The Use of British Parliamentary Debate (BPD) Technique to Improve English Speaking Ability for High School Students
Penelitian ini membahas tentang Penggunaan Teknik Debat Parlemen Inggris (British Parliamentary Debate (BPD) untuk meningkatkan kemampuan berbicara bahasa Inggris khususnya pada siswa sekolah menengah atas. Tujuan dari penelitian ini adalah untuk menyelidiki apakah ada peningkatan kemampuan berbicara bahasa Inggris siswa SMA yang menggunakan teknik British Parliamentary Debate (BPD) dalam proses pembelajaran mereka dan untuk mengidentifikasi bagaimana persepsi siswa tentang teknik BPD ini dalam meningkatkan kemampuan berbicara bahasa Inggris mereka.
Penelitian ini menggunakan metode kuantitatif melalui desain pre-experimental. Satu kelas kelompok yang disebut kelompok eksperimen merupakan kelas tambahan (extra class) yang diberi perlakuan (treatment). Kelas tersebut diberikan pre-test dan post-test untuk mengetahui apakah ada peningkatan kemampuan berbicara berbahasa Inggris mereka sebelum dan sesudah diberi perlakuan (treatment). Selain itu, kuesioner skala Likert juga diberikan kepada siswa untuk mengetahui bagaimana persepsi mereka terhadap teknik BPD ini meningkatkan kemampuan berbahasa Inggris mereka di berbagai bagian (section) tertentu pada Teknik BPD. Penilaian kemampuan berbahasa Inggris pada lima komponen meliputi kosa kata, tata bahasa, pengucapan, pemahaman, dan kelancaran. Berdasarkan hasil penelitian, perhitungan T-test merupakan nilai rata-rata (mean score) pre-test dan post-test kelas eksperimen pada lima komponen berbicara. Nilai pre-test kelas eksperimen adalah 36,00, sedangkan nilai post-test mereka adalah 61,75. Skor untuk Sig (2-tailed) adalah 0,000 dan memiliki ukuran efek yang besar (large effect) yaitu 0,95. Kemampuan berbicara Bahasa Inggris mereka telah meningkat mulai dari pronunciation, fluency, vocabulary, comprehension, dan grammar. Selain itu, hasil kuesioner menunjukkan bahwa persepsi siswa terhadap kemampuan berbahasa Inggris mereka meningkat pada bagian-bagian tertentu dari teknik BPD. Hasilnya adalah pada komponen pronunciation di bagian “Basic of Concept” (81.3%) and “Case Building” (81.3%), pada komponen fluency di bagian “Point of Information” (37.5%), pada komponen vocabulary di bagian “Basic of Concept” (81.3%), , pada komponen comprehension di bagian “Time of Speech” and “Points of Information” (68.8%), dan pada komponen terakhir adalah grammar di bagian “Basic of Concept” (75%) dan “Case Building” (62.5%),
Kesimpulannya, terdapat peningkatan yang signifikan pada kemampuan berbahasa Inggris siswa sekolah menengah atas pada lima komponen berbicara Bahasa Inggris dengan komponen paling tinggi adalah pengucapan (pronunciation) (98,50%) terutama pada bagian “Basic of Concept” (81,3%) dan “Time of Speech” (81,3%) dan yang terendah adalah komponen tata Bahasa (grammar) (97,70%) pada bagian "Basic of Concept" (75%) dan "Case Building" (62,5%).
This study discussed about the use of British Parliamentary Debate (BPD) Technique to Improve the English-speaking ability especially in high school students. The purpose of this study was to investigate if there was any improvement of English-speaking ability of the high school students using British Parliamentary Debate (BPD) technique in their learning process and to identify how was the students’ perception about this BPD technique in improving their English-speaking ability.
This study used a quantitative method through pre-experimental design. One group class called the experimental group was an extra class that was given a treatment. The class was given a pre-test and post-test to find out whether there was an improvement in their English-speaking ability before and after being given a treatment. In addition, the Likert-scale questionnaire also be given to students to find out how their perceptions of this BPD technique improve their English-speaking ability through various sections. The assessment of English-speaking ability in five components includes vocabulary, grammar, pronunciation, comprehension, and fluency. Based on the results of the study, the calculation of T-test was the mean score on pre- and post-tests of the experimental class in five components of speaking. The experimental class’s pre-test score was 36.00, while their post-test score was 61.75. The score for Sig (2-tailed) is .000 and has a large effect size of .95. Their English-speaking ability has improved start from pronunciation, fluency, vocabulary, comprehension, and grammar. Also, the results of the questionnaire showed that the students' perception of their English-speaking ability improved in certain sections of BPD technique. The results were in pronunciation at the “Basic of Concept” (81.3%) and “Case Building” (81.3%) section, in the fluency components at the “Point of Information” (37.5%) section, in the vocabulary components at the “Basic of Concept” (81.3%) section, in the comprehension component at the “Time of Speech” and “Points of Information” (68.8%) section, and the last component was grammar at the “Basic of Concept” (75%) and “Case Building” (62.5%) section,
In conclusion, there was a significantly improvement of the English-speaking ability of high school students in five components with the highest being the pronunciation (98.50%) component especially in the Basic of Concept (81.3%)" and "Time of Speech (81.3%)" section and the lowest was grammar (97.70%) component in the "Basic of Concept" (75%) and "Case Building" (62.5%) sections.