METODE SOKRATIK BERBASIS DIALOG REFLEKTIF DAN ISU KONTEKSTUAL DALAM PEMBELAJARAN BERBICARA ARGUMENTATIF

Abstract

This study aims to evaluate the effectiveness of the Socratic method, which is based on reflective dialogue and issue context, in improving the argumentative speaking skills of ninth-grade junior high school students. The research methodology used was a quasi-experimental study with an unequal control group design, involving two classes: one as an experimental class implementing the Socratic method, and the other as a control class receiving traditional teaching methods. Data collection tools used included a speaking test, a rubric for assessment, and observations. The findings of this study showed an increase in the average post-test score in the experimental class, which reached 78.25, significantly higher than the control class, which was only 53.50. The Wilcoxon test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the conditions before and after the treatment. Furthermore, the N-Gain score for the experimental class was 0.58 (in the moderately effective category), while the control class only achieved 0.25 (in the ineffective category). Thus, the Socratic method has proven successful in improving students' argumentative speaking skills.