RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 1 Bungatan

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : IX / Genap

Materi Pokok : Narrative text

Alokasi Waktu : 2 x pertemuan (40 menit)

A. Kompetensi Inti (KI)

KI-1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI-2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (toleransi dan gotong

royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

KOMPETENSI INTI 3 (PENGETAHUAN) KOMPETENSI INTI 4 (KETERAMPILAN) Memahami dan menerapkan pengetahuan

(faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata

Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar (KD), Indikator Pencapaian Kompetensi

No KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI

1 Kompetensi Pengetahuan

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks

penggunaannya

IPK Kunci

3.7.1 Menganalisis fungsi sosial teks naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuaidengan konteks penggunaannya 3.7.2 Menganalisis struktur teks teks naratif lisan

dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya 3.7.3 Membandingkan fungsi sosial beberapa teks

naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya

3.7.4 Membandingkan struktur teks beberapa teks naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya

2 Kompetensi Keterampilan

4.7 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis, sangat pendek dan

sederhana, terkait fairy tales

IPK Kunci

4.7.1 Menceritakan ulang teks naratif lisan sangat pendek dan sederhana terkait fairy tales

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C. Tujuan Pembelajaran

Melalui pendekatan saintifik dengan menggunakan model Discovery Learning, diharapkan peserta didik dapat menganalisis dan membandingkan fungsi sosial, struktur teks beberapa teks naratif fairy tales dan terampil dalam menangkap makna terkait fungsi sosial, struktur teks naratif dengan penuh rasa ingin tahu, disiplin, percaya diri selama proses pembelajaran serta mampu berkomunikasi dan bekerjasama dengan baik dalam kelompok.

Fokus Penguatan Karakter: Religius, disiplin, percaya diri, kerjasama

D. Materi Pembelajaran MATERI REGULER

1. Fungsi sosial Narrative Text adalah

 untuk menghibur para pembaca

 untuk memperoleh pesan moral dari sebuah cerita /teks narrative

2. Struktur (generic structure) narrative text:

 Orientation (pendahuluan cerita): memperkenalkan tokoh-tokoh (tokoh utama dan sampingan) dalam cerita, latar, dan waktu.

 Complication: munculnya konflik atau permasalahan di antara tokoh-tokoh tersebut.

 Resolution: masalah dapat diatasi

 Reorientation: akhir cerita yang dapat disisipi dengan pesan atau nilai moral bagi pembaca. Bagian reorientation ini bersifat optional (pilihan, bisa ada bisa tidak) 3. Unsur-unsur Kebahasaan (linguistic features) narrative text:

 Kalimat deklaratif dan interogatif dalam simple past tense

 Frasa adverbia: a long time ago, once upon a time, in the end, happily ever after

 Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

 Menggunakan Simple Past Tense (to be was/were dan verb 2, misal: visited, lived, named, saw, went, put, etc) karena menceritakan kejadian di masa lampau.

 Biasanya diawali dengan adverbs of time (keterangan waktu) misal: Once upon a time, A long time ago, Once in a kingdom named ….. there lived a prince …….., In a faraway land, dll.

 Menggunakan kata hubung (temporal conjunction) seperti then, after that, before, at last, soon, not long after, dll.

 Menggunakan pronouns (kata ganti orang) seperti you, we, they, he, she , it.

 Menggunakan bentuk direct sentences (kalimat langsung).

Contoh: “Please help me, oh my kind Princess,” said the frog.

 Menggunakan adjectives (kata-kata sifat) contoh: kind, wicked, handsome, beautiful, wealthy, poor, brave, coward, bossy, sad, happy, dll.; dan nouns (kata benda) contoh:

kingdom, hut, river, jungle, forest, bridge, tree, house, palace, etc.

4. Topik

Cerita yang memberikan keteladanan dan dapat menumbuhkan perilaku yang termuat dalam KI.

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The example of a narrative text is:

TIMUN EMAS (GOLDEN CUCUMBER) Title

A long time ago, there was an old woman who lived in a Dadapan village.

She was lonely because she did not have a child. One day, a giant gave the old woman a golden cucumber. There was a child in it. The giant wanted to take back the child when she grew up. The woman named the child Timun Emas.

Orientation

When Timun Emas was seventeen years old, the giant wanted to take her back. But she did not want to. So, she ran away to save her life. Her mother gave her mud, needles, and salt. “Throw these one by one when the giant comes near you,” said her mother.

