THE USE OF TEACHING BRITISH PARLIAMENTARY DEBATE THROUGH ANDROID APPLICATION “DEBATE ASSISTANT”, VIDEO, AND POWERPOINT PRESENTATION TO IMPROVE THE STUDENTS’ SPEAKING SKILLS (A Classroom Action Research of English Debate Club of SMK Negeri 2 Salatiga in th

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THE USE OF TEACHING BRITISH

PARLIAMENTARY DEBATE THROUGH ANDROID

APPLICATION “DEBATE ASSISTANT”, VIDEO, AND

POWERPOINT PRESENTATION TO IMPROVE THE

STUDENTS’ SPEAKING SKILLS

(A Classroom Action Research of English Debate Club of SMK

Negeri 2 Salatiga in the Academic Year of 2015/2016)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of

Sarjana Pendidikan (S.Pd)

English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

SURYA AGUNG WIJAYA

113-12-023

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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DECLARATION

“In the name of Allah the Most Gracious and the Most Merciful”

In the name of Allah,

Hereby, the researcher declares that this graduating paper is written by the researcher himself. This paper does not contain any materials which have been published by other people; and it does not cite any other people’s ideas except the information from the references.

The researcher is capable to account his graduating paper if in the future it can be proved of containing others’ idea or in fact that the researcher imitates the others’ graduating paper. Likewise, this declaration is written by the researcher, and

he hopes that this declaration can be understood.

Salatiga, September 14th 2015 The researcher,

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Salatiga, September 14th 2015 Rr. Dewi Wahyu M., S.S., M.Pd.

The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case: Surya Agung Wijaya’s Graduating Paper

Dear,

Dean of Teacher Training and Education Faculty

Assalamu’alaikum Wr. Wb.

After reading and correcting Surya Agung Wijaya’s graduating paper entitled

“THE USE OF TEACHING BRITISH PARLIAMENTARY DEBATE

THROUGH ANDROID APPLICATION “DEBATE ASSISTANT”, VIDEO, AND POWERPOINT PRESENTATION TO IMPROVE THE STUDENTS’ SPEAKING SKILLS (A Classroom Action Research of English Debate Club of SMK Negeri 2 Salatiga in the Academic Year of 2015/2016)”, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor,

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THE USE OF TEACHING BRITISH PARLIAMENTARY DEBATE THROUGH ANDROID APPLICATION “DEBATE ASSISTANT”, VIDEO,

AND POWERPOINT PRESENTATION TO IMPROVE THE STUDENTS’

SPEAKING SKILLS (A Classroom Action Research of English Debate Club of SMK Negeri 2 Salatiga in the Academic Year of 2015/2016)

WRITTEN BY: SURYA AGUNG WIJAYA

NIM: 113-12-023

has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on ……….., and hereby considered to complete the requirements for the degree of Sarjana pendidikan Islam (S.Pd.I) in English and Education.

Board of examiners

Head :

Secretary : First examiner : Second examiner :

Salatiga,……… …….

Dean of Teacher Training and Education Faculty

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v MOTTO

“I sustain myself with the love of family.” ―Maya Angelou

“I love you every day. And now I will miss you every day.”

― Mitch Albom

“Friends are the family you choose”

― Jess C. Scott

“I just want to protect them no matter how much pain befalls me.” ―Masashi Kishimoto

“When people are protecting something truly special to them, they truly can

become...as strong as they can be.” ― Masashi Kishimoto

“A person who never made a mistake never tried anything new.”

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DEDICATION

This graduating paper is dedicated to:

1. My beloved mother (Musyarofah) and father (Na’man), thanks for all of the prayers, struggle, and sacrifice.

2. My beloved brother (Rifai) and sister (Nur Laila), thanks for your motivation and support.

3. My big brothers of Unbreakable (Faisal Abi Yusuf, Ahmad Zamroni, Ahmad Chudhori, and Anas Sofyan), thanks for your help, motivation, and support.

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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidances, advices, helps, and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for me to deepest gratitude for:

1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph. D. as the Head of English Education Department

4. Rr. Dewi Wahyu M., S.S., M.Pd. as a counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this thesis from beginning until the end

5. All of the lecturers in English Education Department. Thanks for your education

6. All of the staffs who have helped the researcher in processing of graduating

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7. Faisal Abi Yusuf as a observer who has helped and supported for this thesis from beginning until the end

8. All of my close friends who I could not mention one by one 9. All of my friends from A class of TBI 2013

10. All of my friends from Communicative English Club (CEC). Keep pacing the world with English

11. All of the students from English Debate Club (EDC) in SMK N 2 Salatiga who are patiently become the subject of this study

Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the researcher is pleased to accept more suggestions and contributions from the readers for the improvement of the graduating paper.

Salatiga, September 10th 2015 The researcher,

Surya Agung Wijaya

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ABSTRACT

Wijaya, Surya Agung. 2016. THE USE OF TEACHING BRITISH PARLIAMENTARY DEBATE THROUGH ANDROID APPLICATION

“DEBATE ASSISTANT”, VIDEO, AND POWERPOINT

PRESENTATION TO IMPROVE THE STUDENTS’ SPEAKING SKILLS (A Classroom Action Research of English Debate Club of SMK Negeri 2 Salatiga in the Academic Year of 2015/2016). Counselor: Rr. Dewi Wahyu M., S.S., M.Pd.

