Journal of English Language Teaching Volume 3 Nomor 2, Agustus 2016 ISSN: 2548-5865 79 ENGLISH TRAINING PROGRAM THROUGH DEBATE METHOD FOR TEACHERS OF SMKN 1 SINGOSARI MALANG Arining Wibowo (1) (cacamarisa90@yahoo.com (1) ) Kanjuruhan University of Malang ABSTRACT The aim of this training is to teach English language teachers of Vocational High School/SMKN 1 Singosari Malang. The absolute role of English as a medium of communication and learning for vocational students is undeniable. Vocational High School is dedicated to produce technical worker which they are prepared to be readily working after graduated without continuing to study on college degree. By having English language as their fluent second language, alumnus will have big weapon to compete in the current bothersome job demand. Problem of teaching-learning English is the one background of this training. English Debate method is a new method in SMKN 1 which they are introduced various techniques to learn English. By this method, teachers will be talented to teach English to students actively and innovatively. The result of this training told us that English Debate is effective method to be applied on teaching-learning English especially on speaking. Keywords: English Debate, SMKN 1 Singosari Malang, Training INTRODUCTION Responding to the role of english in the modern world lately has caused increasingly widespread tendency to teach or introduce english in various circles and education level. School smk (vocational high school) is known as secondary education institutions practitioners working printer. Smk has several departments (education program) in terms of employment where students can plunge into the field of work after studying for three years. This is in contrast to the high school level sma (senior high school) that puts the exact subjects, non-exact and language and do not equip students with the expertise of specialized labor. For the vocational school graduates, english is absolutely necessary or even mandatory to be ruled given they will be directly involved in the world of work is now qualified with the english language. For that learning English at SMK be one of the priorities that should be encouraged. Having conducted interviews with classroom teachers and principals smk 1 singosarimalang obtained the explanation that there are still difficulties on their english learning process, especially concerning the speaking skill. To overcome this, the English language training for teachers Journal of English Language Teaching Volume 3 Nomor 2, Agustus 2016 ISSN: 2548-5865 80 need to be held to equip the teachers in order to equip students with english skills that are needed in employment. The purpose of this devotion to equip an english teacher at smk 1 singosari in improving the capability and expertise to teach english and also can be used as one method of learning english in smk 1 singosarimalang. After the training was held for teachers smk 1 singosarimalang, there was a significant result is an increase in the knowledge of the teachers in teaching english, especially in the areas of speaking. This is consistent with the mission of this training is English debate is expected to improve the ability of teachers, especially in the areas of speaking. English Debate English Debate is one of the most brilliant alternative to hone and improve their English. When we argue we are not only wearing speaking skills, because at the same time, we also use listening skills (having to listen to all the arguments detail opponent team). Before the debate we must also prepare for the debate material, which when doing so, we have to look for information related to a given topic on the Internet or other sources, where it will automatically train reading skills because we are obliged to read the material. After that we also have to write the information down and arrange them in a way that sepersuasif and semeyakinkan possible to be able to make the jury and the audience understands and supports our argument, this is where writing skills are trained skill. So, basically following the English debate competition, we will be faced with the situation and the conditions in which we have to use and train all English language skills (Speaking, Listening, Reading, Writing) at the same time. This of course, is the most appropriate way to improve our English skills. And not only English skills, at the same time we can also increase confidence when speaking in public, and we will also improve the analytic thinking (thinking analysis), where we will be trained to analyze each of the hot topics of national and international worldwide with way of critical thinking, and logical (as in the case of political, social, economic, cultural, legal, war, middle east, global warming, etc.). This of course would turn us into people who are more knowledgeable and concerned with all sorts of events (problems / conflicts) around us both in the national and international territory. Method of Execution There are six steps to realize training activities can walk up. The sixth step is described as follows: (1) The planning of training activities with teachers and principals (2) Designing materials (3) Creation of English language materials and drawing (4) Training basic English (5) Practice speaking English and drawing (6) Evaluation. Journal of English Language Teaching Volume 3 Nomor 2, Agustus 2016 ISSN: 2548-5865 81 DISCUSSION 1st Session : Introduction to Theories of Learning English for Adults: This session held after the opening. In this session, speakers explore various things about the English language learning theory. It is most emphasized in this session is a fundamental difference of language learning method for adults and children. Briefly speakers also spoke briefly about the different characteristics of the child, how to achieve a fun learning situation, choose the appropriate method for some children who have a unique character, and so forth. 2nd Session : Introduction Methods English Debate: In this session the participants Training (training) introduced about a good debate and how the strategy debate in English. 3rd Session : How to Search for Source Material : In today's technological era, the use of the Internet can be very helpful in finding references teaching materials. Many sources that provide learning materials for children. To the teachers and principals also provided about ways to get these different sources either through paid or free sites altogether. 4th Session : Performance: In this session, the participants were given the opportunity to demonstrate performance by practicing methods of debate. 5th Session : Evaluation: In accordance with the draft evaluation contained in the filing of this devotion, the executive committee also set the final evaluation. Standard imposed is at least training participants can be said to be successful if at least 75% achieved a score of learning. Training is successful if at least 85% of the number of participants successfully. The success rate of this can be seen from the response training participants in carrying out training through the understanding of the material has been delivered, including the activity of the participants in response and ask about related material. CONCLUSION Based on the results of the feedback obtained from the participants obtained information that the training activities (training) is very relevant to the needs of the participants to teach back to his disciples students SMK 1 Singosari Malang. They feel a new insight and skill to applicable and helpful. In addition they are also happy with the techniques and training methods are applied. Journal of English Language Teaching Volume 3 Nomor 2, Agustus 2016 ISSN: 2548-5865 82 REFERENCES Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide. England: Pearson plc. Hewlett, Claire., Ward, Hellen., Roden, Judith., & Julie Foreman. (1988). Teaching Science in the Primary Classroom: A Practical Guide (Paperback). Paul Chapman Publishing ASAGE Publications. Mulyasa, E. (2002). Kurikulum Berbasis Kompetensi Konsep, Karakteristik dan Implementasi. Bandung, Rosdakarya. Sugiyono. (2002). Teori Pendidikan Praktis. Bandung: Alfabeta.