MODIFIED ASIAN PARLIAMENTARY DEBATE IMPACT ON STUDENTS’ ENGLISH SPEAKING ABILITY AND CRITICAL THINKING

Abstract

Several studies have shown that debate is good for teaching the students’ critical thinking and English speaking or oral skill. In view of its importance, the author presents a Modified Asian Parliamentary Debate to be implemented in teaching and learning process especially to improve the students’ critical thinking and speaking ability. Apre-test and post-testquasi-experimental study involving both experimental and control group design is employed to measure to what extent the Modified Asian Parliamentary Debate is effective in improving the students’ critical thinking and English speaking ability of the eleventh graders of MAN 3 Blitar in Academic Year 2020/2021. In addition, parametric t-tests was carried to find out the significance different score between experimental and control group that indicates the effectiveness of the method.The current study reveals that dealing with the speaking ability, the control group got the mean score of 13.97 while the experimental group achieved the mean score of 15.10. Further, dealing with the critical thinking ability, the mean score gained by the control group was 16.33, while the experimental group achieved the mean score of 17.53. The result of the inferential statistics showed that P value or significance value was smaller than A (0.05). It indicated that the null hypothesis stating that there is no difference between the control group and the experimental group was rejected. On the contrary, the alternative hypothesis stating that there is difference between the control group and the experimental group was accepted.Considering the differences of the mean scores of both groups, it can be concluded that that the Modified Asian Parliamentary Debate is effective in teaching the English speaking ability and in promoting the students’ critical thinking.