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  Appendix 1

Syllabus

  School : MA NU Banat Kudus Subject : English Class /Semester : X1/2

SYNCKRONIZATION CHARACTER SK/KD SUBJECT SK KD MATERIAL ACTIVITY

• _{- -}

  7.1 Spoken text/dialogue Indonesian (4 X 45

  Listening Responding to the

  Oral: Essay Look A  Finding a speech  Religious  Listen to the meaning in involving speech acts: act in conversation language structural. Minutes) Head Grade 1. conversations of

  Understandin  Work hard. conversation heard.

  XI g the interpersonal / _o  Cooperation.

• _{- -} transactional (to get

  Expressing attitude Project: Free Audio meaning of transactional via

   Identify the  Independent.

• ^- things done) and towards something

  writing. 2 x 45 meaning of speech Listening transactional audio.  Curiosity. interpersonal e.g acts in conversation script

  . A: I’m against the

   Discuss the speech

• ^- official (social) and idea.

  and  Creative.

  Portofolio: Internet

• ^- heard.

  interpersonal acts used in  Innovative. continues

  LKS ^-  Determining the conversations conversation.  Responsibility.

  Essay 2 x 45 B: I can’t agree more.

  (sustained) that uses structural. implicit and explicit in the context _o a variety of spoken  Identify the meaning

  Feelings of love information in the of everyday of words from language e.g. A: I love you. conversation is life. accurately, fluently

  B: I love you too. speech acts to be heard.

  and acceptable in heard. _o  Determine the the context of Feelings of sadness information

   Determining the everyday life and e.g. A: This is the implicit and explicit expressed in the involves speech lowest time in information in a conversation is acts: expressing my life. heard. conversation by attitude towards

  B: Take it easy.

  answering questions  Applying speech something, act in conversation. that teachers provide. expressing feel of

   In pairs wants a shot love, and using speech act in a expressing feel of short conversation. sadness

  51 Look A Head Grade

  XI _- Video _- Internet _- LKS

   Determine the information implicit in the conversation.  Determine the information expressed in the conversation.

  Indonesian language

• ^- Oral: Essay structural _-

  Project: Free writing

• _- Portofolio:

  Look A Head Grade

  Spoken text/dialogue involving speech acts:

  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.

  Understandin g the meaning of transactional and interpersonal conversations in the context of everyday life.

  Listening 2.

  XI _- Audio _- Listening script

• _- Internet LKS

  (4 X 45 Minutes) 2 x 45 2 x 45 ^-

  Product: Dialogue

  Project: Dialogue _-

  Indonesian language

• ^- Oral: Essay structural _-

   Religious  Work hard.  Cooperation.  Independent.  Curiosity.  Creative.  Innovative.  Responsibility.

   Using speech act in conversation.

   Finding a speech act in conversation.  Identify the meaning of a speech act in conversation.

   Cooperation.  Independent.  Curiosity.  Creative.  Innovative.  Responsibility.

   In pairs wants a shot using speech act with polite response.

   Determining the implicit and explicit information in a conversation with the teacher to answer questions.

   Discuss the use of speech acts in conversation heard.  Identify the meaning of words from speech acts to be heard.

   Listen to the conversations of interpersonal / transactional through video.

  e.g. A: This is the lowest time in my life.

  Feelings of sadness

  B: I love you too. _o

  Feelings of love e.g. A: I love you.

  B: I can’t agree more. _o

  towards something e.g . A: I’m against the idea.

  Spoken text/dialogue involving speech acts: _o Expressed attitude

  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.

  Reveal meaning in transactional and interpersonal conversations in the context of everyday life.

B: Take it easy.

   Listen to the conversations of interpersonal / transactional via audio.

• Embarrassment

   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.

   Discuss the use of speech acts in conversation heard.  Identify the meaning of words from speech acts to be heard.

  e.g . A: I can’t take this anymore.

  e.g . A: There’s nothing to talk about. Get out of here! B: If you say so.

  Essay structural (4 X 45 Minutes) 2 x 45 2 x 45 ^-

  e.g. A: I was so embarrasse.

B: I don’t think it’s a big deal.

• anger
• annoyance

B: Sorry about that.