Keywords: Debate, British Parliamentary Debate, Android, Debate Assistant,

Video, PowerPoint Presentation, Speaking

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LIST OF FIGURE

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LIST OF TABLES

Table 2.1 Position of the Speakers ... 30

Table 2.2 Duty of the Debaters ... 31

Table 3.1 Research Schedule ... 46

Table 3.2 Observational Checklist for Teacher ... 48

Table 3.3 Observational Checklist for Students ... 49

Table 3.4 Scoring of Speaking ... 56

Table 4.1 Flashcard of Pre-test of Cycle 1 ... 61

Table 4.2 Flashcard of Post-test of Cycle 1 ... 68

Table 2.8 Teacher’s Observational Checklist of Cycle 1 ... 70

Table 2.9 Students’ Observational Checklist of Cycle 1 ... 71

Table4.2 Teacher’s Observational Checklist of Cycle 2 ... 83

Table 4.6 Teacher’s Observational Checklist of Cycle 3 ... 94

Table 4.8 Teacher Score of Pre-test in Cycle 1 ... 97

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Table 4.10 Individual Student’s Average Score of Pre-test in Cycle 1 ... 99

Table 4.11 Grade of Passing Grade of Pre-test in Cycle 1 ... 100

Table 4.12 Teacher Score of Post-test in Cycle 1 ... 100

Table 4.13 Observer Score of Post-test in Cycle 1 ... 101

Table 4.14 Individual Student’s Average Score of Post-test in Cycle 1 ... 102

Table 4.15 Grade of Passing Grade of Post-test in Cycle 1 ... 103

Table 4.16 Difference Square of Pre-test and Post-test score in Cycle 1 ... 103

Table4.17 Teacher Score of Pre-test in Cycle 2 ... 106

Table 4.18 Observer Score of Pre-test in Cycle 2 ... 107

Table 4.21 Teacher Score of Post-test in Cycle 2 ... 109

Table 4.22 Observer Score of Post-test in Cycle 2 ... 110

Table 4.23 Individual Student’s Average Score of Post-test in Cycle 2 ... 111

Table 4.25 Difference Square of Pre-test and Post-test score in Cycle 2 .... 112

Table 4.26 Teacher Score of Pre-test in Cycle 3 ... 115

Table 4.27 Observer Score of Pre-test in Cycle 3 ... 116

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Table 4.31 Observer Score of Post-test in Cycle 3 ... 119 Table 4.32 Individual Student’s Average Score of Post-test in Cycle 3 ... 120

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1 CHAPTER 1

INTRODUCTION

A. Background of the Study

Debate is something exists in our daily activities when you are pro or contra with the social problems. It is the real practice of debate. You argue some arguments, and it depends on what you believe. The school makes a place to practice debate with some rules. It is not the place to know who is the most correct, but this place is a place to respect every possibility of arguments. It is called English extracurricular or English club. The students deliver their argument about the motions with the form of debate and get conflict resolution. The researcher has interested in debate, so the researcher chooses this title as his graduating paper. Another reason, the researcher is debate trainer at vocational high school, and he gets many problems in the teaching and learning process. The researcher explains background of the study from two points of view. There are the problems of teaching and learning process of debate, and the reason why he try to use Android application, video, and PowerPoint Presentation.

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develop English atmosphere and English environment. Therefore, the students are dominant to use their L1 in English class.

The students are difficult to speak English. The readers can see from how the teacher teaches them from elementary school until senior or vocational high school. Most of the teachers in Indonesia teach grammar and writing, but the teachers seldom teach speaking. The students are less to practice speaking in the class. They learn about grammar early in elementary school until senior high school, but they are less practicing to speak English. It is not bad, but many students in Indonesia only focus on grammatical aspects rather than the daily application to use English as a tool of communication. They can write, but they feel difficult to speak. Before they produce the utterances, they think the Indonesian first and than they translate into English. It makes the students slow to produce utterance, afraid and confuse with speaking. The students are also afraid if they make mistakes on speaking, for example: The students make wrong pronunciation. His or her friends laugh after they make mistakes. Therefore, they are a shame to speak English, and they do not want to practice. According to Harmer (2001: 104) says that

Teacher needs to decide whether a particular activity in the classroom is designed to expect the students’ complete accuracy – as in the study of grammar, a pronunciation exercise, or some vocabulary work for example – or whether teacher is asking the students to use the language as fluently as possible.

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students feel comfortable to speak English in the class, the teacher can design activities to expect the students’ complete accuracy. In this case, debate is one of

activities to increase accuracy and fluency on speaking. Less practice speaking in the class, the schools in Indonesia give extra times to learn English in English extracurricular, for example: English debate extracurricular in senior or vocational high school. When Indonesian people talk about debate, English debate is common extracurricular at school in Indonesia. According to Mahoney, Larson, and Exxles (2005: 15) say that participation in school-based extracurricular activities has been found to increase, rather than decline, across adolescence in some studies (e.g., Kinney, 1993; Mahoney & Cairns, 1997). Therefore, debate club gives a chance for the students who want to improve his or her English skills. Debate club is not only place to learn foreign language, but also the members can join in regional until national debate competition as representative of the school. Another problem, the teacher is also difficult to make the students interesting to join and practice in English debate extracurricular. Therefore, the teacher needs to find the best method and media to figure out the problems.

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people. It means that the motions are not only international topics, but also the motions can be local issues. Therefore, the students can be aware with their local cultures and local issues. Then, the researcher chooses British Parliamentary Debate because he feels that the regulations are unique. It consists of four groups, and it has two speakers for every group. From the researcher’s experience in his class,

many students felt confused with debate.

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technology in a class for the teacher and students. The teacher always feels difficult to find motions for his students. The students need to control their times when they speak. From “Debate Assistant”, this application can give the motions and a time

-control management to speak. The students can learn by themselves. The teacher is not only using Android application, but also he uses video and PowerPoint Presentation. The reason why he adds video and PowerPoint Presentation because Android application does not give detail regulation of British Parliamentary Debate. Therefore, the students can get regulations of debate and evaluation of their performances from videos, and they can get deeper information from PowerPoint Presentation.

Based on the explanation above, the researcher proposes a study entitled “THE USE OF TEACHING BRITISH PARLIAMENTARY DEBATE THROUGH ANDROID APPLICATION “DEBATE ASSISTANT”, VIDEO, AND POWERPOINT PRESENTATION TO IMPROVE THE STUDENTS’

SPEAKING SKILLS (A Classroom Action Research of English Debate Club of SMK Negeri 2 Salatiga in the Academic Year of 2015/2016)”. The researcher tries to get the best method to teach British Parliamentary Debate.

