The Approach of Educational Science and Linguistics in Improving Discussion and Debate Skills of Students

Abstract

The aim of this research is to analysis the effects of bridging the educational science strategies with the linguistic competence and the way the students of the Makassar State University are position in a discussion and debate context. The study fills the gap in the literature since it focuses on nonnative English speakers, who experience different challenges in the scope of academic debates. The evaluation of active learning methods, including peer feedback, collaborative discussions, and structured activities focused on both emergent language skills and debate performance; therefore a quantitative approach was used. The information was collected through questionnaires and tests which were administered on 100 students who benefited in the educational program. This research demonstrated increases in students’ language proficiency, argument formulation, and reasoning abilities which signify that semantics in education helps in the nourishment of the commodity of knowledge. As a result, this research darkly fills the gap in the literature which was evident when educational science was supplemented by the development of language not only to enhance the students’ ability to conduct debates but also to enhance academic achievement. The implication that can be derived from the findings provides guidance to educators in their efforts to foster critical communicate in students especially those who are non-native English speakers.