Structured academic controversy to trigger students’ active participation and critical thinking

Susilo, Andi and Mufanti, Restu (2015) Structured academic controversy to trigger students’ active participation and critical thinking. In: The 2nd FOLITER (Forum on Linguistics and Literature), 1st September 2015, English Letters and Language Department, Faculty of Humanities, Maulana Malik Ibrahim State Islamic University, Malang.

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Abstract

This paper is aimed at introducing and highlighting structured academic controversy as a model of cooperative learning technique to teach university students. It is instructional uses of intellectual conflict to facilitate students broaden and deepen understanding related to the particular issue. This technique provides opportunities for students to participate actively in collaborative learning situations that encourage them to have own ideas and conclusions challenged by advocates of an opposing position, develop a strong arguments in defining and interpreting the problem, developing and evaluating solutions, developing a plan based on a selected solution, and reflecting on the learning outcomes. Hence, the use of well-organized academic controversy can trigger students’ critical thinking, increase the quality of problem-solving, decision making, and reasoning, and promote higher achievement. For this reason, this article addresses some key issues on the application of this technique in EFL learning. This present article, first, highlights the nature of academic controversy and its potential educational benefits. Afterwards, the structured academic controversy process is described. In what follows, it provides a model of EFL learning activity using structured academic controversy.

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