SAT-2022-07-JH9-RPP-ENG Page 1 RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMP Anak Terang Salatiga Kelas/Semester : IX/2
Tema : Narrative Text
Sub Tema : Presenting Chain Story Pembelajaran ke : 3
Alokasi Waktu : 10 menit
A. TUJUAN PEMBELAJARAN
Setelah mempelajari materi tentang narrative text, maka peserta didik dapat:
1. Mengidentifikasi struktur teks dan unsur kebahasaan pada teks naratif sesuai dengan konteks penggunaannya
2. Mengidentifikasi serta menyebutkan fungi sosial teks naratif,
3. Mengembangkan teks sesuai dengan pendapat dan imajinasi mereka, 4. Menyajikan teks secara lisan dengan percaya diri.
B. KEGIATAN PEMBELAJARAN TAHAP
PEMBELAJARAN
KEGIATAN PEMBELAJARAN 1. PENDAHULUAN
Pendahuluan (Persiapan/Orientasi)
a. Pendidik mengucapkan salam dan bertegur sapa dengan peserta didik.
b. Peserta didik berdoa sebelum memulai kegiatan.
c. Pendidik memeriksa kehadiran peserta didik.
Apersepsi d. Mengaitkan materi dengan pengalaman peserta didik atau dengan tema sebelumnya terkait Simple Past Tense dan Generic Structure of Narrative Text.
e. Mengajukan pertanyaan pendahuluan:
1. Do you like to read narrative text?
2. What kind of narrative text that you like?
3. Do you know that in Indonesia we also have that kind of narrative text called “Cerita Rakyat” or folklore?
Motivasi f. Pendidik memberikan gambaran tentang peran narrative text dalam dan kebudayaan kehidupan manusia.
g. Pendidik menyampaikan kompetensi dasar, tujuan, garis besar kegiatan pembelajaran, dan penilaian yang akan dilakukan pada pertemuan kali ini.
2. KEGIATAN INTI Stimulation (Pemberian Rangsangan)
a. Peserta didik mengamati gambar dari kutipan cerita rakyat
“Timun Mas” menyimak contoh cerita “Timun Mas” yang dibacakan oleh pendidik (Tanggung Jawab)
Problem Statement (Identifikasi Masalah)
b. Peserta didik merespon pertanyaan-pertanyaan yang diajukan oleh pendidik untuk membangun konteks berkaitan dengan mengembangkan Narrative Text “Timun Mas” pada bagian complication dengan kegiatan Chain Story: (Kritis)
1. Do you know that you can develop narrative text based on your imagination?
2. Do you know how to develop “Timun Mas” story on the complication part?
Data Collection (Pengumpulan Data)
c. Peserta didik mendengarkan penjelasan guru tentang contoh mengembangkan Narrative Text pada bagian complication dengan cara mengganti tiga barang sakti yang ada di dalam cerita “Timun Mas”. (Tanggung Jawab)
Data Processing (Pengolahan Data)
d. Peserta didik mulai merancang gagasan untuk mengembang- kan Narrative Text dengan cara menggambarkan tiga barang kreasi mereka untuk mengantikan tiga barang sakti yang ada di dalam cerita”Timun Mas” (Kreatif, Mandiri)
Verification (Pembuktian) e. Pendidik mulai memfasilitasi kegiatan Chain Story dengan meminta peserta didik untuk mengumpulkan hasil gambar mereka ke depan kelas.
f. Pendidik membacakan bagian Orientation dari cerita “Timun Mas”
g. Secara acak, pendidik mengambil gambar dan menunjuk peserta didik untuk mengembangkan cerita terkait nama barang yang ditunjukkan dalam gambar beserta dengan kekuatan ajaib yang dimilikinya. Kegiatan ini dilakukan terus menerus sampai semua peserta didik mendapatkan giliran berbicara.
Generalization (Menarik Kesimpulan)
h. Peserta didik secara bersama-sama menyimpulkan materi yang telah dipelajari, yaitu: menyajikan gagasan dan pendapat secara lisan dalam bentuk Chain Story. (Kolaboratif)
i. Peserta didik menuliskan simpulan di buku tulis masing- masing mengenai catatan dalam mengembangkan dan menyajikan narrative text. (Kreatif)
3. PENUTUP
a. Peserta didik menyampaikan kesulitan yang mereka hadapi saat pembelajaran di dalam kelas dan pendidik memberikan umpan balik.
b. Pendidik memberikan apresiasi kepada seluruh peserta didik yang telah melakukan kegiatan dengan baik.
c. Peserta didik diberi tugas untuk membaca materi untuk pertemuan selanjutnya.
d. Pendidik menginformasikan kegiatan yang akan dilaksanakan pada pertemuan berikutnya.
e. Peserta didik mengakhiri kegiatan pelajaran dengan mengucapkan rasa syukur dan mengucapkan terima kasih kepada pendidik.