B. Problems of the Study

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2. To what extent is the improvement of teaching British Parliamentary Debate through Android application, video, and PowerPoint Presentation at English Debate Club in SMK N2 to improve the students’ speaking skills?

C. Limitations of the Study

In this study, the researcher gives some limitations. It will be explained bellow.

1. This study conducts at English Debate Club of SMK Negeri 2 Salatiga in 2015-2016 academic year.

2. This study is limited to British Parliamentary Debate as the treatment.

3. The researcher uses Android application “Debate Assistant”. The researcher uses videos. There are YouTube videos and the students’ videos. The researcher

uses PowerPoint Presentations. D. Objectives of the Study

Based on the statement in the problems of the study, the objectives of the study are as follows:

1. To describe the implementation of teaching British Parliamentary Debate through Android application, video, and PowerPoint Presentation at EDC in SMK N2.

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8 E. Benefits of the Study

The researcher expects that the result of this study can give contribution for academic field and practical field, as follows:

1. Theoretically

a. This study report is helpful to know more about British Parliamentary Debate.

b. The result of the study can be used to develop technique in teaching British Parliamentary Debate.

2. Practically a. Students

This study gives experience about British Parliamentary Debate for the students; until they are already join in the real competition.

b. Teachers

This study helps teachers to teach debate using the British Parliamentary Debate effectively and efficiently. This study develops ability of teachers to use technology to teach the British Parliamentary Debate. F. Definition of the Key Terms

Based on the title of the paper, some key terms need to be explained: 1. Debate

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debate. From the debate between government and opposition teams, the audiences and the adjudicators will make a judgment, and they can support government or opposition teams.

2. British Parliamentary Debate

According to Harvey-Smith (2011: 2) says that

What I refer to throughout this book as Worlds Style is normally termed the British Parliamentary (BP) debate, which grew out of the traditions of the United Kingdom Parliament in Westminster and follows some of the conventions of the House of Commons.

House of Common is like the House of Representative (DPR) in Indonesia, so debate comes from the habit of members of the council. This habit is adopted by the World Universities’ Debating Council, and it separates into

the world. It is called World Style. 3. Android

According to Felker and Dobbs (2011: 2), the Android platform is a device-independent platform, which means that you can develop applications for various devices. It means that the users of Android can be the developer of Android. They could costume Read-only Memory (ROM) and make applications by themselves.

4. Debate Assistant

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According to Bull and Bell (2010: 2), a video can be recorded on a cell phone, video camera, edited with a cell phone application, and wirelessly uploaded to YouTube. It means that video is a group of picture that it has animation. It is the result of camera.

6. PowerPoint Presentation

According to Stephen (2006: 2), PowerPoint is a presentation graphics package. It means that the users can make slide using this software. In the slide, they can show pictures, materials, short videos, animations, colorful fonts, etc. G. Paper Outline

This study report consists of five chapters. Each chapter has different elements as follows:

Chapter I tells about introduction. The researcher explains about background of the study, problems of the study, limitations of the study, objectives of the study, benefits of the study, definition of the key terms, and paper outline.

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Communication Technology, types of devices and services, and components of Information Communication Technology systems. Fourth, concept of Android application includes definition of android application, and concept of debate assistant. Fifth, concept of video includes definition of video and strength of using video in teaching and learning process. Sixth, concept of PowerPoint Presentation includes definition of PowerPoint Presentation, and strength of using PowerPoint Presentation in teaching and learning process

Chapter III discusses about methodology of research. It covers location of the study, research design, subject of the study, time allocation, techniques of collecting the data, cycles of research methodology, evaluation criteria, and technique of analyzing data. First, location of the study divides into general condition of SMK Negeri 2 Salatiga, and general condition of English Debate Club. Second, techniques of collecting the data divide into test, observation, interview, and documentation. Third, cycles of research methodology includes cycle 1, cycle 2, and cycle 3.

Chapter IV presents implementation of teaching British Parliamentary Debate through Android application, video, and PowerPoint Presentation; and improvement of teaching British Parliamentary Debate through Android application, video, and PowerPoint Presentation at English Debate Club in SMK N2 to improve the students’ speaking skills.

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12 CHAPTER II

LITERATURE REVIEW

A. Previous Studies

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The second previous study came from Yang and Che (2015). This previous study used Android application as the treatment of the study. In this study, they had three research questions. There were (1) Does the use of Dr.eye Android Mobile Internet Device in intensive English learning create greater improvement on specific TOEIC materials?, (2) What are students’ perspectives about using Dr.eye Android Mobile Device in English learning?, and (3) What are students’ perspectives about learning English with a native speaker?. They used mixed research method – quantitative and qualitative methods – and explanatory design to conduct this study. They got quantitative data from pre-test and post-test using TOEIC examination and got qualitative data from semi-structured group interviews with 10 students, the TOEIC Learning Achievement Platform, and classroom observation. Regarding from the first research question, the result of this study was significant improvement in the scores on the pre-test (M=498.33, SD=95.90) and post-test (M=545.90, SD=124.85). There were 33 college students (9 males and 24 females) as the sample of the study. All 33 students improved their TOEIC scores showed on their post-test, of which males improved their scores from 538 to 618 and females from 483 to 518. Regarding from the second research question, they gave twenty open-ended questions about using Dr.eye in the classroom practices and content module practices. From the questioner, they got information that the students could get self-evaluation and practice outside of class with Dr.eye. Regarding from the third research question, the questions regarding learning English with native speakers were used to understand the students’ feelings,

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their free time and thus learn time management skills on their own. Because the functions of Dr. eye were in three languages, there were Mandarin, English and Japanese. In addition, the students mentioned learning with a native speaker really improved their listening and speaking skills, especially listening skills. Learning English with mobile devices and a native speaker had a significant positive improvement on the students’ performance.

