80 5. Did the king say something to the princess?
10. Do you think LautTawar Lake is one of the most famous tourism resorts in Aceh?
81
Nama Sekolah : SMAN 7 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X (sepuluh)/II (dua)
Alokasi Waktu : 2x45 menit
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli,
santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan
proaktif dan menunjukan sikap sebagai bagian dari solusi ata berbagai permasalahan
bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempat kan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami dan menerapkan pengetahuanf aktual, konseptual, procedural dalam ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta
menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai dalam
melaksanakan komunikasi fungsional
3.10Menganalisis fungsi sosial, struktur teks, dan unsure kebahasaan pada teks naratif
sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya
4.15Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana
Indikator Pencapaian Kompetensi
1. Menyebutkan struktur teks, unsur kebahasaan, fungsi sosial dari teks naratif sesuai
dengan konteks penggunaannya (C.1.)
2. Mengidentifikasi struktur teks, unsur kebahasaan, fungsi sosial dari teks naratif sesuai
dengan konteks penggunaannya (C.1.)
3. Menyatakan makna yang terkandung dalam teks naratif sesuai dengan konteks
penggunaannya (C.1.)
4. Mengemukakan informasi penting yang terdapat dalam teks naratif (C.2.)
82
Orientation : Consists of the introduction of the story, such as character,
place,
time, setting, and background of the story
Complication : Tells the conflict of the story
Resolution : The solution of the conflict
Fungsi sosial
Meneladani nilai-nilai moral
Struktur
Pengenalan tokoh dan setting
Komplikasi terhadap tokoh utama
Solusi dan akhir cerita
Unsur kebahasaan
Kata-kata terkait karakter, watak, dan setting dalam legenda
Modal auxiliary verbs
Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Rujukan kata
Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
D. Media/SumberBelajar
Media : Powerpoint presentation, LCD, papan tulis, marker
Alat : Kertas A4, spidol, lembar pertanyaan, lembar teks
Sumber : Buku paket siswa, internet
E. Model/metode Pembelajaran:
Pendekatan : Scientific Approach
Strategi : Observe – Practice
Metode : SQ3R
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru masuk kedalam kelas dengan memberikan salam
Guru menanyakan kabar siswa dengan bertanya “how are
you doing today?”
Guru mempersiapkan siswa untuk belajar (secara fisik dan
mental) dan bertanya pertanyaan yang sesuai dengan
materi baru yaitu teks naratif yang akan dibahas pada
pertemuan kali ini dengan bertanya, “What have you learnt
about Narrative text?”
Guru menunjuk siswa secara acak untuk menjawab
pertanyaan tersebut
Guru menyampaikan kompetensi yang akan dikuasai oleh
siswa agar siswa memiliki tujuan yang akan dicapai pada
materi kali ini.
83
Experimenting
Siswa menjawab pertanyaan guru
Observing
Siswa mendengarkan penjelasan guru tentang purpose,
generic structures dan unsur kebahasaan dari narrative text
Siswa mendengarkan penjelasan guru tentang metode SQ3R
beserta elemen-elemennya
Questioning
Siswa bertanya kepada guru berkaitan dengan dengan
penjelasan tentang narrative dan SQ3R method
Networking
Siswa dibagi ke dalam delapan kelompok dengan cara
menghitung dari urutan 1-8
Associating
Siswa membaca teks berjudul “A Story About Red”
Siswa mencari generic structure seperti title, setting,
characters, problems, and solution dari teks bacaan tersebut
ditambah dengan moral value yang dapat diambil dari
legenda tersebut
Siswa mengisi elemen-elemen dari metode SQ3R (Survey,
Question, Reading, Recite, Review) berdasarkan generic
structure dari teks berjudul “A Story About Red”
Siswa menjawab pertanyaan berkaitan dengan teks legenda
tersebut secara individu
Guru memilih salah satu kelompok untuk menceritakan
kembali legenda yang sudah mereka baca dengan
menggunakan bahasa mereka sendiri dengan membaca
elemen-elemen metode SQ3R yang sudah dibuat
Questioning
Siswa yang tidak mendapat giliran memberikan pertanyaan
kepada kelompok yang bercerita berkaitan dengan cerita
legenda tersebut, sedikitya satu pertanyaan
5 menit
15 menit
5 menit
5 menit
30 menit
5 menit
Penutup Guru menjelaskan kesimpulan dari materi yang sudah
dipelajari dan menjelaskan apa saja nilai yang dapat diambil
dari teks legenda tersebut
Setelah mengikuti kegiatan pembelajaran pada pertemuan
ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Setelah pembelajaran siswa ditanya materi apa saja yang
sudah didapat dalam pertemuan kali ini.
