appendix 1 syllabus - eprints.umk.ac.idxi video internet listening 8. monologue textunderstandin g...

51

Appendix 1

Syllabus

School : MA NU Banat Kudus

Subject : English

Class /Semester : X1/2

SK KD MATERIAL ACTIVITY INDICATOR CHARACTER

RESULT

SYNCKRONIZATION

SCORE TIME SOURCE SK/KD SUBJECT

Listening

1. Understandin

g the

meaning of

transactional

and

interpersonal

conversations

in the context

of everyday

life.

7.1 Responding to the

meaning in conversation

transactional (to get things done) and

interpersonal

official (social) and continues

(sustained) that uses

a variety of spoken

language

accurately, fluently

and acceptable in the context of

everyday life and

involves speech acts: expressing

attitude towards

something, expressing feel of

love, and

expressing feel of sadness

Spoken text/dialogue

involving speech acts:

o Expressing attitude

towards something

e.g. A: I’m against the

idea. B: I can’t agree more.

o Feelings of love

e.g. A: I love you.

B: I love you too.

o Feelings of sadness

e.g. A: This is the

lowest time in my life.

B: Take it easy.

Listen to the

conversations of

interpersonal /

transactional via

audio.

Discuss the speech

acts used in

conversation.

Identify the meaning

of words from

speech acts to be

heard.

Determining the

implicit and explicit

information in a

conversation by

answering questions

that teachers provide.

In pairs wants a shot

using speech act in a

short conversation.

Finding a speech act in conversation

heard.

Identify the meaning of speech

acts in conversation heard.

Determining the implicit and explicit

information in the

conversation is heard.

Determine the

information expressed in the

conversation is

heard.

Applying speech

act in conversation.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesian

language - Oral: Essay

structural.

- Project: Free

writing.

- Portofolio:

Essay

structural.

(4 X 45

Minutes)

2 x 45

2 x 45

- Look A

Head Grade XI

- Audio

- Listening

script

- Internet

- LKS

52

Speaking

9. Reveal

meaning in

transactional

and

interpersonal

conversations

in the context

of everyday

life.

9.1 Expressing to the

meaning in conversation

transactional (to get

things done) and interpersonal

official (social) and

continues

(sustained) that uses

a variety of spoken

language accurately, fluently

and acceptable in

the context of everyday life and

involves speech

acts: expressed attitude towards

something,

expressing feel of love, and

expressing feel of

sadness.



o Expressed attitude

towards something

e.g. A: I’m against the

idea.

B: I can’t agree more.

o Feelings of love

e.g. A: I love you. B: I love you too.

o Feelings of sadness

e.g. A: This is the

lowest time in

my life. B: Take it easy.

Listen to the

conversations of

interpersonal /

transactional through

video.

Discuss the use of

speech acts in

conversation heard.


of words from

speech acts to be

heard.

Determining the


information in a

conversation with

the teacher to answer

questions.


using speech act with

polite response.

Finding a speech


Identify the

meaning of a speech act in

conversation.

Determine the information implicit

in the conversation.

Determine the

information

expressed in the conversation.

Using speech act in conversation.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesian


structural

- Project:

Dialogue

- Product: Dialogue

(4 X 45

Minutes)

2 x 45

2 x 45

- Look A

Head Grade

XI

- Video

- Internet

- LKS

Listening

2. Understandin

g the

meaning of

transactional

and

interpersonal

conversations

in the context

of everyday

life.

7.2 Responding to the meaning in

conversation transactional (to get

things done) and

interpersonal (social) and the

official continues

(sustained) that uses a variety of spoken

language

accurately, fluently and acceptable in

the context of

everyday life and involves speech

acts: expressing

embarrassment, expressing anger,

and expressing

annoyance.

Spoken text/dialogue involving speech acts:

- Embarrassment e.g. A: I was so

embarrasse. B: I don’t think it’s a

big deal.

- anger e.g. A: There’s nothing

to talk about.

Get out of here! B: If you say so.

- annoyance e.g. A: I can’t take this anymore.

B: Sorry about that.

Listen to the

conversations of

interpersonal /

transactional via

audio.

Discuss the use of

speech acts in

conversation heard.


of words from

speech acts to be

heard.

Determining the


information in a

conversation by

answering questions



Finding a speech act

in conversation

heard.


of speech acts in

conversation heard.

Determining the

implicit information

heard in

conversation.

Determine the

information

expressed in the

conversation is

heard.

Applying speech act

in conversation

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesian language

- Oral: Essay structural

- Project: Free

writing

- Portofolio:

Essay

structural

(4 X 45 Minutes)

2 x 45

2 x 45

- Look A Head Grade

XI

- Audio

- Listening

script

- Internet

LKS

53

using speech act and

the response in a

short conversation.

Speaking

9. Reveal

meaning in transactional

and

interpersonal conversations

in the context

of everyday life.

9.2 Expressing to the

meaning in

conversation transactional (to get

things done) and

interpersonal (social) and the

official continues

(sustained) that uses a variety of spoken

language

accurately, fluently and acceptable in

the context of

everyday life and involves speech

acts: expressing

embarrassment, expressing anger,

and expressing

annoyance.



- Embarrassment e.g. A: I was so

embarrassed. B: I don’t think it’s a

big deal.

- Anger

e.g. A: There’s nothing

to talk about. Get out of here!

B: If you say so.

- annoyance e.g. A: I can’t take this

anymore. B: Sorry about that.