The third previous study came from Kim (2015). He had study about “Using Authentic Videos to Improve EFL Students’ Listening Comprehension”. He had

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Regarding from the second research question, the means of the post-test demonstrated a notable distinction. The result said that the students’ listening proficiency level was a considerable variable when the teacher would use authentic video materials or not in English listening courses. Regarding from the last research question, the participants generally showed positive attitudes toward using authentic video materials. Analysis of the students’ responses from the closed -ended questionnaires showed that there were no significant differences among the three groups. The respondents said that using videos were effective and interesting. The fourth previous study came from Corbeil (2007). He had a study about using PowerPoint presentations (PPTs) to replace textbooks and blackboards for teaching grammar. This study had two research questions. There were (1) Is textual enhancement using PowerPoint presentations more effective than that provided by the use of the textbook plus blackboard for the teaching of qualifying adjective agreement in French? and (2) What are students’ perceptions of the effectiveness

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comments were expressed by the students in the experimental group. They said that PPTs helped them in the process of learning because it had highlighting, color coding, different fonts, and visual effects. PPTs were also easy for the students to download and print at home.

From the four previous studies, the researcher saw something difference from his study. From first previous study, the kind of debate was not clear enough using in the class, so the researcher made specific on the British Parliamentary Debate for his study. In addition, the skill was vocabulary, but the researcher tried to increase the challenge into speaking skills. From second previous study, they used Dr.eye. This application included Mandarin, English and Japanese. In this application, the students learned about only language. On the other hand, the researcher used an Android application “Debate Assistant” to help the teacher when he taught the British Parliamentary Debate. This application provided the motions and the times management. From the third previous study, Kim used video to improve the students listening skills, but this study used video to improve the students’ speaking skills. The video that the researcher used in the study. It included materials of the debate and the students’ evaluation from their performance. From

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studies with the different skills. This study had specific rule rather than previous studies variables. As a result, the researcher’s study is difference to the previous studies.

B. Concept of Speaking

1. Definition of Speaking

In this part, the researcher explains the definition from some experts. There are some definitions from some experts. It explains more details below.

According to Nunan (2003: 48) says that speaking is the productive aural/oral skills. It consists of producing systematic verbal utterances to convey meaning. According to Harvey-Smith (2011: 9), speaking is talking out loud fluently and without hesitation. From two experts, the researcher can be assumed that speaking is one productive skills in language learning. The students are not afraid to produce utterance. They do not think about the humiliation to use foreign language from their friends if they make a mistake.

According to Nunan (2003: 54), learning speaking skills is very challenging for the students in foreign language contexts, because they have very few opportunities to use the target language outside the classroom. It reflects to reality in Indonesia because Indonesian students are less practicing to speak English as foreign language. It is big challenge for the teacher to teach them well.

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speaking as part of skills that the students need to master it. The teacher needs to teach and assesses speaking skills. In teaching, the teacher needs to use method or media to increase speaking ability of the students. In assessing, the teacher needs to make clear criteria or rubric.

According to McCarthy (1991: 118), spoken language is a vast subject, and little is known in hard statistical terms of the distribution of different types of speech in people’s everyday lives. It means that the students have different

style when they deliver their speech, so the students can learn some theories in the public speaking. According to Beebe and Beebe (2013: 1) say that as you study public speaking, you will learn and practice strategies for effective delivery and critical listening. Therefore, when the students can master speaking, they can apply some theories from the teacher. The students learn how to deliver their speeches with effectively and efficiently, and it needs intensive training. They also need an experience to join in the competition.

From the information given, the researcher can conclude that the teacher teaches speaking as productive activities. The students produce utterances in their activities, and the government includes speaking skills in KTSP or K13. 2. Elements of Speaking

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According to Nunan (2003: 55), accuracy is the extent to which the students’ speech matches what people actually say when they use the target

language. It means that when the students focus to use right grammar when they produce utterances.

According to Nunan (2003: 55), fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc. It means that when the students focus to deliver the message of the conversation. The accuracy is less in fluency because the students speak quickly and confidently, and they focus on the message rather than the accuracy.

According to Broughton, Brumfit, Flavell, Hill and Pincas (2003: 72) say that the vocabulary of conversation is often radically different from the written language with which the student is probably more familiar. It means that the students use their common vocabularies when they produce utterances. Therefore, the students are easy in arranging ideas.

According to Esling and Wong (1983) as quoted by Nation and Newton (2009: 76) say that pronunciation includes the articulation of individual sounds and the distinctive features of sounds like voicing and aspiration, voice-setting features, and stress and intonation. According to Nation and Newton (2009: 33) say that pronunciation difficulties for most learners are the result of differences between the sound system of their first language and the sound system of the

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organ of sounds. Therefore, to produce utterance, some utterances produce in different features of sounds. It is external factors because the students have different mother tongue. Mother tongue gives impact in production of target language.

3. Roles of the Teacher

The teacher needs to use a number of different rules in the class when the teacher teaches his or her students. According to Harmer (2001: 275-276) says that three have particular relevance if we try to get the students to speak fluently. There are prompter, participant, and feedback provider. Therefore, the researcher discusses about it bellow.

a. Prompter

The students sometimes get lost, cannot think of what to say next, or in some other way lose the fluency the teacher expects of them. The teacher can leave them to struggle out of such situation on their own, and indeed sometimes this may be best option.

b. Participant

The teacher should be good animators when asking the students to produce language. The teacher needs to prepare an activity clearly and with enthusiasm, so the students want to join in discussion or role-plays.

c. Feedback Provider

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kinds to give feedback. There are feedback during accuracy work and feedback during fluency work.

