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51

SK KD MATERIAL ACTIVITY INDICATOR CHARACTER

RESULT in the context of everyday life.

7.1 Responding to the meaning in conversation transactional (to get things done) and interpersonal official (social) and continues

(sustained) that uses a variety of spoken language accurately, fluently and acceptable in the context of everyday life and involves speech acts: expressing attitude towards something, expressing feel of love, and expressing feel of sadness

Spoken text/dialogue involving speech acts: oExpressing attitude

towards something

e.g. A: I’m against the idea.

B: I can’t agree more.

oFeelings of love e.g. A: I love you. B: I love you too. oFeelings of sadness

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

Discuss the speech acts used in conversation. Identify the meaning

of words from speech acts to be heard.

Determining the implicit and explicit information in a conversation by answering questions that teachers provide. In pairs wants a shot

using speech act in a short conversation.

Finding a speech act in conversation heard.

Identify the meaning of speech acts in conversation heard.

 Determining the implicit and explicit information in the conversation is heard. Determine the

information expressed in the conversation is heard.

 Applying speech act in conversation.

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52 in the context of everyday life.

9.1 Expressing to the meaning in conversation transactional (to get things done) and interpersonal official (social) and continues

(sustained) that uses a variety of spoken language accurately, fluently and acceptable in the context of everyday life and involves speech acts: expressed attitude towards something, expressing feel of love, and expressing feel of sadness.

Spoken text/dialogue involving speech acts: oExpressed attitude

towards something

e.g. A: I’m against the idea.

B: I can’t agree more.

oFeelings of love e.g. A: I love you. B: I love you too. oFeelings of sadness

e.g. A: This is the lowest time in my life. speech acts in conversation heard.  Identify the meaning

of words from speech acts to be heard. Determining the

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

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

Finding a speech act in conversation. Identify the

meaning of a speech act in conversation. Determine the

information implicit in the conversation. Determine the

information expressed in the conversation. in the context of everyday life.

7.2 Responding to the meaning in conversation transactional (to get things done) and interpersonal (social) and the official continues (sustained) that uses a variety of spoken language accurately, fluently and acceptable in the context of everyday life and involves speech involving speech acts:

- Embarrassment

B: Sorry about that.

Listen to the speech acts in conversation heard. Identify the meaning

of words from speech acts to be heard. Determining the

implicit and explicit information in a conversation by answering questions that teachers provide. In pairs wants a shot

Finding a speech act in conversation heard.

Identify the meaning of speech acts in conversation heard. Determining the

implicit information heard in

conversation.  Determine the

information expressed in the conversation is heard.

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53 using speech act and

the response in a 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 involving speech acts:

- Embarrassment

B: Sorry about that.

Listen to the video conversation interpersonal / transactional individually Finding the speech

acts used from the video that was heard in conversation. Identify the meaning

of the word speech acts of the video is heard.

Determining the implicit and explicit information in the conversation in the video by answering questions that teachers provide. In pairs wants a shot

using speech act and its response in the form of a conversation.

Finding a speech act in conversation. Identify the

meaning of a speech act in conversation. Determine the

information implicit in the conversation. Determine the

information expressed in the conversation. exposition in the context of

8.1 Responding to the meaning contained in simple short functional spoken and acceptable in various contexts of

Oral short functional text:

short functional text is heard

Identify the information implicit and explicit in the conversation by answering questions that teachers provide. Identify the meaning

Finding the topic of the text is heard. Identify implied information from the text to be heard. Identify explicit

information from the text to be heard. Determine the

meaning of words from the text that was heard. Determining the

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54 simple daily

life

everyday life. of words of text to be heard is heard. Setting the reference

and communicative purpose of the text is heard.

 In pairs make a simple short functional text.

communicative purpose of the text is heard short functional. Applying a simple

short text functional in writing. the context of everyday life.

10.2Expressing meaning in short functional form of the spoken text and the official unofficial using a variety of simple spoken language in different contexts of everyday life.

Oral short functional text:

short functional text contained in the video.

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

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

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

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

information of oral functional short texts.

