Syamdianita (2012) The effectiveness of British Parliamentary debate system on students' critical thinking ability / Syamdianita. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis. Graduate Program in English Language Teaching in State University of Malang. Advisors (I) Prof. Bambang Yudi Cahyono M. Pd M. A Ph. D. (II) Dr. Johannes Ananto Prayogo M. Pd M. Ed. Keywords effectiveness British Parliamentary Debate System (BPDS) critical thinking ability. Critical thinking is an important element of all professional fields and academic disciplines. Debating is considered to be one activity of problem-solving task (simulation) that encourages thinking skills and also offers motivating contexts for learners to communicate with one another. This study was conducted to examine the effectiveness of British Parliamentary Debate System (BPDS) on students critical thinking ability. The problem of the study is Do the students who are taught using BPDS perform better critical thinking ability than the students who are taught using group discussion in Speaking III class As a tentative answer the null hypothesis is The students who are taught using BPDS do not perform better critical thinking ability than those who are taught using group discussion . To answer the question the researcher conducted a quasi experimental research using nonrandomized control group pretest-posttest design involving two variables. Teaching strategies were the independent variable and the dependent variable was the students critical thinking ability. The samples were taken from the population of the third semester students of English Department of Mulawarman University in academic year 2011/2012. There were five classes. The two classes are chosen on the basis of the consideration from the lecturer who teaches Speaking III who is the one who taught in the experimental group. The data of the study were the arguments given by the students when the pretest and posttest were held in the form of oral performance assessment. The general critical thinking rubric adopted from Northeastern Illinois University was used to grade the students critical thinking ability. Two raters were involved in grading the students critical thinking ability the researcher herself and the one who taught in the experimental group. The following were the procedures in carrying out the study. First prior to the experiment pretest was administered to both control and experimental groups. A series of treatment then was given to experimental group. It means that the experimental group was taught using BPDS while the control group was taught using group discussion. The materials in both groups were the same in terms of the topics. Last subsequent to the experiment posttest was administered. The pretest mean scores were analyzed statistically to see the equivalence of the experimental and control groups before the experiment. Levene s test for homogeinity of variances of pretest scores shows a significant value of .878 which is higher than .05. This indicates that the variances between the experimental and control groups are homogeneous. Therefore an independent t-test was used to analyze the posttest mean scores. The results of data analysis using independent t-test concluded that the application of BPDS has positive effect on students critical thinking ability. Students who are taught using BPDS have better arguments than those who are taught using group discussion. In other words BPDS is more effective than conventional teaching activities. The t-value of posttest (2.076) is higher than critical t-value of pretest (1.6905). Hence the research result gives English teachers/lecturers evidence that BPDS is worth considering in the teaching of speaking to improve a better students critical thinking ability. To the students the researcher suggests that sometimes having forced activities in a class are good in terms of mastering the topics. Next to the teachers/lecturers the researcher suggests to modificate debate into other subjects beside speaking as long as there are two sides of a topic. To the future researchers who want to investigate the relationship between debating and critical thinking the researcher suggests to use other written test critical thinking since this study only assessed the students critical thinking ability by a rubric. Therefore it is not only the spoken arguments that can be assessed but also the students written test on critical thinking ability. It is also suggested to use other debating systems to prove the positive relationship between debating and critical thinking.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 26 Jan 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58595 |
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