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50
Appendix 1
1) SYLLABUS
SCHOOL
: MA. Miftahut Thullab
SUBJECT
: ENGLISH
CLASS/SEMESTER
: XI/I
TIME ALLOCATION : 12 x 45 minute
Standard Competence: Speaking
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
Basic
Competence
Materials
3. 1 To express
functional
meaning in the
transactional (to
get things done)
and
interpersonal
conversation
(giving opinion,
asking opinion,
expressing
satisfaction and
dissatisfaction)
Expression:
giving
opinion,
asking
opinion,
expressing
satisfaction
and
dissatisfaction.
Learning
Activity
Indicators
Making
conversatio
n in pairs in
front of the
class.
The students
are able to
make
conversation
in pairs using
giving
opinion,
asking
opinion,
expressing
satisfaction
and
dissatisfaction.
Techniques
Spoken
Instruments
Instrument
Forms
Spoken
Example of
instrument
Make
conversation
in pairs using
the free
theme
in front of
the class.
Time
Allocation
Sources
6 X 45
minutes
Expressi
on in
English
for
Better
Life XI
book.
51
3.2 To express
functional
meaning in the
transactional (to
get things done)
and
interpersonal
conversation
(expressing
relief,
expressing pain
and expressing
pleasure).
Expression:
expressing
relief,
expressing
pain and
expressing
pleasure.
Making
conversatio
n in pairs in
front of the
class.
The students
are able to
make
conversation
in pairs using
expressing
relief,
expressing
pain and
expressing
pleasure.
Spoken
Spoken
Make
conversation
in pairs using
the free
theme
in front of
the class.
6 X 45
minutes
Expressi
on in
English
for
Better
Life XI
book.
52
2) INSTRUMENT OF PRETEST & POSTTEST
DIRECTION!
Prepare a dialogue with a partner. Theme is free. Then, come forward and
practice it in front of the class in 10 minutes!
53
3) SPECIFICATION OF TEST
The Table of Specification of Test of the Speaking Ability of the Eleventh Grade Students
of MA Miftahut Thullab in the Academic Year 2012/2013
Standard
Compete
nce
3. To
express
functional
meaning
in the
transactio
nal and
interperso
nal formal
and
sustained
in the
context of
everyday
life.
Basic
Competence
Indicat
ors
3. 1 To
express
functional
meaning in
the
transactional
(to get things
done) and
interpersonal
conversation
(giving
opinion,
asking
opinion,
expressing
satisfaction
Material
Th
e
stud
ents
are
able
to
mak
e
con
vers
atio
n in
pair
s
Expression: giving opinion, asking opinion, expressing
satisfaction and dissatisfaction.
Expression: expressing relief, expressing pain and expressing
pleasure.
No. item
of test
Number
of items
Spoken
Spoken
54
and
dissatisfactio
n).
usin
g
givi
ng
opin
ion,
aski
ng
opin
ion,
expr
essi
ng
satis
facti
on
and
diss
atisf
acti
on.
3.2 To
express
functional
meaning in
the
transactional
(to get things
done) and
interpersonal
conversation
(expressing
relief,
expressing
pain and
expressing
pleasure).
T
he
stud
ents
are
55
able
to
mak
e
con
vers
atio
n in
pair
s
usin
g
expr
essi
ng
relie
f,
expr
essi
ng
pain
and
expr
essi
ng
plea
sure
56
.
57
LESSON PLAN 1
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (giving opinion and asking opinion).
C. Indicator:
* To understand of using giving opinion and asking opinion in making
conversation
through Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using giving opinion
and
asking opinion.
* Speak up using giving opinion and asking opinion through Conversational
“Tennis”
technique.
58
E. Material of Learning:
There are some examples of giving opinion and asking opinion. They are as
follows:
Asking for someone’s opinion:
What‟s your view?
What‟s your opinion?
What do you think?
What do you feel?
What about ....?
How do you feel about ...?
What is your reaction to ...?
Do you have any opinion on ...?
Don‟t you think ...? (very polite)
What do you think about ...?
What are your feelings about ...?
Giving an opinion:
From where I stand, ....
Well, to my mind ...
I‟m convinced that ....
I consider ....
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
25 minutes Listening
59
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students about
how to make conversation using asking
opinion and giving opinion through
Conversational “Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It is
called look for any information. Here, the
students collect some information using
asking opinion, for example: What do you
think about my new ribbon?
-
Thirdly, the teacher asks the students to do
the second step in Conversational “Tennis”. It
is called show of interest. Here, the students
aswer the question using show of interest,
such as: Did you?, Wow?, or Really?
-
Fourth, the teacher asks the students to do the
third step in Conversational “Tennis”. It is
called continuing to look for information.
Here, the students use asking question or
giving opinion to look for some information
again.
-
Fifth, the example of using asking opinion
and giving opinion through Conversational
“Tennis”:
and
speaking
60
A: “What do you think about my new hat?”
B: “Well, to my mind it suits you.
A: “Really?”
B: etc
b. Elaboration (teacher gives the assignment to the
40 minutes Discussion
students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using asking for
someone‟s opinion to their friend.
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that conversation
like playing tennis. They try to follow these
rules as much as possible, batting the
conversational „ball‟ back and forth as much
as possible, without letting drop.
c. Confirmation:
-
10 minutes Questions
and answer
Teacher gives chance to the students to ask
the material more.
3. Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
5 minutes
61
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 16th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
62
LESSON PLAN 2
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing satisfaction and expressing
dissatisfaction).
C. Indicator:
* To understand of using expressing satisfaction and expressing dissatisfaction in
making conversation through Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using expressing
satisfaction and expressing dissatisfaction.
* Speak up using expressing satisfaction and expressing dissatisfaction through
Conversational “Tennis” technique.
E. Material of Learning:
63
There are some examples of expressing satisfaction and expressing
dissatisfaction. They are as follows:
Expressing satisfaction:
I‟m very pleased with ....
I‟m so happy about this.
What a beautiful story!
It is with great pleasure that ....
It gives me great satisfaction ....
Thank you, Sir.
I can‟t think of anything better.
Expressing Dissatisfaction:
It is disappointing that ....
What an awful meeting!
It‟s not as good as I thought.
What else do you think I should
do?
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
25 minutes Listening
and
speaking
64
gives some instructions to the students about
how to make conversation using expressing
satisfaction and expressing dissatisfaction
through Conversational “Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It is
called look for any information. Here, the
students collect some information using
expressing satisfaction and expressing
dissatisfaction, for example: What else do
you think I should do?
-
Thirdly, the teacher asks the students to do
the second step in Conversational “Tennis”. It
is called show of interest. Here, the students
answer the question using show of interest,
such as: Did you?, Wow?, or Really?
-
Fourth, the teacher asks the students to do the
third step in Conversational “Tennis”. It is
called continuing to look for information.
Here, the students use expressing satisfaction
and expressing dissatisfaction to look for
some information again.
-
Fifth, the example of using expressing
satisfaction and expressing dissatisfaction
through Conversational “Tennis”:
A: “What else do you think I should do?”
B: “Yup, be patient guys!”
A: “What?”
B: etc
65
b. Elaboration (teacher gives the assignment to the
40 minutes Discussion
students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using expressing
satisfaction and expressing dissatisfaction to
their friends.
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that conversation
like playing tennis. They try to follow these
rules as much as possible, batting the
conversational „ball‟ back and forth as much
as possible, without letting drop.
c. Confirmation:
-
10 minutes Questions
and answer
Teacher gives chance to the students to ask
the material more.
3. Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
English for Better Life XI
5 minutes
66
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 16th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
67
LESSON PLAN 3
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (giving opinion, asking opinion, expressing
satisfaction and expressing dissatisfaction).
C. Indicator:
* To understand of using giving opinion, asking opinion, expressing satisfaction
and
expressing dissatisfaction in making conversation through Conversational
“Tennis”
technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using giving opinion,
asking opinion, expressing satisfaction and expressing dissatisfaction.
* Speak up using giving opinion, asking opinion, expressing satisfaction and
expressing dissatisfaction through Conversational “Tennis” technique.
68
E. Material of Learning:
There are some examples of giving opinion, asking opinion, expressing
satisfaction
and expressing dissatisfaction. They are as follows:
Asking for someone’s opinion:
What‟s your view?
What‟s your opinion?
What do you think?
What do you feel?
What about ....?
How do you feel about ...?