Listen to the video

conversation

interpersonal /

transactional

individually

Finding the speech

acts used from the

video that was heard

in conversation.


of the word speech

acts of the video is

heard.

Determining the


information in the

conversation in the

video by answering

questions that

teachers provide.


using speech act and

its response in the

form of a

conversation.

Finding a speech


Identify the

meaning of a

speech act in

conversation.

Determine the information implicit

in the conversation.

Determine the information

expressed in the conversation.

Using speech act in

conversation.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesian


structural

- Project: Dialogue

- Product:

Dialogue

(4 x 45

Minutes)

2 x 45

2 x 45

- Look A

Head Grade

XI

- Video

- Internet

LKS

Listening

8. Understandin

g meaning in

short functional

text and

monologue in the form

of spoof,

narrative, and hortatory

exposition in

the context of

8.1 Responding to the meaning contained

in simple short

functional spoken text (e.g

announcements,

advertisements, invitations, etc)

Official and

unofficial accurately, fluently

and acceptable in

various contexts of

Oral short functional

text:

- banner

- poster - pamphlet

Listen to oral short

functional text.

Finding the topic of

short functional text

is heard

Identify the

information implicit

and explicit in the

conversation by

answering questions



Finding the topic of the text is heard.

Identify implied information from

the text to be heard.

Identify explicit

information from

the text to be heard.

Determine the

meaning of words

from the text that was heard.

Determining the

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesian language

- Oral: Essay

structural

- Project: Free

writing

- Portofolio:

Essay

structural

(4 x 45 Minutes)

2 x 45

2 x 45

- Look A

Head Grade XI

- Audio

- Listening

script

- Internet LKS

54

simple daily

life

everyday life. of words of text to be

heard is heard.

Setting the reference

and communicative

purpose of the text is

heard.

In pairs make a

simple short

functional text.

communicative

purpose of the text is heard short

functional.

Applying a simple short text functional

in writing.

Speaking

10. Reveal

meaning in short

functional

text and simple

monologue

shaped spoof, narrative, and

hortatory

exposition in the context of

everyday life.

10.2 Expressing meaning

in short functional

form of the spoken text and the official

unofficial using a

variety of simple spoken language in

different contexts of

everyday life.

Oral short functional

text:

- banner - poster

- pamphlet

Listen to a short

video about

functional text.



contained in the

video.

Identify implicit and

explicit information

in oral short

functional text

contained in the

video.

Determine the

meaning of words

and communicative

purposes of oral


contained in the

video.

As a group wants a

shot to make a short

functional text and

practice in front of

the class.

Finding a topic of

short spoken text functional.

Identify the implicit

information of oral functional short

texts.

Identify explicit information from

short spoken text functional.

Determine the

meaning of words

spoken short

functional text.

Determining the

communicative purpose of the short

functional text.

Using short functional text in

oral form.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesian


structural

- Project: Dialogue

- Product:

Dialogue

(6 x 45

Minutes)

2 x 45

2 x 45

2 x 45

- Look A

Head Grade

XI

- Video

- Internet

LKS

Listening

8. Understandin

g meaning in

short functional

text and

monologue

8.2 Responding to the meaning in text

using a range of

simple monologue

spoken language

accurately,

Text oral spoof.

Text oral narratives.

Text oral hortatory exposition.

Listen to the monologue text of

individual video

Discuss the monologue text of

video in groups

Finding information

Finding information implied from the

text being heard.

Finding explicit information in the

text is heard.

Identify the

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Indonesia language

- Oral : Essay

structural

- Portofolio:

Essay

structural

(6 x 45 Minutes)

2 x 45

2 x 45

- Look A

Head Grade XI

- Video

- Listening

script

- Internet

55

in the form

of spoof, narrative, and

hortatory

exposition in the context of

simple daily

life

fluently and

acceptable in the context of

everyday life in

the form of text; narrative, spoof,

and hortatory

exposition.


in the text monologue featured

in the video is

heard.

As a group identify

the meaning of

words and word

monologue

references in the

text to be heard;

As a group

determine the communication

objectives of

monologue text contained in the

video is heard.

As a group figuring out the

characteristics of the language of the

text contained in a

video monologue is heard.

meaning of words

in the text monologue is heard.

Identify refer words

in the text monologue is heard.

Determine the communication

purpose of the text

is heard.

Determine the

general framework of the text is heard

Determining the

linguistic characteristics of

the text that is

heard.

Innovative.

Responsibility.

2 x 45 - LKS

56

Speaking

11. Reveal meaning in

short

functional text and

simple

monologue

shaped spoof,

narrative, and

hortatory exposition in

the context of

everyday life.

10.2 Expressing

meaning in text using a range of

simple

monologue spoken language

accurately,

fluently and

acceptable in the

context of

everyday life in the form spoof,

narrative and

hortatory exposition.

Text oral spoof.

Text oral

narratives.

Text oral hortatory exposition.

Listen to the

monologue text of the video.

Discuss the monologue text of

video in groups

Finding information implicit and explicit

in the text monologue featured

in the video is

heard.

As a group

determine the

implicit and explicit information in a

conversation by

answering questions that teachers

provide.

As a group identify the main idea, the

meaning of the word monologue

text to hear the

teacher to answer the questions orally.

As a group determine the

communication

objectives of the text contained in a

video monologue

orally.

As a group figure

out the general

framework and

linguistic

characteristics of the text contained in

a monologue video

is heard.

