Post on 23-Apr-2023
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Negeri 5 Bukittinggi
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : IX / Genap
Materi Pokok : Text Narrative
Sub Pokok Materi : Memberi dan meminta informasi terkait Fairy Tales pendek sederhana
Alokasi Waktu : 1 x pertemuan (2 JP)
A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
KI 4 : 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 dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
3.
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
3.7.1 Menyebutkan fungsi sosial teks
naratif yang berbentuk fairy tales.
3.7.2 Menganalisis struktur teks naratif
yang berbentuk fairy tales.
3.7.3 Menganalisis unsur kebahasaan
teks naratif yang berbentuk fairy tales.
3.7.4 Membedakan 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
4.
4.7
Menangkap makna secara kontekstual ter
kait fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif, lisan dan tulis,
sangat pendek dan sederhana,terkait fairy
tales
4.7.1 Menyusun teks Narrative acak
4.7.2 Membacakan fairy tales dengan
pelafalan dan intonasi yang tepat.
4.7.3 Menentukan fungsi sosial, struktur
teks, dan unsur kebahasaan teks naratif,
lisan dan tulis, sangat pendek dan
sederhana,terkait fairy tale secara lisan
4.7.4 Menuliskan moral value fairy
tales yang dipelajari.
Fokus Penguatan Karakter :Religius, Toleransi, Tanggung Jawab
C. Tujuan Pembelajaran
Melalui serangkaian kegiatan pembelajaran, peserta didik dapat :
- Menyebutkan fungsi sosial teks naratif yang berbentuk fairytales.
- Menganalisis unsur kebahasaan teks naratif yang berbentuk fairytales.
- Menganalisis struktur teks naratif yang berbentuk fairytales.
- Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan meminta informasi secara rinci terkait fairytales,
pendek dan sederhana, sesuai dengan konteks penggunaannya
- Menentukan nilai moral fairytales yang dipelajari dengan tepat.
D. Materi Pembelajaran
1. Materi pembelajaran regular
Fungsi sosial
Mendapatkan/memberikan hiburan, mengambil teladan nilai-nilai luhur
Struktur teks
Dapat mencakup:
- Orientasi
- Evaluasi
- Krisis
- Resolusi
- Reorientasi
atau dapat disederhanakan menjadi:
- Orientasi
- Komplikasi
- Resolusi
Unsur kebahasaan
- 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
Topik
Cerita yang memberikan keteladanan dan dapat menumbuhkan perilaku yang termuat di KI
2.Materi pembelajaran pengayaan
Apabila peserta didik telah mencapai kompetensi yang ditentukan, maka peserta didik perlu
diberikan materi tambahan berupa mempersiapkan diri untuk membawaan sebuah kisah Fairy
Tale pendek sederhana.
3. Materi pembelajaran remedial
Pembelajaran remedial diberikan kepada peserta didik yang belum mencapai KKM berupa
pembelajaran ulang atau penugasan terkait unsur kebahasaan (tatabahasa dan kosakata).
E. Metode Pembelajaran
Pembelajaran dengan PENDEKATAN SCIENTIFIC
Metode GBA (Genre Based Approach)
F. Media dan Bahan
1. Media
a. Picture series
b. Power Point
c. video
d. Foto copy bahan ajar
G. Sumber Belajar
1. Kementerian Pendidikan dan Kebudayaan. 2015. Bahasa Inggris When English Rings a Bell
SMP/MTs Kelas IX Jakarta: Politeknik Negeri Media Kreatif
2. Internet:(diunduh pada tanggal 19 Oktober 2018)
https://www.google.co.id/search?q=picture+series+of+bawang+merah+and+bawang+putih+story
&safe=strict&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj4tsGt4aHeAhVQfH0KHbKVBm
0Q_AUIDigB&biw=1366&bih=657#imgdii=XlietZmWxfWdjM:&imgrc=7MNbL--EfRwkdM:
3. https://www.youtube.com/watch?time_continue=27&v=JdgD2NS-VAw
H. Langkah- Langkah Pembelajaran
Pendahuluan (10’)