First, when the teacher gives feedback during accuracy work, the teacher can use different methods. According to Harmer (2001: 106-107), there are:

1) Showing incorrectness

In this method, the teacher can use in a number different ways. a) Repeating

The teacher can ask the students to repeat what they say, as illustrated by Harmer (2010: 106) for example: “Again?”.

b) Echoing

The teacher can repeat what the students say emphasizing the part of the utterance that was wrong, for example: “He GO to Salatiga?”.

c) Statement and Question

The teacher can simply say That is not quite right, or Do people think that’s correct? to show that something has not quite work.

d) Expression

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The teacher might just say the word “countable” to make them think about a concord mistake they have made.

f) Reformulation

An underrated correction technique is for the teacher to repeat what the student has said correctly, reformulating the sentence, but without making a big issue of it, as illustrated by Harmer (2010: 106) for example:

The student: I would not have arrived late if I heard the alarm clock.

The teacher: If I had heard…

The student: …if I had heard the alarm clock.

2) Getting It Right

If the students are unable correct themselves, or respond to reformulation, the teacher needs to focus on the correct version in more detail, for example:

Student: He go to Salatiga.

There are some ways to give feedback, for example: Teacher: He goes to Salatiga.

Teacher: Not “go”, Listen, “goes”

Teacher: When the subject is he, she, or it, you use “goes”, when the

subject is I, you, we, or they, you use “go”

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Second, when the teacher gives feedback during fluency work, the teacher can show incorrectness in a number of different ways. According to Harmer (2001: 107-109), there are:

1) Gentle Correction

The teacher may need to help his or her students if communication breaks down completely through a fluency activity, as illustrated by Harmer (2010: 108) for example:

Student: I am not agree with you … The teacher: I do not agree …

Student: I do not agree with you because I think …

2) Recording Mistakes

The teacher can take a note the points to record the students’

performance that he or she can make later, charts, or other forms. 3) After the Event

The teacher can write down some mistakes on the board that he or she has taken a note. Before the teacher gives feedback, the teacher can ask, “Do you know your mistakes?” to the students. If the students

know the mistake, they can write down the correct answer. C. Concept of Debate

1. Definition of British Parliamentary Debate

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with the topic of debate. They learn about debate starting from senior high school or vocational high school until university. They learn how to deliver their arguments or opinions using English. They have opportunity to speak English.

According to Johnson (2009: 103) says that

The British Parliamentary academic debating format is the official format of the World Universities Debating Championships (WUDC). As the name suggests, the format has its roots in the British House of Commons, which served as a model for academic debating in British universities. It means that the British Parliamentary Debate comes from England. Many universities outside of England use this rules to conduct debate competition. It includes Indonesia; many universities in Indonesia use the British Parliamentary Debate to conduct debate competition for university, senior high school, or vocational high school level. Communicative English Club (CEC) in Institute for Islamic Studies Salatiga (IAIN Salatiga) conducted CEC Festival before. One of the branches competition was the British Parliamentary Debate competition on 20 November 2014 for university, senior high school, or vocational high school level.

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a. Matter

1) Definition of Matter

According to WUDC as quoted by Harvey-Smith (2011: 173), matter is the content of the speech. It is the arguments a debater uses to convince and give detail information about his or her arguments to the audiences.

Matter is not only about the content, but also it includes arguments, reasoning, substantive material, rebuttal, and Point of Information. Arguments and reasoning are included by matter. For examples: case studies, facts and any other material that support his or her arguments.

Matter includes positive (or substantive) material and rebuttal (arguments especially purposed to rebut the arguments of the opposing team(s)). Points of Information is included by matter. All components of matter is assessed by the adjudicators. Arguments, reasoning, substantive material, rebuttal, and Point of Information are assessed in matter. Therefore, the adjudicators can increase or decrease scores of debaters from their contents.

2) Elements of Matter

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paragraphs, the researcher describes more detail about matter should be relevant, logical and consistent.

According to WUDC as quoted by Harvey-Smith (2011: 173), matter should be relevant. It should connect to the topics of the debate: positive material should proof the arguments being presented, and rebuttal should rebut the arguments being presented by the opposing team(s). The Member should appropriately prioritize and apportion time to the dynamic issues of the debate. Therefore, the debater needs to prove the arguments of his or her friend in one team. The debaters also rebut the arguments of the opponent teams except Prime Minister. Prime Minister cannot give rebuttal because Prime Minister is the first speaker of the debate.

According to WUDC as quoted by Harvey-Smith (2011: 173), matter should be logical. Arguments should be developed logically in order to be clear and well reasoned and therefore plausible. The conclusion of all arguments should support the Member’s case.

Therefore, the debaters can quote some arguments or theories from books, magazines, newspapers, etc.

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or second speakers in one team, for example: The first speaker argues that the smartphones have many bad impacts for the students. On the other hand, the second speaker argues that many advantages come from using smartphones for the students. When the debaters do that, their teams lose in the debate.

b. Manner

1) Definition of Manner

According to WUDC as quoted by Harvey-Smith (2011: 174), manner is the presentation of the speech. It is the style and structure, and a member uses them to give detail information about his or her arguments and convince the audiences. Therefore, manner gives limitation for the debaters how they debate. They cannot debate in arrogant ways. If they are not polite, the adjudicators can decrees their scores. Manner includes the elements of style and structure. It explains below.

2) Elements of Style

According to WUDC as quoted by Harvey-Smith (2011: 174-175), the elements of style include eye contact, voice modulation, hand gesture, language, the use of note and any other elements that may give influence the effectiveness of the presentation of the member. It explains more details below.

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Therefore, the debaters cannot see only one side of the audiences or the adjudicators but all audience in the chamber.

Voice modulation will generally support a member to convince an audience as the debater may emphasize important arguments and keep the attention of the audience. This includes the pitch, tone, and volume of the member’s voice and the use of pauses. The debaters need to speak clear. You cannot speak slow and low voice because the adjudicators and other debaters cannot get your points. Sometimes, the debaters can give stress in the importance points. It is the way for you to convince the audiences and the adjudicators.

Hand gestures will generally support a member to emphasize important arguments. Excessive hand movements may however be distracting and reduce the attentiveness of the audience to the arguments.

