ABSTRAK
Tujuanpenelitianadalahmeningkatkanketerampilanberargumentasilisanpesertadidikmelaluipenerapandiscovery learning di KelasXI MIA 1 SMA MTA Surakarta  TahunPelajaran 2014/2015.
PenelitianinimerupakanPenelitianTindakanKelas yang terdiridaritigasiklus. Tiapsiklusterdiridarikegiatanperencanaan, pelaksanaan, observasidanrefleksi. SubjekpenelitianyaitupesertadidikkelasXI MIA 1 SMA MTA SurakartaTahunPelajaran 2014/2015 yang berjumlah 22 orang.Teknikpengumpulan data menggunakanobservasi, wawancara, dandokumentasi. Validasi data menggunakanmetodetriangulasi. Analisis data yaituanalisisdeskriptifkualitatif yang dilakukandalamtigakomponen:reduksi data, penyajian data, danpenarikankesimpulanatauverifikasi. Prosedurpenelitianadalah model spiral yang salingberkesinambungan.
Hasilpenelitianmenunjukkanpenerapandiscovery learning meningkatkanketerampilanberargumentasilisanpesertadidik.Keterampilanberargumentasilisanpesertadidikmengalamipeningkatansecarafluktuatif.KeterampilanberargumentasilisanpesertadidikpadaPra-Siklussebesar 2,27%, padaSiklus I sebesar12,93%, padaSiklus II sebesar16,05%, danpadaSiklus III sebesar22,70%.KeterampilanberargumentasilisanpesertadidikpadaakhirsiklusmengalamipeningkatandariPra-Siklus.
Kesimpulanpenelitianadalahpenerapandiscovery learning meningkatkanketerampilanberargumentasilisanpesertadidik di kelasXI MIA 1 SMA MTA Surakarta TahunPelajaran 2014/2015.
Kata kunci :keterampilanberargumentasilisan,  discovery learning
ABSTRACT
This research applied classroom action research consisting of three cycles. Each cycle consisted of planning, implementation, observation and reflection. The subjects of this research were the students of  XI MIA 1 at SMA MTA Surakarta in the academic year 2014/2015 consisting of 22 students. Data collection technique used were observation, interview, and documentation. In this research, triangulation method was used to validate the data having been obtained. The data analysis used was qualitative descriptive analysis comprised of three component :data reduction, data presentation, and conclusion drawing or verification. The research procedures used were spiral model which is continuous.
The research results showed that implementing discovery learning improved the students’ oral argument skill. The students’ oral argument skill increased significantly. The students’ oral argumentation skill in pre-cycle was 2.27%, in the first cycle was 12.93%, in the second cycle of 16.05%, and in Cycle III was 22.70%.
The conclusion of this research was implementing discovery learning improved the students’ oral argument skill of XI MIA at  SMA MTA 1 Surakarta in the academic year 2014/2015.
Keywords: students’ oral argumentation skill, discovery learning