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

  

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)

SALATIGA

  

2016

  

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 cit e 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.

  th

  Salatiga, September 14 2015 The researcher,

  Surya Agung Wijaya

  113-12-023 th

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

  NIP. 19790821 201101 2007

  

THE USE OF TEACHING BRITISH PARLIAMENTARY DEBATE

THROUGH ANDROID APPLICATION “DEBATE ASSISTANT”, VIDEO,

AND POWERPOINT PRES ENTATION 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 Suwardi, M.Pd.

  NIP. 19670121 199903 1 002

  

MOTTO

“I sustain myself with the love of family.”

  ―

  

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

  ―

  

“Friends are the family you choose”

  ― Jess C. Scott

  

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

  ―

  

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

become...as strong as they can be.”

  ―

  

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

  ― Albert Einstein

  

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.

  4. My friends in CEC, thanks for your motivation and support.

  5. My students, thanks for your motivation and support.

  

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.

  English Education Department. Thanks for your

  All of the lecturers in

  education 6.

  All of the staffs who have helped the researcher in processing of graduating paper administration

  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.

  th

  Salatiga, September 10 2015 The researcher,

  Surya Agung Wijaya

  113-12-023

  

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

  The researcher conducted the study to increase the st udents’ speaking skills through Android application, video, and PowerPoint Presentation in teaching British Parliamentary Debate. This study answers two questions (1) How is the implementation of teaching British Parliamentary Debate through Android application, video, and PowerPoint Presentation at English Debate Club in SMK N2? (2) To what extant 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?. The research design of this study was Classroom Action Research. It was included three cycles. Each cycle consisted of planning, acting, observing, and reflecting. From the study, the researcher could conclude that the implementation of the study improved gradually from cycle 1, cycle 2, and cycle 3. The improvement of the study was showed when the researcher conducted cycle 3. the result of the t-test of cycle 3 was 2.56. Before the impact has not seen by the researcher in the cycle 1 and cycle 2, the result of the t-test of cycle 1 and 2 was 1. The passing grade was 72, and the target of the passing grade was 85%. The result of the post-test of cycle 3 was 90.91% from students. They passed the passing grade. The passing grade of cycle 3 was over the target, so the researcher stopped the study. Thus, instruments proved that it could improve the students’ speaking skills.

  TABLE OF CONTENTS TITLE .......................................................................................................... i

DECLARATION ......................................................................................... ii

ATTENTIVE COUNSELOR NOTE ........................................................ iii

STATEMENT OF CERTIFICATION ..................................................... iv

MOTTO ....................................................................................................... v

DEDICATION ............................................................................................. vi

ACKNOWLEDGMENT ........................................................................... vii

ABSTRACT ................................................................................................. ix

TABLE OF CONTENTS ............................................................................ x

LIST OF FIGURE ...................................................................................... xiv

LIST OF TABLES ...................................................................................... xv

  CHAPTER I INTRODUCTION A. Background of the Study ...................................................................... 1 B. Problems of the Study ......................................................................... 6 C. Limitations of the Study ...................................................................... 7 D. Objectives of the Study ....................................................................... 7 E. Benefits of the Study ........................................................................... 8 F. Definition of the Key Terms ................................................................ 8

  G.

  Paper Outline ........................................................................................ 10

  CHAPTER II LITERATURE REVIEW A. Previous Studies ................................................................................... 12 B. Concept of Speaking ........................................................................... 17 1. Definition of Speaking ................................................................... 17 2. Element of Speaking ...................................................................... 18 3. Roles of the Teacher....................................................................... 20 C. Concept of Debate ................................................................................ 23 1. Definition of British Parliamentary Debate ................................... 23 2. Element of British Parliamentary Debate ...................................... 25 3. Rules of British Parliamentary Debate ........................................... 30 D. Concept of Information Communication Technology ......................... 35 1. Definition of Information Communication Technology ................ 35 2. Types of Devices and Services ...................................................... 37 3. Components of Information Communication Technology Systems

  ........................................................................................................ 37 E. Concept of Android Application .......................................................... 38 1.

  Definition of Android Application ................................................. 38 2. Concept of Debate Assistant .......................................................... 38 F. Concept of Video ................................................................................. 40 1.

  Definition of Video ........................................................................ 40 2. Strength of Using Video in Teaching and Learning Process ......... 40

  G.

  Concept of PowerPoint Presentation .................................................... 41 1.