  52 Speaking 9.

• Embarrassment

B: I don’t think it’s a big deal.

   Identify the meaning  Finding the topic of the text is heard.

  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:

   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 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.

  (4 x 45 Minutes) 2 x 45 2 x 45 ^-

   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

  Look A Head Grade

  Product: Dialogue

  Project: Dialogue _-

• Anger

  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:

  e.g. A: I was so embarrassed.

  e.g . A: There’s nothing to talk about. Get out of here! B: If you say so.

  e.g . A: I can’t take this anymore.

   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 _-
• annoyance

B: Sorry about that.

• banner
• poster
• pamphlet
• banner
• poster
• pamphlet

  54

  (6 x 45 Minutes) 2 x 45 2 x 45 2 x 45

• ^- Look A Head Grade

  Look A Head Grade

  (6 x 45 Minutes) 2 x 45 2 x 45 ^-

  Portofolio: Essay structural

  Indonesia language

• ^- Oral : Essay structural _-

   Religious  Work hard.  Cooperation.  Independent.  Curiosity.  Creative.

   Finding information implied from the text being heard.  Finding explicit information in the text is heard.  Identify the

   Listen to the monologue text of individual video  Discuss the monologue text of video in groups  Finding information

   Text oral narratives.  Text oral hortatory exposition.

  8.2 Responding to the meaning in text using a range of simple monologue spoken language accurately,  Text oral spoof.

  Understandin g meaning in short functional text and monologue

  Listening 8.

  LKS

  XI _- Video _- Internet

  Product: Dialogue

  simple daily life everyday life. of words of text to be heard is heard.

  Project: Dialogue _-

  Indonesian language

• ^- Oral: Essay structural _-

   Religious  Work hard.  Cooperation.  Independent.  Curiosity.  Creative.  Innovative.  Responsibility.

   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.

   Finding a topic of short spoken text functional.  Identify the implicit information of oral functional short texts.

   As a group wants a shot to make a short functional text and practice in front of the class.

   Determine the meaning of words and communicative purposes of oral short functional text contained in the video.

   Identify implicit and explicit information in oral short functional text contained in the video.

   Listen to a short video about functional text.  Finding the topic of short functional text contained in the video.

  Oral short functional text:

  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.

  Reveal meaning in short functional text and simple monologue shaped spoof, narrative, and hortatory exposition in the context of everyday life.

  Speaking 10.

   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.

  XI _- Video _- Listening script

• _- Internet

  2 x 45 LKS  Innovative. of spoof, acceptable in the in the text in the text  Responsibility. narrative, and context of monologue featured monologue is heard. hortatory everyday life in in the video is

• ^- in the form fluently and implicit and explicit meaning of words

   Identify refer words exposition in the form of text; heard. in the text the context of narrative, spoof, monologue is heard.  As a group identify simple daily and hortatory the meaning of

   Determine the life exposition. words and word communication monologue purpose of the text references in the is heard. text to be heard;

   Determine the  As a group general framework determine the of the text is heard communication

   Determining the objectives of linguistic monologue text characteristics of contained in the the text that is video is heard. heard.  As a group figuring out the characteristics of the language of the text contained in a video monologue is heard.

  55

  Speaking

  10.2 Expressing Indonesia (6 x 45

  Oral: Essay Look A  Text oral spoof.  Listen to the  Finding information  Religious 11. meaning in text monologue text of implied from the language structural minutes) Head Grade Reveal  Work hard. meaning in using a range of

  XI the video. monologue text.  Text oral  Cooperation. _{- -} short simple narratives.

  Project: Video  Discuss the  Finding explicit  Independent. functional monologue

  2 x 45 monologue text of information in the Dialogue Internet  Curiosity.

• ^- text and spoken language video in groups monologue text.

  LKS  Text oral hortatory

• ^-  Creative.

  simple accurately, 2 x 45 exposition. Product:

   Finding information  Identify the word  Innovative. ^- monologue fluently and Dialogue implicit and explicit meaning of a

   Responsibility. shaped spoof, acceptable in the 2 x 45 in the text monologue text . narrative, and context of monologue featured

   Identify the referral hortatory everyday life in in the video is of monologue text. exposition in the form spoof, heard.

