Debate Pedagogy in Semi-Military Law Enforcement Classrooms: A Case Study of English-Speaking Fluency

Authors

  • Gatot Hadi Waluyo Universitas Jambi
  • Urip Sulistiyo Universitas Jambi
  • Mukhlash Abrar Universitas Jambi
  • Bunga Ayu Wulandari Universitas Jambi

DOI:

https://doi.org/10.31958/jt.v28i2.15907

Abstract

This study examines how debate pedagogy supports the development of English-speaking fluency among third-year cadets in a semi-military law enforcement institution. Guided by an interpretivist paradigm, it adopts a qualitative, single-site case study design focused on the integration of British Parliamentary debates into the English curriculum. Data were generated through semi-structured interviews, focus group discussions, classroom observation of debate sessions, and document analysis involving 36 purposively selected participants (34 high-proficiency cadets and 2 English lecturers). Data were coded and analyzed in NVivo 15 using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing/verification. The analysis yielded six interrelated thematic advantages of debate for speaking development: training spontaneous yet structured speaking; refining grammar and pronunciation; expanding topic-relevant vocabulary; strengthening logical argumentation; building confidence in English public speaking; and fostering critical thinking, research skills, teamwork, and active listening. These findings indicate that debate-based instruction effectively enhances cadets’ communicative competence and key soft skills when supported by consistent practice, peer collaboration, and constructive lecturer feedback. The study positions debate as a viable instructional strategy for semi-military academies and offers implications for curriculum design that integrates language development with preparation for contemporary, globally oriented law enforcement roles.

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Published

2025-12-11

How to Cite

Waluyo, G. H., Sulistiyo, U., Abrar, M., & Wulandari, B. A. (2025). Debate Pedagogy in Semi-Military Law Enforcement Classrooms: A Case Study of English-Speaking Fluency. Ta’dib, 28(2), 297–312. https://doi.org/10.31958/jt.v28i2.15907

Issue

Vol. 28 No. 2 (2025)

Section

Artikel

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Copyright (c) 2025 Gatot Hadi Waluyo, Urip Sulistiyo, Mukhlash Abrar, Bunga Ayu Wulandari

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