1. Guru memberi salam(greeting).
2. Guru mengajak peserta didik memulai kegiatan pembelajaran dengan berdoa bersama. (PPK
religious)
3. Guru memeriksa kehadiran peserta didik.
4. Guru mengecek penguasaan kompetensi yang sudah dipelajari dan dikembangkan pada pertemuan
sebelumnya. (4 C; Critical thinking)
5. Guru menyampaikan kompetensi yang akan dicapai.
6. Guru menyampaikan lingkup penilaian dan teknik penilaian yang akan digunakan, yaitu jurnal pada
sikap, lisan dan penugasan pada pengetahuan dan praktek pada keterampilan (Literasi)
7. Guru menyampaikan garis besar cakupan materi dan kegiatan yang akan dilakukan.
Kegiatan Inti (60’)
1. BKOF (building knowledge of the field (10 menit)
- Guru memperlihatkan gambar (Lampiran 2)
- Peserta didik mengamati gambar yang diperlihatkan oleh guru
- Guru memancing peserta didik untuk bertanya tentang gambar
- Guru memperlihatkan film pendek sesuai dengan tema pada gambar
- Peserta didik mencermati informasi yang ada pada film pendek
- Guru memandu peserta didik dalam diskusi hasil pengamatan pada film pendek
2. MoT (Modelling of the Text) (20 menit)
- Guru memperlihatkan teks Narrative “ Bawang Merah Bawang Putih” (lampiran 3)
- Guru memberikan pertanyaan kepada peserta didik untuk membangun pemahaman
peserta didik terhadap teks.
- Peserta didik menemukan kembali informasi yang spesifik dari teks.
- Guru membimbing peserta didik untuk mengumpulkan data terkait teks dengan
mengisi table. (lampiran 4)
- Guru membimbing peserta didik untuk menemukan fungsi sosial dan generic
structure narrative text. (lampiran 5)
3. JCoT (Join construction of the Text) (30 menit)
- Guru membagi peserta didik dalam kelompok.
- Guru memberikan contoh Narrative Teks lain (Lampiran 6)
- Peserta didik diminta secara berkelompok untuk menemukan informasi rinci dan
menentukan fungsi social, generic structure dan unsur kebahaasaan dari teks yang
mereka dapat.
- Peserta didik menyampaikan hasil diskusi mereka di depan kelas, kelompok lain
memperhatikan dengan seksama dan memberikan tanggapan.
- Guru bersama peserta didik membahas tanggapan tersebut dan memberikan
penguatan.
Penutup (10’) (PPK berbasis kemasyarakatan)
1. Guru memfasilitasi pesertadidik membuat butir-butir simpulan mengenai struktur teks dan unsur
kebahasaan teks interpersonal tentang kemauan melakukan sesuatu.(Literasi)
2. Gurubersama-sama peserta didik melakukan identifikasi kelebihan dan kekurangan kegiatan
pembelajaran.
3. Guru memberi umpan balik peserta didik dalam proses dan hasil pembelajaran dengan cara
menunjukkan hal-hal positif tentang peserta didik selama proses pembelajaran dan pemahaman
mereka tentang topik yang dibahas.