Finding information

implied from the monologue text.

Finding explicit information in the

monologue text.

Identify the word meaning of a

monologue text .

Identify the referral

of monologue text.

Determine the purpose of

monologue text communication.

Determine the general framework

of the monologue

text.

Determining the

linguistic

characteristics of

the monologue text.

Using verbal monologue text.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesia


structural

- Project:

Dialogue

- Product: Dialogue

(6 x 45

minutes)

2 x 45

2 x 45

2 x 45

- Look A

Head Grade

XI

- Video

- Internet

- LKS

57

Reading

11. Understanding the

meaning of

short functional

text and

simple essay

form of a

spoof,


exposition in

the context of everyday life

and to access

knowledge

11.1 Responding

meaning in short functional text

(e.g, banners,

posters, pamphlets, etc) and the

official unofficial

accurately,

smoothly and

appreciate the use

of a variety of written language

in the context of

everyday life.

Banner

Poster

Pamphlet

Provide examples of


in groups.


short text functional.

As a group, identify


information from


by answering

questions posed.

Analyze the meaning

of words and

references of short

functional text that is

read.

Determine the

communication

objectives of a given

functional text.


a short text that reads functional.

Identify implied information of short

functional texts is

read

Identify explicit

information from the text that reads

short functional.

Analyze the meaning of words

from the text that

reads short functional.

Analyzing the referral of said

short-read text

functional.

Determine the

communication

objectives of short-

read text functional.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesia

language - Written:

Essay

structural

- Project:

multiple

choices.

(4 x 45

minutes)

2 x 45

2 x 45

- Look A

Head Grade XI

-Realia thing

(banner, poster,

pamphlet)

- Internet

- LKS

Writing

12 Expressing meaning in

short

functional text and

essay writing

simple form of spoof,


exposition in

the context of everyday life

12.1 Expressing

meaning in short functional written

text (e.g, banners,

posters, pamphlets, etc) Official and

unofficial

accurately, smoothly and

appreciate the use of a variety of

written language

in the context of everyday life

Banner

Poster

Pamphlet

Provide examples of short functional

text.

Ask students to determine the topic

in the writing of short functional

text.

Ask students to write the main ideas

in written text and

elaborate it.

Creating a draft

before writing a short functional text

using grammar,

vocabulary, punctuation and

correct spelling

Determining the topics in the text

entry

Identify the purpose of communication

in writing the text.

Using the grammar,

vocabulary,

punctuation, correct spelling in the

writing of the text.

Describe the basic

ideas in the writing

of the text.

Conceptualize the

content of the writing of the text.

Revise the content of the text

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesia


structural

- Written :

1. Essay

structural 2. Free writing

- Portofolio:

Essay structural

(6 x 45

minutes)

2 x 45

2 x 45

2 x 45

- Look A

Head Grade X

-Realia thing

(banner, poster,

pamphlet)

- Internet - LKS

58

Ask the other group

to revise the draft that has been made.

Editing the text of the revised results.

Produce a short functional text by

providing clear

information.

Editing the revised

text

Generate text is

good and right.

Reading

11. Understandin

g the

meaning of short

functional

text and simple essay

form of a

spoof, narrative, and

hortatory

exposition in

the context of

everyday life

and to access knowledge

11.2 Responding meaning and

rhetorical steps in

simple essay accurately, fluently

and acceptable in

the context of everyday life and to

access knowledge

in the form of text reports, narrative,

and hortatory

exposition.

Spoof

Narrative

Hortatory exposition.

Provide examples of

monologue text as a

group.

As a group, discover


information from the

text monologue by

way of answering the

questions given.

Identify the main

idea and meaning of

words from the text

being read.

Determine the

referral and

destination word

monologue text is

readable.

As a group figuring

out a common

framework and

language

characteristics of

monologue text that

reads.

Finding information implied from the

monologue text readable.

Finding explicit

information in the text that reads

monologue.

Identify the main

idea of the text is

readable monologue.

Identify the

meaning of a word

that reads the text

monologue.

Determine the

referral of monologue text that

is read.

Determine the communication

objectives

monologue text that is read.

Analyze common framework of

readable monologue

text.

Analyze the

linguistic characteristics of

the monologue text

is reads

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesia language

- Written :

Essay structural

- Project: multiple

choice

(6 x 45 minutes)

2 x 45

2 x 45

2 x 45

- Look A Head Grade

XI

- Internet - LKS

59

Writing

12. Expressing meaning in

short

functional text and

essay writing

simple form of spoof,

narrative, and

hortatory exposition in

the context of

everyday life

12.2 Expressing

meaning and rhetorical steps in

simple essay

accurately, fluently and

acceptable in the

context of

everyday life in

form of spoof text,


exposition.

Spoof

Narrative

Hortatory

exposition.

Provide examples

of monologue text.

Ask students to

determine the topic in the text entry

monologue.

Ask students to write the main ideas

in written text and elaboarte

monologue.

Creating a draft before writing the

monologue text

using grammar, vocabulary,

punctuation and

correct spelling.

Ask the other group

to revise the draft is made.

Ask students to edit

the results of the

revised text.

Generate text monologue by

providing clear information.

Determine the topic

in the text entry monologue.

Using the grammar, vocabulary,

punctuation, correct

spelling in writing monologue text

Write the main idea

Elaborating the

main idea

Conceptualize the contents of the

monologue text

To revise the

contents of text.