What is your reaction to ...?
Do you have any opinion on ...?
Don‟t you think ...? (very polite)
What do you think about ...?
What are your feelings about ...?
Giving an opinion:
From where I stand, ....
Well, to my mind ...
I‟m convinced that ....
I consider ....
Expressing satisfaction:
Expressing Dissatisfaction:
It is disappointing that ....
What an awful meeting!
It‟s not as good as I thought.
What else do you think I should
do?
I‟m very pleased with ....
I‟m so happy about this.
What a beautiful story!
It is with great pleasure that ....
It gives me great satisfaction ....
Thank you, Sir.
I can‟t think of anything better.
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Students: “Good Morning, Mom”
Time
10 minutes
Method
Question
and
answer
69
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis” again in order the
students understand it well).
-
Firstly, before doing speaking the teacher
gives some instructions to the students about
how to make conversation using asking
opinion, giving opinion, expressing
satisfaction and expressing dissatisfaction
through Conversational “Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It
is called look for any information. Here, the
students collect some information using
asking opinion, for example: What do you
think about my new ribbon? Or using
expressing satisfaction and expressing
dissatisfaction, such as: What else do you
think I should do?
-
Thirdly, the teacher asks the students to do
the second step in Conversational “Tennis”.
It is called show of interest. Here, the
students answer the question using show of
interest, such as: Did you?, Wow?, or
25 minutes
Listening
and
speaking
70
Really?
-
Fourth, the teacher asks the students to do
the third step in Conversational “Tennis”. It
is called continuing to look for information.
Here, the students use asking question or
giving opinion and expressing satisfaction
or expressing dissatisfaction to look for
some information again.
-
Fifth, the example of using asking opinion,
giving opinion, expressing satisfaction and
expressing dissatisfaction through
Conversational “Tennis”:
A: “What do you think about my new hat?”
B: “Well, to my mind it suits you.
A: “Really?”
B: “What about you?”
A: “It‟s not as good as I thought.”
B: “What do you mean?”
A: “There is hole in my new hat. Look at
this!”
B: “Ups....”
A: etc
b. Elaboration (teacher gives the assignment to the
students in pairs)
-
The students use the first step of
Conversational “Tennis” using asking for
someone‟s opinion or expressing
satisfaction and expressing dissatisfaction to
their friend.
40 minutes
Discussion
and practice
71
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that
conversation like playing tennis. They try to
follow these rules as much as possible,
batting the conversational „ball‟ back and
forth as much as possible, without letting
drop.
c. Confirmation:
-
10 minutes
and answer
Teacher gives chance to the students to ask
the material more.
3.
Closing
5 minutes
- Teacher gives some motivations to the students.
- teacher says good bye to the students.
H. Source and media:
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Questions
Score
5
72
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 17th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
73
LESSON PLAN 4
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.2 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing relief and expressing pain).
C. Indicator:
* To understand of using expressing relief and expressing pain in making
conversation through Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using expressing
relief
and expressing pain.
* Speak up using expressing relief and expressing pain through Conversational
“Tennis” technique.
E. Material of Learning:
74
There are some examples of expressing relief and expressing pain. They are as
follows:
Expressing relief:
Oh, I‟m glad it‟s done.
Oh, that‟s all right then.
Thank God for that.
Oh, what a relief!
Expressing pain:
Ouch!!!
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions
to the students how to do the assignment that
given by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students
about how to make conversation using
expressing relief and expressing pain
25 minutes Listening
and
speaking
75
through Conversational “Tennis”.
-
Secondly, the teacher asks the students to
do the first step in Conversational
“Tennis”. It is called look for any
information. Here, the students collect
some information using expressing relief
or expressing pain, for example: Oh, I‟m
glad it‟s done!
-
Thirdly, the teacher asks the students to do
the second step in Conversational
“Tennis”. It is called show of interest.
Here, the students answer the question
using show of interest, such as: Did you?,
Wow?, or Really?
-
Fourth, the teacher asks the students to do
the third step in Conversational “Tennis”.
It is called continuing to look for
information. Here, the students use
expressing relief and expressing pain to
look for some information again.
-
Fifth, the example of using expressing
relief and expressing pain through
Conversational “Tennis”:
A: “Oh, I‟m glad it‟s done.”
B: “Good for you.”
A: “Really?”
B: etc
b. Elaboration (teacher gives the assignment to
40 minutes Discussion
76
the students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using expressing
relief and expressing pain to their friend.
-
Next, the students must answer the
question using the second steps or third
step of Conversational “Tennis” quickly
and correctly.
-
Then, the students continue that
conversation like playing tennis. They try
to follow these rules as much as possible,
batting the conversational „ball‟ back and
forth as much as possible, without letting
drop.
c. Confirmation:
-
10 minutes
and answer
Teacher gives chance to the students to ask
the material more.
3.
Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
Questions
5 minute
77
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 17th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
78
LESSON PLAN 5
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.2 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing pleasure).
C. Indicator:
* To understand of using expressing pleasure in making conversation through
Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using expressing
pleasure.
* Speak up using expressing pleasure through Conversational “Tennis” technique.
E. Material of Learning:
There are some examples of expressing pleasure. They are as follows:
79
Expressing pleasure:
I‟m glad you like it.
Isn‟t this great?
I‟m delighted to hear that.
It gives me great pleasure to hear that.
I‟m very pleased with ....
I‟m very pleased.
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions
to the students how to do the assignment that
given by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students
about how to make conversation using
25 minutes Listening
and
speaking
80
expressing pleasure through
Conversational “Tennis”.
-
Secondly, the teacher asks the students to
do the first step in Conversational
“Tennis”. It is called look for any
information. Here, the students collect
some information using expressing
pleasure, for example: Isn‟t this great?
-
Thirdly, the teacher asks the students to do
the second step in Conversational
“Tennis”. It is called show of interest.
Here, the students answer the question
using show of interest, such as: Did you?,
Wow?, or Really?
-
Fourth, the teacher asks the students to do
the third step in Conversational “Tennis”.
It is called continuing to look for
information. Here, the students speak up
using expressing pleasure to look for some
information again.
-
Fifth, the example of using expressing
pleasure through Conversational “Tennis”:
A: “What do you think about my new
hat?”
B: “Well, to my mind it suits you.
A: “I‟m delighted to hear that?”
B: “Really?”
A: etc
b. Elaboration (teacher gives the assignment to
the students in pairs)
-
The students use the first step of
40 minutes Discussion
and
practice
81
Conversational “Tennis” using expressing
pleasure to their friend.
-
Next, the students must answer the
question using the second steps or third
step of Conversational “Tennis” quickly
and correctly.
-
Then, the students continue that
conversation like playing tennis. They try
to follow these rules as much as possible,
batting the conversational „ball‟ back and
forth as much as possible, without letting
drop.
c. Confirmation:
-
3.
Teacher gives chance to the students to ask
the material more.
Closing:
10 minutes Questions
and answer
5 minute
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
82
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 18th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
83
LESSON PLAN 6
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (giving opinion, asking opinion, expressing
satisfaction and dissatisfaction).
3.2 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing relief, expressing pain and expressing
pleasure).
C. Indicator:
* To understand of using giving opinion, asking opinion, expressing satisfaction
and
dissatisfaction in making conversation through Conversational “Tennis”
technique.
* To understand of using expressing relief, expressing pain and expressing
pleasure in making conversation through Conversational “Tennis” technique.
84
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using giving opinion,
asking opinion, expressing satisfaction and dissatisfaction.
* Improve their speaking, especially in making conversation using expressing
relief,
expressing pain and expressing pleasure.
* Speak up using giving opinion, asking opinion, expressing satisfaction and
dissatisfaction through Conversational “Tennis” technique.
* Speak up using expressing relief, expressing pain and expressing pleasure
through
Conversational “Tennis”.
E. Material of Learning:
There are some examples of giving opinion and asking opinion, expressing
satisfaction, dissatisfaction, expressing relief, expressing pain and expressing
pleasure. They are as follows:
Expressing pleasure:
I‟m glad you like it.
Isn‟t this great?
I‟m delighted to hear that.
Asking for someone’s opinion:
What‟s your view?
What‟s your opinion?
What do you think?
What do you feel?
What about ....?
Expressing satisfaction:
Expressing relief:
Oh, I‟m glad it‟s done.
Oh, that‟s all right then.
Thank God for that.
Oh, what a relief!