4. Guru memberitahukan kegiatan belajar yang akan dikerjakan pada pertemuan berikutnya.
5. Guru bersama dengan peserta didik bersyukur dan menutup pembelajaran.
I. PENILAIAN o Sikap spiritual
No. Teknik Bentuk Instrumen
Instrumen Penilaian
Waktu Pelaksanaan
Keterangan
1 Observasi Jurnal Lihat Lampiran Saat pembelajaran berlangsung
Penilaian untuk dan pencapaian pembelajaran (assessment for and of learning)
o Sikap sosial
No. Teknik Bentuk Instrumen
Instrumen Penilaian
Waktu Pelaksanaan
Keterangan
1 Observasi Jurnal Lihat Lampiran Saat pembelajaran berlangsung
Penilaian untuk dan pencapaian pembelajaran (assessment for and of learning)
o Pengetahuan
No. Teknik Bentuk Instrumen
Instrumen Penilaian
Waktu Pelaksanaan
Keterangan
1 Lisan Pertanyaan (lisan) dengan jawaban terbuka
Saat pembelajaran berlangsung
Penilaian untuk pembelajaran (assessment for learning)
2. Penugasan Tugas tertulis berbentuk isian
Lihat lampiran 2b Saat pembelajaran berlangsung
Penilaian untuk pembelajaran (assessment for learning)
o Keterampilan
No. Teknik Bentuk Instrumen Instrumen Penilaian
Waktu Pelaksanaan
Keterangan
1 Praktik Tugas (keterampilan berbicara, menyimak,dan membaca)
Saat pembelajaran berlangsung dan/atau setelah usai
Penilaian untuk, sebagai, dan/atau pencapaian pembelajaran (assessment for, as, and of learning)
2 Portofolio Sampel produk terbaik dari praktik dan produk
Saat pembelajaran usai
Penilaian untuk pembelajaran dan sebagai data untuk penulisan deskripsi pencapaian keterampilan
Mengetahui, Bukittinggi, April 2022
Kepala SMP N 5 Bukittingi Guru Mata Pelajaran Bahasa Inggris
IRDASMAYETI, S. Pd YOVANDRA KURNIA, S.Pd
NIP. 19650815 198903 2 006 NIP. 19850715 201001 1 012
Lampiran 1
RUBRIK PENILAIAN
Rubric penilaian Kelompok
Penilaian proyek
Nama proyek:
Alokasi waktu:
Pembimbing:
Nama: (kelompok)
Kelas :
No. Aspek
No. Aspek Skor (1-5) Keterangan
1 Perencanaan
2 Pelaksanaan
a. Isi
b. Struktur teks
c. Kosakata
d. Kalimat
e. Mekanik
3 LAPORAN PROYEK
Presentasi hasil
Instrumen penilaian pengetahuan
Answer the question below.
Acceptable scoring/One correct answer (tiap jawaban benar skor 1). Nilai peserta didik = skor diperoleh X 100
Skor maksimal
Rubrik penilaian writing
Peserta didik menulis teks narrative sesuai dengan gambar
Indikator Pencapaian
Kompetensi
Penilaian
Teknik Bentuk Instrumen
a. Menulis teks narrative sederhana
Tes tulis Uraian a.Write a simple narrative
text
a. Rubrik Penilaian Aspek Skor Keterangan
Langkah retorika Tata Bahasa Kosa kata Kejelasan makna Hubungan antar gagasan
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
Berstuktur sesuai jenis deskripsi secara
maksimal
Berstuktur minimal sesuai jenis deskripsi
Pilihan teks tidak jelas Tidak berstuktur dan sulit dipahami
Benar dan tepat
Tekadang kurang tepat tapi tidak mempengaruhi
arti Kurang tepat dan mempengaruhi arti
Sulit dimengerti
Benar dan tepat Tekadang kurang tepat tapi tidak mempengaruhi
arti
Kurang tepat dan mempengaruhi arti
Sulit dimengerti
Sangat jelas dan sangat efektif
Cukup jelas dan efektif
Jelas dan tidak efektif
Kurang jelas
Sangat jelas
Cukup jelas
Kurang jelas Tidak jelas
Lampiran 3
BAWANG PUTIH AND BAWANG MERAH
Once upon a time, in East Java, lived a beautiful girl named Bawang Putih. Her father has
passed away, and she lived with her stepmother and stepsister. Before her father passed away,
her stepmother and stepsister were very kind to her. On the contrary, two days after her father
passed away, they treated their badly. She had to do all the house work. Her stepsister was
Bawang Merah. She was very lazy, and she always got dress every time. But, Bawang Putih was
more beautiful than her.
One day, Bawang Putih went to river to wash a lot of clothes. Then, she looked a goldfish
cried and needed help. Seeing the condition Bawang Putih felt sorry and helped it. Bawang Putih
was very surprised, the goldfish could speak. Then, the fish helped her in washing by magic and
they become a best friend. Unfortunately, her stepsister knew it. And her stepmother asked
Bawang Merah to catch it. After that, they cooked it, and ate it! When Bawang Putih knew the
fish was her friend, she took the bones and buried it sadly. Several days later, grew a beautiful
tree, with beautiful flowers on the burial.