   Determine the the context of narrative and purpose of  As a group everyday life. hortatory determine the monologue text exposition. implicit and explicit communication. information in a

   Determine the conversation by general framework answering questions of the monologue that teachers text. provide.

   Determining the  As a group identify linguistic the main idea, the characteristics of meaning of the the monologue text. word monologue

   Using verbal text to hear the monologue text. 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.

  56

• Look A Head Grade
• Realia thing
• Internet - LKS
• Look A Head Grade
• Realia thing
• Internet - LKS
• Look A Head Grade

  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

  Indonesia language

• ^- Oral: Essay structural _-

   Religious  Work hard.  Cooperation.  Independent.  Curiosity.  Creative.  Innovative.  Responsibility.

  Written : 1.

  Essay structural

  2. Free writing _- Portofolio:

  Essay structural (6 x 45 minutes) 2 x 45 2 x 45 2 x 45

  X

  (banner,

  Writing

  (banner,

  poster, pamphlet)

   Analyze the meaning of words and references of short functional text that is read.

  57 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

  11.1 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.

   Determine the communication objectives of a given functional text .

  XI

   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

  poster, pamphlet)

• Internet - LKS

   As a group figuring out a common framework and language characteristics of monologue text that reads.

  (6 x 45 minutes) 2 x 45 2 x 45 2 x 45

  Essay structural

• _- Project: multiple choice

  Indonesia language

• ^- Written :

   Religious  Work hard.  Cooperation.  Independent.  Curiosity.  Creative.  Innovative.  Responsibility.

   Analyze common framework of readable monologue text.  Analyze the linguistic characteristics of the monologue text is 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.

   Identify the main idea and meaning of words from the text being read.  Determine the referral and destination word monologue text is readable.

  58

   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.

   Spoof  Narrative  Hortatory exposition.

  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.

  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

  Reading 11.

   Editing the revised text  Generate text is good and right.

   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.

  XI Indonesia (6 x 45 - Look A Oral : Essay

   Spoof  Provide examples  Determine the topic  Religious

• ^- 12.2 Expressing

  Writing

  meaning and of monologue text. in the text entry language structural minutes) Head Grade  Narrative  Work hard. rhetorical steps in X. monologue.

  12.  Hortatory  Ask students to  Cooperation.

   Expressing

  simple essay

• Internet determine the topic

  Written : ^- exposition. meaning in

   Using the grammar,  Independent. accurately,

  2 x 45 - LKS in the text entry vocabulary,

  1. Essay short  Curiosity. fluently and structural monologue. punctuation, correct functional  Creative. acceptable in the

  2. 2 x 45 spelling in writing Free writing text and  Ask students to  Innovative. context of monologue text write the main ideas essay writing  Responsibility. ^- everyday life in

  2 x 45 in written text and Portofolio: simple form

   Write the main idea form of spoof text, Essay elaboarte of spoof,

   Elaborating the narrative, and structural monologue. narrative, and main idea hortatory hortatory

   Creating a draft  Conceptualize the exposition. before writing the exposition in contents of the the context of monologue text monologue text everyday life using grammar,

   To revise the vocabulary, contents of text. punctuation and

   Editing the revised correct spelling. text.  Ask the other group

   Generate text to revise the draft is monologue. made.  Ask students to edit the results of the revised text.

   Generate text monologue by providing clear information.

  Kudus, ..................................... Acknowledge The Head of School

  English Teacher Drs. H. Moh. Said

  Siti Susanti, S.Pd NIY. 19640727199907244

  59

  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 Culture value and National competence Character

  1. Religious, honest, tolerance, Give the true response to the speech: to express love discipline, hard-work, friendly,

  2. curiosity, national spirit, respect to Do some speech in spoken language for interpersonal the environment, care to the others, transactional: to express love 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

  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 Time Building Allotment

1 Pre- Activities

• The students answer -Politeness 10 min

   Greeting the students the greeting

• The students give

   Checking the the response. attendance list

• Listen to the teacher
• Responsible

   Introducing herself

• The students respond the teacher

   Checking the students’ readiness and saying yell “Iʼm a great

  English speaker!” “English is easy!”