Identify explicit information from short spoken text functional. Determine the

meaning of words spoken short functional text. Determining the

communicative purpose of the short functional text. Using short

functional text in oral form.

8.2 Responding to the meaning in text using a range of  Text oral hortatory

exposition.

Listen to the monologue text of individual video Discuss the

monologue text of video in groups Finding information

Finding information implied from the text being heard. Finding explicit

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55 in the form

of spoof, narrative, and hortatory exposition in the context of simple daily life

fluently and acceptable in the context of everyday life in the form of text; narrative, spoof, and hortatory exposition.

implicit and explicit in the text monologue featured in the video is heard.

As a group identify the meaning of words and word monologue references in the text to be heard; As a group

determine the communication objectives of monologue text contained in the video is heard. As a group figuring

out the characteristics of the language of the text contained in a video monologue is heard.

meaning of words in the text monologue is heard. Identify refer words

in the text monologue is heard. Determine the

communication purpose of the text is heard. Determine the

general framework of the text is heard Determining the

linguistic characteristics of the text that is heard.

Innovative. Responsibility.

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56 the context of everyday life.

10.2 Expressing meaning in text using a range of acceptable in the context of everyday life in the form spoof, narrative and  Text oral hortatory

exposition.

Listen to the monologue text of the video. Discuss the

monologue text of video in groups Finding information

implicit and explicit in the text implicit and explicit information in a conversation by meaning of the word monologue text to hear the teacher to answer the questions orally. As a group

determine the communication objectives of the text contained in a video monologue orally.

As a group figure out the general framework and linguistic characteristics of the text contained in a monologue video is heard.

Finding information implied from the monologue text. Finding explicit information in the monologue text. Identify the word

meaning of a monologue text . Identify the referral

of monologue text. Determine the

purpose of monologue text communication. Determine the

general framework of the monologue text.

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57 exposition in the context of everyday life and to access knowledge

11.1 Responding meaning in short functional text appreciate the use of a variety of

Provide examples of short functional text in groups. Finding the topic of

short text functional. As a group, identify

implicit and explicit information from short functional text by answering questions posed. Analyze the meaning

of words and references of short functional text that is read.

 Determine the communication objectives of a given functional text.

Finding the topic of a short text that reads functional. Identify implied

information of short functional texts is read

Identify explicit information from the text that reads short functional. Analyze the

meaning of words from the text that reads short functional. Analyzing the

referral of said short-read text functional. Determine the

communication objectives of short-read text functional.

Religious 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

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 2.Free writing

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58 Ask the other group

to revise the draft that has been made. Editing the text of

the revised results. Produce a short

functional text by providing clear information.

Editing the revised text

Generate text is good and right.

Reading exposition in the context of everyday life and to access knowledge

11.2Responding meaning and rhetorical steps in simple essay accurately, fluently and acceptable in the context of everyday life and to access knowledge

Provide examples of monologue text as a group.

As a group, discover implicit and explicit information from the text monologue by way of answering the questions given. Identify the main

idea and meaning of words from the text being read. Determine the

referral and destination word monologue text is readable. monologue text that reads.

Finding information implied from the monologue text readable. Finding explicit

information in the text that reads monologue. Identify the main

idea of the text is readable monologue. Identify the

meaning of a word that reads the text monologue. Determine the

referral of monologue text that is read.

Determine the communication objectives monologue text that is read.

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59 the context of everyday life

12.2 Expressing meaning and rhetorical steps in simple essay accurately, fluently and acceptable in the context of everyday life in form of spoof text, narrative, and

Provide examples of monologue text. Ask students to

determine the topic in the text entry monologue. Ask students to

write the main ideas in written text and elaboarte monologue. Creating a draft

before writing the monologue text using grammar, vocabulary, punctuation and correct spelling. Ask the other group

to revise the draft is made.

Ask students to edit the results of the revised text. Generate text

monologue by providing clear information.