Surprisingly, a Prince came to see it and need it to be a medicine for his father. Bawang
Merah tried to pull it but she couldn’t. Everybody also tried, but they also couldn’t. Then, the
Prince looked at Bawang Putih and felt in love with her and asked her to pull the tree.
Miraculous! The tree could pull by her and she gave it to the prince. The prince asked her to be
his wife. Bawang Putih only smiled and nodded. The Prince married her, and Bawang Putih has
forgiven her stepmother and stepsister. Finally, they lived happily ever after.
Lampiran 3
Questions:
1. When did the story happen?
2. Where did the story happen?
3. Who were the characters that involve in the story?
4. What happened with Bawang Putih after her father passed away?
5. What is the main idea of paragraph 2?
6. Seeing the condition Bawang Putih felt sorry and helped it. What is the meaning of the “sorry” in
the text?
7. Why Bawang Putih was surprised after met the goldfish?
8. Can you explain why the stepmother asked Bawang Merah to catch the goldfish?
9. Can you expalain what happened to the fish after that?
10. “Surprisingly, a Prince came to see it and need it to be a medicine for his father”. The word it ref
ers to…
11. What did happen after Bawang Putih pull the flowers?
12. Which part do you like? Why?
13. What you learnt from the story?
ANSWERS:
1.
Lampiran 5: Materi Ajar
BAWANG PUTIH AND BAWANG MERAH
Once upon a time, in East Java, lived a beautiful girl named Bawang Putih.
Her father has passed away, and she lived with her stepmother and stepsister. Before
her father passed away, her stepmother and stepsister were very kind to her. On the
contrary, two days after her father passed away, they treated their badly. She had to
do all the house work. Her stepsister was Bawang Merah. She was very lazy, and she
always got dress every time. But, Bawang Putih was more beautiful than her.
One day, Bawang Putih went to river to wash a lot of clothes. Then,
she looked a goldfish cried and needed help. Seeing the condition Bawang Putih felt
sorry and helped it. Bawang Putih was very surprised, the goldfish could speak.
Then, the fish helped her in washing by magic and they become a best
friend. Unfortunately, her stepsister knew it. And her stepmother asked Bawang
Merah to catch it. After that, they cooked it, and ate it! When Bawang Putih knew the
fish was her friend, she took the bones and buried it sadly. Several days later, grew a
beautiful tree, with beautiful flowers on the burial.
Surprisingly, a Prince came to see it and need it to be a medicine for his father. Bawa
ng Merah tried to pull it but she couldn’t. Everybody also tried, but they also couldn’
t. Then, the Prince looked at Bawang Putih and felt in love with her and asked her to
pull the tree. Miraculous! The tree could pull by her and she gave it to the prince. Th
e prince asked her to be his wife. Bawang Putih only smiled and nodded. The Prince
married her, and Bawang Putih has forgiven her stepmother and stepsister. Finally, th
ey lived happily ever after.
Narrative adalah cerita khayal yang bertujuan menghibur pembaca. Tentu yang
namanya cerita khayal itu ya belum tentu keberannya karena bisa jadi itu hanyalah
imaginasi atau cerita fiktif yang dibuat oleh seseorang atau cerita buatan sekelompok
masyarakat yang tida terbukti kebenarannya. Contoh narrative yaitu, Cinderella,
Sangkuriang, Snow White, Rabbit and Crocodile, dsb. Untuk penjelasan lebih rinci
silahkan baca penjelasan berikut:
Definition of Narrative Text
A narrative text is an imaginative story to entertain people (teks narasi adalah cerita
imaginatif yang bertujuan menghibur orang).
