IMPROVING THE DEBATE ABILITY THROUGH INQUIRY METHOD AND AUDIO VISUAL LEARNING MEDIA IN COURSE OF SPEAKING SKILL ( Lesson Study Results ) Prima

This study aims to apply the model of professional development of lesson study in Speech Skills course through debating ability of student of lndonesian language and literature study program of Faculty of Teacher Training and Education of Muhammadiyah University Professor Dr. Hamka. This lesson study program involves various elements, namely the lecturers team of lesson study, lecturers of speech skills students and semester III students of Indonesian Language and Literature Studies Program FKIP UHAMKA. This research uses Classroom Action Research which consists of (1) Plan stage, is development of teaching materials that is debate. (2) Do stage in the form of activities or implementation in the classroom by the model lecturer in the form of learning to students of the third semester, and (3) See stage or joint reflection between the model lecturer and the observer team about the advantages and disadvantages of teaching materials and processes that have been implemented. Lesson Study activities are designed in two cycles, each cycle consists of 2X meetings, at each meeting will be Plan, Do, and See stages in each learning process. The purpose of phasing in each cycle is to improve the students 'ability to speak which was previously passive, but continuously improved by using appropriate methods and media can improve students' ability in expressing their arguments so that students can improve their ability to argue. The results of this study indicate that: (1) the implementation of lesson study has given satisfaction to lecturer model and observer and student. (2) the are able to produce lessons (RPS, LKM, teaching materials, learning media, and quality assessment instruments) as they are made together with model lecturers and lecturers observer teams) (3) Dean of FKIP Uhamka’s support and its staff on lesson study activities for the improvement of lecturers professionalism that will ultimately improve the quality of education.


INTRODUCTION
The current learning paradigm continues to grow.The result, with the implementation of these activities, can improve student learning outcomes (Putri, et al, 2013: 115).Implementation of these activities showed excellent results at each meeting, ie the average student writing at the end of the cycle was in either category up to excellent category (2016: 666).
The data shows that the activities of Lesson Study is a positive activity that can improve the quality of the learning process.
In its activities, Lesson Study according to Hidayat (2015: 05) consists of three steps, namely plan, do, and see.Plan is a planning activity, do is a learning process, and see is the process of evaluation of learning.Based on this, Lesson Study Activities reflect efforts to improve learning process from upstream to downstream.
One of the subjects that need improvement of learning process in Indonesian Language and Literature Study Program is Speaking Skills course.This course is a course that requires students to be able to speak well, and can express their thoughts and feelings in various activities, such as speeches, discussions, and debates.
To do these activities required a variety of preparations, both speaking techniques to the insights or knowledge of students on the topic to be delivered.
However, in the learning process, the hope that students can speak actively in official forums such as class discussions is still not maximized.Based on preliminary observations, the following problems are found: 1. Student does not want to express his opinion if not appointed directly.That is, the courage in expressing opinions has not grown, so only waiting to be given a chance.Based on this, it can be seen that students' speaking ability is very low.
Therefore, it is necessary to improve and improve the quality of learning in order to In the implementation of this lesson study, an increase in learning process by using media and learning method.The process of implementing this lesson study will be conducted on the debate subtopics, through the topic of this debate students will be stimulated to overcome the above problems.
This method of inquiry that will be applied to this debate material seeks to instill the basics of scientific thinking in students, so that in the learning process the  In the implementation phase of lesson study a technician is tasked with recording using handycam.Shooting is done thoroughly then will be editing on some events that are considered important.
These developments are caused by many factors, such as advances in information and communication technologies, cultural shifts, and global challenges that require changing learning orientation.Awareness of the matter is felt by all lecturers of the Indonesian Language and Literature Education Program at the Faculty of Teacher Training and Education UHAMKA.In the implementation of learning, the lecturers have done various variations and innovations in developing the learning process, ranging from designing learning methods and making the media.It is then implemented in the form of learning that originally Teacher Center Learning to Student Center Learning.However, in this effort, there has been no serious and structured movement to build a learning community in order to create planning, implementation, and evaluation activities of the learning process undertaken by lecturers.For that reason, lesson study activities conducted.In concept, Lesson Study according to Rusman (2010: 384) is an activity that encourages the formation of learning communities (learning society) that consistently and systematically perform self-improvement, both at the level of individual and managerial.Likewise with Hendrayana (2007: 10) Lesson Study is a model of professional education through the study of learning in a collaborative and sustainable way through the principles of collegiality and mutual learning to build a learning community.Based on this, Lesson Study is an effort to build a learning community in creating a more qualified learning process.This, of course, answers the wishes of the lecturers of the Indonesian Language and Literature Studies Program.Application of Lesson Study has been done by many educational institutions, ranging from school to college.These activities can provide great benefits for the learning process.For example, the results of Lesson Study conducted on the implementation of Indonesian language learning in MTsN Lubuk Buaya Padang.