Determine the topic in the text entry monologue. Using the grammar,

vocabulary, punctuation, correct spelling in writing monologue text Write the main idea Elaborating the

main idea Conceptualize the

contents of the monologue text To revise the

contents of text. Editing the revised

text. Generate text

monologue. 2.Free writing

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Appendix 2

LESSON PLAN

Subject : English Class : XI grade Semester : 2

Time : 2 x (45 minutes) Topic : Expressing Love

A. Standard of competence

Speaking

Expressing the transactional conversational text and formal interpersonal and sustained in daily life.

B. Basic of competence

Response in transactional conversation (to get thing done) and interpersonal (socialization) formal and sustained that use spoken language accurately, fluently, in daily life and involve speech: to express attitude to the something love and sadness.

C. Indicators

Indicators in achievement

competence

Culture value and National

Character

1. Give the true response to the speech: to express love

2. Do some speech in spoken language for interpersonal transactional: to express love

Religious, honest, tolerance, discipline, hard-work, friendly, curiosity, national spirit, respect to the environment, care to the others, love and peace.

D. Purpose of the teaching

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

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E. Teaching material

Main material: (expressing love)

Miss A: oh my dearest Antony. How could you marry such a woman like Octavia. You said you love me. Oh how dare you! How deepest your love for me?

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

F. Scenario/ procedure of teaching and learning

No Teacher Activity Students Activity Character

Building

Time Allotment

1 Pre- Activities

 Greeting the students

 Checking the attendance list

 Introducing herself

 Checking the students’ readiness and saying yell “Iʼm a great English speaker!” “English is easy!”

-The students answer the greeting

-The students give the response.

-Listen to the teacher

-The students respond the teacher

-Politeness

-Responsible

10 min

(12)

-Exploration

 Giving guiding and questions based on the material

 Explaining more what the students should do

 Teacher gives to students chance to ask

Elaboration

 Dividing to the group work

 Giving example a conversation

 Giving questions

related the conversation

 Asking the students to practice their speaking skill in front of the class, (a group consists of 5-6 and it has been made before) by using role play

-Confirmation

 Teacher explain more

 Giving conclusion

- The students pay attention and answer the questions

- The students pay attention to the teacher

- The students make a group and practice

listening to the teacher

-Responsible

Responsibl

20 min

35 min

10 min

3 Post Activities

 Asking the students to learn and practice more, asking their feeling and saying see you

- The students respond the teacher

-Logic

-Politeness

5 min

G. Teaching Technique

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H. Teaching Strategy

 Asking question about the way to express love

 Discussing the value in the way of expressing love

 Discussing element and rhetoric steps in expressing love.

I. Learning Resources

- LKS - Textbook - Internet

J. Aids

- LCD

- Book

- Whiteboard and board marker

K. Evaluation

a. Technique : Test b. Form of instrument : oral test

Instruction:

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

L. Assessment

Scoring Scale of Speaking Ability

No Skill Indicator Score

1. Pronunciation 1.Students have few traces of foreign accents.

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

3.Students have pronunciation problems necessitate.

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

5 4

3

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No Skill Indicator Score repeat.

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

1

2. Grammar 1. Students make few noticeable errors of grammar word order. 2. Students occasioanally make

grammatical or words error which do not, however obscure meaning.

3. Students make frequent errors and words order, when occasionally abscure meaning. 4. Students have grammar and

word order errors make comprehension difficult.

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

5 4

3

2

1

3. Vocabulary 1. Students use vocabulary and idiom are virtually that of native speaker.

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

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

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

5. Students have limitation vocabulary so extreme as to make conversation virtually imposible.

5 4

3

2 1

4. Fluency 1. Students have speech as fluent and effortless as that a native speaker.

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No Skill Indicator Score 2. Students have speed of speech

seems to be affected by language problem.

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

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

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

3

2

1

5. Comprehension 1. Students appear to understand everything diviculty.

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

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

4. Students have great difficult following what is said that can comprehend only social conversation spoken slowly and with frequent repetition.

5. Students cannot said to understand even simple conversational English.

5 4 3 2

1

Notes:

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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

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LESSON PLAN

Time : 2 x (45 minutes)

Speaking

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

competence

Character

1. Give the true response to the speech: to express embarrassment

2. Do some speech in spoken language for interpersonal transactional: to express embarrassment

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

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Main material: (expressing embarrassment)

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

a great actress.