SAT-2022-07-JH9-RPP-ENG Page 3 C. PENILAIAN PEMBELAJARAN
1. Penilaian sikap spiritual dilakukan dalam bentuk penilaian diri menggunakan instrumen Jurnal Penilaian Sikap Spiritual.
2. Penilaian sikap sosial dilakukan dalam bentuk penilaian diri menggunakan instrumen Lembar Penilaian Diri Sikap Sosial.
3. Penilaian keterampilan dilakukan dalam bentuk observasi pendidik dengan menggunakan instrumen tes berbicara.
Mengetahui,
Kepala Sekolah SMP Anak Terang Salatiga,
Febriyant Jalu Prakosa, M.Pd.
Salatiga, 1 Juli 2022 Guru Mata Pelajaran,
Dewangga Putra, M.Pd.
Lampiran 1 PENILAIAN
KISI-KISI PENILAIAN SIKAP SPIRITUAL DAN SOSIAL
No. Teknik Bentuk Instrumen Butir Instrumen Waktu Pelaksanaan Keterangan 1 Observasi Jurnal Sikap
Spiritual
Terlampir Saat pembelajaran berlangsung
Penilaian untuk dan pencapaian pembelajaran (assessment for and of learning) 2 Observasi Lembar Penilaian
Diri Sikap Sosial
Terlampir Saat pembelajaran berlangsung
Penilaian untuk dan pencapaian pembelajaran (assessment for and of learning)
LEMBAR PENILAIAN SIKAP SPIRITUAL
No. Indikator Butir Instrumen
1. Selalu berdoa dengan sungguh-sungguh. Aspek lembar observasi:
• Sikap menghargai
• Sikap bersyukur Sering berdoa dengan sungguh-sungguh.
Kadang-kadang berdoa dengan sungguh-sungguh.
Berdoa dengan tidak sungguh-sungguh.
2. Sangat yakin dengan keberadaan Tuhan.
Yakin dengan keberadaan Tuhan.
Kurang yakin dengan keberadaan Tuhan.
Tidak yakin dengan keberadaan Tuhan.
3. Selalu bersyukur ketika dapat mengerjakan sesuatu/tugas.
Sering bersyukur ketika dapat mengerjakan sesuatu/tugas.
Kadang-kadang bersyukur ketika dapat mengerjakan sesuatu/tugas.
Tidak bersyukur ketika dapat mengerjakan sesuatu/tugas.
SAT-2022-07-JH9-RPP-ENG Page 5 Jurnal Penilaian Sikap
JURNAL PENGEMBANGAN SIKAP SPIRITUAL Nama Sekolah : SMP Anak Terang Salatiga Kelas/Semester : IX/2
Guru : Dewangga Putra, M.Pd.
No. Waktu Nama Siswa Catatan Perilaku
Butir Sikap
TTD Siswa
Rencana Tindak Lanjut 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 dst.
LEMBAR PENILAIAN SIKAP SOSIAL Petunjuk:
Amati perkembangan sikap peserta didk menggunakan lembar penilaian diri. Isilah dngan memberikan tanda centang (V) pada kolom Predikat/Nilai!
Lembar Penilaian Diri
Nama : …
No. Absen/Kelas : …/…
No. Indikator Predikat/Nilai
Sangat Baik Baik Cukup Kurang
1 Bertanggung jawab selama proses pembelajaran dan menyelesaikan tugas.
2 Menunjukkan sikap disiplin dalam proses pembelajaran dan menyelesaikan tugas.
3 Menunjukan kemandirian dalam menyelesaikan tugas individu.
4 Menunjukkan sikap toleransi dan saling menghargai perbedaan.
5 Mampu menyelesaikan permasalahan/perbedaan pendapat dalam berdiskusi.
SAT-2022-07-JH9-RPP-ENG Page 7 PENILAIAN KETERAMPILAN
Student’s Presentation Assessment Rubric Name : ___________________
Student Number/Class : ___________________
Elements Aspects to be assessed
1 2 3 4 5
Language Fluency Speech is slow, hesitant and
strained except for
short memorized
phrases;
difficult to perceive continuity in speech;
inaudible.
Speech is frequently hesitant with some
sentences left uncomple- ted; volume
very soft.
Speech is relatively smooth;
some hesitation
and unevenness
caused by rephrasing
and searching for words;
volume wavers.
Smooth and fluid speech; few hesitations;
a slight search for
words;
inaudible word or
two.
Smooth and fluid speech; few
to no hesitations;
no attempts to search for words;
volume is excellent.