Editing the revised

text.

Generate text monologue.

Religious

Work hard.

Cooperation.

Independent.

Curiosity.

Creative.

Innovative.

Responsibility.

Indonesia

language - Oral : Essay

structural

- Written :

1. Essay

structural

2. Free writing

- Portofolio:

Essay structural

(6 x 45

minutes)

2 x 45

2 x 45

2 x 45

- Look A

Head Grade X.

- Internet

- LKS

Kudus, .....................................

Acknowledge

The Head of School English Teacher

Drs. H. Moh. Said Siti Susanti, S.Pd

NIY. 19640727199907244

60

Appendix 2

LESSON PLAN

Subject : English

Class : XI grade

Semester : 2

Time : 2 x (45 minutes)

Topic : Expressing Love

A. Standard of competence

Speaking

Expressing the transactional conversational text and formal interpersonal and

sustained in daily life.

B. Basic of competence

Response in transactional conversation (to get thing done) and interpersonal

(socialization) formal and sustained that use spoken language accurately,

fluently, in daily life and involve speech: to express attitude to the something

love and sadness.

C. Indicators

Indicators in achievement

competence

Culture value and National

Character

1. Give the true response to the

speech: to express love

2. Do some speech in spoken

language for interpersonal

transactional: to express love

Religious, honest, tolerance,

discipline, hard-work, friendly,

curiosity, national spirit, respect to

the environment, care to the others,

love and peace.

D. Purpose of the teaching

1. The students can give a true response to the speech: to express love

2. The students can express to the speech in spoken language for

interpersonal/transactional: to express love

61

E. Teaching material

Main material: (expressing love)

Miss A: oh my dearest Antony. How could you marry such a woman like Octavia.

You said you love me. Oh how dare you! How deepest your love for me?

B: my sweetest queen, there’s a beggary in the love that can be reckoned.

F. Scenario/ procedure of teaching and learning

No Teacher Activity Students Activity Character

Building

Time

Allotment

1 Pre- Activities

Greeting the students

Checking the

attendance list

Introducing herself

Checking the students’

readiness and saying

yell “Iʼm a great

English speaker!”

“English is easy!”

-The students answer

the greeting

-The students give

the response.

-Listen to the teacher

-The students

respond the teacher

-Politeness

-Responsible

10 min

2 Main Activities

62

-Exploration

Giving guiding and

questions based on the

material

Explaining more what

the students should do

Teacher gives to

students chance to ask

Elaboration

Dividing to the group

work

Giving example a

conversation

Giving questions

related the conversation

Asking the students to

practice their speaking

skill in front of the

class, (a group consists

of 5-6 and it has been

made before) by using

role play

-Confirmation

Teacher explain more

Giving conclusion

- The students pay

attention and

answer the

questions

- The students pay

attention to the

teacher

- The students

make a group and

practice

listening to the

teacher

-Responsible

Responsibl

20 min

35 min

10 min

3 Post Activities


learn and practice

more, asking their

feeling and saying see

you

- The students

respond the

teacher

-Logic

-Politeness

5 min

G. Teaching Technique

Role play

63

H. Teaching Strategy

Asking question about the way to express love

Discussing the value in the way of expressing love

Discussing element and rhetoric steps in expressing love.

I. Learning Resources

- LKS

- Textbook

- Internet

J. Aids

- LCD

- Book

- Whiteboard and board marker

K. Evaluation

a. Technique : Test

b. Form of instrument : oral test

Instruction:

The students have to make a group, then have to practice conversation

about expressing love in front of class by using role play.

L. Assessment

Scoring Scale of Speaking Ability

No Skill Indicator Score

1. Pronunciation 1.Students have few traces of

foreign accents.

2.Students are always intelligible

thought one is concious of definite

accent.

3.Students have pronunciation

problems necessitate.

4.Students are very hard to

understand because of pronunciation

problem must frequently be asked to

5

4

3

2

64


repeat.

5. Students have pronunciation

problem so severe as to make

speech, virtually unintelligible.

1

2. Grammar 1. Students make few noticeable

errors of grammar word order.

2. Students occasioanally make

grammatical or words error

which do not, however obscure

meaning.

3. Students make frequent errors

and words order, when

occasionally abscure meaning.

4. Students have grammar and

word order errors make

comprehension difficult.

5. Students have errors in grammar

and word order so severe as to

make speech virtually

unintelligible.

5

4

3

2

1

3. Vocabulary 1. Students use vocabulary and

idiom are virtually that of native

speaker.

2. Students sometimes use

inapproriate terms or must

rephrase ideas of lexical

inadequate.

3. Students frequently use the

wrong words in a conversation,

somewhat limited because of

inadiquate vocabulary.

4. Students misuse of word is very

limited vocabulary so extreme as

to make comprehension quite

difficult.

5. Students have limitation

vocabulary so extreme as to

make conversation virtually

imposible.

5

4

3

2

1

4. Fluency 1. Students have speech as fluent

and effortless as that a native

speaker.

5

4

65


2. Students have speed of speech

seems to be affected by

language problem.

3. Students have speed and fluency

rather strongly affected by

language problem.

4. Students usually hesitant often

force into silence by language

limitation.

5. Students have speech is so

halting and fragmentary as to


imposible.

3

2

1

5. Comprehension 1. Students appear to understand

everything diviculty.

2. Students understand nearly

everything at normal speed

although occasionally repetition

may be necessary.

