint of Jeremy (1993) about some of the
following techniques which are often used in class and have a great effect on
improving speaking skills:
Acting from script Script is a text prepared by teachers or others and it
will be given to students to learn by heart and act in front of the class. When
students participate in this activity, they will become actors or actresses and try
their best to show the feelings or emotions that the characters in the script are
appearing; and this way of acting helps them to imagine what will happen in a
dialogue and helps them to find an appropriate way of responding if they fall
into similar situations in the future. Sometimes, teachers can elevate this activity
by asking students to write the script themselves and act what they have written
in front of the class.
Communication games Students in general like to learn through games a
lot. For that reason, speaking activities which are based on games are often an
effective and interesting way of practicing the skill.
Discussion Discussion is the direct way of using speech to convey and
express ideas, and it is considered the effective way to improve speaking skills.

Nevertheless, there is a fact that students, especially in our country, do not take
much interest in activities involving discussing or group work. Therefore,
teachers should encourage students so they can be more confident. - Prepared
Talks Different from script or discussion, a prepared talk is the form of speaking
activities that students have time to prepare, namely presentation or role-play.
For example, in a prepared talk, students can present in front of the class about a
certain topic basing on their own choice. In their presentation, they still use a

8


piece of paper, called a note, to help them remember the ideas. This method of
teaching speaking has a benefit that it represents a useful and effective speaking
genre. If it is properly organized, prepared talks can be very intriguing for both
listener and speaker.
Simulation and Role-play This is one of the most popular teaching
methods, which have still been applying at schools and universities. In role-play
activities, students imagine that they are other people like the neighbors, doctors,
famous people, etc. and they will act like they are these people and solve their
problems. This way of teaching can be used to stimulate students’ interest and
through these kinds of activities, teachers can guide students to give proper
responses in a specific situation.
Debate
Debate, which is the main topic and will be discussed very carefully in
this thesis, is considered one of the most effective teaching methods to improve
students’ speaking competence. This is an activity in which students will be
divided into groups, each of which represents a point of view of a big topic.
Each representative of a group will present and argue to prove that their
opinions are correct. By carrying out debates, students were given opportunities
to engage in using more grammatical structures and words on the purpose of

defending one side of an issue convincingly.
Overall, the similar target that all of the mentioned methods of teaching
speaking have is that they encourage students to practice speaking as much as
possible. Basing on the particular situation of the class, teachers can choose the
most appropriate activities for students, basing on the students’ speaking level,
to learn and practice, or combine as many methods as possible.
1.2.1.4. The Importance of Speaking
Speaking is a very important skill that has to be mastered by the students
of English, because by mastering speaking skill they can carry out conversation

9


with others, express their ideas, and exchange the information. It is in line with
the statement of Thornbury that speaking activities are often simply ways of
rehearsing pre-selected grammar items or pre-selected grammar items or
functional expressions. It means that it is the capability if someone to
communicate orally with others. The one who has skill in speaking can be
identified from his or her ability in using spoken language fluently, clearly and
attractively. Richards states that the mastery of speaking skills in English is a
priority for many second language or foreign language learners. Consequently
learners often evaluate their success in language learning as well as the
effectiveness of their English course based on how much they feel they have
improved in their spoken language proficiency. It means that speaking skill is
one of priority for many second language or foreign language of the learners
because in speaking people can express meanings so that they can make sense of
them. The effectiveness of the learner’s English is based on how much they can
improved their spoken language.
Fulcher stated that speaking is one of language skill which is very
important to be mastered by students in order to be good communicator.

Speaking is the verbal use of language to communicate with others.31It means
that speaking is one of the importants skill that forming social relationship
through speech.Speech is about making choices. Students must choose how to
interact in expressing themselves. Spoken language is used mostly in the
communication. It means that they have to speak to others to express their aims.
Therefore, it can be said that without speaking, communication cannot be done
optimally.

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1.2.2. Concepts of Debate
1.2.2.1. Definitions of Debate
A debate is a speaking situation in which opposite points of view are
presented and argued. A debate is about the real or simulated issue. The
learners’ roles ensure that they have adequate
shared knowledge about the issue and different opinions or interest to
defend. At the end of activity, they may have to reach a concrete decision or put
the issue to a vote.
Debate is data in which people take up positions, persue arguments and
expound on their opinions on a range or matters; with or without some sort of
lead figure or chair person.
Debate is one of effective speaking activity which encourages students to
improve their communication skill.
Debates are most appropriate for intermediate and advanced learners who
have been guided in how to prepare for them.
Based on the definitions above, it can be concluded that debate is an
activity in which students take up positions on issue and defend their position
1.2.2.2. The Parts of Debate
In the debate technical system, we will get some items which relate to the debate

process. The following are some items related to debate:
1) Motion The topic debated is called a motion. Usually, motion stars with
word like “this house” (TH) or “this house believes that (TH) or “this house
believes (THBT)”. Both affirmative and negative teams are debating upon a
motion which should be debatable and impartial. Debatable means that the
motion is still falsifiable can be denied in some ways. Impartial implies a
meaning that the motion should stand in the middle of neutral; it doesn’t incline
to any sides. For example, this house believes that (THBT) e-book contributes