Pronuncia- tion and
accent
Pronunciati on is lacking and
hard to understand;
No effort towards a native accent
Pronunciati on is okay;
No effort towards a
native accent
Pronunciati on is good;
Some effort at accent,
but is definitely non-native
Pronunciati on is good;
good effort at accent
Pronunciati on is excellent;
good effort at accent
Language and vocabulary
Weak language
control;
vocabulary that is used does not match the
task
Weak language
control;
basic vocabulary choice with some words
clearly lacking
Adequate language control;
vocabulary range is
lacking
Good language
control;
good range of relatively well-chosen vocabulary
Excellent control of language features; a wide range of well-
chosen vocabulary Grammar Frequent
grammatical errors even
in simple structures;
meaning is obscured
Frequent grammatical
errors even in simple structures that at times
obscure meaning
Frequent grammatical
errors that do not obscure meaning;
little variety in structures
Some errors in grammatical
structures possibly caused by attempt to include a
variety
Accuracy &
variety of grammati-
cal structures
Presenta- tion
Eye contact Give almost no amount
of eye contact in
front of camera
Give poor amount of eye contact
in front of camera
Give adequate amount of eye contact
in front of camera
Give good amount of eye contact
in front of camera
Give excellent amount of eye contact
in front of camera Body
language
There are some nerves expressions, presentation
There are any nerves expressions, presentation
There aren’t any nerves expressions, presentation
There aren’t any nerves expressions, presentation
There aren’t any nerves expressions, presentation
isn’t oriented to
audience
is slightly oriented to
audience
is slightly continuousl y oriented to audience
isn’t continuousl
y oriented to audience
is continuousl
y oriented to audience Content Creativity in
explaining the name and the use
of magic things
Description is so lacking
that the listener cannot understand
Description lacks some
critical details that
make it difficult for
the listener to understand
Adequate description;
some additional
details should be
provided
Good level of description;
all required information included
Excellent level of description;
additional details beyond the
required
Penghitungan nilai akhir dalam skala 0 – 35 adalah sebagai berikut : Perolehan Skor
Nilai Akhir : ________________________ x skor ideal (100) = … Skor Maksimum (35)
SAT-2022-07-JH9-RPP-ENG Page 9 Lampiran 2
BAHAN AJAR Timun Mas
A long time ago, there was a widow named Mbok Randa. Her husband had passed away long time ago, so that she lived there alone.
She had no children and she prayed to god to get a child. One night when she prayed, a giant passed her house and heard her pray.
The Giant said, “I can give you a child, but you should give the child back to me when she is seventeen years old”. Mbok Randa was so happy and didn’t think the risk of losing child later.
She agreed the offer. Then, The Giant gave her the cucumber seeds and asked Mbok Randa to plant them around her house. Tomorrow, she planted the seeds just like what the giant asked.
Orientation
Shortly, the seeds grew up after some days and there were several cucumbers there. However, the most interesting thing was a huge golden cucumber.
Mbok Randa plucked the golden cucumber carefully and carried it home.
With care, she sliced it and she was so surprised that a cute baby girl was inside.
Then she named the baby with Timun Mas which means ‘Golden Cucumber”. She loved the baby really much.
Year passed and Timun Mas has grown to be a beautiful and lovely little girl. She was really smart and kind as well. That is why Mbok Randa kept thinking about her promise to The Giant.
One night, Mbok Randa had a dream. She must meet a Holy Man who lived in a place called Mount Gundul. That Holy Man could help to save her daughter.
The next morning, Mbok Randa went to Mount Gundul. She met The Holy Man and he gave three little bags to Mbok Randa.
“These bags are for her. Tell her to open and use it one by one”, said The Holy Man. Mbok Randa nod her head as a sign that she understood the command.
Then she came back to home.
Each one was containing cucumber seeds, needles, and shrimp paste. The Holy Man said that Timun Mas could use them to protect herself.
At home, Mbok Randa then said about her promise with The Giant to her daughter and about the bag given by The Holy Man.
A few days later, The Giant came to Mbok Randa house and asked for the promise. Mbok Randa told her daughter to run from the back door and took the bags from The Holy Man with her.
The Giant was so angry and rushed toward Timun Mas. He was getting closer and closer. She then opened the first bag. It was the cucumber seeds.
She threw those seeds and instantly they grew into the huge cucumber fields. The Giant ate them all, so that she could run further.
Complication
However, it was giving The Giant more strength to chase the girl. He was getting close again. After that, she opened the second bag that contains the needles and spilled them behind her.
The needles magically turned into the lush bamboo trees which were thorny.
The Giant body were bled and scratched. Unfortunately, he made it and chased her again.
She then opened the last bag and threw it. It was the shrimp paste and made the soil became the large swamp of boiling mud.
Finally, The Giant was trapped there and the mud drowned him. Everything was ended. Timun Mas came back to her home and live happily ever after with Mbok Randa.
Resolution
Timun Mas’ Ilustration
SAT-2022-07-JH9-RPP-ENG Page 11