Orientation
Complication
Resolution
Generic Structure of Narrative Text
Orientation : It is about the opening paragraph where the characters of the story are
introduced.(berisi pengenalan tokoh, tempat dan waktu terjadinya cerita (siapa atau apa, k
apan dan dimana)
Complication : Where the problems in the story developed. (Permasalahan muncul/mulai
terjadi dan berkembang)
Resolution : Where the problems in the story is solved. Masalah selesai, secara baik
“happy ending” ataupun buruk “bad ending”.
Coda / reorientation (optional) – lesson from the story
Kadangkala susunan (generic structure) narrative text bisa berisi: Orientation,
Complication, Evaluation, Resolution dan Reorientation. Meski “Evaluation” dan
“Reorientation” merupakan optional; bisa ditambahkan dan bisa tidak. Evaluation berisi
penilaian/evaluasi terhadap jalannya cerita atau konflik. Sedangkan Reorientation berisi
penyimpulan isi akhir cerita.
Language focus:
- 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.
Lampiran 6
A long time ago, there lived an old and poor couple in a village in Japan. They didn’t
wish for gold or fine clothes. They only wished for a child.
One day, the old woman washed clothes in a river. While washing, she was also wishing
for a child. Then, a giant peach came floating down the river. She took it home and would cut
it.There was a human voice from that peach saying not to cut it. Suddenly it split open and a
baby boy jumped out of that peach. Those old people were very happy and named him
Momotaro which means Peach Boy.
Time went by and people in that village were afraid of Oni Monsters who stole their
belongings. When Momotaro was about 15 years old, he wanted to save his village from Oni
Monsters. Momotaro’s parents were very proud of Momotaro. His father gave him a sword;
mother gave him a bag of dumplings.
On the way, Momotaro met a dog, a monkey and a hawk. He shared those dumplings to
them. Those animals joined him to fight Oni Monsters. Being a good leader, Momotaro
encouraged them to work together.
Finally, Momotaro sucessfully forced Oni leader to surrender. Then Momotaro with his
friends took treasure then shared it to all people in the village. Momotaro’s parents were very
happy that Momotaro came back safely.
A story from Spanyol
Once, there was a king of Granada kingdom who decided to marry. To find a worthy
woman, court barber told an idea to the king. “I have a magic mirror. If any woman who is not
kind looks into that mirror, there will many spots on mirror surface.”
Soon, the news was announced to all people in his kingdom. Almost all women wanted to
be Queen of Granada. However, there was no woman coming to have a look into that mirror.
Days and weeks went by, and King was no closer to get his Queen.
Then, barber told King that there was a brave shepherdess on a mountainside. King asked
him to invite that shepherdess to his palace. Also, the royal hall was full of ladies and knights.
King told that shepherdess to look into the mirror. Shepherdess answered that everyone
made mistakes. However she wasn’t afraid to look into the mirror. Many ladies surrounded her
and found that it wasn’t a magic mirror. Those ladies complained and felt being tricked.
Finally, King stated that there was no trick. King wanted to find a bride who was
confident about her character like that shepherdess.
A story from China
Once upon a time, old and poor Mr. Haktak found a large brass pot in his garden. He
decided to put his purse in it. Then, he carried it home. Mrs. Haktak was very happy with that
pot.
Suddenly, her hairpin fell into the pot. Mrs. Haktak reached and pulled out two hairpins
and two purses. What a magic pot! Then they began to drop items into it and soon had two of
everything.
One day, Mr. Haktak went to a market. At home, Mrs. Haktak did house works then
rested for a while. She stooped over that pot to look inside. At that moment, Mr. Haktak kicked
the door open because his hands were full of packages. Bang! Mrs. Haktak lost her balance and
fell into that pot. Mr. Haktak found that he had two of Mrs. Haktak. This presented a problem.
Finally, Mr Haktak got an idea. He fell into that pot and soon there were two Mr. Haktak.
Two new Haktaks became husband and wife. All of them became friends and built two identical
houses with identical furniture.
Jurnal Sikap Spiritual
No Waktu
Nama
Peserta
Didik
Catatan Perilaku Butir Sikap Ttd Tindak
Lanjut
1.
2.
4
Deskripsi Sikap Spiritual
No Nama Deskripsi Nilai Sikap Spiritual
1
2