84
- Observasi: lembar penilaian yang berisi aspek sikap, keterampilan dan
pengetahuan harus dicapai oleh siswa selama kegiatan belajar mengajar
- Testulis: guru menyiapkan form rubrik untuk penilaian hasil pemahaman teks
naratif siswa
Aspek Penilaian Kriteria Nilai
Sikap 1. Jujur
2. Percaya diri
3. Bertanggung jawab
4. Kerjasama
5. Saling membantu
Keterampilan 1. Kreatifitas
2. Ketelitian
Pengetahuan 1. Ketepatan materi
2. Pemahaman dalam menjawab soal
3. Pilihan kata dalam menerjemahkan
4. Ketepatan bahasa
Ket:
Skor 5 : Sangat Baik
Skor 4 : Baik
Skor 3 : Cukup
Skor 2 : Kurang
Skor 1 : Sangat Kurang
Serpong Utara, 3 Mei 2016
Mengetahui,
Guru Mata Pelajaran Peneliti
Eny Safariah, M.Pd Utari Wahyuningsih
85
the sky stretched clear and blue. Suddenly, a bright yellow butterfly darted by. Rosaura jumped up to chase the butterfly, forgetting all about her hiding game.
"Rosaura! There you are," called her mother. "It's time for lunch."
It was dark and cool in the cottage where Rosaura lived with her parents. Rosaura ate her meal quickly. She wanted to go back into the sunshine to play. As soon as she had finished her food she slipped down from her chair.
"Rosaura, where are you going?" called her mother.
She caught a glimpse of Rosaura's red ribbon disappearing around the door. But Rosaura was already through the gate, and heading for the fields.
"Rosaura! Rosaura!"
Was that the sound of her mother calling, or the wind whispering in the corn? Rosaura was not sure. All day long through the hot summers she loved to run in the fields. Her feet were scratched and her toes bruised on stones as she chased after the mice hiding in the corn stalks. Her skin was brown as a nut from the sun. In her tangled black hair, her red ribbon fluttered.
The afternoon stretched out long and hot. As the sun reached the far side of the field, Rosaura's father walked back to the cottage. His eyes scanned the fields for Rosaura's red ribbon. But it was nowhere to be seen.
"Hasn't Rosaura come back yet?" asked her father as he came through the door. "Not yet," said her mother, "I'm sure she'll be back soon."
But the supper was ready and still there was no sign of Rosaura. Now the sun had set, casting a red glow over the fields. Rosaura's mother and father stood at the door of their cottage, staring over the field, looking for the red ribbon.
"Rosaura! Rosaura!"
Soon the shadows were deep blue in the yard. It was too dark to see the red ribbon now. Rosaura's parents began to walk and call for her in the field. As night fell, they fetched lamp that lit up patches of corn and grass and startled the sleeping mice. But they could find no red ribbon.
Rosaura's parents called and called all through the night. In the dawn, they stood alone and sad amongst the corn. The red morning sun lit up their tired faces.
"Look!" cried Rosaura's mother suddenly. "There she is!"
They began to run towards the red ribbon that she had spotted among the corn. But oh! It wasn't Rosaura's ribbon at all, but the red petals of a flower.
Rosaura's mother and father had never seen such a flower before. Her father looked away in disappointment.
"I see her!" he cried.
And again they ran towards the dear red ribbon. But it was another red flower. As the sun came up bright and strong, Rosaura's mother and father looked around the field. It was filled with red flowers swaying and fluttering in the tall grass. Rosaura's mother and father felt so sad.
"Rosaura won't be coming home anymore," said her mother. "She was always happier in the fields."
"But the spirits have left us these flowers to remind us of her," said Rosaura's father. "They will stay with us!"
Every year, when the corn ripened and the evenings grew long, Rosaura's parents stood at the edge of the fields and watched the red flowers dancing under the sun.
