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 2

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 4

Setting Time:

Place:

Characters

Plot/events

Problem

solution

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

Jurnal Sikap Sosial

Deskripsi Sikap Sosial

No Nama Deskripsi Nilai Sikap Sosial

1

2

No Tanggal

Nama

Peserta

Didik

Catatan Perilaku Butir Sikap

Ttd Tindak Lanjut

1.

2.

3.