Statement a kind presented by Bakri stating that the Lesson Study is conducted on the subject of Morphology in the Study BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 84 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, have low motivation so that when speaking just deliver necessary.In other words, students do not reflect affective attitudes and psychomotor that is relevant to what it says.
photos, pictures, graphics, television, and computers.
Model lecturers perform learning activities, while observers observe the lesson study participants.In general the activity steps are as follows: a. Model lecturers carry out the lecture process from the learning contract until the meeting-the next meeting (the team conducts the observations on time agreed).b.Observer lecturers make observations on the lesson study participants in accordance with groups of each.c.After doing the learning, observer lecturer with the team to make observations through video that has been recorded and do reflection.d.The model lecturers together with the team plan the next activity based on the BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 89 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 results of reflection of things that need to be fixed.e.The model lecturer returns to the lecture process and the cognate team performs observation (on schedule agreed) f.The lecturer with the team performs a reflection again as in step b to d. Reflection Stage At the end of the whole process of lesson study the team and the observer lecturer reflect on the valuable lessons learned.Reflection activities carried out thoroughly carried out by: a.The team model lecturer reflects the entire learning cycle through discussion and give each other input in accordance with the results of observations during the process of activity lesson study takes place.In this whole discussion will be done a thorough assessment of documented evidence.b.Various inputs from the team as well as the results of reflection are documented as materials learning to be disseminated to the faculty level along with the entire recording Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 90 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 course of action from the beginning to the end of the study.The use of inquiry methods is applied to improve the ability of debate through the ability to ask and argue the students of Indonesian Language and Literature Study Program.This lesson study activity was held in Buya Hamka Hall of Teacher Training and Education Faculty of UHAMKA which was set as a lecture class of Speech Skills course.The time of the implementation of lesson study lasted for two months, starting from the preparation of the proposal to lesson study is a thirdgrader who takes a Speech Skills course.In addition, the observer lecturer is also involved in the lesson study with the intention to create a spirit culture of collaboration and cooperation with the principle open mutual give and receive among lecturers at Indonesian Language and Literature Education Study Program FKIP UHAMKA.Speech skills essentially speak not only articulation sounds but also expressing and conveying ideas.This is consistent with the opinion ofTarigan (2006: 14)  who says that speaking is the ability to sound articulation sounds or words to express, express, and convey ideas and feelings.In addition, the BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 91 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 importance of speaking skill learning is also delivered by Faris in Supriyadi (2005: 179) who said that learning the skills of speaking important to be mastered in order to develop the ability to think, read, write, and listen.The course of Speech Skills is basically aimed at providing supplies to students in order to be able to understand and understand the meaning of speaking, speaking objectives, methods of delivery as well as speaking judgment, and applying them to group discussions, debates and symposia.In particular, in this lesson study focused on the topic of student's ability to debate which includes the ability to express an opinion, the ability to refute the opposing argument and be able to conclude the idea.Implementation of this Lesson Study is done by classroom action research method with orientation of learning process can be improved to achieve better result.While the model used in this lesson study is the enhancement of the ability of debate through the learning media in the course of Speaking Skills.Through this model, students are expected to gain a thorough insight into the concepts, types and techniques of debate.In addition, through this model, students are expected to be able to express their opinions well.In a social context, theoretically the learning of debate through the media in this course functioned as a laboratory for students to practice their ability to argue in solving a problem and find answers to questions raised by other groups.The procedure is a classroom action research which in each cycle consists of two meetings of teaching and learning activities and the end of the cycle is done reflection on the actions that have been done.`The Classroom Action Research Model in this study uses Kemmis & Mc Taggart model consisting of four actions: (1) Planing, Do, action or action, & observation or observing, and See or reflection (Suharsimi Arikunto: 2010: 131-132.Picture!Which depicts Kemmis and Taggart models: In general, the sequence of steps for applying the lesson study are as follows: Stage of Preparation At the preparatory stage, the initial meeting was held with the team after BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 92 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 preparations were made.As for the steps: a. Model lecturers present the purpose and objectives as well as the significance of the lesson study for improving the professionalism of faculty lecturers in front of the team.b.Model lecturers develop syllabus and scenario of learning implementation plan.c.Model lecturers present the syllabus, course descriptions and competencies to be achieved, RPS, learning model and scenario chosen as the grand design in front of the team.d.The team provides input and suggestions related to the activities to be carried out.The observation sheet is developed based on important aspects based on the competence to be achieved, evolving according to need in each cycle.e. Model lecturers together with the team make improvements, make agreement