The Role of Academic Self-Efficacy as a Predictor of Students’ Arguments in English Debate

Abstract

This study measured the levels of Academic Self-Efficacy (ASE) of senior high school debater students. The study also aims to explore the role of ASE as a predictor of participants' arguments in English Debate. As understood by Bandura, self-efficacy is defined as people's beliefs about their capabilities to produce designated performance levels. The study used a case study method. The data were collected using questionnaires, semi-structured interviews, and observations. The result of the questionnaire finds out that the students' ASE was high, with an average score of 116 from the maximum score of 160. The interview results showed that the student's self-efficacy affected the students in stating their arguments. The four factors from Bandura (1997), namely mastery experience, vicarious experience, verbal or social persuasion, and emotional state, influence students' ASE in giving their arguments. Furthermore, the observation reveals that the students were affected by their ASE while preparing and giving their arguments. Overall, this study concluded that debater students have a high ASE, and it was one of the predictors that affect their arguments in English debates. However, further research still needs to explore more factors affecting debater students' arguments in English Debate.