Complication

Then, Timun Emas ran very fast. But the giant ran faster. Soon, he was near her. Quickly, she threw the mud. When it hit the ground, it became a large swamp. But the giant could cross it easily. Next, she threw the needles. They hit the ground. Suddenly, there were trees with needle leaves in front of the giant. The giant could get through the trees. But his body was covered by needles. He was in pain. After that, Timun Emas threw the salt. It turned into an ocean. It was very deep. The giant could not cross the ocean because it was too deep for him to swim. He sank into the ocean and died.

Resolution

Finally, Timun Emas was free from the giant. She went home to her mother. They lived happily. Kindness would win against the evil.

Reorientation

MATERI REMIDIAL Fungsi Sosial

 Topik/masalah dalam teks naratif

 Pesan moral dalam teks naratif Struktur Teks

 Rincian peristiwa dalam teks naratif Unsur Kebahasaan

 Pola kalimat atau tenses yang digunakan dalam teks narrative (Simple Past Tense)

 Persamaan kata dalam teks naratif

 Referensi gramatika (pronouns)

 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

MATERI PENGAYAAN

Teks tulis yang terkait dengan teks narrative melalui berbagai sumber belajar.

E. Metode Pembelajaran

Pendekatan : Saintifik

Model Pembelajaran : Discovery Learning

Metode : Diskusi, Tanya jawab, Penugasan, Presentasi F. Media Pembelajaran

Media:

1. Lembar Kerja Siswa 2. Bahan presentasi PPt 3. Video cerita bahasa Inggris

4. Potongan gambar cerita (picture series)

Alat/Bahan:

1. Laptop

2. LCD Proyektor 3. Speaker 4. Whiteboard 5. Kertas HVS

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G. Sumber belajar

1. Wachidah, Siti dkk. 2018. Buku Siswa Bahasa Inggris SMP/MTs Kelas IX Think Globally Act Locally. Jakarta: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.

2. Kamus Bahasa Inggris – Indonesia

3. Video cerita berbahasa Inggris (English Talking Book dari Appuseries) berjudul The Crow and the Snake

https://www.youtube.com/watch?v=HgAInQYKKk0 The Monkey and the Crocodile

https://www.youtube.com/watch?v=wp2zqJ_IH1g 4. Internet

H. Langkah-langkah Kegiatan Pembelajaran Pertemuan Ke 1

TAHAP

PEMBELAJARAN KEGIATAN PEMBELAJARAN ALOKASI

WAKTU A. Kegiatan Pendahuluan

Pendahuluan

(persiapan/orientasi)

- Guru mengucapkan salam dan bertegur sapa dengan siswa

- Guru meminta siswa berdoa sebelum memulai kegiatan.

- Siswa bersama-sama menyanyikan lagu Indonesia Raya (jika pembelajaran dimulai pada jam pertama).

- Guru memeriksa kehadiran siswa

5 menit

Apersepsi - Mengaitkan materi dengan pengalaman siswa atau dengan tema sebelumnya dengan menunjukkan gambar beberapa siswa yang sedang membaca buku cerita.

- Guru mengajukan pertanyaan pendahuluan:

1. What are the children doing?

2. Do you like reading stories or watching stories in the video/internet?

3. What story do you like most?

4. Why do you like reading or watching stories?

5. How do you feel after reading or watching stories?

Motivasi - Guru menyampaikan tujuan pembelajaran, kegiatan pembelajaran dan menginformasikan penilaian yang akan dilakukan

B. Kegiatan Inti Stimulation

1. Siswa dibagi dalam beberapa kelompok (masing- masing terdiri dari 4 orang).

2. Siswa mengamati dan menyimak tayangan video tentang sebuah cerita berjudulTHE GOLDEN CUCUMBER

3. Siswa secara berkelompok mendiskusikan beberapa pertanyaan terkait informasi dalam cerita yang ditayangkan tersebut.

 What is the title of the story?

 How many characters are there in the story?

Who are they?

 Who are the main characters in the story?

 When did the story happen?

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 Where did the story happen?

 What problem did the characters face?

 How did the main characters solve the problem?

 What is the moral lesson of the story?

 etc.

4. Guru dan siswa bertanya jawab tentang hasil diskusi kelompok. Kelompok yang lain dapat memberikan pendapat/komentar/ tanggapan.

Problem statement

(identifikasi masalah) 1. Siswa mengamati dan menyimak tayangan video kedua tentang sebuah cerita berjudulThe GOLDEN CUCUMBER

2. Siswa secara berkelompok mendiskusikan beberapa pertanyaan terkait informasi dalam cerita yang ditayangkan tersebut.

 What is the title of the story?

