Please use this identifier to cite or link to this item: https://repository.uksw.edu//handle/123456789/2214
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dc.contributor.authorAnjarini, Tyas Putri
dc.contributor.authorZacharias, Nugrahenny T.
dc.date.accessioned2013-04-26T02:06:58Z
dc.date.available2013-04-26T02:06:58Z
dc.date.issued2009-07
dc.identifier.issn1412-5161
dc.identifier.urihttp://repository.uksw.edu/handle/123456789/2214
dc.descriptionEnglish.Edu, Vol. 9, No. 2, July 2009, p. 145-166en_US
dc.description.abstractThis study reports the strategies in overcoming the unexpected argument of nine English Department students during their study in a private university in Indonesia. Seeing the debate activity as the hardest activity in Public speaking class, this study has the purpose to explore students' strategies in overcoming the unexpected argument in debate session. The study used content analysis to capture the strategies in dealing with the unexpected argument. Qualitative analysis was conducted to explore the findings. Data were collected through a Stimulated Recall Interview in order to remind the students toward the unexpected argument. Riessman (2008) says content analysis is served as an analytical data which focuses on the contents or themes across the nine students' strategies. The result shows two major strategies in dealing with the unexpected argument, they are Schema theory and socio-cultural strategies. Schema theory includes previous education, own experience, and ethnicity history. Pedagogical implications are offered at the end of the paper.en_US
dc.language.isoenen_US
dc.publisherFaculty of Language and Literature, Satya Wacana Christian Universityen_US
dc.subjectunexpected argumenten_US
dc.subjectdebateen_US
dc.subjectstrategiesen_US
dc.subjectschema theoryen_US
dc.subjectsocio-culturalen_US
dc.subjectpublic speakingen_US
dc.titleSchema and Socio – Cultural Strategies to Counter Argue Unexpected Arguments in Debate Activityen_US
dc.typeArticleen_US
Appears in Collections:English.Edu 2009 Vol. 9 No. 2 July



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