  Definition of PowerPoint Presentation........................................... 41 2. Strength of Using PowerPoint Presentation in Teaching and

  Learning Process ............................................................................ 42

  CHAPTER III RESEARCH METHODOLOGY A. Location of the Study ........................................................................... 44 1. General Condition of SMK Negeri 2 Salatiga .............................. 44 2. General Condition of English Debate Club .................................. 44 B. Research Design ................................................................................... 45 C. Subject of the Study ............................................................................. 46 D. Time Allocation ................................................................................... 46 E. Techniques of Collecting the Data ....................................................... 47 1. Test .......... ...................................................................................... 47 2. Observation .................................................................................... 48 3. Interview ....................................................................................... 49 4. Documentation ............................................................................... 49 F. Cycles of Classroom Action Research ................................................. 49 1. Cycle 1 .......... ................................................................................ 50 2. Cycle 2 .... ...................................................................................... 53 3. Cycle3 ..... ...................................................................................... 55 G. Evaluation Criteria ............................................................................... 56 H. Techniques of Analyzing Data ............................................................. 57 1. Qualitative Data ............................................................................. 57

  2. Quantitative Data ........................................................................... 58

  CHAPTER IV FINDINGS AND DISCUSSIONS A. Implementation of Teaching British Parliamentary Debate through Android Application, Video, and PowerPoint Presentation................. 60 1. Cycle 1 .......... ................................................................................ 60 2. Cycle 2 .... ...................................................................................... 73 3. Cycle3 ..... ...................................................................................... 86 B. 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 ........................ 97

  1. Cycle 1 .......... ................................................................................ 97 2.

  Cycle 2 .... ...................................................................................... 106 3. Cycle3 ..... ...................................................................................... 115

  CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ……… ............................................................................. 125 B. Suggestions ……… ............................................................................. 127 REFERENCES CURRICULUM VITAE APPENDICES

  LIST OF FIGURE

Figure 3.1 Model of Classroom Action Research ......................................... 50

  LIST OF TABLES

Table 2.1 Position of the Speakers ................................................................ 30Table 2.2 Duty of the Debaters .................................................................... 31Table 3.1 Research Schedule ....................................................................... 46Table 3.2 Observational Checklist for Teacher ............................................ 48Table 3.3 Observational Checklist for Students ........................................... 49Table 3.4 Scoring of Speaking ..................................................................... 56Table 4.1 Flashcard of Pre-test of Cycle 1 ................................................... 61Table 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

Table 3.1 Flashcard of Pre-test of Cycle 2 .................................................... 75Table 4.1 Flashcard of Post-test of Cycle 2 ................................................. 81

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

  Table 4.3 Students’ Observational Checklist of Cycle 2 ............................. 84

Table 4.4 Flashcard of Pre-test of Cycle 3 .................................................... 87Table 4.5 Flashcard of Post-test of Cycle 3 ................................................. 93

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

Table 4.7 Students’ Observational Checklist of Cycle 3 ............................. 95Table 4.8 Teacher Score of Pre-test in Cycle 1 ............................................ 97Table 4.9 Observer Score of Pre-test in Cycle 1 .......................................... 98

  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 ........................... 100Table 4.12 Teacher Score of Post-test in Cycle 1 ......................................... 100Table 4.13 Observer Score of Post-test in Cycle 1 ...................................... 101Table 4.14 Individual Student’s Average Score of Post-test in Cycle 1 ...... 102Table 4.15 Grade of Passing Grade of Post-test in Cycle 1 ......................... 103Table 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 4.19 Individual Student’s Average Score of Pre-test in Cycle 2 ....... 108

Table 4.20 Grade of Passing Grade of Pre-test in Cycle 2 ........................... 109Table 4.21 Teacher Score of Post-test in Cycle 2 ........................................ 109Table 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 4.24 Grade of Passing Grade of Post-test in Cycle 2 ......................... 112Table 4.25 Difference Square of Pre-test and Post-test score in Cycle 2 .... 112Table 4.26 Teacher Score of Pre-test in Cycle 3 .......................................... 115Table 4.27 Observer Score of Pre-test in Cycle 3 ........................................ 116

  Table 4.28 Individual Student’s Average Score of Pre-test in Cycle 3 ....... 117

Table 4.29 Grade of Passing Grade of Pre-test in Cycle 3 ........................... 118Table 4.30 Teacher Score of Post-test in Cycle 3 ........................................ 118Table 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

Table 4.33 Grade of Passing Grade of Post-test in Cycle 3 ......................... 121Table 4.34 Difference Square of Pre-test and Post-test score in Cycle 3 .... 121

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.

  Many problems happen in the teaching and learning process of debate. The problems are not only for the teacher but also for the students. From the experiences of the researcher, when he taught the students on 22 September 2015, the students were still confused with the regulations of debate. They felt difficult on speaking.

  Some students did not understand about some technical term in debate, for example: case building and rebuttal. In addition, some students did not understand about the jobs for every position in the debate, for example: first speaker from positive or affirmative team needed to define the motion, give argument, and rebut argument. However, some students forgot to define the motion. They just gave arguments about the motion. My students and I had practicing debate on 22 September 2015.

  Most of my students did not rebut the argument from the opponent team, for example: second speaker form negative team did not rebut the arguments from the first and second speakers of positive team because the debater did not understand or get the points from positive team. The debater just gave arguments from his or her point of view. On 7, 14, and 21 January 2016, the teacher and students practiced Asian Parliamentary Debate. In Asian Parliamentary Debate, it used POI, but my students were difficult to give Point of Information (POI). When they joined in the competition, they were less to give POI. Therefore, they lost in the competition. Most of vocational high school students in Indonesia have less speaking proficiencies. English as the foreign language in Indonesia is the one reason of the problems why they feel difficult to speak English. They worry about how to produce the utterances because they do not have habit to use outside the class. They get anxiety to speak English in the class. In their daily life, they use Indonesian or their mother tongue, for example: Javanese, Sundanese, etc.