the number of cycles of learning activities based on course syllabus to be applied.f.Agree on technical recording of lesson study process so that all activities are documented and become appropriate as a complementary source of learning materials in reflection activities.Implementation Phase At this stage of implementation, a technician is tasked with recording using a camcorder.Shooting is done thoroughly then will be editing on some events that are considered important.Model lecturers perform learning activities, while observers observe the lesson study participants.In general the activity steps are as follows: a. Model lecturers carry out the lecture process from the learning contract until the next meetings (the team conducts the observations on time agreed).b.The observer lecturer observes the lesson study participants according to their respective groups.c.After doing the learning, observer lecturer together with the team to make observations through video that has been recorded and do reflection.d.The model lecturers together with the team plan the next activity based on the BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 93 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 results of reflection where things are felt significant and need to be improved.e. Model lecturer re-do the process of lecturing and cognate team to make observations (on schedule agreed) f.The lecturer with the team performs a reflection again as in step b to d. Reflection Stage At the end of the whole process of lesson study the team and the observer lecturer reflect on the valuable lessons learned.Reflection activities carried out thoroughly carried out by: a.The model lecturer together with the team reflects the entire learning cycle through discussion and mutual input in accordance with the results of observation during the process of lesson study activities take place.In this discussion as a whole there will be a thorough assessment of documented evidence.b.Various inputs from the team as well as the results of reflection are documented as learning materials that will be disseminated to the faculty level along with the entire recording process.c. Preparation of complete report to be a discussion material related to the improvement of learning with other lecturers at the University of Muhammadiyah Prof. DR.HAMKA conducting lesson study.This lesson study data is done through observation by using observation sheet and video recording during the process.On the execution of a technician recording using handycam.Shooting done thoroughly then will be editing on some events that are considered important.In general the activity steps are as follows: a. Model lecturers carry out the lecture process from the learning contract until the next meetings.b.The team made observations on time agreed c.After 1 lecturer observation model with team of lesson study do reflection of observation result supported by the whole video recording of learning.d.The model lecturers together with the team plan the next activity based on the BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 94 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 results of reflection where things are felt significant and need to be improved.e. Model lecturer re-do the process of lecturing and cognate team to make observations (on schedule agreed) f.The lecturer with the team performs a reflection again as in step b to d. RESULTS From the research that has been done, the result of observation on planning and implementation of learning based on conventional and based on lesson study.Plan Stage After the determination of the course, the Lesson Study group subsequently performed the phase plan starting by arranging the learning design that will be implemented based on the initial data of the learning that will be implemented based on the initial data of the student condition delivered by the lecturer of the lecture of Speech Skill which also acts as the model lecturer at this lesson study activity.The design of learning is made by focusing on the importance of teamwork and student discipline.In addition, in this activity also discussed the time of open class implementation, materials, strategies, and teaching materials that will be used during the implementation of Lesson Study.From the discussion, it was found that Lesson Study will be conducted for two cycles, each cycle consisting of two meetings.The material to be taught by the model lecturer is debate.The execution time is set on December 19, 2017 (Cycle 1 of Meeting 1), December 22, 2017 (Cycle 1 of Meetings 2), December 26, 2017 (Cycle 2 Meeting 1), and 2 January 2018 (Cycle 2 of Meetings 2).All these activities were carried out in the Buya Hamka Hall, 3rd Floor, Building B, FKIP UHAMKA.Stage Do On December 19, 2017, cycle 1 and meetings were held 1.Learning activities starting from the lecturer model open the activity 2. Learning by reading basmalah, then the model lecturer attributes the previous learning materials (discussion) with today's learning materials is a debate.In accordance with the Lesson Plan, the model lecturer provides the introductory material with lecture and discussion methods.The implementation of this lesson aims to provide knowledge about debates and information about teamwork.http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 95 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 Implementation of learning on process do cycle I meeting I seen activity model lecturers more active than students on the process do (implementation).Students are very passive, both when model lecturers deliver stimulus questions directly and indirectly.Model lecturer looks difficulty making students become more active.Such learning process continue until the end of learning.At the end of the lecture lecturers model with students concluded and motivate students to be more active in responding, applying questions, and answer questions asked by the model lecturer at the time teaching and learning activities are underway.After giving motivation to the model lecturer student to end the stage do in cycle I meeting I From the learning process in the first cycle I meeting can be concluded that Teaching Learning activities are still centered on lecturers or Teacher Center learning.See Stage Phase see or evaluation is done immediately after stage do finish conducted on December 19, 2017.At stage see, the executing team lesson study discusses all activities that have been implemented on stage do.Based on observations made by the