Retno: Really? Thanks.

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

Retno: Actually,…

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

great.

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

Andi: Really? I thought it was you. I’m sorry. Retno: That’s fine.

Andi: No, …

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

Building

Time

Allotment

 Checking the students’

readiness and saying yell “Iʼm a great English speaker!” “English is easy!”

-Listen to the teacher

-The students respond the teacher

-Politeness

-Responsible

10 min

(19)

-Exploration

Elaboration

-Confirmation

listening to the teacher

-Responsible

Responsible

20 mi

35 min

10 min

(20)

-Logic

-Politeness

5 min

Role play

 Asking question about the way to express embarrassment

 Discussing the value in the way of expressing embarrassment

 Discussing element and rhetoric steps in expressing embarrassment.

J. Aids

- LCD

- Book

K. Evaluation

Instruction:

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L. Assessment

1. Pronunciation 1. Students have few traces of foreign accents.

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

3. Students have pronunciation problems necessitate.

4. Students are very hard to understand because of pronunciation problem must frequently be asked to repeat. 5. Students have pronunciation

problem so severe as to make speech, virtually unintelligible

5 4

3 2

1

2. Grammar 1.Students make few noticeable errors of grammar word order. Students occasioanally make grammatical or words error which do not, however obscure meaning. 3.Students make frequent errors and words order, when occasionally abscure meaning.

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

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

5 4

3

2

1

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

5 4 3 2

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No Skill Indicator Score 4. Students misuse of word is very

limited vocabulary so extreme as to make comprehension quite difficult.

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

5

4

3

2

1

5. Students cannot said to understand even simple conversational English.

5 4

3

2

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Notes:

Final Score = Score Achieved X 95 Score Maximum

SCORE CATEGORY

91 – 95 85 - 90 79 – 84 73 - 78 < 72

A. Excellent B. Good C. Sufficient D. Bad E. Very Bad

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LESSON PLAN

Time : 2 x (45 minutes)

Speaking

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

competence

Character

- Give the true response to the speech: to express anger - Do some speech in spoken

language for interpersonal transactional: to express anger

c. The students can give a true response to the speech: to express anger d. The students can express to the speech in spoken language for

interpersonal/transactional: to express anger

Main material

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• - I can’t stand it when …..

• - It burns me up when ….

• - I was so enraged …..

• Oh no…! I don’t like it • I hate….

I can’t take this anymore.

Building

Time Allotment

 Checking the students’ readiness and saying yell “Iʼm a great English speaker!” “English is easy!”

-Listen to the teacher -The students respond the teacher

-Politeness

-Responsible

10 min

2 Main Activities

-Exploration

Elaboration

listening to the -Responsibl

20 min

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-Confirmation

teacher

Responsible 10 min

3 Post Activities

-Logi

-Politeness

5 min

Role play

 Asking question about the way to express anger

 Discussing the value in the way of expressing anger

 Discussing element and rhetoric steps in expressing anger.

J. Aids

- LCD

- Book

K. Evaluation

Instruction:

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L. Assessment

1. Pronunciation 1. Students have few traces of foreign accents.

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

3. Students have pronunciation problems necessitate.

4. Students are very hard to understand because of pronunciation problem must frequently be asked to repeat. 5. Students have pronunciation

problem so severe as to make speech, virtually unintelligible.

5 4 3 2 1

. Grammar 1. Students make few noticeable errors of grammar word order. 2. Students occasioanally make

grammatical or words error which do not, however obscure meaning.

3. Students make frequent errors and words order, when occasionally abscure meaning. 4. Students have grammar and

word order errors make comprehension difficult.

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

5 4

3

2

1

3. Students frequently use the wrong words in a conversation,

5 4

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No Skill Indicator Score somewhat limited because of

inadiquate vocabulary.

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

2 1

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

5

4

3

2 1

5. Students cannot said to understand even simple

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No Skill Indicator Score conversational English.

