Thesis Defense, In-Class Debate: Critical Thinking for Language Classroom

After conducting one year research for my Master’s thesis, finally I got approval for the examination in front of Board of Examiners (Dr. Mirjam Anugerahwati, M.A and Prof. Dr. Punaji Setyosari, M.Ed.) in the mid of June. I have been conducting a study focusing on the critical thinking in academic debate practices and how possible integration of the practices in accommodating critical thinking into language learning in the form of in-class debate.

 

Guk Sueb posing after the thesis defense in H3.108 Hall
of Graduate Program of State University of Malang
left-right: Prof. Bambang Y. Cahyono, Guk Sueb,
Dr. Mirjam Anugerahwati, M.A., Prof. Dr. Yazid
Basthomi, M.A. and Prof. Dr. Punaji Setyosari

Since I presented the thesis proposal in 2013, my advisor told me, repeatedly, that my proposal seemed a huge and ambitious project. Moreover, my advisor was breaking down my proposal even into three theses: observatory grounded-theory study, research and development, and class action research. He emphasized that I needed to scoop down—or, choose one of the section—being the focus of the study.

I decided to switch the focus of the study to observatory grounded-theory study concerning on the principles and instructional strategies in academic debate practices in accommodating critical thinking and how those instructions could be integrated into language classroom context.

The following is the abstract of my Master’s thesis:

Critical Thinking Reflected in Academic Debate Practices for English Language Classroom

Keywords: in-class debate, academic debate practices, critical thinking, language learning

Critical thinking has become one important educational goal over the last two decades. Therefore, critical thinking competence is considered as one of essential cognitive skills to be acquired by the learners in learning process. This research was aimed at affirming the integration of critical thinking through in-class debate activities by observing the possible model of critical thinking reflected in academic debate practices in Indonesia. More particularly it focuses on the attitude of Indonesian debaters towards critical thinking, how the critical thinking is reflected in the debate, how the critical thinking is accommodated in academic debate including the interactions in academic debate practices, and the possibility in the integration of critical thinking in academic debate practices into language classes based on the principles of language pedagogy. This qualitative study involved two major academic debate communities, Malang Debating Union (MDU) and JogjakartaDebating Forum (JDF), during regular practices and competitions. There are four findings from this study. First, the attitude of debaters towards critical thinking was positive; this includes clear stance to controversial issues, objective and relevant data, and logical reasoning. This was to refute the previous assumptions that critical thinking is Western-tailed culture and Asian students tend to be hierarchical in thinking. Second, the critical thinking of the debaters was reflected through their debate performance, both spoken and written forms. Debaters showed clear assertion with multi-layer reasoning, and the use of relevant data and fallacy. The next finding is based on the observations to the academic debate practices which concerned the critical thinking aspects through some activities and instructions; the aspects cover the clarity and logical reasoning, independence and autonomy in learning, and coach’s instructions to the debaters, reflections towards the issues (motions) in debate. Lastly, the possible in-class debate to integrate critical thinking should refer to the academic debate practices in the forms of some formats which are in line with the principles of language pedagogy.

For the accomplishment of this thesis, I would like to give my best gratitude to my advisors: Prof. Bambang Yudi Cahyono, Ph.D and Prof. Dr. Yazid Basthomi, MA for being the best academicians at the campus and in this country. The other acknowledgement is for the debating society in Indonesia for the commitment to debate proliferation in Indonesia.

YSEALI Kuala Lumpur: ASEAN Youth Interfaith Community

During the Young South-East Asian Leaders Initiative (YSEALI) in Kuala Lumpur, I was put into civic engagement team, named Team Magnet. Choosing the name, we believe that our job as youth is to invite more youth and people to get engaged into a more serious and honest conversation.

Guk Sueb with Team Magnet and mentors
during the YSEALI in Kuala Lumpur

We were engaged into a serious discussion of establishing such interfaith community across the South-East Asian region by involving some countries to participate in this community. The idea was very simple but this is very fundamental.