observer lecturer has observed the activity, giving input to the model lecturer.From Observation results have not seen the ability of students in put forward his argument, the students are still very passive and just listening explanation of model lecturer, whereas the purpose of this Lesson Study is done student activeness becomes the main goal in the learning process.Stage do that has been implemented still has some shortcomings, among others: 1.In general, in the 1st and 1st cycles, Lesson Study activities have not been seen because it has not succeeded in generating student-centered learning activities, therefore the model lecturer is expected to change teaching methods that can make the student more active in the Teaching and Learning Process.2. Time management undertaken by lecturer model is still less well ordered.Lesson study teams and students are still late in the room.3. Characteristics of students who prefer silence rather than speaking if not BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 96 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 appointed to convey his argument, making it difficult to model lecturers to see the speaking ability of college students.For that at the second meeting, the active speaking should be focused on the students.4. The lecture and discussion methods used are less interesting, because the model lecturers are more actively speaking than the students.In the second meeting directly held the practice of debate based on the theory that has been taught by the model lecturer.Students are required to prepare a debate material that they choose themselves.Students will be divided into 2 groups that will conduct the debate divided into 2 groups namely negation group and affirmation group.Each group is represented by 3 students who will debate, and who are not directly involved in the debate are asked to be observers.Model lecturer will act as moderator in meeting II.Evaluation being held right after Do Stage finished on December 19, 2017.Based on the results of the discussion of the implementing team of lesson study, it is necessary to improve and plan the more mature learning in the implementation of the second meeting, so that the implementation of this lesson study can run well and able to achieve the planned goals.Implementation of Meeting II Meeting Description II Implementation of the second meeting was held on December 20, 2017.In the second semester more focused on student activeness in speaking / arguing argument in debate which topic chosen by the students themselves.It is hoped that both groups who will argue either as a negation or affirmative group can play an active role and give birth to brilliant ideas.In addition, in the second meeting is also used spreadsheet development between divisions accompanied by division targets that have not been achieved.Plan Stage Planning phase in the second meeting was held on December 21, 2017.This stage begins with the improvement and preparation of RPS to be implemented based on reflection on the first cycle of meeting I. RPS in cycle II focused on the students' ability in speaking and teaching methods applied by the model lecturer.Based on the design made at the meeting I, BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 97 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 it is planned that attendance of model lecturer, team lesson study, 5-10 minutes ahead of schedule lectures take place.It is intended to build imagery that Lecturers are ready to give lectures on time, so that when students attend the lecturers of the model was prepared in the classroom, otherwise it is intended to discipline the student attendance on time.To create student-centered learning activities, model lecturers are expected to change teaching methods to enable students to be more active in the Teaching and Learning Process.The learning method used in this second meeting is the inquiri method.Through this method students are required to find their own video debates and they are asked to learn for themselves how to debate.Model lecturers are no longer actively speaking, but are more focused on the students' ability to present their arguments, through the practice of debate, and their own model lecturers acting as moderators.Stage Do Implementation phase of the second meeting was conducted on December 22, 2017 at 10:00 in the Buya Hamka Hall, 3rd floor, Building B Faculty of Teacher Training and Education Science University of Muhammadiyah Professor DR Hamka.In accordance with the planning in the second meeting, the lecturers of the model and the lesson study team were prepared 10 minutes before the lecture took place, which then followed by the attendance of the students.Lecture activities begin by reading basmalah, followed by the purpose of lectures to be achieved during the lecture, as well as strengthening the importance of discipline and cooperation.After linking the previous week's material and conveying the steps to be taken at the second meeting, the model lecturer then directs the student representing the group / division of negation and affirmation to occupy their respective positions.Then the model lecturer distributes the LKM (Student Working Sheet) to be completed by each division.All members of either affirmation or negation division are responsible with their respective divisions.The debate takes approximately 60 minutes, and each member of the division must master the LKM which will be discussed in the sharing group between divisions.Each group / division that has prepared for the BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 98 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 debate is given first directed by the model lecturer.Affirmation division is given time to deliver his explanation, followed by a negating division of negation and provide arguments.The implementation of this debate takes place regulated by the model lecturer as the moderator, until the debate is over and each division has submit their arguments.After the debate is complete, each division is grouped to provide information of the performance that has been achieved and has not been achieved.Each group discussing and coordinating what has been achieved there what is required by each division.This sharing activity lasts for 20 minutes.At the end of the lecture, the model lecturer concludes the results of the debate activities that have taken place and provide motivation for students to be more active in delivering their arguments.In addition, model lecturers