Bakti, A.M.P. S891908006. 2022 “Academic Self-Efficacy as a Predictor Of Participants’ Arguments in English Debate” Thesis. Advisor I: Prof. Dr. Diah Kristina, M.A. PhD. Advisor II: Dr. Sumardi, M. Hum. English Education Department, Graduate School, Sebelas Maret University, Surakarta.
The present research focused on investigating the academic self-efficacy (ASE) of senior high school debaters and its function as a predictor of the participants’ arguments in English debates. 
A qualitative case study was used to reveal the focus's data-oriented. Nine senior high school debaters were purposively recruited as the research participants. A questionnaire, an interview, and observations were used as the data collection techniques. The data was analyzed using the interactive model by Miles, Huberman, and Saldana (2014), which consists of three successive stages.
The results found that the academic self-efficacy of the senior high school debater students was high, and four factors proposed by Bandura (1977), namely mastery experiences, vicarious experiences, social persuasion, and physiological and emotional state, were affecting the participants' ASE. Furthermore, the results indicated that ASE is one of the predictors of participants’ arguments. There were six functions found that ASE performed: 1) motivating students in arranging the best argument; 2) helping students complete the best argument easily; 3) setting up students’ self-introspection on their abilities; 4) motivating students to employ specific strategies; 5) increasing students’ self-confidence in presenting an argument to achieve goals; and 6) increasing students' sense of responsibility to accept more challenging problems. Future researchers are highly recommended to more deeply deal with the predictors of debaters’ arguments in English debate. Such studies can be meaningful references for Indonesian English teachers to apply debate as an activity in English class.
The results of this study provide new insight that while doing debate activities, ASE plays a vital role for the students to give their best performances. Furthermore, students’ awareness of their ASE can lead them to improve sufficiently in the debate activities so that their arguments quality and public speaking abilities will eventually improve. As a result, the significance of planning classroom activities to help students improve their academic self-efficacy is the implementation of this study.