Appendix 1 Syllabus - eprints.umk.ac.idXI Video Internet Listening 8. monologue textUnderstandin g...
Transcript of 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.
Spoken text/dialogue
involving speech acts:
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.
Identify the meaning
of words from
speech acts to be
heard.
Determining the
implicit and explicit
information in a
conversation with
the teacher to answer
questions.
In pairs wants a shot
using speech act with
polite response.
Finding a speech
act in conversation.
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
language - Oral: Essay
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.
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
Finding a speech act
in conversation
heard.
Identify the meaning
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.
Spoken text/dialogue
involving speech acts:
- 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.
Identify the meaning
of the word speech
acts of the video is
heard.
Determining the
implicit and explicit
information in the
conversation in the
video by answering
questions that
teachers provide.
In pairs wants a shot
using speech act and
its response in the
form of a
conversation.
Finding a speech
act in conversation.
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
language - Oral: Essay
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
that teachers provide.
Identify the meaning
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.
Finding the topic of
short 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
short functional text
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
language - Oral: Essay
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.
implicit and explicit
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
language - Oral: Essay
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,
narrative, and hortatory
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
short functional text
in groups.
Finding the topic of
short text functional.
As a group, identify
implicit and explicit
information from
short functional text
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.
Finding the topic of
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,
narrative, and hortatory
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
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
-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
implicit and explicit
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,
narrative, and hortatory
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
Asking the students to
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
No Skill Indicator Score
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
No Skill Indicator Score
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
make conversation virtually
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
Time : 2 x (45 minutes)
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
embarrassment.
C. Indicators
Indicators in achievement
competence
Culture value and National
Character
1. Give the true response to the
speech: to express
embarrassment
2. Do some speech in spoken
language for interpersonal
transactional: to express
embarrassment
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
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
E. Teaching material
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.
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
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
69
-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
Responsible
20 mi
35 min
10 min
3 Post Activities
70
Asking the students to
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
H. Teaching Strategy
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.
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 embarrassment in front of class by using role play.
71
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 repeat.
5. Students have pronunciation
problem so severe as to make
speech, virtually unintelligible
5
4
3
2
1
2. Grammar 1.Students make few noticeable
errors of grammar word order.
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.
5
4
3
2
1
72
No Skill Indicator Score
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.
4. Fluency 1. Students have speech as fluent
and effortless as that a native
speaker.
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
make conversation virtually
imposible.
5
4
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
73
Notes:
Final Score = Score Achieved X 95
Score Maximum
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
74
LESSON PLAN
Subject : English
Class : XI grade
Semester : 2
Time : 2 x (45 minutes)
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
anger.
C. Indicators
Indicators in achievement
competence
Culture value and National
Character
- Give the true response to the
speech: to express anger
- Do some speech in spoken
language for interpersonal
transactional: to express anger
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
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
E. Teaching material
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.
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
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
-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
- 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
Teacher explain more
Giving conclusion
teacher
Responsible
10 min
3 Post Activities
Asking the students to
learn and practice
more, asking their
feeling and saying see
you
- The students
respond the
teacher
-Logi
-Politeness
5 min
G. Teaching Technique
Role play
H. Teaching Strategy
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.
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 anger in front of class by using role play.
77
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 repeat.
5. Students have pronunciation
problem so severe as to make
speech, virtually unintelligible.
5
4
3
2
1
. 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,
5
4
3
78
No Skill Indicator Score
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.
2
1
4. Fluency 1. Students have speech as fluent
and effortless as that a native
speaker.
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
make conversation virtually
imposible.
5
4
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
5
4
3
2
1
79
No Skill Indicator Score
conversational English.
Notes:
Final Score = Score Achieved X 95
Score Maximum
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
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
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
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) = 𝑖𝑔𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒 −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
Apendix 5. 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 √ √ √ √ √ 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
Apendix 5. 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
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) = 𝑖𝑔𝑒𝑠𝑡𝑠𝑐𝑜𝑟𝑒 −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
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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
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