appreciate the presence of students and lesson study teams who can attend lectures on time.Model lecturer remind students of the importance of discipline and solid teamwork to achieve the expected goals.See Stage The reflection stage of the implementation of the second meeting is executed after the end of the second meeting.In the reflection phase, the implementing team discusses all the implementation of the debate activities at the stage of do.Based on observations made, the observer lecturers appreciated the attendance of the students who arrived just in time.This can be indicated as the impact of the motivation given by the model lecturer.For the debate activities the lesson study team considered that the debate was very flat, did not show good passion, the systematics of debate did not go well.Students who judge are very passive because they are not given the opportunity to speak, they should also be involved to contribute their advice and not just be a good listener.Based on observations on the debate activities that have been going on, Study in the second cycle.These inputs, among others, at the first meeting, students are invited to watch the debate video, so they can see how the debate should be done.After that BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 99 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 students are asked to analyze the video of the debate they have watched.Through the debated video play, students are expected to understand the active and vigorous debate exercise and can analyze the video of the debate they are watching.The input given by the lesson study team is expected to make the debate in the second cycle of II meeting can run well and can achieve the expected goals.Implementation of Cycle II Description of Meeting I In cycle II students show enthusiasm and seem more well prepared to face the debate , and hopefully can practice the debate well.The activity of cycle II focuses on student debate skills which is the ultimate goal of one of speech skills and is a manifestation of the competence attainment that should be possessed by the students after following the course of speaking skill by putting forward discipline and teamwork as indicated by high collaborative collaboration between students or divisions in the debate.Activity in cycle II was held in two face-to-face meetings by one model lecturer who served as a facilitator during the lecture, i.e. on December 26, 2017 at 10.00 WIB at the meeting I, January 2, 2018 at 10.00 WIB at the second meeting.Plan Stage The plan phase is implemented on December 23, 2017.The implementation of Cycle II of meeting I was conducted based on the recommendation of the observer lesson study team in the see phase, which has been going on the first cycle of the second meeting, that is the urgency to be done and the planning of the more mature learning in cycle II, so that the implementation of lesson study can be planned.Plan phase begins with the improvement and preparation of RPS to be implemented based on reflection from cycle I meeting II.The second cycle RPP focuses on improving the discipline of the team and overall team members, especially in relation to the completion of the established division targets as well as the progress of each division in organizing its tasks and responsibilities later in the course of the debate.Improvements that need to be done at this stage is about the discipline of students on the achievement of duties and responsibilities of each division on the final BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 100 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 confirmation and clarification of the achievement of the final target of each division.Activities will be held in the Buya Hamka g edung B hall as part of the first stage action action, the model lecturer acting as the facilitator and the lesson study team acting as observer.Stage Do Phase Do for the second cycle of the meeting I held on December 26, 2017 held in Buya Hamka Hall of Building B, at 10:00 to 11:40 pm.Activity begins with reading basmalah, then the model lecturer gives strengthening in the form of motivation to the students about the importance of discipline and teamwork to achieve the desired goals together can be achieved.The Lesson Study team has prepared several videos for playback on the implementation of lesson study and students are asked to listen to the video.The students were then given a stimulus by the model lecturers to comment on the video, either about the advantages or disadvantages of the video debates they had watched, as well as the debate they had done in cycle 1 of meeting 2. Knowing the advantages and disadvantages of the debate process that had been watched and evaluated the implementation of the debate that has been done in cycle 1 of meeting 2, it is expected that students can improve their ability in the debate and realize that the debate they have done there are still many shortcomings and determined to fix it together.See Stage The reflection phase of the implementation of Cycle II of Meeting I was held after the implementation of the first meeting ended.Based on the observations from the lesson study team, after watching the debate video there is an increase of students' activity in bringing their opinions better than the implementation of the debate in cycle I, meeting II.The debate video that has been aired has a positive effect on sharing after the debate.The lesson study team saw a lot of the opinions expressed, and the students boldly raised their hands to deliver the observed video of the debates they had seen.The observer team believes the students are able to carry out the Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 101 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 The phase plan for the second cycle of the second meeting was agreed on Saturday 23 December 2017.The debate was conducted by providing space for all students to be able to convey their aspirations related to the predetermined theme.Students and lesson study teams are present 5-10 minutes early.Students are divided into 2 major groups namely negation and affirmation group.The theme of the debate has been determined by the student and approved by the model lecturer.Stage Do Do activities or the implementation of Lesson Study conducted on December 23 to implement Cycle II meeting II.At this stage, the model lecturers divide the students into two major groups namely the negation group and the affirmation group.Moderators are taken