 How many characters are there in the story?

Who are they?

 Who are the main characters in the story?

 When did the story happen?

 Where did the story happen?

 What problem did the characters face?

 How did the main characters solve the problem?

 What is the moral lesson of the story?

 etc.

3. Guru melakukan penilaian sikap melalui observasi saat siswa melakukan kegiatan dalam kelompok.

Data Collection

1. Siswa secara berkelompok mengumpulkan informasi terkait kedua cerita yang sudah diamati untuk menentukan fungsi sosial dari kedua cerita.

2. Siswa secara berkelompok mengumpulkan informasi terkait kedua cerita yang sudah diamati untuk menentukan struktur teks naratif dari berbagai sumber (buku teks pelajaran atau tayangan PPt) Data processing

1. Siswa dengan bimbingan guru menentukan struktur teks dari cerita yang telah mereka amati (Orientation – Complication – Resolution)

2. Siswa secara berkelompok menganalisis dan

menuliskan ringkasan cerita berdasarkan strukturnya dengan bahasa mereka sendiri serta menuliskan fungsi sosialnya. Setiap kelompok mendapatkan tugas untuk 1 cerita (cerita ke-1 atau cerita ke-2) 3. Seorang wakil dari kelompok yang menganalisis

cerita ke-1 berkunjung ke kelompok yang

menganalisis cerita ke-2 dan saling menjelaskan informasi tentang fungsi sosial dan struktur teks cerita masing-masing.

4. Wakil kelompok dapat mengajukan pertanyaan pada kelompok dengan cerita berbeda.

Verification

1. Guru meminta kelompok cerita ke-1 untuk membandingkan fungsi sosial dan struktur teks dengan kelompok cerita ke-2 yang sudah diamati.

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2. Guru dan siswa mendiskusikan persamaan atau perbedaan fungsi sosial dan struktur teks dari kedua cerita tersebut.

3. Guru memberikan beberapa potongan gambar pada masing-masing kelompok dan meminta mereka untuk menceritakan kembali cerita yang sudah mereka ringkas sesuai strukturnya secara lisan dan bekerjasama

Generalization

1. Siswa dengan bimbingan guru, menyimpulkan hasil observasi mereka dari kelompok yang mereka kunjungi dengan membandingkan:

- Fungsi sosial dan

- Struktur teks, dari beberapa teks narrative yang telah mereka pelajari.

2. Guru memberikan apresiasi terhadap hasil pekerjaan dan penampilan siswa.

C. KegiatanPenutup

1. Siswa dengan bimbingan guru, membuat rangkuman tentang kegiatan pembelajaran yang baru dilakukan.

2. Siswa menyampaikan kesulitan yang mereka hadapi saat pembelajaran di dalam kelas.

3. Guru memberikan apresiasi kepada seluruh peserta didik yang telah bekerjasama dengan baik dalam kelompok.

4. Siswa diberi tugas mencari contoh teks naratif lain (teks naratif tulis) dan membacanya di rumah sebagai tugas mandiri.

5. Guru menginformasikan kegiatan yang akan dilaksanakan pada pertemuan berikutnya

5 menit

I. Penilaian Hasil Pembelajaran 1. Teknik Penilaian (terlampir)

a. Sikap

Penilaian sikap dalam pembelajaran KD ini meliputi : 1. Penilaian Observasi Guru

Rubrik Penilaian Sikap (disiplin, percaya diri, mampu berkomunikasi, kerjasama) Teknik : Observasi (pengamatan)

Bentuk : Rubrik penilaian sikap

Instrumen :

Rubrik Penilaian Sikap

Sekolah : ____________________________________

Mata Pelajaran : ____________________________________

Kelas / Semester: ____________________________________

KD/Materi : ____________________________________

Tahun Pelajaran : ____________________________________

No Nama Siswa

Aspek Penilaian Jumlah

Skor

Predikat Disiplin Percaya

diri

Mampu komunikasi

Kerjasama

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No Aspek yang dinilai Kriteria Skor 1 Disiplin Sangat sering menunjukkan sikap disiplin 5