Expressing pain:
Ouch!!!
Giving an opinion:
From where I stand, ....
Well, to my mind ...
Expressing Dissatisfaction:
It is disappointing that ....
I‟m very pleased with ....
What else do you think I should
I‟m so happy about this.
do?
What a beautiful story!
F. Method and model of Learning: Three phase technique
85
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students about
how to make conversation using seven
expressions that have explained in first until
fifth meeting through Conversational
“Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It is
called look for any information. Here, the
students collect some information using
asking opinion, for example: What do you
think about my new ribbon?
-
Thirdly, the teacher asks the students to do
25 minutes Listening
and
speaking
86
the second step in Conversational “Tennis”. It
is called show of interest. Here, the students
answer the question using show of interest,
such as: Did you?, Wow?, or Really?
-
Fourth, the teacher asks the students to do the
third step in Conversational “Tennis”. It is
called continuing to look for information.
Here, the students use seven expressions that
have explained in first until fifth meeting to
look for some information again.
-
Fifth, the example of using seven expressions
that have explained in first until fifth meeting
through Conversational “Tennis”:
A: “What do you think about my new hat?”
B: “Well, to my mind it suits you.
A: “Really?”
B: “What about you?”
A: “It‟s not as good as I thought.”
B: “What do you mean?”
A: “There is hole in my new hat. Look at
this!”
B: “Ups....”
A: “Yup, I wanna sew it first, wait a
moment!”
B: “I‟m delighted to hear that, guys.”
A: “Ouch!!! My hand is bleeding.
B: “Take care, guys!”
A: “Oh, I‟m glad it‟s done.”
B: “Wow?”
87
A: “Any problems?”
B: “Good jobs, I mean. Hee.”
A: etc.
b. Elaboration (teacher gives the assignment to the
40 minutes Discussion
students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using seven
expressions that have explained in first until
fifth meeting to their friend.
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that conversation
like playing tennis. They try to follow these
rules as much as possible, batting the
conversational „ball‟ back and forth as much
as possible, without letting drop.
c. Confirmation:
-
10 minutes
and answer
Teacher gives chance to the students to ask
the material more.
3. Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
Questions
5 minutes
88
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 18th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
89
Appendix 2
The Students’ Names of the Eleventh Grade Students of MA Miftahut
Thullab in the Academic Year 2012/2013.
No.
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.
The Students’ Name
SITI NUR KHAMIDAH
LISKHA KURNIAWATI
TUTUT ASLICHATUN NAJA
SRI WULANDARI
SITI AINUN NAFIS
ST WATIK ATUN ROFIAH
SITI JUMILAH
SITI IKHDA HIMATUL ULYA
AHMAD FUAD SYAIFURRAHIM
SRI YANTO
SUPRIYANTO
M. JAROT RIYADI
BAHARUDDIN HASAN
KISTONO
MUJI LESTARI
DONI EKO PRASETYO
SITI MU'ALIMAH
ELA RISTIKA
SITI NURUL ANIFAH
SRIE PUJIATI
WAHIDURROHMAN
SAFIRA UTHFIA AROFA
TORIKOTIN NIKMAH
LENI WIDIAWATI
M. NUR KAMAL
M. NASRUDDIN
M. KHAKKUL ULYA
M. KHOIRUL ANAM
SRI MARDIANINGSIH
90
Appendix 3
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 before being Taught by
Using Conversational “Tennis”.
Student
Number
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.
Element of Speaking
Pronunciation Grammar Vocabulary Fluency Comprehension
3
5
5
3
2
5
5
4
1
4
5
5
4
3
3
4
5
4
2
5
5
5
4
4
2
5
5
4
3
3
5
5
4
1
4
4
3
4
3
3
4
4
4
3
2
4
4
4
2
3
3
5
5
3
2
4
2
5
2
3
3
4
4
2
2
5
4
2
3
2
4
3
2
2
5
3
2
4
3
2
2
5
4
2
3
5
5
4
3
4
4
4
4
3
2
4
4
4
2
3
3
2
4
3
2
3
5
5
3
2
3
5
5
2
3
4
3
2
2
4
4
4
4
3
2
5
4
2
3
2
3
5
5
3
2
5
5
4
4
2
5
5
4
4
2
Note:
From the table above, the writer shows that,
The Maximal Score is 84
The Minimal Score is 60
Total
Score
72
76
80
80
76
80
76
68
68
68
72
64
60
64
64
60
64
84
68
68
60
72
72
72
68
64
72
76
76
91
Appendix 4
The Calculation of Mean and Standard of Deviation of the Pretest Measuring
the Speaking Ability of the Eleventh Grade Students of MA Miftahut
Thullab in the Academic Year 2012/2013 before being Taught by Using
Conversational “Tennis”.
a.
The Number of Interval
The number of interval = 1 + (3.3) log N
= 1 + (3.3) log 29
= 1 + (3.3) 1,46
= 1 + 4.818
= 5.818
=6
b. Interval Width (i)
i
the higest score the lowest score
the number of int erval
i
84 60
6
i
24
6
i=4
92
c.
Mean
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 before being Taught by
Using Conversational “Tennis”.
Interval
Score
84-87
80-83
76-79
72-75
68-71
64-67
60-63
Total
F
X
Fx
x'
f(x' )
(x' ) 2
f(x' ) 2
1
3
5
6
6
5
3
29
84
80
76
72
68
64
60
84
240
380
432
408
320
180
2,044
3
2
1
0
-1
-2
-3
3
6
5
0
-6
-10
-9
-11
9
4
1
0
1
4
9
28
9
12
5
0
6
20
27
79
Mean (X) =
fx
X
N
2,044
29
X = 70.48
d. Standard of Deviation
The Standard of Deviation of Pretest Score Measuring the Speaking
Ability of the Eleventh Grade Students of MA Miftahut Thullab in the
Academic Year 2012/2013 before being Taught by Using Conversational
“Tennis”.
Standard of Deviation → SD = i
f(x' )
N
2
f(x' )
N
2
93
79 11
=4
29 29
2
= 4 2.7 (0.38) 2
= 4 2.7 (0.1444)
= 4 2.5556
= 1.264
From the calculation above, the Mean of the Pretest measuring the speaking
ability of the eleventh grade of MA Miftahut Thullab in the academic year
2012/2013 before being taught by using Conversational “Tennis” is 70.48 and the
Standard of Deviation is 1.264.
94
Appendix 5
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2011/2012 after being Taught by
Using Conversational “Tennis”.
Student
Number
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.
Element of Speaking
Pronunciation Grammar Vocabulary Fluency Comprehension
5
5
4
3
3
5
5
4
3
4
5
5
4
4
3
5
5
4
4
4
5
5
4
3
4
5
4
4
5
4
5
5
4
3
4
5
5
4
1
4
5
4
4
2
4
4
5
4
3
3
5
5
4
3
3
5
5
4
1
4
4
3
4
3
3
3
3
4
3
5
4
5
4
3
2
4
3
4
3
3
3
5
5
3
2
5
5
5
4
4
5
4
4
2
4
5
5
3
2
4
3
3
4
3
5
5
5
4
3
3
5
5
4
4
3
5
5
4
3
3
5
5
4
3
3
5
5
4
1
4
4
5
4
4
3
5
5
4
4
3
5
5
4
4
3
Note:
From the table above, the writer shows that,
The Higher Score is 92
The Lowest Score is 68
Total
Score
80
84
84
88
84
88
84
76
76
76
80
76
68
72
72
68
72
92
76
76
72
80
80
80
80
76
80
84
84
95
Appendix 6
The Calculation of Mean and Standard of Deviation of the Posttest
Measuring the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 after being Taught by
Using Conversational “Tennis”.
a. The Number of Interval
The number of interval = 1 + (3.3) log N
= 1 + (3.3) log 29
= 1 + (3.3) 1.46
= 1 + 4.818
= 5.818
=6
b. Interval Width (i)
i
the higest score the lowest score
the number of int erval
i
92 68
6
i
24
6
i=4
c. Mean
96
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 after being Taught by
Using Conversational “Tennis”.