from one of the students who can be neutral, and each student must actively engage in debate activities by providing arguments against a predetermined theme.The practice of debate for the second cycle of meeting II runs passionately and the student's enthusiasm looks higher than the debate activity in cycle I of meeting II.This shows the improvement of the students' ability to understand the concept of good debate.Evaluation conducted by the observer team also praised the model lecturer who has succeeded in stimulating students to actively express their opinions.Finally, the implementation of studentoriented learning was well done.See Stage The reflection phase of the implementation of Cycle II of Meeting II was held after the implementation of the second meeting ended.Based on the results of the observation from the lesson study team, the implementation of the debate activities went smoothly, there was an increase in the ability to express opinions and certainly better than the implementation of the debate in cycle I, meeting II.In the debate this time formed groups of negation and affirmations in large groups.Each student in the two groups is required to express an opinion.The result is the students' ability to increase sharply.The debate process went smoothly, all the students involved argued, and all were motivated to argue, so the debate could be said to be successful without any significant obstacles.This indicator of BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 102 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 success can also be seen from the arguments and the action of each group in giving their arguments to convince the opposing group.At the time of evaluation, all the observer lecturers gave a positive assessment on each student because all the students looked active.Group collaboration among students is already apparent with an indication that the debate has been well executed, and the debate goes smoothly with no significant obstacles.The video debate that has been shown in cycle II of meeting I, gives great influence to the students on the understanding students in the implementation of the debate.The lesson study team saw a lot of the opinions expressed, and the students boldly raised their hands to convey their response to the arguments made by the opposing group of debates.DISCUSSION The implementation of lesson study is one of the effective steps to improve the professionalism of a lecturer in providing difficult learning for students.From learning of speech skill which synergized into lesson study give positive impact not only for lecturer of observer, observer, but also for student.Positive impacts for lecturers who speak while conveying debate material are clearly illustrated when they perform the lesson study phase of the Plan.Do, and See.At the time of designing the lecturer's lessons seemed enthusiastic to give his opinion and together with the observer preparing the lesson.It is felt that the lecturer gives impact to the learning device that is prepared to be better, because what is done to improve the debate ability is the result of mutual thinking between the lecturer and observer.At the time of Do, there are several things that the model lecturer feels.First, feeling a little nervous because in learning so far there is no observer.Based on the results of interviews with students, they feel happy because the lessons of the lecturers are more focused, because the model lecturer and using the learning model and the media are effective and fun.Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 103 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 1) Preparatory discussion led by Head of Study Program Model Lecturer conveys RPS and technical activities Learning design is made by focusing on the importance of teamwork and student discipline.In addition, in this activity also discussed the time of open class implementation, materials, strategies, and teaching materials that will be used during the implementation of lesson study.From the discussion, it was found that the material that will be taught by the model lecturer is debate because this material is difficult and passive.So passive does not produce maximum ability.Stage Do Learning activities started from model lecturers open Learning activities by reading basmalah, then the model lecturers associate the previous learning materials (discussion) with today's learning materials that is debate.In accordance with the Lesson Plan, the model lecturer provides the introductory material with lecture and discussion methods.The implementation of this lesson aims to provide knowledge about debates and information about teamwork.Implementation of learning on the process do cycle I meeting I can see model lecturer activity more active than the student on the process do (implementation).Students are very passive, when model lecturers provide stimulus questions directly and indirectly.Model lecturers seem difficult to make students become more active.Such learning process continues until the end of learning.At the end of the lecturers' model, the students concluded and motivated the students to be more active in responding, asking questions, and answering the questions raised by the model lecturer during the teaching and learning activities.After giving motivation to student of lecturer model ending stage do in cycle I of meeting I. From process of learning at cycle I meeting I can be concluded that Teaching Learning Activity is still centered on lecturer or Teacher Center Learning.See Stage BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 104 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 Phase see or evaluation is done immediately after stage do finish.At the see stage, the lesson study implementing team discusses all the activities that have been carried out at the stage of do.Based on observations made by the observer lecturer who has observed activities provide input to model lecturers.From the observation has not seen the ability of students in argument, the students are still very passive and only listen to the explanation of the model lecturer, whereas the purpose of this Lesson Study is the activity of students becomes the main goal in the learning process.Phase do that has been dilaksnakan still has some shortcomings, among others: 1.In general, in the 1st and 1st cycles, Lesson Study activities have not been seen because it has not succeeded in generating student-centered learning activities, therefore the model lecturer