Notes:

Final Score = Score Achieved X 95 Score Maximum

SCORE CATEGORY

91 – 95 85 - 90 79 – 84 73 - 78 < 72

(A)Excellent (B)Good (C)Sufficient (D)Bad (E)Very Bad

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81

Appendix 3

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

joining conversation class before being Taught by Using Role Play

No Subjects

Aspect of Speaking

∑ Score

Pronon

ciation Grammer

Vocabu

lary Fluency

Compre hension 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 A N √ √ √ √ √ 17 65 2 A K A √ √ √ √ √ 16 61 3 Aj N √ √ √ √ √ 21 80 4 A W √ √ √ √ √ 19 72 5 A A M A √ √ √ √ √ 18 68 6 A S √ √ √ √ √ 16 61 7 A Q U √ √ √ √ √ 18 68 8 A A U √ √ √ √ √ 17 65

9 B A H - -

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82

Apendix 3. Continued

No Subjects

∑ Score

Pronon

Vocabu

Compre Hension 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

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83

No Subjects

∑ Score

Pronon

Vocabu

Compre Hension 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

35 SM √ √ √ √ √ 17 65 36 SFNW √ √ √ √ √ 21 80 37 S N F √ √ √ √ √ 18 68 38 S C M √ √ √ √ √ 22 84 39 S A S √ √ √ √ √ 21 80 40 T K √ √ √ √ √ 18 68 41 U R √ √ √ √ √ 17 65 42 U A R √ √ √ √ √ 19 72 43 U K √ √ √ √ √ 21 80 44 V A R √ √ √ √ √ 16 61 45 V A √ √ √ √ √ 14 53

(33)

Apendix 4

The Calculation of Mean, and Standard Deviation of Speaking Ability

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

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

Number of interval (k) = 1 + 3.3 Log N = 1 + 3.3 Log 44 = 1 + 5.42 = 6.42 = 6

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

𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙

= 84−53

6

= 31₆ = 5.16 = 5

Score F X Fx x’ fx’ x’2 F(x’2)

51 – 55 1 53 53 -3 -3 9 9

56 – 60 1 58 58 -2 -2 4 4

61 – 65 11 63 693 -1 -11 1 11

66 – 70 10 68 680 0 0 0 0

71 – 75 7 73 511 +1 7 1 7

76 – 80 13 78 1014 +2 26 4 52

81 – 85 1 83 83 +3 3 9 9

N= 44 ∑= 3092 ∑ = 20 ∑ = 92

(34)

85 a. Mean (Average)

X = 𝑓𝑥

𝑁

= 3092

44

= 69

b. Standard Deviation

2 2

' . '

.

    

   





N x f

N x f i SD

2

44 20 44 92

5 

      

SD



0.206



090 . 2

5 



SD

884 .

1

5 

SD

37 . 1 5x SD

(35)

86

Appendix 5

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

joining conversation class after being Taught by Using Role Play

No Subjects

∑ Score

Pronon

Vocabu

Compre hension 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

(36)

87

No Subjects

∑ Score

Pronon

Vocabu

Compre Hension 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

(37)

88

No Subjects

∑ Score

Pronon

Vocabu

Compre Hension 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

35 SM √ √ √ √ √ 19 72 36 SFNW √ √ √ √ √ 21 80 37 S N F √ √ √ √ √ 20 76 38 S C M √ √ √ √ √ 23 87 39 S A S √ √ √ √ √ 21 80 40 T K √ √ √ √ √ 19 72 41 U R √ √ √ √ √ 19 72 42 U A R √ √ √ √ √ 20 76 43 U K √ √ √ √ √ 22 84 44 V A R √ √ √ √ √ 18 68 45 V A √ √ √ √ √ 18 68

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

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

Joining Conversation Class after being Taught by Using Role Play

Number of interval (k) = 1 + 3.3 Log N = 1 + 3.3 Log 44 = 1 + 5.42 = 6.42 = 6

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

𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙

= 87−₆68

= 19

6

= 3.16 = 3

Score F x Fx x’ fx’ x’2 F(x’2)

66 – 68 4 67 268 -3 -12 9 16

69 – 71 0 70 0 -2 0 4 0

72 – 74 8 73 584 -1 -8 1 8

75 – 77 10 74 740 0 0 0 0

78 – 80 15 79 1185 +1 15 1 15

81 – 83 0 82 0 +2 0 4 0

84 – 86 4 85 340 +3 12 9 36

87 – 89 3 88 264 +4 12 16 48

N= 44 ∑= 3381 ∑ = 19 ∑ = 143

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X =

𝑁

= 3381₄₄ = 76.8

b. Standard Deviation

2 2

' . '

.