3. Students understand most most

what at said slowly than normal

speed with repetition.

4. Students have great difficult

following what is said that can

comprehend only social

conversation spoken slowly and

with frequent repetition.

5. Students cannot said to

understand even simple

conversational English.

5

4

3

2

1

Notes:

Final Score = Score Achieved X 95

Score Maximum

66

The Criteria of Students’ Score

SCORE CATEGORY

91 – 95

85 - 90

79 – 84

73 - 78

< 72

A. Excellent

B. Good

C. Sufficient

D. Bad

E. Very Bad

Kudus, March 2014

Acknowledge,

English teacher Practicioner

Siti Susanti,S.Pd Nilnaa Arofah

67

LESSON PLAN

Subject : English

Class : XI grade

Semester : 2



Speaking







embarrassment.

C. Indicators


competence


Character

1. Give the true response to the

speech: to express

embarrassment

2. Do some speech in spoken


transactional: to express

embarrassment





love and peace.


a. The students can give a true response to the speech: to express

embarrassment

b. The students can express to the speech in spoken language for

interpersonal/transactional: to express embarrassment

68


Main material: (expressing embarrassment)

Andi: Hi, Retno,I watched your performance last night. You’re great. You can be

a great actress.

Retno: Really? Thanks.

Andi: What are you talking about? You did it very well.

Retno: Actually,…

Andi: Why? I think your performance was great. Your acting in the play was just

great.

Retno: …. It is my twin sister, Ratna.

Andi: Really? I thought it was you. I’m sorry.

Retno: That’s fine.

Andi: No, …

Retno: That’s all right. We are identical twin.



Building

Time

Allotment

1 Pre- Activities


Checking the

attendance list




English speaker!”



the greeting

-The students give

the response.


-The students

respond the teacher

-Politeness

-Responsible

10 min

2 Main Activities

69

-Exploration

Giving guiding and


material



Teacher gives to


Elaboration


work

Giving example a

conversation

Giving questions








role play

-Confirmation


Giving conclusion

- The students pay

attention and

answer the

questions

- The students pay

attention to the

teacher

- The students

make a group and

practice

listening to the

teacher

-Responsible

Responsible

20 mi

35 min

10 min

3 Post Activities

70


learn and practice

more, asking their


you

- The students

respond the

teacher

-Logic

-Politeness

5 min


Role play


Asking question about the way to express embarrassment

Discussing the value in the way of expressing embarrassment

Discussing element and rhetoric steps in expressing

embarrassment.


- LKS

- Textbook

- Internet

J. Aids

- LCD

- Book


K. Evaluation

a. Technique : Test


Instruction:


about expressing embarrassment in front of class by using role play.

71

L. Assessment



1. Pronunciation 1. Students have few traces of foreign

accents.

2.Students are always intelligible

thought one is concious of definite

accent.



4. Students are very hard to understand

because of pronunciation problem

must frequently be asked to repeat.



speech, virtually unintelligible

5

4

3

2

1

2. Grammar 1.Students make few noticeable


Students occasioanally make

grammatical or words error which

do not, however obscure meaning.

3.Students make frequent errors and

words order, when occasionally

abscure meaning.

4.Students have grammar and word

order errors make comprehension

difficult.

5.Students have errors in grammar

and word order so severe as to make

speech virtually unintelligible.

5

4

3

2

1



speaker.




inadequate.





5

4

3

2

1

72





difficult.




imposible.



speaker.



language problem.



language problem.



limitation.




imposible.

5

4

3

2

1






may be necessary.












5

4

3

2

1

73

Notes:


Score Maximum


SCORE CATEGORY

91 – 95

85 - 90

79 – 84

73 - 78

< 72

A. Excellent

B. Good

C. Sufficient

D. Bad

E. Very Bad

Kudus, March 2014

Acknowledge,



74

LESSON PLAN

Subject : English

Class : XI grade

Semester : 2



Speaking







anger.

C. Indicators


competence


Character

- Give the true response to the

speech: to express anger

- Do some speech in spoken


transactional: to express anger





love and peace.


c. The students can give a true response to the speech: to express anger

d. The students can express to the speech in spoken language for

interpersonal/transactional: to express anger


Main material

Expressing Anger:

75

• - I can’t stand it when …..

• - It burns me up when ….

• - I was so enraged …..

• Oh no…! I don’t like it

• I hate….

I can’t take this anymore.



Building

Time

Allotment

1 Pre- Activities


Checking the

attendance list




English speaker!”



the greeting

-The students give

the response.


-The students

respond the teacher

-Politeness

-Responsible

10 min

2 Main Activities

-Exploration

Giving guiding and


material



Teacher gives to


Elaboration


work

Giving example a

conversation

Giving questions








role play

- The students pay

attention and

answer the

questions

- The students pay

attention to the

teacher

- The students

make a group and

practice

listening to the

-Responsibl

20 min

35 min

76

-Confirmation


Giving conclusion

teacher

Responsible

10 min

3 Post Activities


learn and practice

more, asking their


you

- The students

respond the

teacher

-Logi

-Politeness

5 min


Role play


Asking question about the way to express anger

Discussing the value in the way of expressing anger

Discussing element and rhetoric steps in expressing anger.


- LKS

- Textbook

- Internet

J. Aids

- LCD

- Book


K. Evaluation

a. Technique : Test


Instruction:


about expressing anger in front of class by using role play.

77

L. Assessment



1. Pronunciation 1. Students have few traces of

foreign accents.