is expected to change teaching methods that can make the student more active in the Teaching and Learning Process.2.Time management undertaken by lecturer model is still less well ordered.Lesson study teams and students are still late in the room.3. Characteristics of students who prefer silence rather than speaking if not appointed to convey his argument, making it difficult for model lecturers to see students' speaking ability.For that at the second meeting, the active speaking should be focused on the students.4. The lecture and discussion methods used are less interesting, because the lecturers of the model are more actively speaking than the students.In the second meeting directly held the pr Based on the results of the discussion of the implementing team of lesson study, it is necessary to improve and plan the more mature learning in the implementation of the second meeting, so that the implementation of this lesson study can run well and able Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 105 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 Implementation of the second meeting is more focused on liveliness of students in speaking or argument in the debate that the topic chosen by the students themselves.It is expected that both groups who will argue either as a negation or affirmative group can play an active role and produce brilliant ideas.Plan Stage This stage begins with the improvement and preparation of RPS that will be implemented based on reflection on the first cycle of meeting I.The RPS in cycle II focuses on the students' ability in speaking and the application of inquiry method in the learning process.The use of inquiry method is intended to generate student-centered learning activities.Through this method students are asked to search for their own video debates and they are asked to learn for themselves how to debate.Model lecturers are no longer actively speaking, but rather focus on the students' ability to convey their arguments, through the practice of debate.Stage Do Lecture activities begin with reading basmalah, followed by the purpose of the lecture to be achieved during the lecture took place, as well as strengthening the importance of discipline and cooperation.After linking the previous week's material and conveying the steps to be taken at the second meeting, the model lecturer then directs the student representing the group / division of negation and affirmation to occupy their respective positions and then the model lecturer distributes the LKM (Student Working Sheet) to be completed by each division.All members of either affirmation or negation division are responsible with their respective divisions.The debate takes approximately 60 minutes, and each member of the division must master the LKM which will be discussed in the sharing group between divisions.Each group / division that has been preparing for the debate is given prior instruction by the model lecturer.The affirmation division is given time to deliver its presentation, followed by a negation division that denies and provides an argument.Implementation of the debate takes place is governed by the model lecturer as the moderator, until the debate BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 106 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 is over and each division has given his or her respective arguments.After the debate is completed, each division is grouped to provide information of the performance that has been achieved and has not been achieved.Each group discusses and coordinates what has been achieved and what each division needs.This sharing activity lasts for 20 minutes.At the end of the lecture, the model lecturer concludes the results of the debate activities that have taken place and provide motivation for students to be more active in delivering their arguments.Model lecturers remind students of the importance of discipline and solid teamwork to achieve the expected goals.See Stage The reflection stage of the implementation of the second meeting is executed after the end of the second meeting.In the reflection phase, the implementing team discusses all the implementation of the debate activities at the stage of do.Based on observations made, the observer lecturers appreciated the attendance of the students who arrived just in time.This can be indicated as the impact of the motivation given by the model lecturer.For the debate activities the lesson study team considered that the debate was very flat, did not show good passion, the systematics of debate did not go well.Students who judge are very passive because they are not given the opportunity to speak, they should also be involved to contribute their advice and not just be a good listener.Based on observations on debate activities that have been going on, the team of observers provide input improvements and planning implementation of lesson study in the second cycle.These inputs, among others, at the first meeting, students are invited to watch the debate video, so they can see how the debate should be done.After that students are asked to analyze the video of the debate they have watched.Through the debated video play, students are expected to understand the full and active debate spirit and can analyze the video of the debate they are watching.The input given by the lesson study team is expected to make the debate in the second cycle of II meeting can run well and can achieve the expected goals.Implementation of Cycle II BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 107 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 Activity cycle II focuses on student debate ability which is the ultimate goal of one of speech skill and is a manifestation of competency achievement that should be possessed by students after attending speech skills course by emphasizing discipline and teamwork indicated by high collaborative collaboration both among students or division in the course of the debate.Plan Stage The plan phase is implemented based on the recommendation of the observer lesson study team in the see phase, which has taken place in the first cycle of the second meeting, which is very urgent to be done improving and planning the more mature learning in cycle II, so that the implementation of lesson study can be planned.Plan phase begins with the improvement and preparation of RPS to be implemented based on reflection from cycle I meeting II.Stage Do The activity begins with reading basmalah, then the model lecturer provides strengthening