THE USE OF AUSTRALIAN PARLIAMENTARY DEBATE IN TEACHING SPEAKING FOR ADVANCE STUDENTS OF ESADA COURSE IN THE YEAR 2022

ABSTRACT
The main challenge of the ESADA course was the poor level of student speaking ability; they were still unable to express themselves in English. The student difficulties to speak using English are not just influenced by the method itself but also from other factors such as vocabularies, facilities and professional teachers.
This study was to find out the result of the use of Australian Parliamentary Debate in teaching speaking for advance students of ESADA course in the year 2022 and how the students’ perspective about Australian Parliamentary Debate in teaching speaking for advance students of ESADA. The students in advance class 2022, which has a total of eight students, were the focus of the study. The researcher was only interested in how Australian Parliamentary Debate was carried out. The researcher enrolled in a research in advance class because he wanted to understand more about the teaching and learning process in the ESADA Course's final class.
This study used descriptive qualitative research as its approach. The participants in this study were an English teacher and advanced students. The researcher employed the triangulation approach for validating data. It is made up of three parts: observation, interview, and documentation. The researcher employed data reduction, data display, and data verification to assess the data.
The study was completed in four meetings. There were three points of the findings after examining the data. The first, in the advanced class of the ESADA Course, the process of teaching and learning speaking through Australian parliamentary debate did not go well because the teacher and his students had multiple difficulties, and some students had difficulty expressing their ideas. The second issue was that the teacher had some difficulties teaching speaking through Australian parliamentary debate, such as the students' continued use of their own language, the teacher's need for extensive preparation before the class could run well, and the students were late to class. The third issue that students learning to speak through Australian parliamentary debate face was inhibition, the use of the mother tongue, and the need for students to prepare their arguments before to the debate.
Students’ perspectives in learning speaking through Australian Parliamentary Debate where they got problems and the positiveness after used it.
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The problems were time too short, students got difficulty to build argumentations well and students were lack in vocabulary. For the positiveness which they got were Australian Parliamentary Debate could increase students’ critical thinking, increasing students’ oral communication skill and students could respect the others in applying Australian Parliamentary Debate.
Keywords: Australian Parliamentary Debate, Advance Students, Teaching Speaking Skill.