11


for developmental education. So, both teams need to prove or justify whether ebook really can contribute for developmental education.
2) Definition Debaters should “down to earth” or see the current issue
happened in society. Definition can be done in two ways; word by word
definition or the global definition. In fact, the word E-book is rarely heard’ thus
we need to define it first. Or anyway, when we heard motion, “that sex
education must be socialized in the school” what we need to do is giving the
global meaning on it.
3) Theme line To agree or disagree towards a motion, the reason must lie on
a strong ground that could cover the whole argumentation. Theme line is the
underlying reason which answers the big question “why” one side of the house
supports or opposes a motion. Theme line is what a team needs to proof, it is
also the main reason why a team attacks the opponent’s case.
4) Argument A debate is like a battle of argument, in which each team
stands on their position, attacks the opposite and defends their own case. The
praiseworthy jobs can be done well by using critical and logical thinking.
Argument is the fragment of thought to support the theme line.
5) Rebuttal To win a debate, debaters not only need to build a strong case
but they also have to attack their opponent’s arguments and provide strong

defense from any attacks. That is why, rebuttal is one of the key to get the crown
of victory. Basically, there are two kinds of rebuttal. Global rebuttal: it is an
attack against the main core of the opponent’s case, the theme line.
Consequently, their case is crumbling down. Detailed rebuttal: it is an attack
towards each argument or example.
6) Sum-up/closing Closing is simply concluding what has been through. A
nice summary is preferable.33 Before start debating, debaters should know these
parts of debate in order to be a good debater. It also hoped that debate will run
success

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1.2.3 The advantages of using debate technique in speaking lesson.
It is undeniable that the debate technique has numerous effects on
students’ skills. To clarify this statement, Hyland (1993) claimed that the
following advantages of simulation technique like the debate will be recognized:
Simulation activities in general, and debate activities, in particular, can
encourage students to speak more because of the consciousness from students
that what they argue and prove to be right in these activities will be useful for
them in a real-life speaking situation.
Debate activities can fully develop the factor of fluency in expressing
ideas of students by using the appropriate target language. Particularly, learners
are encouraged to share and protect their viewpoints by applying the language
used in these kinds of speaking situations, which are taught by the teacher
previously. Moreover, when being put in an environment in which the primary
necessity of the speaking element is speaking and the context of the debate
activities requires a certain level of language to illustrate the situation, students
can produce a better speech. Another thing to be mentioned here is that language
is a method of communication and it is being used to present the tasks which

were allocated by the teacher; therefore, it should not be considered to be
another kind of test used to describe and assess the grammar or pronunciation
competence of students, at least what they produced in the debate activities.
It is undeniable that debate is a combination of many language skills.
Particularly, simulation helps students to develop their cognitive ability to
evaluate, understand and analyze the information they found to use in their
debate activities. The simulation does not give chances to the students to use and
apply the knowledge of speaking that they have just learned from the lesson to
innovate their non-verbal features of language 20 and to improve their way of
exchanging the content in their mother tongue to the target language.

13


Last but not least, debate activities will be able to lessen the nervousness
of students, which is one of the most outstanding struggles when improving their
speaking skills because the mistakes that they can make during the activities will
not be corrected or assessed in detail. Because of that, they will motivate
students to communicate and interact more actively so that they will be active
participants in the debate and discussion with friends
1.2.4 The disadvantages of using debate technique in speaking lessons
Although debate has many advantages in learning process, it has many
disadvantages too. The disadvantages are stated below:
1. Debate is only used for certain subjects. Debate technique only can be used
for a specific subject, such as a subject that relates to agree and disagree and
give an argument.
2. Debate needs a lot of time and careful preparations. Many preparations need
in debating in order to make the debate runs well. Students should prepare their
arguments before the debate to make them easier to attack the opponent’s
opinion.