in the form of motivation to the students about the importance of discipline and teamwork so that the desired goals together can be achieved.Model lecturers and Lesson Study Teams have prepared several videos for playback on the implementation of lesson study and students are asked to listen to the video.The students were then given a stimulus by the model lecturers to comment on the video, either about the advantages or disadvantages of the video debates they had watched, as well as the debate they had done in cycle 1 of meeting 2. Knowing the advantages and disadvantages of the debate process that had been watched and evaluated the implementation of the debate that has been done on the 1st cycle of meeting 2, students are expected to improve their ability in the implementation of the debate and realize that the implementation of the debate that they have done there are still many shortcomings and determined to improve it together.c.See Stage Based on the observations from the lesson study team, after watching the debate video there is an increase of students' activity in bringing their opinions better than the implementation of the debate in cycle I, meeting II.The video debate that has been aired has a positive effect on the discussion after the debate.BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 108 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 The lesson study team saw a lot of the opinions expressed, and the students boldly raised their hands to deliver the observed video of the debates they had seen.The observer team believes the students are able to carry out the debate better.Meeting Description II Plan Stage In addition to setting up learning tools, planning is formatted by providing space for all students to be able to convey their aspirations regarding a predetermined theme.The theme of the debate has been determined by the student and approved by the model lecturer.Stage Do Activities at this stage, model lecturers divide the students into 2 major groups namely negation and affirmation groups.The moderator is appointed from one of the students who can be neutral, and each student must actively engage in debate activities by providing an argument against a predetermined theme.The practice of debate for the second cycle of meeting II runs passionately and the student's enthusiasm looks higher than the debate activity in cycle I of meeting II.This shows the improvement of the students' ability to understand the concept of good debate.Evaluation conducted by the observer team also praised the model lecturer who has succeeded stimulate students to actively express their opinions.Finally, of the implementation of Cycle II of Meeting II was held after the implementation of the second meeting ended.Based on the results of the observation from the lesson study team, the implementation of the debate activities went smoothly, there was an increase in the ability to express opinions and certainly better than the implementation of the debate in cycle I, meeting II.In the debate this time formed groups of negation and affirmations in large groups.Each student in the two groups is required to express an opinion.The result is the students' ability to increase sharply.The debate process went smoothly, all the students involved argued, and all were motivated to argue, so the debate could be said to be successful without any BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 109 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 significant obstacles.This indicator of success can also be seen from the arguments and liveliness of each group in giving their arguments to convince the opposing group.At the time of evaluation, all the observer lecturers gave a positive assessment on each student because all the students looked active.Group collaboration among students is apparent with an indication that the debate has been well executed, and that the debate has gone smoothly with no significant obstacles.The video debate that has been shown in cycle II of meeting I, gives a big influence to the students on the students understanding in the implementation of debate.The lesson study team saw a lot of the opinions expressed, and the students boldly raised their hands to convey their response to the arguments made by the opposing group of debates.CONCLUSION The results of the implementation of lesson study activities in UHAMKA FKIP Language and Literature Education Study Program conducted in 2 cycles, each cycle 2 meetings can be summarized as follows: 1. Inquiri learning model and audio-visual media is very effective use in the implementation of the course speaks, especially the debate because the method is stimulating students to be creative-innovative in bringing up ideas.2. Lesson study activities held generally run smoothly.Some constraints concerning the time and activity of the students into their own problems which must be addressed immediately.Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/P-ISSN : 0853-2710 E-ISSN : 2540-8968 110 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 contribution provided by students and lesson study teams from the preparation stage to the implementation of the debate.b.Cooperation, seen from the performance of students who experience improvement after conducting meetings, and progressing and improving quality cooperation at the time of debate in cycle II, meeting II.c.The results of this Lesson Study activity, fostered the spirit of lecturers and leaders study program to design similar activities in the next semester, because this activity adds theoretical and practical knowledge in learning process in the classroom.This lesson study data is done through observation by using observation sheet and video recording during the process.On the execution of a technician recording using handycam.Shooting done thoroughly then will be editing on some events that are considered important.In general the activity steps are as follows: a. Model lecturers carry out the lecture process from the learning contract until the next meetings.b.The team made observations on time agreed c.After 1 lecturer observation model with team of lesson study do reflection of observation result supported by whole video recording of learning d.Model lecturers together with lesson study teams plan activities based on the results of reflection where the crucial things that need to be repaired are being improved in the next meeting.e.The model lecturer returns to the lecture process and the lesson study team