The Use of British Parliamentary Debate Technique to Improve English-Speaking Ability for 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 five components of speaking (vocabulary, grammar, pronunciation, comprehension, fluency) and to identify how the students’ perception about this BPD technique can improve their English-speaking ability through various sections in BPD technique. This study was used a quantitative method through pre-experimental design. The research used technique simple random sampling to select the participants. In addition, there were any pre- and post-test to find out the improvement of students' English-speaking ability and the Likert-scale questionnaire to find out how their perceptions of this BPD technique improve their English-speaking ability through various sections. 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 students have positive perceive that their English-speaking ability was improved in various certain sections of the BPD technique. In conclusion, there was significant improvement of high school students' English-speaking ability in five components with the highest from pronunciation, fluency, vocabulary, comprehension, grammar in certain various sections of BPD technique in their extra class.