2. Students are always intelligible

thought one is concious of

definite accent.



4. Students are very hard to

understand because of

pronunciation problem must

frequently be asked to repeat.



speech, virtually unintelligible.

5

4

3

2

1

. Grammar 1. Students make few noticeable


2. Students occasioanally make

grammatical or words error

which do not, however obscure

meaning.

3. Students make frequent errors

and words order, when

occasionally abscure meaning.

4. Students have grammar and

word order errors make

comprehension difficult.

5. Students have errors in grammar

and word order so severe as to

make speech virtually

unintelligible.

5

4

3

2

1



speaker.




inadequate.



5

4

3

78







difficult.




imposible.

2

1



speaker.



language problem.



language problem.



limitation.




imposible.

5

4

3

2

1






may be necessary.











5

4

3

2

1

79



Notes:


Score Maximum


SCORE CATEGORY

91 – 95

85 - 90

79 – 84

73 - 78

< 72

(A) Excellent

(B) Good

(C) Sufficient

(D) Bad

(E) Very Bad

Kudus, March 2014

Acknowledge,



81

Appendix 3

The score of Speaking Ability of the Eleventh Grade Students of MA NU Banat Kudus in Academic Year 2013/2014

joining conversation class before being Taught by Using Role Play

No Subjects

Aspect of Speaking

∑ Score Pronon

ciation Grammer

Vocabu

lary Fluency

Compre

hension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 A N √ √ √ √ √ 17 65

2 A K A √ √ √ √ √ 16 61

3 Aj N √ √ √ √ √ 21 80

4 A W √ √ √ √ √ 19 72

5 A A M A √ √ √ √ √ 18 68

6 A S √ √ √ √ √ 16 61

7 A Q U √ √ √ √ √ 18 68

8 A A U √ √ √ √ √ 17 65

9 B A H - -

10 D F √ √ √ √ √ 18 68

11 D R I F √ √ √ √ √ 21 80

12 D R I Y √ √ √ √ √ 21 80

13 D P √ √ √ √ √ 16 61

14 E N M R √ √ √ √ √ 17 65

15 E A S √ √ √ √ √ 20 76

82

Apendix 3. Continued

No Subjects

Aspect of Speaking

∑ Score Pronon

ciation Grammer

Vocabu

lary Fluency

Compre

Hension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

16 F A R √ √ √ √ √ 21 80

17 F T M √ √ √ √ √ 17 65

18 H S √ √ √ √ √ 18 68

19 I S √ √ √ √ √ 21 80

20 I H √ √ √ √ √ 19 72

21 K √ √ √ √ √ 18 68

22 K W √ √ √ √ √ 21 80

23 L N F √ √ √ √ √ 20 76

24 M D L √ √ √ √ √ 19 72

25 N F √ √ √ √ √ 18 68

26 N F L √ √ √ √ √ 16 61

27 N K N √ √ √ √ √ 21 80

28 N S D P √ √ √ √ √ 19 72

29 N N P √ √ √ √ √ 18 68

30 N H √ √ √ √ √ 18 68

31 N T F √ √ √ √ √ 15 57

32 N K T √ √ √ √ √ 19 72

33 O Q A √ √ √ √ √ 21 80

34 R A N √ √ √ √ √ 19 72

83


No Subjects

Aspect of Speaking

∑ Score Pronon

ciation Grammer

Vocabu

lary Fluency

Compre

Hension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

35 SM √ √ √ √ √ 17 65

36 SFNW √ √ √ √ √ 21 80

37 S N F √ √ √ √ √ 18 68

38 S C M √ √ √ √ √ 22 84

39 S A S √ √ √ √ √ 21 80

40 T K √ √ √ √ √ 18 68

41 U R √ √ √ √ √ 17 65

42 U A R √ √ √ √ √ 19 72

43 U K √ √ √ √ √ 21 80

44 V A R √ √ √ √ √ 16 61

45 V A √ √ √ √ √ 14 53

84

Apendix 4

The Calculation of Mean, and Standard Deviation of Speaking Ability

of the Eleventh Grade Students of MA NU Banat Kudus in Academic Year

2013/2014 joining conversation class before being Taught by Using Role Play

Number of interval (k) = 1 + 3.3 Log N

= 1 + 3.3 Log 44

= 1 + 5.42

= 6.42

= 6

Width interval (i) = 𝑕𝑖𝑔𝑕𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒 −𝑙𝑜𝑤𝑒𝑠𝑡𝑐𝑟𝑜𝑟𝑒

𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙

= 84−53

6

= 31

6

= 5.16

= 5

Score F X Fx x’ fx’ x’2 F(x’

2)

51 – 55 1 53 53 -3 -3 9 9

56 – 60 1 58 58 -2 -2 4 4

61 – 65 11 63 693 -1 -11 1 11

66 – 70 10 68 680 0 0 0 0

71 – 75 7 73 511 +1 7 1 7

76 – 80 13 78 1014 +2 26 4 52

81 – 85 1 83 83 +3 3 9 9

N= 44 ∑= 3092 ∑ = 20 ∑ = 92

𝑿 = 70,27

85

85

a. Mean (Average)

X = 𝑓𝑥

𝑁

= 3092

44

= 69

b. Standard Deviation

22 '.'.

