ABSTRAK
Tesis ini membahas tentang pembelajaran keterampilan produktif Bahasa Inggris secara terintegrasi dengan menggunakan media debat Parlementer Inggris. Penelitian ini bertujuan untuk mengetahui apakah debat Parlementer Inggris dapat diimplementasikan pada pemelajaran bahasa Inggris secara formal dan mampu meningkatkan kemampuan debat, akurasi keterampilan berbicara dan keterampilan menulis pemelajar. Penelitian ini menggunakan metode campuran yang menerapkan pra-eksperimen Design One Group Pretest-Posttest. Data penelitian diperoleh dari nilai tes sebelum dan sesudah mendapat perlakuan, kemudian dicari signifikansinya dengan menggunakan uji t dan N-gain. Hasil penelitian menunjukkan bahwa debat Parlementer Inggris dapat diimplementasikan pada pembelajaran bahasa Inggris secara formal serta mampu meningkatkan kemampuan debat, akurasi keterampilan berbicara dan keterampilan menulis. Hasil penelitian juga menunjukkan bahwa peningkatan pada kemampuan debat terendah, keterampilan menulis sedang dan akurasi keterampilan berbicara tertinggi. Mahasiswa menganggap kegiatan debat Parlementer Inggris dapat mengasah kemampuan berpikir kritis dan kreatif, menambah wawasan dan kepercayaan diri untuk mengemukakan pendapat. Hasil dari penelitian ini menghasilkan alternatif pembelajaran keterampilan bahasa secara terintegrasi dengan menggunakan media debat Parlementer Inggris pada pemelajaran formal.

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ABSTRACT
This thesis discusses teaching productive English skills in an integrated way by using British Parliamentary debate as a platform. The aim of the study is twofold. First, it examines how British Parliamentary debate can be implemented in a formal English language learning. Secondly, it investigates the improvement gained from the teaching program to the extent of the students' debating ability, speaking accuracy, and writing skills. This research is an exploratory mixed-method which employed pre-experimental research using design one group pretest-posttest, questionnaire, and field notes. The research data were obtained from pretest to posttest score, then the significance was searched using the t test and N-gain. The results indicate that British Parliamentary debate could be implemented in a formal English language learning and was able to improve students' debate ability, speaking accuracy and writing skills. The results also showed that the debate skills made the slightest improvement. Improvement in writing was moderate, while students' speaking accuracy improved the most. The results from the questionnaire indicate students' positive perception in that British Parliamentary debate activities helped to improve their critical and creative thinking, knowledge, and confidence in expressing their opinions. The study suggests the use of British Parliamentary debate for teaching English skills in an integrated way in a formal learning context.