Interval
Score
92-95
88-91
84-87
80-83
76-79
72-75
68-71
Total
F
X
Fx
x'
f(x' )
(x' ) 2
f(x' ) 2
1
2
6
7
7
4
2
29
92
88
84
80
76
72
68
92
178
504
560
532
288
136
2,290
3
2
1
0
-1
-2
-3
3
4
6
0
-7
-8
-6
-8
9
4
1
0
1
4
9
30
9
8
6
0
7
16
18
64
Mean (X) =
fx
X
N
2,290
29
X = 78.96
d. Standard of Deviation
The Standard of Deviation of Posttest Score Measuring the Speaking
Ability of the Eleventh Grade Students of MA Miftahut Thullab in the
Academic Year 2012/2013 after being Taught by Using Conversational
“Tennis”.
Standard of Deviation → SD = i
f(x')
N
2
f(x' )
N
64 8
=
29 29
4
2
2
97
= 4 2.206 (0.275) 2
= 4 2.206 0.075
= 4 2.131
= 1.2082
From the calculation above, the Mean of the Posttest measuring the speaking
ability of the eleventh grade students of MA Miftahut Thullab in the academic
year 2012/2013 after being taught by Using Conversational “Tennis” is 78.96 and
the Standard of Deviation is 1.2082.
98
Appendix 7
The Calculation of t-test of the Speaking Ability of the Eleventh Grade
Students of MA Miftahut Thullab in the Academic Year 2012/2013 Taught
by Using Conversational “Tennis”.
Subjects’
Number
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.
Pretest Score
72
76
80
80
76
80
76
68
68
68
72
64
60
64
64
60
64
84
68
68
60
72
72
72
68
64
72
76
76
Posttest
Score
80
84
84
88
84
88
84
76
76
76
80
76
68
72
72
68
72
92
76
76
72
80
80
80
80
76
80
84
84
D
D2
8
8
4
8
8
8
8
8
8
8
8
12
8
8
8
8
8
8
8
8
12
8
8
8
12
12
8
8
8
∑D = 244
64
64
16
64
64
64
64
64
64
64
64
144
64
64
64
64
64
64
64
64
144
64
64
64
144
144
64
64
64
2
∑D = 2128
99
D
to =
D
2
D
2
N
N(N - 1)
to =
to =
to =
to =
to =
to =
244
29
2442
2,128
29
29(29- 1)
8.413
59536
2,128
29
812
8.413
2,128 2052.966
812
8.413
75,034
812
8.413
0.092
8.413
0.303
t o = 27.765
Based on the calculation above, the writer concludes that it is found tobservation 27.765 in the level of significance (α) 0.05 and the degree of freedom
(df) 28 which is gained from N-1 t- table is 2.05 there is any significant difference
between the speaking ability of the eleventh grade students of MA Miftahut
100
Thullab in the academic year 2012/2013 before and after being taught by using
Conversational “Tennis”.
101
Appendix 8
The Value of t-table for any Number Degree of Freedom
Degree of
Freedom (df)
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
35
40
45
50
60
70
80
90
Value off on the level of significance
5%
12.7
4.30
3.18
2.78
2.57
2.45
2.36
2.31
2.26
2.23
2.20
2.18
2.16
2.14
2.13
2.12
2.11
2.10
2.09
2.09
2.09
2.08
2.07
2.07
2.06
2.06
2.06
2.05
2.05
2.04
2.04
2.03
2.02
2.02
2.01
2.00
1.99
1.99
1%
63.66
9.92
5.84
4.60
4.03
3.71
3.50
3.36
3.25
3.17
3.11
3.06
3.01
2.98
2.95
2.92
2.88
2.89
2.86
2.84
2.83
2.82
2.81
2.80
2.79
2.78
2.77
2.76
2.76
2.75
2.72
2.71
2.69
2.68
2.65
2.65
2.64
2.63
102
100
125
1.98
1.98
2.63
2.62
Continued
Degree of
Freedom (df)
150
200
300
400
500
1000
Value off on the level of significance
5%
1.98
1.97
1.97
1.97
1.96
1.96
1%
2.61
2.60
2.59
2.59
2.59
2.58
*taken from: Henry E. Garet, op.cit. (p.427)
Tile writer only cities the value of t-table on tile level
Significance 5% and 1%
Pengantar Statistik Pendidikan
103
Appendix 9
DOCUMENTATION
104
YAYASAN PENDIDIKAN ISLAM DARMOYOSO (YAPIDA)
MADRASAH Aliyah
“ MIFTAHUT THULLAB “
Jl. Raya Pati Purwodadi Km.20, Cengkalsewu Sukolilo Pati 59172 email
mathullab@gmail.com
SURAT KETERANGAN
Nomor: MA.k/PP.001/587/427/VIII/2012
Yang bertanda tangan dibawah ini
:
Nama
: H. Sufa’at, S.Ag
Jabatan
: Kepala Sekolah
Unit Kerja
: MA Miftahut Thullab
Menerangkanbahwa
:
Nama
: St. Niswatul Aliyah
NIM
: 2008-32-118
Program Studi
: Bahasa Inggris
Mahasiswa tersebut benar-benar telah melakukan penelitian di MA Miftahut
Thullab terhitung mulai bulan Juli s/d Agustus 2012 dengan judul “The Speaking
Ability of the Eleventh Grade Students of MA Miftahut Thullab in the Academic
year 2012/2013 Taught by Using Conversational ”Tennis” ”.
Demikian surat keterangan ini dibuat sehingga dapat digunakan seperlunya.
Pati, 30 Agustus 2012
Kepala MA Miftahut Thullab
H. Sufa’at, S.Ag
105
STATEMENT
I, NISWA (NIM: 200832118) state that
My skripsi entitled:
THE SPEAKING ABILITY OF THE ELEVENTH GRADE STUDENTS OF
MA MIFTAHUT THULLAB THE ACADEMIC YEAR 2012/2013
TAUGHT BY USING CONVERSATIONAL “TENNIS”
Is indeed the scientific work of mine, not that of others. I just take some certain
quotations from others‟ scientific works as my references.
I am fully responsible for this statement.
Kudus, August 18th, 2012
ST. NISWATUL ALIYAH
NIM. 200832118
106
CURRICULUM VITAE
I, Niswa, was born on June 5th, 1989 in Pati. I am the last child
MUSLIHUDDIN.
I graduated from elementary school in 2002, junior high school in 2005,
and senior high school in 2008. In the next year (2008), I then continued my study
at English Education Department, Teacher Training and Education Faculty, Muria
Kudus University.
When I was in the seventh semester, I already joined the teaching practice
in SMP 1 JATI KUDUS. After graduating from Muria Kudus University, I plan to
keep on teaching English, since I have already enjoyed being an English teacher.
107
YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus Gondangmanis Bae Kudus PO.Box 53 Telp/Fax. 0291-438229
KETERANGAN SELESAI BIMBINGAN
Yang bertanda tangan dibawah ini mahasiswa:
Nama
: St. NISWATUL ALIYAH
NIM/Semester
: 2008-32-118 / IX
Program Studi
: Bahasa Inggris
Telah selesai dalam menjalani bimbingan skripsi yang berjudul:
“The Speaking Ability of the Eleventh Grade Students of MA Miftahud Thullab
in the Academic Year 2012/2013 Taught by Using Conversational “Tennis” ”.
Demikian surat keterangan ini dibuat untuk mengajukan permohonan ujian
terakhir.
Kudus, September 2012
Pembimbing II
Pembimbing I
Nuraeningsih, S.Pd, M.Pd
M.Pd
0610701000001201
Dra. Sri Endang Kusmaryati,
0610701000001009
108
Appendix 1
1) SYLLABUS
SCHOOL
: MA. Miftahut Thullab
SUBJECT
: ENGLISH
CLASS/SEMESTER
: XI/I
TIME ALLOCATION : 12 x 45 minute
Standard Competence: Speaking
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
Basic
Competence
Materials
3. 1 To express
functional
meaning in the
transactional (to
get things done)
and
interpersonal
conversation
(giving opinion,
asking opinion,
expressing
satisfaction and
dissatisfaction)
Expression:
giving
opinion,
asking
opinion,
expressing
satisfaction
and
dissatisfaction.
Learning
Activity
Indicators
Making
conversatio
n in pairs in
front of the
class.
The students
are able to
make
conversation
in pairs using
giving
opinion,
asking
opinion,
expressing
satisfaction
and
dissatisfaction.
Techniques
Spoken
Instruments
Instrument
Forms
Spoken
Example of
instrument
Make
conversation
in pairs using
the free
theme
in front of
the class.
Time
Allocation
Sources
6 X 45
minutes
Expressi
on in
English
for
Better
Life XI
book.