  From the students’ problems, it is a challenge for the teacher to figure it out. According to Harbord (1992: 354) as quoted by Harmer (2001:131) says that students use their L1 when performing pedagogical tasks, especially when one student is explaining something to another. This is a habit ‘that in most cases will occur without encouragement from the teacher’. It means that the teacher, as facilitator in the class needs to 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 desig ned 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.

  It means that the teacher needs to plan speaking activates in the class that focuses on accuracy or fluency. Sometimes, the teacher feels difficult to assess the students on accuracy or fluency. From the status of quo, the teacher teaches the students to speak fluently. Therefore, they do not worry to speak English. When the 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.

  There are three parliamentary styles use in debate competition. There are Asian Parliamentary Debate, Australian Parliamentary Debate, and British Parliamentary Debate or Worlds Style. In this study, the researcher uses British Parliamentary Debate or Worlds Style. According to Harvey-Smith (2011: 5) says that with its international reach, Worlds Style offers wonderful opportunities to deepen cultural awareness, knowledge, and understanding. Debaters can travel the world, interacting under a set of common rules, discussing topics of interest to local 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.

  The students were less active and they were confused in the debate. Therefore, the teacher tries to use interactive media and fun activities in his class because it is student-centered activities. The teacher is only a facilitator in the class.

  To solve the problems of the researcher, he tries to use Android application, video, and PowerPoint Presentation to teach debate in this study. According to Burnette (2010: 14) says that Android is an open source software toolkit for mobile phones that was created by Google and the Open Handset Alliance. It means that everyone can be developer of Android, and developer can make his or her own application. Therefore, from the needs of application, right now debaters have debate application to help them. In Indonesia, many people have smartphone using Android system. According to Jose (2015: para 1-5) says that fifty five million people in Indonesia used Android in 2015, and the users would increase until sixty five point two million people in 2016. It can be assumed that most of Indonesian students use Android phones to support his or her daily activities. Many applications that can support the teacher and students in teaching and learning process. Therefore, the researcher uses Android application as the media and smart phone as the tool of learning. The researcher tries to know the improvement of using 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 POWER

  POINT 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 Based on the above phenomenon, this study tries to answer of some problems.

1. How is the implementation of teaching British Parliamentary Debate through

  Android application, video, and PowerPoint Presentation at English Debate Club in SMK N2?

  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.

2. To measure how far 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.

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 According to Harvey-Smith (2011: 1), debate is a particular form of argument. It is not a way of reconciling differences – that is a misconception.

  Debate is a way of arbitrating between differences. It means that the debate is not to make agreement between government and opposition teams after the 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 b y 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 According to Apeiro (2015: para 1), Debate Assistant has been designed keeping in mind the need for an application that makes conduction of a debate significantly easier. It means that this application designs to help the debaters when they practice debate. The debaters are easy to get motions from this application, and they are easy to monitor their times.

  5. Video 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.

  Chapter II describes about previous studies, concept of speaking, concept of British Parliamentary Debate, concept of Information Communication Technology, concept of Android application, concept of video, and concept of PowerPoint Presentation. First, concept of speaking divides into definition of speaking, element of speaking, and role of the teacher. Second, concept of British Parliamentary Debate divides into definition of British Parliamentary Debate, element of British Parliamentary Debate, and rules of British Parliamentary Debate. Third, concept of Information Communication Technology includes definition of Information 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.

  Chapter V is conclusions and suggestions. It contents all of data analysis and gives some suggestions of the problems discussed. The last part is references, curriculum vitae and appendices.

CHAPTER II LITERATURE REVIEW A. Previous Studies The first previous study came from Aclan and Aziz (2015). They had

  studied about “Why and How EFL Students Learn Vocabulary in Parliamentary

  Debate Class ”. They had two research questions. There were (1) Why is vocabulary learning necessary in debate from the perspective of the participants? and (2) How do EFL students learn vocabulary by debating?. In this previous study, it used qualitative case study design. They used interviews, observations and documentations to collect the data. They gave six open-ended questions. Regarding from the first research question, the result of the study got debate as interactive activity that debate gave opportunity for the students to learn new vocabularies. The teacher did not give direction to learn new vocabularies, but the students learned by themselves. The reason why the students learned new vocabularies because they needed to use new vocabularies in the debate related with the topics. In this study, the teacher was a facilitator or an adjudicator. Recognition and motivation were important factors in second or foreign language learning. Regarding from the second research question, there were four strategies how vocabulary can be learned by debating. There were noticing unfamiliar words, writing them down, translating the new words into their first language with the aid of a bilingual dictionary and using the new words in context. The findings of this study had implications to language teaching in the EFL/ESL classroom. The teacher needed to give language activities that were contextual, challenging and meaningful for the students.

  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 s peakers were used to understand the students’ feelings, motivations, and recommendations in this aspect. Learners practiced for TOEIC in

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 three research questions. There were (1) Is there any significant difference between pre- and post-listening tests after the video-based course?, (2) Is there any significant improvement in listening comprehension among the three proficiency groups?, and (3)