THE EFFECTIVENESS OF MODIFIED ASIAN PARLIAMENTARY DEBATE TOWARDS STUDENTS’ CRITICAL THINKING AND SPEAKING ABILITY OF ELEVENTH GRADERS AT MAN 3 BLITAR

Kristanti, Maharani. Student Registered Number. 17203163170. 2020. The Effectiveness of Modified Asian Parliamentary Debate towards Students’ Critical Thinking and Speaking Ability at Eleventh Graders of MAN 3 Blitar. Thesis. English Education Program. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor. Dr. Muh. Basuni, M.Pd. Key Words: effectiveness, critical thinking, speaking, and modified Asian Parliamentary Debate The mastery of speaking skills and the elements inside it including critical thinking skill is very important. Because of that, the teacher needs to provide a technique to support both speaking and critical thinking teaching and learning process. The researcher used Modified Asian Parliamentary Debate to ease students in learning speaking and critical thinking since debate itself allows students to have argumentative speaking with certain topics which automatically deals with their critical thinking. The formulation of the research problem were: “How is the students’ critical thinking and speaking ability before being taught by using Modified Asian Parliamentary Debate strategy?, How is the students’ critical thinking and speaking ability after being taught by using Modified Asian Parliamentary Debate strategy?, and Is there any significant difference before and after being taught by using Modified Asian Parliamentary Debate strategy towards the students’ critical thinking and speaking ability?. The purpose of this study were to find out the students’ critical thinking and speaking ability before and after being taught by using Modified Asian Parliamentary Debate strategy as well as to find out whether or not there is the significant difference of the students’ critical thinking and speaking ability before and after being taught by using Modified Asian Parliamentary Debate strategy. The research design was quasi experimental which belonged to quantitative approach by using two groups pre-test and pos-test. The population was the eleventh grade students of MAN 3 Blitar in Academic Year 2019/2020. The sample were 71 students chosen through purposive sampling technique. The reseach instruments of this study were administering pre-test and post-test from the two classes. Method of data analysis used was computing statistical in the form of independent T-test by using SPSS 24.0 version for windows. The results of Independent T-test showed that the mean scores of post-test in experimental was 15.10 for speaking and 17.30 for critical thinking. Meanwhile the average scores of post-test in control group was 13.97 for speaking and 16.33 for critical thinking. It clearly stated that the mean score in experimental higher than control group. Furthermore, based on the value of the Sig was 0.045 and 0.048. It indicated that the Sig value was less than 0.05 (0.045< 0.05 for speaking, 0.048< 0.05 for critical thinking). Hence there was significant difference score in critical thinking and speaking ability of the eleventh grade students taught by using Modified Asian Parliamentary Debate and those who are not taught by using Modified Asian Parliamentary Debate strategy. In short, the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. In another word, Modified Asian Parliamentary Debate is effective towards students’ critical thinking and speaking ability at eleventh graders of MAN 3 Blitar