N

xf

N

xfiSD

2

44

20

44

925

SD

206.0090.25 SD

884.15SD

37.15xSD

SD = 6.86

86

Appendix 5

The score of Speaking Ability of the eleventh Grade Students of MA NU Banat Kudus in Academic Year 2013/2014

joining conversation class after being Taught by Using Role Play

No Subjects

Aspect of Speaking

∑ Score Pronon

ciation Grammer

Vocabu

lary Fluency

Compre

hension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 A N √ √ √ √ √ 20 76

2 A K A √ √ √ √ √ 19 72

3 Aj N √ √ √ √ √ 22 84

4 A W √ √ √ √ √ 21 80

5 A A M A √ √ √ √ √ 20 76

6 A S √ √ √ √ √ 19 72

7 A Q U √ √ √ √ √ 21 80

8 A A U √ √ √ √ √ 20 76

9 B A H - -

10 D F √ √ √ √ √ 21 80

11 D R I F √ √ √ √ √ 22 84

12 D R I Y √ √ √ √ √ 21 80

13 D P √ √ √ √ √ 20 76

14 E N M R √ √ √ √ √ 21 80

15 E A S √ √ √ √ √ 22 84

87


No Subjects

Aspect of Speaking

∑ Score Pronon

ciation Grammer

Vocabu

lary Fluency

Compre

Hension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

16 F A R √ √ √ √ √ 23 84

17 F T M √ √ √ √ √ 19 72

18 H S √ √ √ √ √ 20 76

19 I S √ √ √ √ √ 21 80

20 I H √ √ √ √ √ 19 72

21 K √ √ √ √ √ 20 76

22 K W √ √ √ √ √ 21 80

23 L N F √ √ √ √ √ 21 80

24 M D L √ √ √ √ √ 21 80

25 N F √ √ √ √ √ 20 76

26 N F L √ √ √ √ √ 18 68

27 N K N √ √ √ √ √ 21 80

28 N S D P √ √ √ √ √ 21 80

29 N N P √ √ √ √ √ 20 76

30 N H √ √ √ √ √ 19 72

31 N T F √ √ √ √ √ 18 68

32 N K T √ √ √ √ √ 21 80

33 O Q A √ √ √ √ √ 23 87

34 R A N √ √ √ √ √ 21 80

88


No Subjects

Aspect of Speaking

∑ Score Pronon

ciation Grammer

Vocabu

lary Fluency

Compre

Hension

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

35 SM √ √ √ √ √ 19 72

36 SFNW √ √ √ √ √ 21 80

37 S N F √ √ √ √ √ 20 76

38 S C M √ √ √ √ √ 23 87

39 S A S √ √ √ √ √ 21 80

40 T K √ √ √ √ √ 19 72

41 U R √ √ √ √ √ 19 72

42 U A R √ √ √ √ √ 20 76

43 U K √ √ √ √ √ 22 84

44 V A R √ √ √ √ √ 18 68

45 V A √ √ √ √ √ 18 68

89

Apendix 6

The Calculation of Mean, and Standard Deviation of Speaking Ability of the

Eleventh Grade Students of MA NU Banat Kudus in Academic Year 2013/2014

Joining Conversation Class after being Taught by Using Role Play

Number of interval (k) = 1 + 3.3 Log N

= 1 + 3.3 Log 44

= 1 + 5.42

= 6.42

= 6

Width interval (i) = 𝑕𝑖𝑔𝑕𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒 −𝑙𝑜𝑤𝑒𝑠𝑡𝑐𝑟𝑜𝑟𝑒

𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙

= 87−68

6

= 19

6

= 3.16

= 3

Score F x Fx x’ fx’ x’2 F(x’

2)

66 – 68 4 67 268 -3 -12 9 16

69 – 71 0 70 0 -2 0 4 0

72 – 74 8 73 584 -1 -8 1 8

75 – 77 10 74 740 0 0 0 0

78 – 80 15 79 1185 +1 15 1 15

81 – 83 0 82 0 +2 0 4 0

84 – 86 4 85 340 +3 12 9 36

87 – 89 3 88 264 +4 12 16 48

N= 44 ∑= 3381 ∑ = 19 ∑ = 143

𝑿 = 76.8

90

a. Mean (Average)

X = 𝑓𝑥

𝑁

= 3381

44

= 76.8

b. Standard Deviation

22 '.'.

N

xf

N

xfiSD

2

32

14

32

505

SD

19.05.15 SD

3.15SD

1.15xSD

SD = 5.5

91

Appendix 7 (The t-test Result)