Sering menunjukkan sikap disiplin 4 Beberapa kali menunjukkan sikap disiplin 3 Jarang menunjukkan sikap disiplin 2 Tidak pernah menunjukkan sikap disiplin 1 2 Percaya diri Sangat sering menunjukkan sikap percaya diri 5 Sering menunjukkan sikap percaya diri 4 Beberapa kali menunjukkan sikap percaya diri 3 Jarang menunjukkan sikap percaya diri 2 Tidak pernah menunjukkan sikap percaya diri 1 3 Mampu

berkomunikasi

Sangat sering menunjukkan sikap mampu berkomunikasi

5 Sering menunjukkan sikap mampu

berkomunikasi

4 Beberapa kali menunjukkan sikap mampu

berkomunikasi

3 Jarang menunjukkan sikap mampu

berkomunikasi

2 Tidak pernah menunjukkan sikap mampu

berkomunikasi

1 4 Kerjasama Sangat sering menunjukkan sikap kerjasama 5 Sering menunjukkan sikap kerjasama 4 Beberapa kali menunjukkan sikap kerjasama 3 Jarang menunjukkan sikap kerjasama 2 Tidak pernah menunjukkan sikap kerjasama 1 Predikat

Skor 4 – 7 : Kurang (K) Skor 8 – 12 : Cukup (C) Skor 13- 17 : Baik (B) Skor 18 – 20 : Amat Baik (AB)

2. Jurnal Perkembangan Sikap Siswa No Hari/tgl Nama

Siswa

Kelas Catatan Butir Sikap

Tindak Lanjut

Tanda tangan

b. Keterampilan

Penialian keterampilan dalam pembelajaran KD ini meliputi:

1. Penilaian unjuk kerja 2. Penilaian presentasi c. Pengetahuan

Penilaian pengetahuan dalam pembelajaran KD ini meliputi:

1. Tes Formatif melalui penilaian hasil lembar kerja di saat pembelajaran dan tes tulis berupa essai (ringkasan cerita)

2. Tes Sumatif setelah keseluruhan IPK dalam KD selesai tercapai, berupa soal Pilihan Ganda dan essai

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a. Teknik :Tes tulis

b. Prosedur :Setelah keseluruhan IPK dalam KD selesai.

c. Bentuk : Pilihan Ganda dan Uraian/Esai d. Instrumen :

Indikator Pencapaian Kompetensi

Penilaian Teknik Bentuk

Instrumen

Contoh Instrumen

3.7.1 Menganalisis fungsi sosial teks naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan

sederhana, sesuaidengan konteks penggunaannya 3.7.2 Menganalisis struktur teks

teks naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya

3.7.3 Membandingkan fungsi sosial beberapa teks naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya

3.7.4 Membandingkan struktur teks beberapa teks naratif lisan dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya

Tes tertulis

Pilihan Ganda

Uraian

Pilihan Ganda

 Read the text and choose the best answer

1. The story tells us about ...

A. the death of Manik Angkeran B. the story of the holy dragon

in Agung Mountain C. the story of Sidi Mantra D. the beginning of Bali Strait

 Read the text and answer the questions

1. Who are the main characters of the story?

2. Where did the story happen?

3. Which paragraph is the complication of the story?

4. How did they save themselves from Bear?

5. What is the moral lesson of the story?

 Read the texts and choose the best answer

1. What is one of the similarities between the texts?

A. Both texts tell about the writer’s experience in the past.

B. Both texts show how to live happily and humbly with our friends and family.

C. Both texts have a purpose to amuse or entertain the readers.

D. Both texts describe about the life in the forest and a village.

2. In terms of the structure, what is the similarity between the texts?

A. Text 1 and text 2 have the reorientation part at the end of the stories.

B. Both texts have the

complication part in the second paragraph.

C. Text 1 and text 2 do not have complication part.

D. Both texts have a happy

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Indikator Pencapaian Kompetensi

Penilaian Teknik Bentuk

Instrumen

Contoh Instrumen

ending in the resolution part.

3. What is one of the differences between the texts?

A. Text 1 has reorientation part while text 2 does not have reorientation part.

B. Text 1 has a sad ending and text 2 has a happy ending.

C. Text 1 tells about animals’ lives and text 2 tells about the legend of a certain place.

D. Text 1 has direct sentences and text 2 does not have direct sentences.

Mengetahui,

Kepala Sekolah SMPN 1 Bungatan

Drs. Tubias Soegiharto NIP. 19671205 198703 1 003

Bungatan 03 Januari 2022 Guru Mata Pelajaran

Milyatun Hasanah S. Pd

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I. Read the text and choose the best answer (NARRATIVE TEXT)

Manik Angkeran

A long time ago, lived a very rich family in Bali. The father was Sidi Mantra. He was very famous for his supernatural power. He lived happily with his wife and his only child Manik Angkeran. Manik Angkeran was a spoiled son. He also had a bad habit. He liked to gamble. Because of his bad habit, his parents soon became poor. They always advised Manik Angkeran to stop his bad habit, but he never listened to them. Instead he kept on begging to his parents to give him a lot of money. The parents then did not have the heart to see him begging.

