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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 Learning Activity

Indicators Instruments Time

Allocation

Sources Techniques Instrument

Forms

Example of instrument 3. 1 To express

functional meaning in the transactional (to get things done) and

interpersonal conversation (giving opinion, asking opinion, expressing satisfaction and dissatisfaction) expressing satisfaction

The students are able to make conversation in pairs using giving

dissatisfaction.

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meaning in the transactional (to get things done) and

interpersonal conversation (expressing relief,

expressing pain and expressing pleasure).

relief, expressing pain and expressing pleasure. in pairs using expressing relief, expressing pain and expressing pleasure.

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2) INSTRUMENT OF PRETEST & POSTTEST

DIRECTION!

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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 nal formal and sustained

in the context of

everyday life.

3. 1 To express functional meaning in the expressing satisfaction

 Expression: giving opinion, asking opinion, expressing satisfaction and dissatisfaction.

Expression: expressing relief, expressing pain and expressing pleasure.

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LESSON PLAN 1

School : MA Miftahut Thullab Subject : English

Class/Semester : XI/ I

Time : 2 x 45 minutes

A. Standard of Competence:

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”

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E. Material of Learning:

There are some examples of giving opinion and asking opinion. They are as follows:

F. Method and model of Learning: Three phase technique

G. Procedure of Teaching:

No Activities Time Method

1. Opening:

1. Greetings:

Teacher: “Good Morning, Students” Students: “Good Morning, Mom” Teacher: “Who is absent today?” Etc.

2. Introduction

3. Teacher gives an overview of the screening

10 minutes Question and answer

2. Main activity: 25 minutes Listening

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 ...?

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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”:

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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 students in pairs)

- 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.

40 minutes Discussion and practice

c. Confirmation:

- Teacher gives chance to the students to ask

the material more.

10 minutes Questions and answer

3. Closing:

- Teacher gives some motivations to the students. - Teacher says good bye to the students.

5 minutes

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English for Better Life XI

I. Assessment: Speaking form Scoring in Essay Rubric

No Essay Score

1. 2. 3. 4. 5.

Pronunciation Grammar Vocabulary Fluently

Comprehension

5 5 5 5 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

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LESSON PLAN 2

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.

* 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.

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There are some examples of expressing satisfaction and expressing dissatisfaction. They are as follows:

1. Opening:

1. Greetings:

2. Introduction

2. Main activity:

25 minutes Listening and speaking 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.

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gives some instructions to the students about how to make conversation using expressing satisfaction and expressing dissatisfaction through Conversational “Tennis”.

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?

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?

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!”

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Conversational “Tennis” using expressing satisfaction and expressing dissatisfaction to their friends.

c. Confirmation:

the material more.

3. Closing:

5 minutes

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1. 2. 3. 4. 5.

Comprehension

5 5 5 5 5

Total 25

Max Score = 25 X 4 = 100

Alha Rahmatina, S.Pd St. Niswatul Aliyah Acknowledged by

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LESSON PLAN 3

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.

* Improve their speaking, especially in making conversation using giving opinion, asking opinion, expressing satisfaction and expressing dissatisfaction.

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There are some examples of giving opinion, asking opinion, expressing satisfaction

and expressing dissatisfaction. They are as follows:

1. Opening:

1. Greetings:

Teacher: “Good Morning, Students” Students: “Good Morning, Mom”

10 minutes Question and answer Asking for someone’s opinion:

What‟s your view? What‟s your opinion? What do you think? 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: 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:

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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).

gives some instructions to the students about how to make conversation using asking opinion, giving opinion, expressing satisfaction and expressing dissatisfaction through Conversational “Tennis”.

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?

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

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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: “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

Conversational “Tennis” using asking for someone‟s opinion or expressing

satisfaction and expressing dissatisfaction to their friend.

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- 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:

the material more.

3. Closing

- Teacher gives some motivations to the students. - teacher says good bye to the students.

5 minutes

H. Source and media: English for Better Life XI

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2. 3. 4. 5.

Grammar Vocabulary Fluently

Comprehension

5 5 5 5

Total 25

Max Score = 25 X 4 = 100

Kudus, July 17th, 2012

English Teacher Practitioner

Acknowledged by

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LESSON PLAN 4

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.

* 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.

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There are some examples of expressing relief and expressing pain. They are as follows:

1. Opening:

1. Greetings:

2. Introduction

gives some instructions to the students about how to make conversation using expressing relief and expressing pain

25 minutes Listening and speaking Expressing relief:

Oh, I‟m glad it‟s done. Oh, that‟s all right then. Thank God for that. Oh, what a relief!

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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!

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.

relief and expressing pain through Conversational “Tennis”:

A: “Oh, I‟m glad it‟s done.” B: “Good for you.”