51
3.2 To express
functional
meaning in the
transactional (to
get things done)
and
interpersonal
conversation
(expressing
relief,
expressing pain
and expressing
pleasure).
Expression:
expressing
relief,
expressing
pain and
expressing
pleasure.
Making
conversatio
n in pairs in
front of the
class.
The students
are able to
make
conversation
in pairs using
expressing
relief,
expressing
pain and
expressing
pleasure.
Spoken
Spoken
Make
conversation
in pairs using
the free
theme
in front of
the class.
6 X 45
minutes
Expressi
on in
English
for
Better
Life XI
book.
52
2) INSTRUMENT OF PRETEST & POSTTEST
DIRECTION!
Prepare a dialogue with a partner. Theme is free. Then, come forward and
practice it in front of the class in 10 minutes!
53
3) SPECIFICATION OF TEST
The Table of Specification of Test of the Speaking Ability of the Eleventh Grade Students
of MA Miftahut Thullab in the Academic Year 2012/2013
Standard
Compete
nce
3. To
express
functional
meaning
in the
transactio
nal and
interperso
nal formal
and
sustained
in the
context of
everyday
life.
Basic
Competence
Indicat
ors
3. 1 To
express
functional
meaning in
the
transactional
(to get things
done) and
interpersonal
conversation
(giving
opinion,
asking
opinion,
expressing
satisfaction
Material
Th
e
stud
ents
are
able
to
mak
e
con
vers
atio
n in
pair
s
Expression: giving opinion, asking opinion, expressing
satisfaction and dissatisfaction.
Expression: expressing relief, expressing pain and expressing
pleasure.
No. item
of test
Number
of items
Spoken
Spoken
54
and
dissatisfactio
n).
usin
g
givi
ng
opin
ion,
aski
ng
opin
ion,
expr
essi
ng
satis
facti
on
and
diss
atisf
acti
on.
3.2 To
express
functional
meaning in
the
transactional
(to get things
done) and
interpersonal
conversation
(expressing
relief,
expressing
pain and
expressing
pleasure).
T
he
stud
ents
are
55
able
to
mak
e
con
vers
atio
n in
pair
s
usin
g
expr
essi
ng
relie
f,
expr
essi
ng
pain
and
expr
essi
ng
plea
sure
56
.
57
LESSON PLAN 1
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (giving opinion and asking opinion).
C. Indicator:
* To understand of using giving opinion and asking opinion in making
conversation
through Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using giving opinion
and
asking opinion.
* Speak up using giving opinion and asking opinion through Conversational
“Tennis”
technique.
58
E. Material of Learning:
There are some examples of giving opinion and asking opinion. They are as
follows:
Asking for someone’s opinion:
What‟s your view?
What‟s your opinion?
What do you think?
What do you feel?
What about ....?
How do you feel about ...?
What is your reaction to ...?
Do you have any opinion on ...?
Don‟t you think ...? (very polite)
What do you think about ...?
What are your feelings about ...?
Giving an opinion:
From where I stand, ....
Well, to my mind ...
I‟m convinced that ....
I consider ....
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
25 minutes Listening
59
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students about
how to make conversation using asking
opinion and giving opinion through
Conversational “Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It is
called look for any information. Here, the
students collect some information using
asking opinion, for example: What do you
think about my new ribbon?
-
Thirdly, the teacher asks the students to do
the second step in Conversational “Tennis”. It
is called show of interest. Here, the students
aswer the question using show of interest,
such as: Did you?, Wow?, or Really?
-
Fourth, the teacher asks the students to do the
third step in Conversational “Tennis”. It is
called continuing to look for information.
Here, the students use asking question or
giving opinion to look for some information
again.
-
Fifth, the example of using asking opinion
and giving opinion through Conversational
“Tennis”:
and
speaking
60
A: “What do you think about my new hat?”
B: “Well, to my mind it suits you.
A: “Really?”
B: etc
b. Elaboration (teacher gives the assignment to the
40 minutes Discussion
students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using asking for
someone‟s opinion to their friend.
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that conversation
like playing tennis. They try to follow these
rules as much as possible, batting the
conversational „ball‟ back and forth as much
as possible, without letting drop.
c. Confirmation:
-
10 minutes Questions
and answer
Teacher gives chance to the students to ask
the material more.
3. Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
5 minutes
61
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 16th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
62
LESSON PLAN 2
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing satisfaction and expressing
dissatisfaction).
C. Indicator:
* To understand of using expressing satisfaction and expressing dissatisfaction in
making conversation through Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using expressing
satisfaction and expressing dissatisfaction.
* Speak up using expressing satisfaction and expressing dissatisfaction through
Conversational “Tennis” technique.
E. Material of Learning:
63
There are some examples of expressing satisfaction and expressing
dissatisfaction. They are as follows:
Expressing satisfaction:
I‟m very pleased with ....
I‟m so happy about this.
What a beautiful story!
It is with great pleasure that ....
It gives me great satisfaction ....
Thank you, Sir.
I can‟t think of anything better.
Expressing Dissatisfaction:
It is disappointing that ....
What an awful meeting!
It‟s not as good as I thought.
What else do you think I should
do?
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
25 minutes Listening
and
speaking
64
gives some instructions to the students about
how to make conversation using expressing
satisfaction and expressing dissatisfaction
through Conversational “Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It is
called look for any information. Here, the
students collect some information using
expressing satisfaction and expressing
dissatisfaction, for example: What else do
you think I should do?
-
Thirdly, the teacher asks the students to do
the second step in Conversational “Tennis”. It
is called show of interest. Here, the students
answer the question using show of interest,
such as: Did you?, Wow?, or Really?
-
Fourth, the teacher asks the students to do the
third step in Conversational “Tennis”. It is
called continuing to look for information.
Here, the students use expressing satisfaction
and expressing dissatisfaction to look for
some information again.
-
Fifth, the example of using expressing
satisfaction and expressing dissatisfaction
through Conversational “Tennis”:
A: “What else do you think I should do?”
B: “Yup, be patient guys!”
A: “What?”
B: etc
65
b. Elaboration (teacher gives the assignment to the
40 minutes Discussion
students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using expressing
satisfaction and expressing dissatisfaction to
their friends.
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that conversation
like playing tennis. They try to follow these
rules as much as possible, batting the
conversational „ball‟ back and forth as much
as possible, without letting drop.
c. Confirmation:
-
10 minutes Questions
and answer
Teacher gives chance to the students to ask
the material more.
3. Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
English for Better Life XI
5 minutes
66
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 16th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
67
LESSON PLAN 3
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (giving opinion, asking opinion, expressing
satisfaction and expressing dissatisfaction).
C. Indicator:
* To understand of using giving opinion, asking opinion, expressing satisfaction
and
expressing dissatisfaction in making conversation through Conversational
“Tennis”
technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using giving opinion,
asking opinion, expressing satisfaction and expressing dissatisfaction.
* Speak up using giving opinion, asking opinion, expressing satisfaction and
expressing dissatisfaction through Conversational “Tennis” technique.
68
E. Material of Learning:
There are some examples of giving opinion, asking opinion, expressing
satisfaction
and expressing dissatisfaction. They are as follows:
Asking for someone’s opinion:
What‟s your view?
What‟s your opinion?
What do you think?
What do you feel?
What about ....?
How do you feel about ...?
What is your reaction to ...?
Do you have any opinion on ...?
Don‟t you think ...? (very polite)
What do you think about ...?
What are your feelings about ...?
Giving an opinion:
From where I stand, ....
Well, to my mind ...
I‟m convinced that ....
I consider ....
Expressing satisfaction:
Expressing Dissatisfaction:
It is disappointing that ....
What an awful meeting!
It‟s not as good as I thought.
What else do you think I should
do?
I‟m very pleased with ....
I‟m so happy about this.
What a beautiful story!
It is with great pleasure that ....
It gives me great satisfaction ....
Thank you, Sir.
I can‟t think of anything better.
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Students: “Good Morning, Mom”
Time
10 minutes
Method
Question
and
answer
69
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis” again in order the
students understand it well).
-
Firstly, before doing speaking the teacher
gives some instructions to the students about
how to make conversation using asking
opinion, giving opinion, expressing
satisfaction and expressing dissatisfaction
through Conversational “Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It
is called look for any information. Here, the
students collect some information using
asking opinion, for example: What do you
think about my new ribbon? Or using
expressing satisfaction and expressing
dissatisfaction, such as: What else do you
think I should do?