    

   





N x f

N x f i SD

2

32 14 32 50

5 

      

SD



0.19



5 . 1

5 



SD

3 .

1

5 

SD

1 . 1 5x SD

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

of MA NU Banat Kudus in Academic Year 2013/2014

No Pre Post D D²

1 65 76 11 121

2 61 72 11 121

3 80 84 4 16

4 72 80 8 64

5 68 76 8 64

6 61 72 11 121

7 68 80 12 144

8 65 76 11 121

9 - - 0 0

10 68 80 12 144

11 80 84 4 16

12 80 80 0 0

13 61 76 15 225

14 65 80 15 225

15 76 84 8 64

16 80 87 7 49

17 65 72 7 49

18 68 76 8 64

19 80 80 0 0

20 72 72 0 0

21 68 76 8 64

22 80 80 0 0

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26 61 68 7 49

27 80 80 0 0

28 72 80 8 64

29 68 76 8 64

30 68 72 4 16

31 57 68 11 121

32 72 80 8 64

33 80 87 7 49

34 72 80 8 64

35 65 72 7 49

36 80 80 0 0

37 68 76 8 64

38 84 87 3 9

39 80 80 0 0

40 68 72 4 16

41 65 72 7 49

42 72 76 4 16

43 80 84 4 16

44 61 68 7 49

45 53 68 15 225

300 2800

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

Conversation Class taught by Using Role Play

81 . 6

44 300

  



D D

N D D

t =







1



2 2

 



N N

N D D

D

= 44



44 1



44 ) 300 ( 2800

81 . 6

2

 

= 1892

45 , 2045 2800

81 . 6



=

0 .

398

81 .

6

= 0.63

81 . 6

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Nilnaa Arofah was born on June 4th 1992 in Kalinyamatan, Jepara. She is second child of H.Tasrifan and Hj.Zuriyatun. She has an old sister and a little brother who always love her.

She graduated from Elementary School (SDN 3 Purwogondo) in 2004 and from Junior High School (MTs. Darul Ulum Purwogondo) in 2007. Then, she entered to Senior High School (SMA N 1 Pecangaan Jepara) in 2007 and graduated in 2010. In 2010 she continued her study at Muria Kudus University majoring the study program of English Education Department.

In senior high school, she joined extracurricular. Because she likes coloring pictures, she decided to join painting. She also joined an Islamic students association. It is like an Islamic Organization; namely Kelompok Pelajar Islam (KPI). She got knowledge about Islam deeply and she could socialize with other friends there.

In Muria Kudus University, she joined in FORMI (FORum Mahasiswa Islam). She got many experiences there, she was to be lead An-Nisa’ Department and the next period she got secretary-ship. Another experience is she has ever become a mentor in mentoring program that someone gives speech to the new students in the university in a group. Then liqo', she understand the meaning of this life from that program, the activities such as read holy Qur'an and leaning the meaning of it, we will know what we did it is good or not, so we must reject the activity if it is bad activity.

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

STATEMENT

Name : Nilnaa Arofah

NIM : 2010-32-168

Study Program : Pendidikan Bahasa Inggris

Skripsi title : Speaking Ability of the Eleventh Grade Students of MA NU Banat Kudus in Academic Year 2013/2014 Joining

Conversation Class Taught by Using Role Play

State that this skripsi indeed the scientific work of mine, not that of others. I only make some certain quotation from others’ as references I need to support my skripsi.

I am fully responsible for this statement

Kudus, July 2014

The writer

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