We have been overshadowed with religion conflicts in Middle East, Africa, and South Asia; the fact is one of the longest conflicts related to religions have been happening in South-East Asian region, in Philippines, Cambodia and Thailand, Myanmar, and even some parts of Indonesia. Yes, we are working on civic engagement of #YSEALI in religious diversity in South-East Asian region.

The existence of the religion conflicts might be due to some factors, namely politic: some political leaders who use religion to trigger hatred for power, making the people are triggered to confront each other instead of searching the common values and grounds. Education: the lack of education and understanding towards the religious values and diversity might the people are easily influenced and provoked. Media: the media are to tend to overwhelm the society with animosity and the religious conflicts and hatred instead of providing the solution. Other causes like economic disparity, sources, law enforcement, and others.

We are working to promote religious tolerance through ASEAN interfaith community across ASEAN region by involving the youth as the main actors for this campaign. There are some tools we are about to utilize like posters, stickers, banners, pictures and posters bookmark. I believe it is really cheap and very close to the public. Another cheap but effective media is social media e.g. Twitter, Facebook, YouTube, and blog, these are where our youth now are hanging out daily anytime anywhere.

On-site visits to school, universities, house of praying, and other religious communities are considered very effective to meet directly with the key actors of this community. Another unique medium is food for peace, having food together on one table in such religious holy days or events. These would be conducted on-site and be shared to the wider audiences in other countries through social media.

Who are the key actors, we expect during the first three months ahead, we can gain recognition from the people especially the youth. How do we gain that? We’d like to optimize from the alumni associations across the countries. It is believed that there are hundreds of alumni who are actively engaged in their alumni associations. Similar local communities like religious communities would be very effective to be invited to share their perspectives. Students’ government and school principals, and media like local radio are great communities who would help this project.

There would be of course further program for this project. We really encourage you to get involved in this project by visiting our Facebook Page.

Teaching Bahasa Indonesia: from American to Japanese Students

This February until mid-March, I will be teaching Bahasa Indonesia to international students from Kanda University, Japan, at Indonesian Studies Program of Malangkuçeçwara College of Economics.

Critical Language Scholarship (CLS) Program 2013:
Instructors and students with the Rector
of State University of Malang

This is my first involvement in this program despite I have been involved in similar program namely Critical LanguageScholarship (CLS) program sponsored by the U.S. State Department since 2011, where there are several American students who learn Bahasa Indonesia at Center of Indonesian Studies of State University of Malang.

Despite my major is English language teaching (ELT), the foundation is just the same with teaching Bahasa Indonesia to these students, teaching students with foreign (or second) language. I have been learning both theoretical and practical concepts of this language learning.

As I am facing different students, from different countries, the approaches are indeed different. For American students, a more free and critical discussion are preferable; in addition, the American students who participate in the CLS Program are mostly senior students and even doctoral students who study Asian Studies or even Indonesian studies at their university in America. Moreover, their expectation is very high! My passion in American culture as well as experience in learning in the United States in 2011 allow me to feel more comfortable being engaged in the language classroom activities.

with the students and instructors
during the opening ceremony of Program Bunga 2014
at Malangkucecwara College of Economics

On the other hand, Japanese students tend to be more passive. This might be some factors such as the learning culture in Japan or the students’ language proficiency level. As this is my first time teaching Bahasa Indonesia to Japanese students, I need to adjust myself and my teaching style into the more communicative one by inviting more students to get engaged into in-depth analysis and discussion, minimizing the gap between the instructors (sensei in Japan) and the students, standing on the equal position.

The other special thing being part of these programs is how I am standing not only as language instructor, but rather being figure who bridges the two different cultures. This is both interesting and challenging. This is interesting as knowing different perspectives allows me to be more tolerant, open-minded, as well as knowledgeable in terms of international studies. It is challenging as I need to open my eyes, both standing as an instructor as well as Indonesian ambassador to promote soft diplomacy within these countries.

This soft diplomacy, for me, is more effective is promoting more business as well as understanding within these countries in international world. This is the moment when I can promote Indonesian cultures to the international world as well as improve the cooperation within these countries.