A: “Really?” B: etc

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the students in pairs)

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.

and practice

c. Confirmation:

the material more.

3. Closing:

5 minute

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No Essay Score 1.

2. 3. 4. 5.

Comprehension

5 5 5 5 5

Total 25

Max Score = 25 X 4 = 100

Acknowledged by

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LESSON PLAN 5

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.

* Improve their speaking, especially in making conversation using expressing pleasure.

* Speak up using expressing pleasure through Conversational “Tennis” technique.

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1. Opening:

1. Greetings:

Teacher: “Good Morning, Students” Students: “Good Morning, Mom” Teacher: “Who is absent today?”

Etc.

2. Introduction

gives some instructions to the students about how to make conversation using

25 minutes Listening and speaking 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 ....

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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?

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.

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

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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.

c. Confirmation:

the material more.

3. Closing:

5 minute

1. 2. 3.

Pronunciation Grammar Vocabulary

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4. 5.

Fluently

Comprehension

5 5

Total 25

Max Score = 25 X 4 = 100

Acknowledged by

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LESSON PLAN 6

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.

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* 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”.

There are some examples of giving opinion and asking opinion, expressing satisfaction, dissatisfaction, expressing relief, expressing pain and expressing pleasure. They are as follows:

F. Method and model of Learning: Three phase technique Expressing pleasure:

I‟m glad you like it. Isn‟t this great?

I‟m delighted to hear that.

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!!! Asking for someone’s opinion:

What‟s your view? What‟s your opinion? What do you think? What do you feel? What about ....?

Giving an opinion: From where I stand, .... Well, to my mind ... Expressing satisfaction:

I‟m very pleased with .... I‟m so happy about this. What a beautiful story!

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1. Opening:

1. Greetings:

2. Introduction

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”.

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?

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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: “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!”

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A: “Any problems?”

B: “Good jobs, I mean. Hee.” A: etc.

Conversational “Tennis” using seven

expressions that have explained in first until fifth meeting to their friend.

c. Confirmation:

the material more.

H. Source and media: 3. Closing:

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English for Better Life XI

1. 2. 3. 4. 5.

Comprehension

5 5 5 5 5

Total 25

Max Score = 25 X 4 = 100

Alha Rahmatina, S.Pd St. Niswatul Aliyah Acknowledged by

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Appendix 2

The Students’ Names of the Eleventh Grade Students of MA Miftahut Thullab in the Academic Year 2012/2013.

No. The Students’ Name

1. SITI NUR KHAMIDAH 2. LISKHA KURNIAWATI 3. TUTUT ASLICHATUN NAJA 4. SRI WULANDARI

5. SITI AINUN NAFIS 6. ST WATIK ATUN ROFIAH 7. SITI JUMILAH

8. SITI IKHDA HIMATUL ULYA 9. AHMAD FUAD SYAIFURRAHIM 10. SRI YANTO

11. SUPRIYANTO 12. M. JAROT RIYADI 13. BAHARUDDIN HASAN 14. KISTONO

15. MUJI LESTARI

16. DONI EKO PRASETYO 17. SITI MU'ALIMAH 18. ELA RISTIKA

19. SITI NURUL ANIFAH 20. SRIE PUJIATI

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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

Element of Speaking Total

Score Pronunciation Grammar Vocabulary Fluency Comprehension

1. 3 5 5 3 2 72

From the table above, the writer shows that, The Maximal Score is 84

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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)

erval of

number the

score lowest the

score higest the

int

i 

6 60 84 i 

i = 4

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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

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 → i

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4

2

29 11 29

79

= _ _

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

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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

Element of Speaking Total

Score Pronunciation Grammar Vocabulary Fluency Comprehension

1. 5 5 4 3 3 80

From the table above, the writer shows that, The Higher Score is 92

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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)

erval of

number the

score lowest the

score higest the

int

i 

6 68 92 i 

6 24 i

i = 4

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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

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 → i

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4 2

) 275 . 0 ( 206 . 2

=  

4 ₂_.₂₀₆ ₀_.₀₇₅

= 

4

131 . 2 =

= 1.2082

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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 Pretest Score

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



Based on the calculation above, the writer concludes that it is found

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Appendix 8

The Value of t-table for any Number Degree of Freedom Degree of

Freedom (df) Value off on the level of significance

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100 1.98 2.63

125 1.98 2.62

Continued

Degree of

Freedom (df) Value off on the level of significance

5% 1%

150 1.98 2.61

200 1.97 2.60

300 1.97 2.59

400 1.97 2.59

500 1.96 2.59

1000 1.96 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%

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Appendix 9 DOCUMENTATION

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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

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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

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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.

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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 Dra. Sri Endang Kusmaryati, M.Pd

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