-
Thirdly, the teacher asks the students to do
the second step in Conversational “Tennis”.
It is called show of interest. Here, the
students answer the question using show of
interest, such as: Did you?, Wow?, or
25 minutes
Listening
and
speaking
70
Really?
-
Fourth, the teacher asks the students to do
the third step in Conversational “Tennis”. It
is called continuing to look for information.
Here, the students use asking question or
giving opinion and expressing satisfaction
or expressing dissatisfaction to look for
some information again.
-
Fifth, the example of using asking opinion,
giving opinion, expressing satisfaction and
expressing dissatisfaction through
Conversational “Tennis”:
A: “What do you think about my new hat?”
B: “Well, to my mind it suits you.
A: “Really?”
B: “What about you?”
A: “It‟s not as good as I thought.”
B: “What do you mean?”
A: “There is hole in my new hat. Look at
this!”
B: “Ups....”
A: etc
b. Elaboration (teacher gives the assignment to the
students in pairs)
-
The students use the first step of
Conversational “Tennis” using asking for
someone‟s opinion or expressing
satisfaction and expressing dissatisfaction to
their friend.
40 minutes
Discussion
and practice
71
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that
conversation like playing tennis. They try to
follow these rules as much as possible,
batting the conversational „ball‟ back and
forth as much as possible, without letting
drop.
c. Confirmation:
-
10 minutes
and answer
Teacher gives chance to the students to ask
the material more.
3.
Closing
5 minutes
- Teacher gives some motivations to the students.
- teacher says good bye to the students.
H. Source and media:
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Questions
Score
5
72
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 17th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
73
LESSON PLAN 4
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.2 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing relief and expressing pain).
C. Indicator:
* To understand of using expressing relief and expressing pain in making
conversation through Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using expressing
relief
and expressing pain.
* Speak up using expressing relief and expressing pain through Conversational
“Tennis” technique.
E. Material of Learning:
74
There are some examples of expressing relief and expressing pain. They are as
follows:
Expressing relief:
Oh, I‟m glad it‟s done.
Oh, that‟s all right then.
Thank God for that.
Oh, what a relief!
Expressing pain:
Ouch!!!
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions
to the students how to do the assignment that
given by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students
about how to make conversation using
expressing relief and expressing pain
25 minutes Listening
and
speaking
75
through Conversational “Tennis”.
-
Secondly, the teacher asks the students to
do the first step in Conversational
“Tennis”. It is called look for any
information. Here, the students collect
some information using expressing relief
or expressing pain, for example: Oh, I‟m
glad it‟s done!
-
Thirdly, the teacher asks the students to do
the second step in Conversational
“Tennis”. It is called show of interest.
Here, the students answer the question
using show of interest, such as: Did you?,
Wow?, or Really?
-
Fourth, the teacher asks the students to do
the third step in Conversational “Tennis”.
It is called continuing to look for
information. Here, the students use
expressing relief and expressing pain to
look for some information again.
-
Fifth, the example of using expressing
relief and expressing pain through
Conversational “Tennis”:
A: “Oh, I‟m glad it‟s done.”
B: “Good for you.”
A: “Really?”
B: etc
b. Elaboration (teacher gives the assignment to
40 minutes Discussion
76
the students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using expressing
relief and expressing pain to their friend.
-
Next, the students must answer the
question using the second steps or third
step of Conversational “Tennis” quickly
and correctly.
-
Then, the students continue that
conversation like playing tennis. They try
to follow these rules as much as possible,
batting the conversational „ball‟ back and
forth as much as possible, without letting
drop.
c. Confirmation:
-
10 minutes
and answer
Teacher gives chance to the students to ask
the material more.
3.
Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
Questions
5 minute
77
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 17th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
78
LESSON PLAN 5
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.2 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing pleasure).
C. Indicator:
* To understand of using expressing pleasure in making conversation through
Conversational “Tennis” technique.
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using expressing
pleasure.
* Speak up using expressing pleasure through Conversational “Tennis” technique.
E. Material of Learning:
There are some examples of expressing pleasure. They are as follows:
79
Expressing pleasure:
I‟m glad you like it.
Isn‟t this great?
I‟m delighted to hear that.
It gives me great pleasure to hear that.
I‟m very pleased with ....
I‟m very pleased.
F. Method and model of Learning: Three phase technique
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions
to the students how to do the assignment that
given by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students
about how to make conversation using
25 minutes Listening
and
speaking
80
expressing pleasure through
Conversational “Tennis”.
-
Secondly, the teacher asks the students to
do the first step in Conversational
“Tennis”. It is called look for any
information. Here, the students collect
some information using expressing
pleasure, for example: Isn‟t this great?
-
Thirdly, the teacher asks the students to do
the second step in Conversational
“Tennis”. It is called show of interest.
Here, the students answer the question
using show of interest, such as: Did you?,
Wow?, or Really?
-
Fourth, the teacher asks the students to do
the third step in Conversational “Tennis”.
It is called continuing to look for
information. Here, the students speak up
using expressing pleasure to look for some
information again.
-
Fifth, the example of using expressing
pleasure through Conversational “Tennis”:
A: “What do you think about my new
hat?”
B: “Well, to my mind it suits you.
A: “I‟m delighted to hear that?”
B: “Really?”
A: etc
b. Elaboration (teacher gives the assignment to
the students in pairs)
-
The students use the first step of
40 minutes Discussion
and
practice
81
Conversational “Tennis” using expressing
pleasure to their friend.
-
Next, the students must answer the
question using the second steps or third
step of Conversational “Tennis” quickly
and correctly.
-
Then, the students continue that
conversation like playing tennis. They try
to follow these rules as much as possible,
batting the conversational „ball‟ back and
forth as much as possible, without letting
drop.
c. Confirmation:
-
3.
Teacher gives chance to the students to ask
the material more.
Closing:
10 minutes Questions
and answer
5 minute
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
82
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 18th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
83
LESSON PLAN 6
School
: MA Miftahut Thullab
Subject
: English
Class/Semester
: XI/ I
Time
: 2 x 45 minutes
A. Standard of Competence:
3. To express functional meaning in the transactional and interpersonal formal and
sustained in the context of everyday life.
B. Based of Competence
3.1 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (giving opinion, asking opinion, expressing
satisfaction and dissatisfaction).
3.2 To express functional meaning in the transactional (to get things done) and
interpersonal conversation (expressing relief, expressing pain and expressing
pleasure).
C. Indicator:
* To understand of using giving opinion, asking opinion, expressing satisfaction
and
dissatisfaction in making conversation through Conversational “Tennis”
technique.
* To understand of using expressing relief, expressing pain and expressing
pleasure in making conversation through Conversational “Tennis” technique.
84
D. Objectives of Learning:
After the learning process, students are expected to be able to:
* Improve their speaking, especially in making conversation using giving opinion,
asking opinion, expressing satisfaction and dissatisfaction.
* Improve their speaking, especially in making conversation using expressing
relief,
expressing pain and expressing pleasure.
* Speak up using giving opinion, asking opinion, expressing satisfaction and
dissatisfaction through Conversational “Tennis” technique.
* Speak up using expressing relief, expressing pain and expressing pleasure
through
Conversational “Tennis”.
E. Material of Learning:
There are some examples of giving opinion and asking opinion, expressing
satisfaction, dissatisfaction, expressing relief, expressing pain and expressing
pleasure. They are as follows:
Expressing pleasure:
I‟m glad you like it.
Isn‟t this great?
I‟m delighted to hear that.
Asking for someone’s opinion:
What‟s your view?
What‟s your opinion?
What do you think?
What do you feel?
What about ....?
Expressing satisfaction:
Expressing relief:
Oh, I‟m glad it‟s done.
Oh, that‟s all right then.
Thank God for that.
Oh, what a relief!
Expressing pain:
Ouch!!!
Giving an opinion:
From where I stand, ....
Well, to my mind ...
Expressing Dissatisfaction:
It is disappointing that ....
I‟m very pleased with ....
What else do you think I should
I‟m so happy about this.
do?
What a beautiful story!
F. Method and model of Learning: Three phase technique
85
G. Procedure of Teaching:
No
1.
Activities
Opening:
1. Greetings:
Teacher: “Good Morning, Students”
Time
Method
10 minutes Question
and
answer
Students: “Good Morning, Mom”
Teacher: “Who is absent today?”