Language should be clear and simple. Members who use language which is too verbose or confusing may detract from the argument if they lose the attention of the audience. You can use common vocabularies, so the audiences, the debaters, and the adjudicators can be easy to get your points.

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notes, so it is not dominants. If you are a lot to read and see your notes, the adjudicators can decrease your manner score because eye contact, voice modulation, hand gesture, language, the use of note are assessed by the adjudicator as manner.

3) Elements of Structure

According to WUDC as quoted by Harvey-Smith (2011: 175), the elements of structure include the structure of the speech of the member and the structure of the speeches of the team. Therefore, the debaters can divide the points of the arguments into some parts. The debaters can divide from the team split, for example: The first speaker can give arguments from point of view of the teacher. The second speaker can give arguments from point of view of the students.

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30 3. Rules of British Parliamentary Debate

In this state, there are teams of debate, order of speeches, job description for every speaker, motion, timing of debate, and Point of Information (POI). a. Teams of Debate

According to WUDC as quoted by Harvey-Smith (2011: 167), the debate will consist of four teams of two persons (persons will be known as “members”), a chairperson (known as the “Speaker of the House” or “Mister/Madame Speaker” and a panel of adjudicators. It will be explained

on the table.

Table 2.1 Position of the Speakers

Position Speaker 1 Speaker 2

Opening Government “Prime Minister” or “First Government

Opening Opposition “Leader of the Opposition” or “First

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Closing Opposition “Member for the Opposition” or 2) Leader of Opposition; 3) Deputy Prime Minister; 4) Deputy Leader of Opposition; 5) Member for the Government; 6) Member for the Opposition; 7) Government Whip;

8) Opposition Whip.

c. Job Description for Every Speaker According to Harvey-Smith (2011: 30)

Table 2.2 Duty of the Debaters

Position Speaker 1 Speaker 2

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Lays out CG case; makes arguments; rebuts

Lays out CO case; makes arguments; rebuts

Sums up debate; rebuts; no new arguments

d. Motion

According to Harvey-Smith (2011: 11), debate motions can be about anything from politics and economics to culture and sports. It means that the students learn various topics when they join or practice debate. The motion can be local, national, or international issues. It depends on the adjudicators.

According to Harvey-Smith (2011: 23), defining the motion is a task unique to Opening Government. When the debaters get new motion, they have a time to pripare their argements. One of the jobs of the first speaker from government team or Prime Minister is defining the motion.

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If you are government teams, you agree with the motion. If you are opposition teams, you disagree with the motion.

e. Timing of Debate

According to WUDC as quoted by Harvey-Smith (2011: 169) says that after the motion is publicized, the debate preparation times should start 15 minutes. It can be informed that it is called case building. After the motion lunches in the debaters hall, the debaters go to their chambers. In every chamber, the debaters start casebuilding for 15 minutes. The debaters prepare their arguments about the motions, and it depends on their positions.

According to WUDC as quoted by Harvey-Smith (2011: 170) says that speeches should be seven minutes in duration (this should be signalled by two strikes of the gavel). Speeches over seven minutes and 15 seconds may be penalized. It means that the debaters have time to diliver their arguments only seven minutes and 15 seconds. They need to manage how they diliver their argument, for example:

Leader of opposition can start to give rebuttal for prime minister first, and then he or she can give their arguments about the motions. Sometimes, they need to receive Point of Information (POI). At the end, he or she can give short review of his or her arguments.

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It means that the debaters from oponent side of the speaker cannot give POI from beginning of speech until one minute. After one mintes until six minutes 15 seconds, the debaters from oponent side of the speaker can give POI. After six minutes 15 seconds until seven minutes 15 seconds, the debaters cannot give POI again.

f. Point of Information

There are some rules to give Point of Information (POI). According to Harvey-Smith (2011: 56-57) says that

To ask a Point of Information, a member should stand, place one hand on his or her head and extend the other towards the member speaking. The member may announce that they would like to ask a “Point of Information” or use other words to this effect.

The debaters needed to raise one hand to give POI, and you can say “POI, please”. The spaker can recive or reject your POI. If the speaker

recives your POI, you can deliver your POI. If the speaker rejects your POI, you can sit down and wait the minute. According to Harvey-Smith (2011: 57) says that the member who is speaking may accept or decline to answer the Point of Information. Therefore, when the speaker declines the POIs, they can say “No, thanks”, keep talking, or give nonverbal signal with his

or her hand to make the debaters to sit down. After spaker accepts you to diliver your POI, you only have short times. According to Harvey-Smith (2011: 57), Points of Information should not exceed 15 seconds in length. Therefore, the forms of POI can be short questions or statements.

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has had a reasonable opportunity to be heard and understood. It means that when the speaker understands or gets the idea from POI, the speaker can interrupt the debater who diliver POI. Then, the speaker can answer POI.

According to Harvey-Smith (2011: 57), members should attempt to answer at least two Points of Information during their speech. Members should also offer Points of Information. It means that the debaters can give two POIs and recive minimumly two POIs. Therefore, the debaters can get point for POI from the ajudicators.

D. Concept of Information Communication Technology

1. Definition of Information Communication Technology

In this era, the teacher cannot reject our technology. The teacher uses the technology as one of media in teaching. According to Crawford (2013: 1) says that information communication technology (ICT) is a powerful tool as it signiﬁcantly extends people’s abilities, and as a learning tool, it is particularly

effective. In traditional teaching, the teacher only uses white board as a tool of learning, and the teacher explains the material. There is no interaction between the teacher and students.

According to Crawford (2013: 1) says that at this level, the ICT skills learnt would be those that were required to operate the software used, such as page layout, using different text fonts and sizes, importing pictures, and publishing the ﬁnished product. It means that the teacher needs to learn how to

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ICT is not only the software but also the hardware. According to Crawford (2013: 1), ICT hardware and software are the products of extensive human thought; these are physical and intellectual, and highly organized and structured. The researcher knows that software and hardware are integrated each other, for example: Android application cannot use in the class if the students do not have the smartphones with Android operating system.

