Enhancing Speaking Ability of EFL Students through Debate and Peer Assessment

Umar Fauzan


The objective of the study was to implement the debate technique and peer assessment to improve the third semester student’s speaking ability. This study employed classroom action research and it was done in two cycles.  There were four meetings in each cycle; three meetings was for the implementation of debate in the teaching of speaking and one meeting was for conducting speaking test. The instruments used to collect the data were: (1) observation checklist, (2) field-note, (3) score sheet, and (4) questionnaire. The result of the research showed that the criteria of success had been reached in cycle 2. There were two aspects determined as the success criteria; score improvement and classroom atmosphere. The result of speaking test showed that the students had made some progress, the average scores raised from 60 in pre-test, 69 in cycle 1 and 75 in cycle 2. These scores indicated that there is an increasing ability from being ‘fair’ to being ‘good’. The classroom atmospheres were also increasing positively. The result shows that the students gradually could express their thought and opinions in debate practice. This activity encouraged the students’ creativity to explore the language, since they were asked to develop their arguments from certain motions. The motions were made familiar to them so that they found it easy to speak on the topics. By practicing speaking in the debate practice, they improved their fluency as well as their confidence.


speaking, CAR, debate, peer assessment

Full Text:



Bailey, K. M. (2003). Speaking. In Nunan, David (Editor), Practical English Language Teaching. (Page 47-66). Singapore: McGraw-Hill.

Fauzan, Umar. (2014). The Use of Improvisation technique to improve the Speaking ability of EFL students. DINAMIKA ILMU. Vol. 14 No. 2, 2014

Iftanti, Erna. (2015). Investigating Inspiring English Lecturers in a Faith-Based Educational Institution: EFL Learners’ Perception. Dinamika Ilmu, Vol. 15 No. 2, 2015

Karsono, Puguh. (2014). Using Pictures in Improving the Speaking Ability of the Grade Eight-A Students of SMP Negeri 1 Anggana. Dinamika Ilmu, Vol 14 No 2, 2014

Krieger, Daniel. (2005). “Teaching Debate to ESL Students: A Six-Class Unit”. The Internet TESL Journal, Vol. XI, No. 2, February 2005. http://iteslj.org/

Nunan, David. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers

O’Malley, J. M. & Pierce, L. V. (1996). Authentic Assesment For English Language Learners. Practical Approach For Teachers. Addison-Wesley Publishing Company.

Patri, M. (2002). The Influence of Peer Feedback on Self- and Peer-Assessment of Oral Skills. Language Testing Vol. 19, No. 2, 109-131.

Syamsurizal, Muhammad. (2008). Improving Speaking Ability of the Students of English Department of Gorontalo State University through Improvisaitons and Peer-Feedback. Thesis, English Language Education, Graduate Program of State University of Malang

Thornbury, Scott. (2005). How to Teach Speaking. Longman: Pearson Education Limited.

Tunku Mohtar, T. M. (2005). Teachers’ Perception Towards Oral Assessment and Their Implications for Teaching. In J.A. Foley (Ed.), New Dimension in The Teaching of Oral Communication. Singapore: SEAMEO Regional Language Centre.

DOI: http://dx.doi.org/10.21462/eflj.v1i1.8


  • There are currently no refbacks.

EFL JOURNAL; Please send your manuscript by registering and submit it to www.efljournal.org

Creative Commons License
EFLjournal by http://www.efljournal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License