Etc.
2. Introduction
3. Teacher gives an overview of the screening
2.
Main activity:
a. Exploration (Teacher gives some instructions to
the students how to do the assignment that given
by Conversational “Tennis”).
-
Firstly, before doing speaking the teacher
gives some instructions to the students about
how to make conversation using seven
expressions that have explained in first until
fifth meeting through Conversational
“Tennis”.
-
Secondly, the teacher asks the students to do
the first step in Conversational “Tennis”. It is
called look for any information. Here, the
students collect some information using
asking opinion, for example: What do you
think about my new ribbon?
-
Thirdly, the teacher asks the students to do
25 minutes Listening
and
speaking
86
the second step in Conversational “Tennis”. It
is called show of interest. Here, the students
answer the question using show of interest,
such as: Did you?, Wow?, or Really?
-
Fourth, the teacher asks the students to do the
third step in Conversational “Tennis”. It is
called continuing to look for information.
Here, the students use seven expressions that
have explained in first until fifth meeting to
look for some information again.
-
Fifth, the example of using seven expressions
that have explained in first until fifth meeting
through Conversational “Tennis”:
A: “What do you think about my new hat?”
B: “Well, to my mind it suits you.
A: “Really?”
B: “What about you?”
A: “It‟s not as good as I thought.”
B: “What do you mean?”
A: “There is hole in my new hat. Look at
this!”
B: “Ups....”
A: “Yup, I wanna sew it first, wait a
moment!”
B: “I‟m delighted to hear that, guys.”
A: “Ouch!!! My hand is bleeding.
B: “Take care, guys!”
A: “Oh, I‟m glad it‟s done.”
B: “Wow?”
87
A: “Any problems?”
B: “Good jobs, I mean. Hee.”
A: etc.
b. Elaboration (teacher gives the assignment to the
40 minutes Discussion
students in pairs)
-
and practice
The students use the first step of
Conversational “Tennis” using seven
expressions that have explained in first until
fifth meeting to their friend.
-
Next, the students must answer the question
using the second steps or third step of
Conversational “Tennis” quickly and
correctly.
-
Then, the students continue that conversation
like playing tennis. They try to follow these
rules as much as possible, batting the
conversational „ball‟ back and forth as much
as possible, without letting drop.
c. Confirmation:
-
10 minutes
and answer
Teacher gives chance to the students to ask
the material more.
3. Closing:
- Teacher gives some motivations to the students.
- Teacher says good bye to the students.
H. Source and media:
Questions
5 minutes
88
English for Better Life XI
I. Assessment: Speaking form
Scoring in Essay Rubric
No
1.
Essay
Pronunciation
Score
5
2.
Grammar
5
3.
Vocabulary
5
4.
Fluently
5
5.
Comprehension
5
Total
25
Max Score = 25 X 4 = 100
Kudus, July 18th, 2012
English Teacher
Practitioner
Alha Rahmatina, S.Pd
St. Niswatul Aliyah
Acknowledged by
The Headmaster of MA Miftahut Thullab
Sufa’at, S.Ag.
89
Appendix 2
The Students’ Names of the Eleventh Grade Students of MA Miftahut
Thullab in the Academic Year 2012/2013.
No.
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.
The Students’ Name
SITI NUR KHAMIDAH
LISKHA KURNIAWATI
TUTUT ASLICHATUN NAJA
SRI WULANDARI
SITI AINUN NAFIS
ST WATIK ATUN ROFIAH
SITI JUMILAH
SITI IKHDA HIMATUL ULYA
AHMAD FUAD SYAIFURRAHIM
SRI YANTO
SUPRIYANTO
M. JAROT RIYADI
BAHARUDDIN HASAN
KISTONO
MUJI LESTARI
DONI EKO PRASETYO
SITI MU'ALIMAH
ELA RISTIKA
SITI NURUL ANIFAH
SRIE PUJIATI
WAHIDURROHMAN
SAFIRA UTHFIA AROFA
TORIKOTIN NIKMAH
LENI WIDIAWATI
M. NUR KAMAL
M. NASRUDDIN
M. KHAKKUL ULYA
M. KHOIRUL ANAM
SRI MARDIANINGSIH
90
Appendix 3
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 before being Taught by
Using Conversational “Tennis”.
Student
Number
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.
Element of Speaking
Pronunciation Grammar Vocabulary Fluency Comprehension
3
5
5
3
2
5
5
4
1
4
5
5
4
3
3
4
5
4
2
5
5
5
4
4
2
5
5
4
3
3
5
5
4
1
4
4
3
4
3
3
4
4
4
3
2
4
4
4
2
3
3
5
5
3
2
4
2
5
2
3
3
4
4
2
2
5
4
2
3
2
4
3
2
2
5
3
2
4
3
2
2
5
4
2
3
5
5
4
3
4
4
4
4
3
2
4
4
4
2
3
3
2
4
3
2
3
5
5
3
2
3
5
5
2
3
4
3
2
2
4
4
4
4
3
2
5
4
2
3
2
3
5
5
3
2
5
5
4
4
2
5
5
4
4
2
Note:
From the table above, the writer shows that,
The Maximal Score is 84
The Minimal Score is 60
Total
Score
72
76
80
80
76
80
76
68
68
68
72
64
60
64
64
60
64
84
68
68
60
72
72
72
68
64
72
76
76
91
Appendix 4
The Calculation of Mean and Standard of Deviation of the Pretest Measuring
the Speaking Ability of the Eleventh Grade Students of MA Miftahut
Thullab in the Academic Year 2012/2013 before being Taught by Using
Conversational “Tennis”.
a.
The Number of Interval
The number of interval = 1 + (3.3) log N
= 1 + (3.3) log 29
= 1 + (3.3) 1,46
= 1 + 4.818
= 5.818
=6
b. Interval Width (i)
i
the higest score the lowest score
the number of int erval
i
84 60
6
i
24
6
i=4
92
c.
Mean
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 before being Taught by
Using Conversational “Tennis”.
Interval
Score
84-87
80-83
76-79
72-75
68-71
64-67
60-63
Total
F
X
Fx
x'
f(x' )
(x' ) 2
f(x' ) 2
1
3
5
6
6
5
3
29
84
80
76
72
68
64
60
84
240
380
432
408
320
180
2,044
3
2
1
0
-1
-2
-3
3
6
5
0
-6
-10
-9
-11
9
4
1
0
1
4
9
28
9
12
5
0
6
20
27
79
Mean (X) =
fx
X
N
2,044
29
X = 70.48
d. Standard of Deviation
The Standard of Deviation of Pretest Score Measuring the Speaking
Ability of the Eleventh Grade Students of MA Miftahut Thullab in the
Academic Year 2012/2013 before being Taught by Using Conversational
“Tennis”.
Standard of Deviation → SD = i
f(x' )
N
2
f(x' )
N
2
93
79 11
=4
29 29
2
= 4 2.7 (0.38) 2
= 4 2.7 (0.1444)
= 4 2.5556
= 1.264
From the calculation above, the Mean of the Pretest measuring the speaking
ability of the eleventh grade of MA Miftahut Thullab in the academic year
2012/2013 before being taught by using Conversational “Tennis” is 70.48 and the
Standard of Deviation is 1.264.
94
Appendix 5
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2011/2012 after being Taught by
Using Conversational “Tennis”.
Student
Number
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.
Element of Speaking
Pronunciation Grammar Vocabulary Fluency Comprehension
5
5
4
3
3
5
5
4
3
4
5
5
4
4
3
5
5
4
4
4
5
5
4
3
4
5
4
4
5
4
5
5
4
3
4
5
5
4
1
4
5
4
4
2
4
4
5
4
3
3
5
5
4
3
3
5
5
4
1
4
4
3
4
3
3
3
3
4
3
5
4
5
4
3
2
4
3
4
3
3
3
5
5
3
2
5
5
5
4
4
5
4
4
2
4
5
5
3
2
4
3
3
4
3
5
5
5
4
3
3
5
5
4
4
3
5
5
4
3
3
5
5
4
3
3
5
5
4
1
4
4
5
4
4
3
5
5
4
4
3
5
5
4
4
3
Note:
From the table above, the writer shows that,
The Higher Score is 92
The Lowest Score is 68
Total
Score
80
84
84
88
84
88
84
76
76
76
80
76
68
72
72
68
72
92
76
76
72
80
80
80
80
76
80
84
84
95
Appendix 6
The Calculation of Mean and Standard of Deviation of the Posttest
Measuring the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 after being Taught by
Using Conversational “Tennis”.
a. The Number of Interval
The number of interval = 1 + (3.3) log N
= 1 + (3.3) log 29
= 1 + (3.3) 1.46
= 1 + 4.818
= 5.818
=6
b. Interval Width (i)
i
the higest score the lowest score
the number of int erval
i
92 68
6
i
24
6
i=4
c. Mean
96
The Score of the Speaking Ability of the Eleventh Grade Students of MA
Miftahut Thullab in the Academic Year 2012/2013 after being Taught by
Using Conversational “Tennis”.