According to Crawford (2013: 1), ICT is an interesting the teacher as it can make learning easier and more attractive, for example, a resource for learning about animals could include written information about their habitat, and show pictures of it. The researcher knows that the students can use ICT outside of the class. Therefore, learning process is not limited in the class. The students can access the materials or practice at home.

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37 2. Types of Devices and Services

Esteras and Fabre (2007: 48) say that at present most of the devices use in ICT systems are multi-purpose:

a. Mobile phones can be used as digital cameras or agendas. b. Printers are also scanners and faxes.

c. Internet, a global network of computers, enable users to exchange files, send emails and surf the Web to find information, take part in e-commerce, etc.

The teacher cannot reject the students for having smart phones. In this era, the teacher can use smart phones as a tool of learning. The students can download the media of learning from their smart phones. Many applications support to learn about English. They can learn vocabulary, grammar, speaking, writing, listening, and reading. Therefore, the teacher can give a homework from the application, and the students can capture or screenshot the homework and send e-mail as the result of the homework to the teacher.

3. Components of Information Communication Technology Systems

Esteras and Fabre (2007: 48) say that ICT systems have these components: a. Software, instruction and data

b. Hardware, computers and other devices

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readiness of the students. Software in here can be PowerPoint Presentation, Android application, Windows application, MP3, MP4, etc. In addition, hardware can be computer, smartphone, projector, sound systems, printer, etc. E. Concept of Android Application

1. Definition of Android Application

In this research, researcher used Android application as one of media. There are two definition of Android from experts. According to Darcey and Conder (2010: 7), Android is the first complete, open, and free mobile platform. According to Darcey and Conder (2010: 2), Android application is structured and configured, as well as how to incorporate application resources such as strings, graphics, and user interface components into your projects. Therefore, the developers have opportunities to modify Android systems, so every brand of smart phone has different User Interface (UI). In addition, they can build their own Android application. Then, the developers can upload the applications into Play Store or outside of the store, so the users have freedoms to download the applications from Play Store or outside of store.

2. Concept of Debate Assistant

According to Apeiro (2016: para 1-5), Debate Assistant is one of the top 100 applications for utilities on the Amazon app store. Therefore, debate assistant is not only available on Play Store on Android but also on Amazon app store.

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that the practice condition of a debate becomes much smoother, and it has been designed between the Debating Society and IIT Kharagpur.

Debate Assistant has timer and motion. The timer starts with the preparation time and includes all speech times. The application automatically switches based on the position of the speaker in the debate, for example: a. Prime Minister;

b. Leader of Opposition; c. Deputy Prime Minister; d. Deputy Leader of Opposition; e. Member for the Government;

f. Member for the Opposition; g. Government Whip;

h. Opposition Whip.

All positions are displayed on the screen. The motions have been collected from different resources, and it divides into some topics. Therefore, the debaters who want to practice debate can choose by themselves.

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40 F. Concept of Video

1. Definition of Video

In this research, researcher was not only used Android application, but also it used videos. There are some definitions of video from experts. According to Bull and Bell (2010: 2), teaching with Digital Video, is appearing at a time of great technological and social change as well. According to Daryanto (2013: 86) says that video is very effective medium of learning to help in the teaching and learning process for mass instruction, individual, or group teaching.

Therefore, the technology can help the teacher in the teaching and learning process because it can bring something far into the class, for example: Indonesian students can learn about White House in America without they go to America. The teacher can show to the class about the video that it gives information and animation of White House. In the status of quo, the students can learn from the video anywhere. They can access YouTube from their smartphones or computers because YouTube has many education content of video.

2. Strength of Using Video in Teaching and Learning Process

According to Harmer (2001: 292), one of the main benefits of video-making for the students is the chance to display what they have done and get feedback on it from the students and the teachers. There are the class feedback and the teacher feedback.

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the best video, or they can record the successful and less successful examples of what they hear and see. This will be greatly enhanced if different the students take charge of different areas such as effectiveness, clarity, grammar, vocabulary, production, and voice quality.

Second, in the teacher feedback, one of the ways in which the teacher can be sure that video making is a learning process is by responding to the students’ work with the same care that the teacher gives to written work. This means responding to each video, saying either face-to-face or in writing what the teacher liked about it, correcting mistakes, where appropriate, and making suggestions about how it might be improved.

According to Arsyad (1997: 48-49) says that the benefit of film or video can complete basic experiences for the students when they read, discus, practice and the others.

Therefore, video helps the teacher and students to get information of their performances, and they can get feedback from the video. The students to other students can give commentary for their performances, so the teacher can add commentary at the end of discussion. Video also gives real image or animation from the information, so the students can imagine the information that the teacher gives to them.

G. Concept of PowerPoint Presentation

1. Definition of PowerPoint Presentation

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experts. According to Marcovitz (2012: xvi), PowerPoint is an appropriate multimedia tool for teachers and a powerful addition to a multimedia design class.

According to Hart-Davis (2010: 3) says that

Microsoft PowerPoint is a program for creating and delivering presentations. Each presentation consists of slides, to which you can add any data from straightforward text to charts and movies. You can also add animations and transition effects to provide visual interest.

According to Marcovitz (2012: xv) says that PowerPoint is a ﬁne tool for

adding media to a lecture, but it falls flat when creating interactive lessons for the students to use while sitting in front of the computer.

Therefore, PowerPoint Presentation can increase enthusiasm of the students to learn the material, or it can decrease enthusiasm of the students in the class. The teacher can make simple and interesting slides. The teacher only gives the points in the slides, and the teacher can add picture, short animation, or short video in the slides. The students will be tired to watch and read if the teacher gives long texts and small fonts in the slide. The teacher also needs to make contrast color between fonts and backgrounds of slides, so the students are easy to read your slides.