3. Make the students emotional in defending their argument. Many students
can’t manage their emotions when they defend their argument
Based on the explanation above, the researcher acquire the solution to minimize
the disadvantages of debate technique. The first, because debate is only used for
certain subject the teacher should be able to applied another material in order to
make the students can convey about opinion and statement. The second,
presence the time before to prepare anything before debate. The third, before the
teacher conduct debate technique in the class, it is better to confirm with the
students. So, the students will prepare about the material and the articel related
to the topic. The fourth, the teacher should be as a moderator to the students in
doing debate. Invite the students to follow the rules

14


1.3 SUMMARY
Basing on the above-mentioned analysis, it can be concluded that by
applying Debate Technique, students are able to increase their motivation,
enhance research skills, promote critical thinking, and develop communication
proficiency. Besides, the 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 viewpoints. Debate Technique has great contribution
in speaking since it is a taskbased. It is encouraging the students to practice their
English in real communication. By using Critical Debate Technique, the
students will become more self-reliant to speak, more active, freer to exchange

ideas with their friends in group, without being afraid of making faults and shy
or being laughed by friends, lessen their apprehension in their English speaking
capability

15


Chapter 2: METHODOLOGY

2.1. RESEARCH METHODOLOGY
In order to conduct the research, both theoretical and practical methods
are employed. In practice, researchers collect data from students and teachers
using both qualitative and quantitative methods to analyze the advantages and
disadvantages of the process of teaching and learning speaking by using debate
technique.
2.2. RESEARCH SETTING
The research takes place at Vietnam National University of Agriculture.
3 Teachers and 30 Advanced classes students are included in the study.
2.3. DATA COLLECTION
2.3.1. Data collecting instruments
2.3.1.1.Interview
According to Andi Prastowo, Interview is one of the techniques in
collecting the data by asking some questions to the participants related to the
research problem directly. The researcher will interview three teachers and
consist of seven questions related to advantages and disadvantages of using
debate technique in advanced classes
2.3.1.2 Questionnaire
According to Suharsimi, questionnaire is a list of questions that is used by
obtaining information from respondent. The researcher used the questionnaire to
collec data from students ( include 30 Advanced classes students). The students

were asked to answer four Likert-scale questions about their perceptions on
different aspects of debate, according to their experience. The data have been
analyzed in order to find out advantages and disadvantages of using debate
technique.

16


2.3.2. Data collecting procedures
The data collection in the study was given by students who are in the
VNUA’ advanced programes

at Vietnam national university of agriculture

(VNUA) . To collect information about the issues of the advantages and
disvantages of using debate technique in speaking lesson, first of all. Online
survey of 30 students . In addition, three teachers were also invited for the
interview. When the data collection was accomplished, the data analysis was
initiated.
2.3.3 Data analysis
The data collected is qualitative data that analyze the teacher's interview
to get specific information so that research finds out the advanced classes. The
data source was collected from 30 random students studying at the Faculty of
Education and Foreign Languages and 3 teachers. The answers were filled in by
100% of the students and teachers on the questionnaire, so the reliability is very
high.
The data collected is quantitative that analyze from the four Likert- scale
questionnaire students to find out the advantages and disadvantages of using
debate technique
2.4 Summary

In conclusion, the researcher discusses the study methodologies in this
chapter, including both qualitative and quantitative methods, as well as data
gathering instruments such as student questionnaires and interview questions.
The study's participants include 30 random at advanced classes , In addition, 3
other teachers were also invited for the online interview

17


Chapter 3 : FINDINGS AND DISCUSSION

3.1 FINDING AND DISCUSSION FROM QUESTIONNAIRE OF STUDENTS
Table 3.3 The results of the questionnaire
Classify

Statement

1.Improve
students'
Advantages
of speaking ability
using
debate 2.Improve
critical
technique
thinking skills
3.Develop
communicative Skill

1.Strongly

agree

3.
Disagree

4.Strongly
Disagree

1
(3,3%)
6
(20%)
7
(23,3%)

0%

0%

1
%
2
6,7%

0%

4.Enhance information 2
search techniques
(3,8%)

0%

21
(70%)

7
(23.3%)

5.Improve research skills

2
(3,8%)

0%

21
(70%)

7
(23,3)%

6.Enables
more
interactive
exchange
between teachers and
students
7.Students
increase
motivation to learn to

speak
8. Deepen knowledge in
each subject

13
(43,3%%)

16
(53,3%)

1
(3,3%)

0%

0%

0%

22
(73,3%)

13
(26,7%)

0%

2
(6,7%)

17
(56,7%)

11
(36.3%)

23
(76,7%)

13
(23,3%)

0%

0%

17
(56,7%)

1
(43,3%)

0%

0%

3. Debate is only used for 19
certain subjects.
(63,3%)

11
(36,7%)

0%

0%

Disadvantages of 1. Need more time to
using
debate practice
the
debate
technique
activity
2. Opposing opinions
will lead to conflict

29
(96,7%)
23
(76,7%)
21
(70%)

2.Agree

0%

18