Interval
Score
92-95
88-91
84-87
80-83
76-79
72-75
68-71
Total
F
X
Fx
x'
f(x' )
(x' ) 2
f(x' ) 2
1
2
6
7
7
4
2
29
92
88
84
80
76
72
68
92
178
504
560
532
288
136
2,290
3
2
1
0
-1
-2
-3
3
4
6
0
-7
-8
-6
-8
9
4
1
0
1
4
9
30
9
8
6
0
7
16
18
64
Mean (X) =
fx
X
N
2,290
29
X = 78.96
d. Standard of Deviation
The Standard of Deviation of Posttest Score Measuring the Speaking
Ability of the Eleventh Grade Students of MA Miftahut Thullab in the
Academic Year 2012/2013 after being Taught by Using Conversational
“Tennis”.
Standard of Deviation → SD = i
f(x')
N
2
f(x' )
N
64 8
=
29 29
4
2
2
97
= 4 2.206 (0.275) 2
= 4 2.206 0.075
= 4 2.131
= 1.2082
From the calculation above, the Mean of the Posttest measuring the speaking
ability of the eleventh grade students of MA Miftahut Thullab in the academic
year 2012/2013 after being taught by Using Conversational “Tennis” is 78.96 and
the Standard of Deviation is 1.2082.
98
Appendix 7
The Calculation of t-test of the Speaking Ability of the Eleventh Grade
Students of MA Miftahut Thullab in the Academic Year 2012/2013 Taught
by Using Conversational “Tennis”.
Subjects’
Number
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.
Pretest Score
72
76
80
80
76
80
76
68
68
68
72
64
60
64
64
60
64
84
68
68
60
72
72
72
68
64
72
76
76
Posttest
Score
80
84
84
88
84
88
84
76
76
76
80
76
68
72
72
68
72
92
76
76
72
80
80
80
80
76
80
84
84
D
D2
8
8
4
8
8
8
8
8
8
8
8
12
8
8
8
8
8
8
8
8
12
8
8
8
12
12
8
8
8
∑D = 244
64
64
16
64
64
64
64
64
64
64
64
144
64
64
64
64
64
64
64
64
144
64
64
64
144
144
64
64
64
2
∑D = 2128
99
D
to =
D
2
D
2
N
N(N - 1)
to =
to =
to =
to =
to =
to =
244
29
2442
2,128
29
29(29- 1)
8.413
59536
2,128
29
812
8.413
2,128 2052.966
812
8.413
75,034
812
8.413
0.092
8.413
0.303
t o = 27.765
Based on the calculation above, the writer concludes that it is found tobservation 27.765 in the level of significance (α) 0.05 and the degree of freedom
(df) 28 which is gained from N-1 t- table is 2.05 there is any significant difference
between the speaking ability of the eleventh grade students of MA Miftahut
100
Thullab in the academic year 2012/2013 before and after being taught by using
Conversational “Tennis”.
101
Appendix 8
The Value of t-table for any Number Degree of Freedom
Degree of
Freedom (df)
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
35
40
45
50
60
70
80
90
Value off on the level of significance
5%
12.7
4.30
3.18
2.78
2.57
2.45
2.36
2.31
2.26
2.23
2.20
2.18
2.16
2.14
2.13
2.12
2.11
2.10
2.09
2.09
2.09
2.08
2.07
2.07
2.06
2.06
2.06
2.05
2.05
2.04
2.04
2.03
2.02
2.02
2.01
2.00
1.99
1.99
1%
63.66
9.92
5.84
4.60
4.03
3.71
3.50
3.36
3.25
3.17
3.11
3.06
3.01
2.98
2.95
2.92
2.88
2.89
2.86
2.84
2.83
2.82
2.81
2.80
2.79
2.78
2.77
2.76
2.76
2.75
2.72
2.71
2.69
2.68
2.65
2.65
2.64
2.63
102
100
125
1.98
1.98
2.63
2.62
Continued
Degree of
Freedom (df)
150
200
300
400
500
1000
Value off on the level of significance
5%
1.98
1.97
1.97
1.97
1.96
1.96
1%
2.61
2.60
2.59
2.59
2.59
2.58
*taken from: Henry E. Garet, op.cit. (p.427)
Tile writer only cities the value of t-table on tile level
Significance 5% and 1%
Pengantar Statistik Pendidikan
103
Appendix 9
DOCUMENTATION
104
YAYASAN PENDIDIKAN ISLAM DARMOYOSO (YAPIDA)
MADRASAH Aliyah
“ MIFTAHUT THULLAB “
Jl. Raya Pati Purwodadi Km.20, Cengkalsewu Sukolilo Pati 59172 email
mathullab@gmail.com
SURAT KETERANGAN
Nomor: MA.k/PP.001/587/427/VIII/2012
Yang bertanda tangan dibawah ini
:
Nama
: H. Sufa’at, S.Ag
Jabatan
: Kepala Sekolah
Unit Kerja
: MA Miftahut Thullab
Menerangkanbahwa
:
Nama
: St. Niswatul Aliyah
NIM
: 2008-32-118
Program Studi
: Bahasa Inggris
Mahasiswa tersebut benar-benar telah melakukan penelitian di MA Miftahut
Thullab terhitung mulai bulan Juli s/d Agustus 2012 dengan judul “The Speaking
Ability of the Eleventh Grade Students of MA Miftahut Thullab in the Academic
year 2012/2013 Taught by Using Conversational ”Tennis” ”.
Demikian surat keterangan ini dibuat sehingga dapat digunakan seperlunya.
Pati, 30 Agustus 2012
Kepala MA Miftahut Thullab
H. Sufa’at, S.Ag
105
STATEMENT
I, NISWA (NIM: 200832118) state that
My skripsi entitled:
THE SPEAKING ABILITY OF THE ELEVENTH GRADE STUDENTS OF
MA MIFTAHUT THULLAB THE ACADEMIC YEAR 2012/2013
TAUGHT BY USING CONVERSATIONAL “TENNIS”
Is indeed the scientific work of mine, not that of others. I just take some certain
quotations from others‟ scientific works as my references.
I am fully responsible for this statement.
Kudus, August 18th, 2012
ST. NISWATUL ALIYAH
NIM. 200832118
106
CURRICULUM VITAE
I, Niswa, was born on June 5th, 1989 in Pati. I am the last child
MUSLIHUDDIN.
I graduated from elementary school in 2002, junior high school in 2005,
and senior high school in 2008. In the next year (2008), I then continued my study
at English Education Department, Teacher Training and Education Faculty, Muria
Kudus University.
When I was in the seventh semester, I already joined the teaching practice
in SMP 1 JATI KUDUS. After graduating from Muria Kudus University, I plan to
keep on teaching English, since I have already enjoyed being an English teacher.
107
YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus Gondangmanis Bae Kudus PO.Box 53 Telp/Fax. 0291-438229
KETERANGAN SELESAI BIMBINGAN
Yang bertanda tangan dibawah ini mahasiswa:
Nama
: St. NISWATUL ALIYAH
NIM/Semester
: 2008-32-118 / IX
Program Studi
: Bahasa Inggris
Telah selesai dalam menjalani bimbingan skripsi yang berjudul:
“The Speaking Ability of the Eleventh Grade Students of MA Miftahud Thullab
in the Academic Year 2012/2013 Taught by Using Conversational “Tennis” ”.
Demikian surat keterangan ini dibuat untuk mengajukan permohonan ujian
terakhir.
Kudus, September 2012
Pembimbing II
Pembimbing I
Nuraeningsih, S.Pd, M.Pd
M.Pd
0610701000001201
Dra. Sri Endang Kusmaryati,
0610701000001009
108