T-test Calculation of Pre-test and Post-test of the Eleventh Grade Students

of MA NU Banat Kudus in Academic Year 2013/2014

No Pre Post D D²

1 65 76 11 121

2 61 72 11 121

3 80 84 4 16

4 72 80 8 64

5 68 76 8 64

6 61 72 11 121

7 68 80 12 144

8 65 76 11 121

9 - - 0 0

10 68 80 12 144

11 80 84 4 16

12 80 80 0 0

13 61 76 15 225

14 65 80 15 225

15 76 84 8 64

16 80 87 7 49

17 65 72 7 49

18 68 76 8 64

19 80 80 0 0

20 72 72 0 0

21 68 76 8 64

22 80 80 0 0

23 76 80 4 16

92

24 72 80 8 64

25 68 76 8 64

26 61 68 7 49

27 80 80 0 0

28 72 80 8 64

29 68 76 8 64

30 68 72 4 16

31 57 68 11 121

32 72 80 8 64

33 80 87 7 49

34 72 80 8 64

35 65 72 7 49

36 80 80 0 0

37 68 76 8 64

38 84 87 3 9

39 80 80 0 0

40 68 72 4 16

41 65 72 7 49

42 72 76 4 16

43 80 84 4 16

44 61 68 7 49

45 53 68 15 225

300 2800

Apendix 8

93

The Calculation of t-test of Speaking Ability of the Eleventh Grade

Students of MA NU Banat Kudus in Academic Year 2013/2014 Joining

Conversation Class taught by Using Role Play

81.6

44

300

D

D

N

DD

t =

1

2

2

NN

N

DD

D

= 14444

44

)300(2800

81.6

2

= 1892

45,20452800

81.6

= 398.0

81.6

= 63.0

81.6

= 10.80

94

Appendix 9

Critical values of t-table

Tarafsignifikansiuntukuji-satuujung

.10 .05 .025 .01 .005.0005

Tarafsignifikansiuntukuji-duaujung

Df .20 .10 .05 .02 .01 .001

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

40

60

120

~

3.078

1.886

1.638

1.533

1.476

1.440

1.415

1.397

1.383

1.372

1.363

1.356

1.350

1.345

1.341

1.337

1.333

1.330

1.328

1.325

1.323

1.321

1.319

1.318

1.316

1.315

1.314

1.313

1.311

1.310

1.303

1.296

1.289

1.282

6.314

2.920

2.353

2.132

2.015

1.943

1.895

1.860

1.833

1.812

1.796

1.782

1.771

1.761

1.753

1.746

1.740

1.734

1.729

1.725

1.721

1.717

1.714

1.711

1.708

1.706

1.703

1.701

1.699

1.697

1.684

1.671

1.658

1.645

12.706

4.303

3.182

2.776

2.571

2.447

2.365

2.306

2.262

2.228

2.201

2.179

2.160

2.145

2.131

2.120

2.110

2.101

2.093

2.086

2.080

2.074

2.069

2.064

2.060

2.056

2.052

2.048

2.045

2.042

2.021

2.000

1.980

1.960

31.821

6.965

4.541

3.747

3.365

3.143

2.998

2.896

2.821

2.764

2.718

2.681

2.650

2.624

2.602

2.583

2.567

2.552

2.539

2.528

2. 518

2.508

2.500

2.492

2.485

2.479

2.473

2.467

2.462

2.457

2.423

2.390

2.358

2.326

63.657

9.925

5.841

4.604

4.032

3.707

3.499

3.355

3.250

3.169

3.106

3.055

3.012

2.977

2.947

2.921

2.898

2.878

2.961

2.845

2.831

2.819

2.807

2.797

2.787

2.779

2.771

2.763

2.756

2.750

2.704

2.660

2.617

2.576

636.619

31.598

12.941

8.610

6.859

5.959

5.405

5.014

4.781

4.587

4.437

4.318

4.221

4.140

4.073

4.015

3.965

3.922

3.883

3.850

3.819

3.792

3.767

3.745

3.725

3.707

3.690

3.674

3.659

3.646

3.551

3.460

3.373

3.291

95

CURRICULUM VITAE

Nilnaa Arofah was born on June 4th

1992 in

Kalinyamatan, Jepara. She is second child of

H.Tasrifan and Hj.Zuriyatun. She has an old sister and

a little brother who always love her.

She graduated from Elementary School (SDN 3

Purwogondo) in 2004 and from Junior High School

(MTs. Darul Ulum Purwogondo) in 2007. Then, she entered to Senior High School

(SMA N 1 Pecangaan Jepara) in 2007 and graduated in 2010. In 2010 she continued

her study at Muria Kudus University majoring the study program of English

Education Department.

In senior high school, she joined extracurricular. Because she likes coloring

pictures, she decided to join painting. She also joined an Islamic students

association. It is like an Islamic Organization; namely Kelompok Pelajar Islam

(KPI). She got knowledge about Islam deeply and she could socialize with other

friends there.

In Muria Kudus University, she joined in FORMI (FORum Mahasiswa Islam).

She got many experiences there, she was to be lead An-Nisa’ Department and the

next period she got secretary-ship. Another experience is she has ever become a

mentor in mentoring program that someone gives speech to the new students in the

university in a group. Then liqo', she understand the meaning of this life from that

program, the activities such as read holy Qur'an and leaning the meaning of it, we

will know what we did it is good or not, so we must reject the activity if it is bad

activity.

Besides that she likes mountaineering and travelling. She ever had visited

several mountains in central Java. Then she ever joined Kopeng International Work-

camp, met friend another country, doing some mission at the work-camp and speak

English made her happy .^_^.

96

DOCUMENTATION

98

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS

UNIVERSITAS MURIA KUDUS

Kampus UMK Gondang Bae Kudus PO. BOX 53 Phone/Fax.0291-438229

STATEMENT

Name : Nilnaa Arofah

NIM : 2010-32-168

Study Program : Pendidikan Bahasa Inggris

Skripsi title : Speaking Ability of the Eleventh Grade Students of MA NU

Banat Kudus in Academic Year 2013/2014 Joining

Conversation Class Taught by Using Role Play

State that this skripsi indeed the scientific work of mine, not that of others. I only

make some certain quotation from others’ as references I need to support my skripsi.

I am fully responsible for this statement

Kudus, July

2014

The writer

Nilnaa Arofah

appendix 1 syllabus - eprints.umk.ac.idxi video internet listening 8. monologue textunderstandin g...

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