The Stepwise Regression Analysis
3.2.3 The Stepwise Regression Analyses
Table 4 and 5 showed the result of multiple regression analysis of critical thinking (CT) and speaking Skill (SS) achievement. The correlation among the Debate and context, issue, implication, and assumption was 0.923 or 92.3% and the influence of contribution of the whole aspects of critical thinking (CT) was 0.821 or 82.1%. Partially, the contribution of each aspect of critical thinking (CT) toward critical thinking (CT) achievement was as follows: context was 32.3%, issue was 26.2%, implication was 20.1%, and assumption was 6.6%. On the other hand, the correlation among the Debate and fluency, grammar, pronunciation, comprehension, vocabulary was 0.980 or 98% and the influence of contribution of the …show more content…
The correlation between debate and critical thinking was very strong and the aspect that was most influenced by debate was context. This might be caused by the process of debate especially pre-debate session and while debate session in which requires the students as the member of debate team to think critically and deliberately in relation to the context recognition to case and arguments pertaining to the debate motion such as they want to bring their case and argument from the context of educational, economic, cultural, political, and so forth. This statement is strengthened by Yin (2009) asserts that the context in debate process is very important because it allows the emergence of alternate or rival explanations. Meanwhile, the contribution of debate toward the issue, implication, and assumption was not as high as that of context, however, the existed value was very small. These might be caused by the students who were not updating and keeping up with the current and factual issue in association with the debate motion. They probably draw the implication, conclusion with no reference and source of the evidence or even experts’ thoughts and also they do not know how to evaluate assumption accordingly. This is in line with what is revealed by Tu (2004) that the arguments of debaters should be supported by more thoughtful, more logical data and evidence in debate and they also need more time to think about the issue of the debate topic (p. 56). This is also supported by Nisbett (2003) states that in an ESL/EFL context expert knowledge is required to successfully debate a
Table 4 and 5 showed the result of multiple regression analysis of critical thinking (CT) and speaking Skill (SS) achievement. The correlation among the Debate and context, issue, implication, and assumption was 0.923 or 92.3% and the influence of contribution of the whole aspects of critical thinking (CT) was 0.821 or 82.1%. Partially, the contribution of each aspect of critical thinking (CT) toward critical thinking (CT) achievement was as follows: context was 32.3%, issue was 26.2%, implication was 20.1%, and assumption was 6.6%. On the other hand, the correlation among the Debate and fluency, grammar, pronunciation, comprehension, vocabulary was 0.980 or 98% and the influence of contribution of the …show more content…
The correlation between debate and critical thinking was very strong and the aspect that was most influenced by debate was context. This might be caused by the process of debate especially pre-debate session and while debate session in which requires the students as the member of debate team to think critically and deliberately in relation to the context recognition to case and arguments pertaining to the debate motion such as they want to bring their case and argument from the context of educational, economic, cultural, political, and so forth. This statement is strengthened by Yin (2009) asserts that the context in debate process is very important because it allows the emergence of alternate or rival explanations. Meanwhile, the contribution of debate toward the issue, implication, and assumption was not as high as that of context, however, the existed value was very small. These might be caused by the students who were not updating and keeping up with the current and factual issue in association with the debate motion. They probably draw the implication, conclusion with no reference and source of the evidence or even experts’ thoughts and also they do not know how to evaluate assumption accordingly. This is in line with what is revealed by Tu (2004) that the arguments of debaters should be supported by more thoughtful, more logical data and evidence in debate and they also need more time to think about the issue of the debate topic (p. 56). This is also supported by Nisbett (2003) states that in an ESL/EFL context expert knowledge is required to successfully debate a