2 Main Activities

• -Exploration
• 20 min attention and questions based on the material answer the questions

   Giving guiding and The students pay

   Explaining more what

• the students should do The students pay attention to the

   Teacher gives to teacher students chance to ask

  Elaboration

   Dividing to the group The students

• Responsible work make a group and

   Giving example a 35 min practice 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 listening to the role play teacher

• -Confirmation

  Responsibl 10 min  Teacher explain more  Giving conclusion

3 Post Activities

• respond the learn and practice more, asking their teacher feeling and saying see you
• Politeness G.
• Logic 5 min

   Asking the students to The students

   Teaching Technique

  Role play

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 -
• LCD
• Book -

  Whiteboard and board marker K.

  2.Students are always intelligible thought one is concious of definite accent.

  Internet J.

  2

  3

  4

  5

  4.Students are very hard to understand because of pronunciation problem must frequently be asked to

  3.Students have pronunciation problems necessitate.

  1.Students have few traces of foreign accents.

   Evaluation

  1. Pronunciation

   Aids

  L. Assessment Scoring Scale of Speaking Ability

  The students have to make a group, then have to practice conversation about expressing love in front of class by using role play.

  Instruction:

  b. Form of instrument : oral test

  a. Technique : Test

  No Skill Indicator Score

  Score No Skill Indicator repeat.

  5. Students have pronunciation

  1 problem so severe as to make speech, virtually unintelligible.

  2. Grammar 1.

  5 Students make few noticeable errors of grammar word order.

  2.

  4 Students occasioanally make grammatical or words error which do not, however obscure meaning.

  3.

  3 Students make frequent errors and words order, when occasionally abscure meaning.

  4.

  2 Students have grammar and word order errors make comprehension difficult.

  5.

  1 Students have errors in grammar and word order so severe as to make speech virtually unintelligible.

  3. Vocabulary 1.

  5 Students use vocabulary and idiom are virtually that of native speaker.

  4 2. sometimes use

  Students inapproriate terms or must rephrase ideas of lexical

  3 inadequate.

  3. Students frequently use the wrong words in a conversation, somewhat limited because of

  2 inadiquate vocabulary.

  4.

  1 Students misuse of word is very limited vocabulary so extreme as to make comprehension quite difficult. 5. have limitation

  Students vocabulary so extreme as to make conversation virtually imposible.

  4. Fluency 1.

  5 Students have speech as fluent and effortless as that a native speaker.

  4 Score No Skill Indicator 2.

  Students have speed of speech seems to be affected by language problem.

  3 3. Students have speed and fluency rather strongly affected by language problem.

  4.

  2 Students usually hesitant often force into silence by language limitation.

  5.

  1 Students have speech is so halting and fragmentary as to make conversation virtually imposible.

  5. Comprehension 1.

  5 Students appear to understand everything diviculty.

  2.

  4 Students understand nearly everything at normal speed although occasionally repetition

  3 may be necessary.

  3.

  2 Students understand most most what at said slowly than normal speed with repetition.

  4.

  1 Students have great difficult following what is said that can comprehend only social conversation spoken slowly and with frequent repetition. 5. cannot said to

  Students understand even simple 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

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 Culture value and National competence Character

  1. Religious, honest, tolerance, Give the true response to the speech: to express discipline, hard-work, friendly, embarrassment curiosity, national spirit, respect to

  2. the environment, care to the others, Do some speech in spoken language for interpersonal love and peace. transactional: to express embarrassment

  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

  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 Time Building Allotment

1 Pre- Activities

• The students answer -Politeness 10 min

   Greeting the students the greeting

• The students give

   Checking the the response. attendance list

• Listen to the teacher

   Checking the students’

• Responsible readiness and saying
• The students yell

  “Iʼm a great respond the teacher English speaker!” “English is easy!”

2 Main Activities

• -Exploration
• 20 mi attention and questions based on the answer the material questions

   Giving guiding and The students pay

   Explaining more what

• the students should do The students pay attention to the

   Teacher gives to teacher students chance to ask

  Elaboration

   Dividing to the group The students

• work

  35 min make a group and  Giving example a practice conversation  Giving questions related the conversation  Asking the students to practice their speaking skill in front of the

• Responsible class, (a group consists of 5-6 and it has been

  10 min listening to the made before) by using teacher role play

  Responsible

• -Confirmation

   Teacher explain more  Giving conclusion

3 Post Activities

• respond the learn and practice teacher more, asking their
• Politeness feeling and saying see you G.
• Logic 5 min

   Asking the students to The students

   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 -
• J.