2. Strength of Using PowerPoint Presentation in Teaching and Learning Process As cited from Smith (2006: para 2), there are potential benefits of using the PowerPoint presentation included:

a. Engaging multiple learning styles b. Increasing visual impact

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43 d. Providing annotations and highlights e. Analyzing and synthesizing complexities f. Enriching curriculum with interdisciplinary g. Increasing spontaneity and interactivity h. Increasing wonder

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44 CHAPTER III

RESEARCH METHODOLOGY

A. Location of the Study

The researcher conducted classroom action research in SMK Negeri 2 Salatiga. It is favorite vocational high school in Salatiga. It is located on Jln. Parekesit, Dusun Warak, Desa Dukuh, Kecamatan Sidomukti, Kota Salatiga. The detail information explains into two points. There are general description of SMK Negeri 2 Salatiga and English Debate Club (EDC).

1. General Condition of SMK Negeri 2 Salatiga

SMK Negeri 2 Salatiga built in 1999. Before it had only three departments, but right now, it has five departments and five specialization departments. It has five departments with five specialization departments. The five departments are building engineering, electronic engineering, computer and network engineering, mechanic automotive engineering, and mechanical engineering. In addition, it has the five specialization departments. It divides from two departments. Building engineering has civil engineering, furniture engineering, architecture engineering, and electronic engineering has audio-video engineering, and industrial electronic engineering. The principle of SMK Negeri 2 Salatiga is Drs. Kamaruddin, M.Pd. In 2014-2015, SMK Negeri 2 Salatiga had 1551 students.

2. General Condition of English Debate Club

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2 Salatiga, but it is exclusive extracurricular. EDC only has 15 members for each grade. The members start from ten until twelve grade, so EDC has 45 members every years. However, the active members of EDC 2015 – 2016 are only 33 members.

B. Research Design

In this study, the researcher used classroom action research. There were some definitions of action research from experts. According to Lodico, Spaulding, and Voegtle (2006: 282), action research is research conducted by practitioners in their own school setting to identify and take actions to remedy problems that occur in their practice. It means that action research comes from the problems of the teacher when he or she teaches his or her students. Action research helps the teacher to evaluate and get solution of his or her problems in teaching. Therefore, the teacher can improve their ways to teach the students.

According to Watt (2007: 1) in Paizaluddin and Ermalinda (2014: 8), action research is a process in which participants their own educational practice systematically and carefully using the techniques of research. It means that the researcher can use his own students in his study, for example: In this study, the researcher is the debate trainer of EDC in Academic Year of 2015-2016 in SMK N 2 Salatiga, so he conducted his action research in his class. Therefore, the researcher know well his students and their problems.

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was the teacher or the trainer of EDC, so he needed the observer. His observer was Faisal Abi Yusuf. He is a university student of IAIN Salatiga. When he conducted his study, the observer was eighth semester.

C. Subject of the Study

The subject of the study is the members of English Debate Club in SMK Negeri 2 Salatiga. In 2015 – 2016, the members of EDC came from fifth generation, sixth generation, and seventh generation. When the researcher conducted the study, only 11 members could join in this study. One member came from fifth generation; one member came from sixth generation and nine members came from seven generation.

D. Time Allocation

Table 3.1 Research Schedule

No Activities Time Allocation

1 Preparing the research proposal March - April 2 Preparing cycle 1, cycle 2, and cycle 3 April 3 Checking class and students before cycle 1 April

4 Conducting pre-test cycle 1 April

5 Conducting treatment cycle 1 April 6 Conducting post-test cycle 1 April

7 Conducting pre-test cycle 2 April

8 Conducting treatment cycle 2 May

9 Conducting post-test cycle 2 May

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11 Conducting treatment cycle 3 May

12 Conducting post-test cycle 3 July 13 Writing the graduating paper July - Augustus

E. Techniques of Collecting the Data

To carry out the study, the researcher had several techniques of collecting the data. The techniques of collecting the data could be test, observation, interview, and documentation. In this study, the researcher used test as the main method and observation to get the data.

1. Test

a. Pre-Test

Before conducting the cycle 1, cycle 2, and cycle 3, the researcher gave the pre-test for each cycle. The purpose tried to know the speaking ability of the students before they got treatment in the cycle 1, cycle 2, and cycle 3. The members of English Debate Club got one motion, and they did interview using flashcards. They needed to answer the questions from flashcards. The researcher observed the pre-test to get data analysis. b. Post-Test

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48 2. Observation

According to Kothari (2004: 96) has argue that the observation method is the most commonly used method especially in studies relating to behavioral sciences. Therefore, in this study, the researcher observed the study using observational checklist. The researcher collaborated the study with the observer. There were two kinds of observational checklist. Those were observational checklist for the teacher and students.

Table 3.2 Observational Checklist for Teacher

No. Teacher’s activities

1 Greeting the students before the lesson begins 2 Praying before the lesson begins

3 Checking the students attendant 4 Reminding previous materials

5 Preparing and giving of the materials

6 Giving opportunity for asking question and suggestion 7 Giving explanation of the materials

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Table 3.3 Observational Checklist for Students

No. Students’ activities

1 Watching and analyzing a YouTube video “Introduction to British Parliamentary Debate”

2 Giving question about British Parliamentary Debate 3 Working on group

4 Collecting information from PowerPoint

5 Using Android application ” Debate Assistant” 6 Practicing British Parliamentary Debate

3. Interview

According to Kothari (2004: 97) has argue that the interview method of collecting data involves presentation of oral-verbal stimuli and reply in terms of oral-verbal responses.

4. Documentation

In this study, the researcher used photos and videos as the documentation of the study.

F. Cycles of Classroom Action Research

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Figure 3.1Model of Classroom Action Research

The researcher is the debate trainer of English Debate Club in SMK N 2 Salatiga. In this study, the researcher invited the observer from IAIN Salatiga. He is Faisal Abi Yusuf. The researcher planed the cycle as below.

1. Cycle 1 a. Planning

In planning stage, the researcher planned what action would be done. The activities in the planning were presented as below:

1) Preparing syllabus, lesson plan, rubric, material, and media