Sidi Mantra, his father, then went to Agung Mountain. There lived a mighty dragon with his great supernatural power. He could provide jewelleries to those who could say the right prayers and ring the bell. Sidi Mantra had the bell and he also knew the prayers.

"My name is Sidi Mantra. I have a problem. My son likes to gamble. He made me poor.

And now he asks a lot of money. I want to give him some, but now I want him to promise to stop his bad behaviour," explained Sidi Mantra after he met the dragon.

Sidi Mantra then said the prayers and rang the bell. Suddenly, jewelleries came out from the dragon's body. He was very happy and immediately brought the jewelleries home. This time Sidi Mantra wanted Manik Angkeran really to stop gambling. The son then promised. But soon he broke the promise. He knew about the dragon.

He heard that his father got the jewelleries from the dragon living in Agung

Mountain. So he stole his father's bell then went there. After arrived in Agung Mountain, Manik Angkeran rang the bell. The dragon knew him. "I will give you anything you want but you have to promise to stop gambling. Remember the karma!" then the dragon gave him the jewelleries. Manik Angkeran was very happy. Suddenly he had a bad idea. He wanted to kill the dragon and stole all his jewelleries.

The dragon knew his plan and with his great power he killed Manik Angkeran. Sidi Mantra was very sad. He asked the dragon to bring his son back to life. The dragon agreed but they had to live in different places. After few moments, Manik Angkeran lived again.

Then Sidi Mantra used a stick to make a big line between them on the ground. From the line, water flowed. Soon it became a river. Finally it became a strait. It separated Java and Bali. People then named the strait as Bali Strait.

Adapted from

http://indonesianfolklore.blogspot.com/search/label/Bali

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Questions

1. The story tells us about ....

A. the death of Manik Angkeran

B. the story of the holy dragon in Agung Mountain C. the story of Sidi Mantra

D. the beginning of Bali Strait

2. How was Manik Angkeran’s attitude?

A. He was a clever boy. C. He was a spoilt boy.

B. He was a diligent boy. D. He worked hard to make money.

3. What was Manik Angkeran’s bad habit which made his parents poor?

A. gambling. C. drinking alcohol

B. robbing. D. partying

4. Where did Sidi Mantra get the jewellery?

A. Tanah Lot Beach. C. The Holy Temple

B. Agung mountain. D. Bali Strait

5. How did Sidi Mantra get the jewellery?

A. By praying to God.

B. By digging the secret treasure in Agung Mountain.

C. By killing the mighty dragon.

D. By praying to the dragon and ring the bell.

6. What did Manik Angkeran do when he knew how his father got the jewellery?

A. He stopped gambling

B. He asked more and more money from his father.

C. He stole the bell and went to the Agung Mountain.

D. He killed the dragon and took all the jewelleries.

7. What made Manik Angkeran killed?

A. He owed too much money from the croupier.

B. He was killed by his own father when trying to get the bell.

C. He was killed during his journey to Agung Mountain.

D. He was killed during the battle with the mighty dragon.

8. What made Sidi Mantra feel very sad?

A. He found his son dead. C.

B. He could not get the jewelleries for his son.

C. He could not defeat the mighty dragon D. He saw his son begging for jewelries

9. What did the dragon want Sidi Mantra to do if Manik Angkeran lived again?

A. He had to give the dragon some jewellery.

B. He had to live in a different place from his son.

C. He had to leave Manik Angkeran.

D. He had to kill him by his own hand.

10. How did Sidi Mantra separate himself from Manik Angkeran?

A. By driving Manik Angkeran out of their house.

B. By giving Manik Angkeran to the dragon as a servant.

C. By drawing a line between them which change into a strait.

D. By killing himself and let Manik Angkeran free to choose his life.

ANSWERS: 1. D 2. C 3. A 4. B 5. D 6. C 7. D 8. A 9. B 10. C

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II. Read the text and answer the questions

The Bear and the Two Travellers

Once, there were two men were travelling together. They were best friends and they always did everything together.

On the way, they suddenly met Bear. They felt scared and tried to save themselves.