  Internet

   Aids

  LCD

• Book -
• K.

  Whiteboard and board marker

  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.

  L. Assessment Scoring Scale of Speaking Ability

  5.Students have errors in grammar and word order so severe as to make speech virtually unintelligible.

  2

  3

  4

  5

  3. Students frequently use the wrong words in a conversation, somewhat limited because of inadiquate vocabulary.

  2. Students sometimes use inapproriate terms or must rephrase ideas of lexical inadequate.

  Students use vocabulary and idiom are virtually that of native speaker.

  3. Vocabulary 1.

  1

  2

  3

  4

  5

  4.Students have grammar and word order errors make comprehension difficult.

  No Skill Indicator Score

  3.Students make frequent errors and words order, when occasionally abscure meaning.

  1.Students make few noticeable errors of grammar word order. Students occasioanally make grammatical or words error which do not, however obscure meaning.

  2. Grammar

  1

  2

  3

  4

  5

  5. Students have pronunciation problem so severe as to make speech, virtually unintelligible

  4. Students are very hard to understand because of pronunciation problem must frequently be asked to repeat.

  3. Students have pronunciation problems necessitate.

  2.Students are always intelligible thought one is concious of definite accent.

  Students have few traces of foreign accents.

  1. Pronunciation 1.

  1 Score No Skill Indicator 4.

  Students misuse of word is very limited vocabulary so extreme as to make comprehension quite difficult. 5. have limitation

  Students vocabulary so extreme as to make conversation virtually imposible.

  4. Fluency 1.

  5 Students have speech as fluent and effortless as that a native speaker.

  2.

  4 Students have speed of speech seems to be affected by language problem.

  3.

  3 Students have speed and fluency rather strongly affected by language problem.

  4.

  2 Students usually hesitant often force into silence by language limitation.

  5. Students have speech is so halting and fragmentary as to 1 make conversation virtually imposible.

  5. Comprehension 1.

  5 Students appear to understand everything diviculty.

  4 2. Students understand nearly everything at normal speed although occasionally repetition may be necessary.

  3.

  3 Students understand most most what at said slowly than normal speed with repetition.

  4.

  2 Students have great difficult following what is said that can comprehend only social conversation spoken slowly and

  1 with frequent repetition. 5. cannot said to

  Students understand even simple conversational English.

  Notes:

  Final Score = Score Achieved X 95 Score Maximum

  The Criteria of Students’ Score

  SCORE CATEGORY

  91 A.

• – 95 Excellent 85 - 90 B.

  Good

  79 C.

• – 84

  Sufficient 73 - 78 D.

  Bad < 72 E.

  Very Bad Kudus, March 2014

  Acknowledge, English teacher

  Practicioner Siti Susanti,S.Pd Nilnaa Arofah

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 Culture value and National competence Character

• speech: to express anger discipline, hard-work, friendly, curiosity, national spirit, respect to

  Religious, honest, tolerance, Give the true response to the

• language for interpersonal the environment, care to the others, transactional: to express anger love and peace.

  Do some speech in spoken

  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:

• - 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 Time Building Allotment

1 Pre- Activities

• The students answer -Politeness 10 min

   Greeting the students the greeting

• The students give

   Checking the the response. attendance list

• Listen to the teacher

   Checking the students’

• Responsible readiness and saying
• The students yell

  “Iʼm a great respond the teacher English speaker!” “English is easy!”

2 Main Activities -Exploration

• 20 min attention and questions based on the answer the material questions

   Giving guiding and The students pay

   Explaining more what

• the students should do The students pay attention to the

   Teacher gives to teacher students chance to ask

  Elaboration

   Dividing to the group The students

• work make a group and

   Giving example a practice 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

• Responsibl 35 min
• -Confirmation teacher

   Teacher explain more Responsible 10 min

   Giving conclusion

3 Post Activities

• learn and practice respond the teacher more, asking their feeling and saying see
• Politeness you G.
• Logi 5 min

   Asking the students to The students

   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