86
4. Did Rosaura come back home when the supper was ready?
5. Could Rosaura's mother and father find her?Why?
6. Why did Rosaura's mother think that the petals of the flower were her ribbon?
7. Why did Rosaura's mother think that Rosaura wouldn't be coming home anymore?
8. What did Rosaura's father say about the red flowers filled the field?
9. What do Indians say about the story?
10. What is the moral value of the story?
87
Nama Sekolah : SMAN 7 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X (sepuluh)/II (dua)
Alokasi Waktu : 2x45 menit
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli,
santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan
proaktif dan menunjukan sikap sebagai bagian dari solusi ata berbagai permasalahan
bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta
dalam menempat kan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami dan menerapkan pengetahuanf aktual, konseptual, procedural dalam ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta
menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai dalam
melaksanakan komunikasi fungsional
3.10Menganalisis fungsi sosial, struktur teks, dan unsure kebahasaan pada teks naratif
sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya
4.15Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana
Indikator Pencapaian Kompetensi
1. Menyebutkan struktur teks, unsur kebahasaan, fungsi sosial dari teks naratif sesuai
dengan konteks penggunaannya (C.1.)
2. Mengidentifikasi struktur teks, unsur kebahasaan, fungsi sosial dari teks naratif sesuai
dengan konteks penggunaannya (C.1.)
3. Menyatakan makna yang terkandung dalam teks naratif sesuai dengan konteks
penggunaannya (C.1.)
4. Mengemukakan informasi penting yang terdapat dalam teks naratif (C.2.)
88
Orientation : Consists of the introduction of the story, such as character,
place,
time, setting, and background of the story
Complication : Tells the conflict of the story
Resolution : The solution of the conflict
Fungsi sosial
Meneladani nilai-nilai moral
Struktur
Pengenalan tokoh dan setting
Komplikasi terhadap tokoh utama
Solusi dan akhir cerita
Unsur kebahasaan
Kata-kata terkait karakter, watak, dan setting dalam legenda
Modal auxiliary verbs
Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Rujukan kata
Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
D. Media/SumberBelajar
Media : Powerpoint presentation, LCD, papan tulis, marker
Alat : Kertas A4, spidol, lembar pertanyaan, lembar teks
Sumber : Buku paket siswa, internet
E. Model/metode Pembelajaran:
Pendekatan : Scientific Approach
Strategi : Observe – Practice
Metode : SQ3R
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Guru masuk kedalam kelas dengan memberikan salam
Guru menanyakan kabar siswa dengan bertanya “how are
you doing today?”
Guru mempersiapkan siswa untuk belajar (secara fisik dan
mental) dan bertanya pertanyaan yang sesuai dengan
materi baru yaitu teks naratif yang akan dibahas pada
pertemuan kali ini dengan bertanya, “What have you learnt
about Narrative text?”
Guru menunjuk siswa secara acak untuk menjawab
pertanyaan tersebut
Guru menyampaikan kompetensi yang akan dikuasai oleh
siswa agar siswa memiliki tujuan yang akan dicapai pada
materi kali ini.
89
Experimenting
Siswa menjawab pertanyaan guru
Observing
Siswa mendengarkan penjelasan guru tentang purpose,
generic structures dan unsur kebahasaan dari narrative text
Siswa mendengarkan penjelasan guru tentang metode SQ3R
beserta elemen-elemennya
Questioning
Siswa bertanya kepada guru berkaitan dengan dengan
penjelasan tentang narrative dan SQ3R method
Networking
Siswa dibagi ke dalam delapan kelompok dengan cara
menghitung dari urutan 1-8
Associating
Siswa membaca teks berjudul “The Magic of Money Bag”
Siswa mencari generic structure seperti title, setting,
characters, problems, and solution dari teks bacaan tersebut
ditambah dengan moral value yang dapat diambil dari
legenda tersebut
Siswa mengisi elemen-elemen dari metode SQ3R (Survey,
Question, Reading, Recite, Review) berdasarkan generic
structure dari teks berjudul “The Magic of Money Bag”
Siswa menjawab pertanyaan berkaitan dengan teks legenda
tersebut secara individu
Guru memilih salah satu kelompok untuk menceritakan
kembali legenda yang sudah mereka baca dengan
menggunakan bahasa mereka sendiri dengan membaca
elemen-elemen metode SQ3R yang sudah dibuat
Questioning
Siswa yang tidak mendapat giliran memberikan pertanyaan
kepada kelompok yang bercerita berkaitan dengan cerita
legenda tersebut, sedikitya satu pertanyaan
5 menit
15 menit
5 menit
5 menit
30 menit
5 menit
Penutup Guru menjelaskan kesimpulan dari materi yang sudah
dipelajari dan menjelaskan apa saja nilai yang dapat diambil
dari teks legenda tersebut
Setelah mengikuti kegiatan pembelajaran pada pertemuan
ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Setelah pembelajaran siswa ditanya materi apa saja yang
sudah didapat dalam pertemuan kali ini.