Suddenly, their friendship was gone. One of them individually climbed up quickly into a tree and covered himself in the branches. The other one fell flat on the ground because he saw that he would be attacked. The man held his breath and pretended appearance of death. He held his breath as long as he could because he knew that ear would not attack dead people. The Bear came up and felt with his nose. Bear smelt him all over. The Bear soon left him, because Bear would not touch a dead body.

When Bear was quite gone, the other man got down from the tree and humorously asked his friend about what the Bear had whispered in his ear. Then, his friend said that the Bear gave him advice. The other man then asked what the Bear advised him. Then, his friend said that the Bear advised him not to travel with someone who leaves his friend at the approach of danger.

Adapted from

http://www.inspirationalstories.com/2/237.html Questions

1. Who are the main characters of the story?

3. Which paragraph is the complication of the story?

4. How did they save themselves from Bear?

Answers:

1. Two men and a bear 2. In a forest

3. Paragraph 2

4. One of them individually climbed up quickly into a tree and covered himself in the branches. The other one fell flat on the ground. He held his breath and pretended appearance of death.

5. Don’t be selfish.

Pedoman Penilaian:

1. Tiap nomor benar diberi skor 3 2. Skor maksimal : 3 X 5 = 15 3. Nilai maksimal : 100

4. Nilai siswa : Skor Perolehan X 100 Skor maksimal

f. Rubrik Penilaian:

No. Uraian Skor

I Setiap jawaban benar, tata bahasa tepat

Setiap jawaban benar tetapi tata bahasa kurang tepat Setiap jawaban tidak benar

Tidak ada jawaban

3 2 1 0 2. Pembelajaran Remedial dan Pengayaan

a. Remedial

Bagi siswa yang belum memenuhi kriteria ketuntasan minimal (KKM) setelah melakukan Tes Sumatif, maka akan diberikan pembelajaran tambahan (Remedial Teaching)terhadap IPK yang belum tuntas kemudian diberikan Tes Sumatif lagi dengan ketentuan:

- Soal yang diberikan berbeda dengan soal sebelumya namun setara - Nilai akhir yang akan diambil adalah nilai hasil tes terakhir

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- Siswa lain yang sudah tuntas (>KKM) dipersilahkan untuk ikut bagi yang berminat untuk memberikan keadilan.

CONTOH PROGRAM REMIDIAL

Sekolah : ………..

Kelas/Semester : ………....………..

Mata Pelajaran : ……….……….

Ulangan Harian Ke : ………...……….

Tanggal Ulangan Harian : ………....…………..

Bentuk Ulangan Harian : ………..

Materi Ulangan Harian : ………..

(KD / Indikator) : ………....………..

KKM : ………..

No

Nama Peserta

Didik

Nilai Ulangan

Indikator yang Belum Dikuasai

Bentuk Tindakan Remedial

Nilai Setelah Remedial

Ket

1

2

3

4

5

6

7

8

9

10

dst

b. Pengayaan

Guru memberikan nasihat agar tetap rendah hati, karena telah mencapai KKM (Kriteria Ketuntasan Minimal). Guru memberikan materi pengayaan berupa penugasan untuk meningkatkan keterampilan membaca dan / atau mendongeng cerita naratif lain.

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I. Bahan Ajar

LAMPIRAN

STUDENT’S WORKSHEET

Activity 1

Observe the video and answer the questions in the worksheet in group.

1. What is the title of the story?

...

2. How many characters are there in the story? Who are they?

...

3. Who are the main characters in the story?

...

4. When did the story happen?

...

6. What problem did the characters face?

...

7. How did the main characters solve the problem?

...

... ...

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STUDENT’S WORKSHEET

Activity 2

Observe the second video and discuss the worksheet in group.

1. What is the title of the story?

...

2. How many characters are there in the story? Who are they?

...

3. Who are the main characters in the story?

...

4. When did the story happen?

...

6. What problem did the characters face?

...

7. How did the main characters solve the problem?

...

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Activity 3

Complete thetable based on the stories.

Story 1

The Crow and the Snake

Story 2

The monkey and the Crocodile

Setting of time

Setting of place

Characters

Main characters

The problem of the main characters

The end of the story (how the problem is solved)

Moral lesson

Activity 4

Compare the social function (moral lesson) of the stories. Are they the different or similar?

Compare the structure of the two stories. Are they different or the same?

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Activity 5

Rewrite a story (story 1 or story 2) based on the structure by completing the worksheet. Use your own language.

Structure Title:

Orientation (Introduction of the story)

Complication (what problem did the main characters face?)

Resolution (How was the problem solved?)

Social Function (Moral lesson):