90
- Observasi: lembar penilaian yang berisi aspek sikap, keterampilan dan
pengetahuan harus dicapai oleh siswa selama kegiatan belajar mengajar
- Testulis: guru menyiapkan form rubrik untuk penilaian hasil pemahaman teks
naratif siswa
Aspek Penilaian Kriteria Nilai
Sikap 1. Jujur
2. Percaya diri
3. Bertanggung jawab
4. Kerjasama
5. Saling membantu
Keterampilan 1. Kreatifitas
2. Ketelitian
Pengetahuan 1. Ketepatan materi
2. Pemahaman dalam menjawab soal
3. Pilihan kata dalam menerjemahkan
4. Ketepatan bahasa
Ket:
Skor 5 : Sangat Baik
Skor 4 : Baik
Skor 3 : Cukup
Skor 2 : Kurang
Skor 1 : Sangat Kurang
Serpong Utara, 10 Mei 2016
Mengetahui,
Guru Mata Pelajaran Peneliti
Eny Safariah, M.Pd Utari Wahyuningsih
91
their own use. When they woke up the following morning, the bundle in the courtyard had mysteriously disappeared. There was nothing to do but to sell the bundle which they had kept for themselves.
That same day, they cut another two bundles of firewood as usual. They put one bundle in the courtyard for market and kept the other bundle for their own use. But the following morning, the bundle in the courtyard had vanished again. The same thing happened on the third and fourth day as well, and the husband began to think there was something strange going on.
On the fifth day, he made a hollow in the bundle of firewood in the courtyard and hid himself inside it. From the outside it looked just the same as before. At midnight an enormous rope descended from the sky, attached itself to the bundle and lifted it up into the sky, with the woodcutter still inside it.
On his arrival in heaven, he saw a kindly looking, white-haired old man coming in his direction. The old man untied the bundle and when he found the man inside it, he asked, "Other people only cut one bundle of firewood a day. Why do you cut two?"
The woodcutter made a bow and replied, "We are penniless. That's why my wife and I cut two bundles of firewood a day. One bundle is for our own use and the other we carry to the market. With it we can buy rice to make porridge."
The old man chuckled and said to the woodcutter in a warm-hearted ton of voice, "I've known for a long time that you are a decent couple and lead a hardworking life. I shall give you a piece of treasure. Take it back with you and it will provide you with your livelihood."
As soon as he had finished speaking there came seven fairies who led the young man into a magnificent palace. Its golden eaves and gleaming roof tiles shone so brightly that the moment he entered; he could no longer open his eyes. Inside the palace there were many kinds of rare objects on display that he had never seen before. Moneybags of all shapes and sizes hung in one room. The fairies asked him, "Which one do you like best? Choose whichever you please, and take it home."
The woodcutter was beside him with joy, "I'd like that moneybag, the one full of precious things. Give me that round, bulging one." He chose the biggest one and took it down.
Just at this moment, the white-haired old man came in and, with a stern expression on his face, said to the young man, "You cannot take that one. I'll give you an empty one. Every day you can take one lump of silver out of it, and no more." The woodcutter reluctantly agreed. He took the empty moneybag and, clinging onto the enormous rope, he was lowered to the ground.
Once home, he gave the moneybag to his wife and told her the whole story. She was most excited. In the daytime they went as usual to cut firewood. But from then on, whenever they returned home after dark, they would close the door and open the moneybag. Instantly, a lump of silver would roll jingling out. When they weighed it on the palm of their hand, they found it to be exactly one silver lump. Every day onelumpl of silver and no more came rolling out of the bag. The wife saved them up one by one.
Time went slowly by. One day the husband suggested, "Let's buy an ox." The wife didn't agree. A few days later, the husband suggested again, "How about buying a few acres of land?"
His wife didn't agree with that either. A few more days elapsed, and the wife herself proposed, "Let's build a little thatched cottage."
The husband was itching to spend all the money they had saved and said, "Since we have so much money in hand, why don't we build a big brick house?"
The wife could not dissuade her husband and reluctantly went along with his idea.
The husband spent the money on bricks, tiles and timber and on hiring carpenters and masons. From that time on, neither of them went into the mountain to cut firewood any more. The day came when their pile of silver was almost exhausted, but the new house was still unfinished. It had long been in the back of the husband's mind to ask the moneybag to produce more silver. So without his wife's knowledge, he opened the bag for a second time that day. Instantly, another lump of snow white silver rolled jingling out of the bag onto the ground. He opened it a third time