RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP…

Kelas : VIII (delapan)
Semester : VIII/2
Mata Pelajaran : Bahasa Inggris
Jenis Teks S : Narrative
Keterampilan T : Membaca (Reading)
Waktu A : 2 x 40 menit (1 pertemuan)
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Membaca MB
11. Memahami Pmakna
. teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan
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recount yang berkaitan
TO dengan lingkungan sekitar
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SE
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Membaca S
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11.3 Merespon makna
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dan langkah retorika dalam esei pendek sederhana secara akurat, lancar
dan berterimaS yang berkaitan dengan lingkungan sekitar dalam teks berbentuk narrative
dan recount A
RC Dasar:
Sub Kompetensi
Merespon makna . dan langkah retorika dalam esei pendek sederhana secara akurat, lancar
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dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk narrative
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Pada akhir kegiatanMpembelajaran Peserta didik dapat:
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1. mengidentifikasi gambaran umum teks tulis berbentuk narrative dengan benar setelah
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melalui kegiatan bertanya jawab dengan aktif;
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2. mengidentifikasi informasi rinci tersurat dalam teks tulis berbentuk narrative dengan
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benar setelah melalui kegiatan bertanya jawab dengan aktif;
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3. menentukan A pesan moral dalam teks tulis berbentuk narrative dengan benar secara
berpasangan;
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4. menentukan A makna kata-kata tertentu dalam teks tulis berbentuk narrative dengan benar
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dengan bantuan kamus;
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5. menentukan. rujukan kata-kata tertentu dalam teks tulis berbentuk narrative dengan benar
secara berpasangan;
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6. mengidentifikasi
A struktur penyusunan teks tulis berbentuk narrative dengan benar secara
berkelompok. T
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Narrative Text
Social Purpose: To entertain

It deals with the unusual and unexpected development of events.

It teaches readers and listeners that problems should be confronted, and attempts made to resolve
them.

Structure
Narratives are usually organized to include:

Orientation
This stage introduces the main character/s in a setting of time and place.

Complication
In this stage, a sequence of events is disrupted or changed in some way so that the pattern of
events becomes a problem for one or more of the characters.

Resolution
The problem or the complication is resolved.

Coda
This stage is optional. It makes explicit how the character/s has changed and what
has been learned from the experience.

Man’s Best Friend

A long time ago, there were two friends who lived together. They lived in a small house
in Scotland. Their names were John and Bobby.
John and Bobby were not rich, but they were happy. They had good food to eat when they
were hungry. They also had a small TV.
John and Bobby did not have family, but they were never lonely. They always did many
things together. They worked and played together in their garden. When they got bored,
they liked to take a walk. After walk, John cooked dinner. John and Bobby ate dinner and
then sat in front of the TV. They were never lonely because they had each other.
Then, one day, John got sick and died. He was buried in a cemetery. After John was buried,
Bobby stood at his grave. He cried and cried. He said,” John, let’s go home.” Bobby went
home, but later he came back to the cemetery. He sat down near John’s grave. He stayed
there all night.
Bobby stayed at the cemetery the next day, and the next day, and the next day. He never
left the cemetery. He stayed there for 14 years. When the weather was cold, he slept in a
small house in the cemetery. When the weather was warm, he slept on the ground near
John’s grave. Finally, Bobby died, too. Friends buried him in a little grave next to John. Why
was the grave little? John’s best friend was a dog.
E adapted from True Stories in the News: A Beginning Reader by Sandra
. Hayer, 1996. Addison Wesley Longman Publishing Company.
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NF
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 Three – phase E technique (pre reading, whilst reading, post reading)
 Think – pair G – share
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1. Pendahuluan (10 M menit)
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a. Greeting dan calling
E the roll.
b. Peserta didik menyiapkan
L diri untuk belajar.
c. A
Peserta didik menjawab pertanyaan seputar kegiatan yang telah dilakukan.
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Peserta didik mendengarkan penjelasan guru tentang hubungan materi yang akan diajarkan
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dengan materi yang telah diajarkan sebelumnya (Activating students’ prior knowledge).
e. Peserta didik danRguru membahas tujuan pembelajaran dan cakupan materi.
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2. Inti (60 menit)

Pre Reading

a. Peserta didik secara aktif berbincang dengan teman di sebelah untuk menerka isi cerita yang
akan dibaca berdasarkan judul cerita yang dituliskan guru di papan (Man’s best Friend).

b. Peserta didik menjawab pertanyaan tuntunan yang diberikan oleh guru sebagai berikut:

 What does best friend mean?

 Do you have a best friend?
 Why is he or she your best friend?
 What is usually man’s best friend?
 What do you think the story is about?

c. Peserta didik menjawab pertanyaan guru dengan aktif tentang apa saja yang biasa dilakukan
dua orang yang bersahabat.

d. Peserta didik mendiskusikan beberapa makna dari kata-kata baru dalam cerita yang dibaca,
yang diasumsikan tidak bisa diterka dari konteksnya tadi. Beberapa kata yang menurut guru
tidak bisa diterka dari konteks, diberikan langsung persamaannya dalam bahasa Inggris atau
bahasa Indonesia (misal got bored, was buried, got sick, cemetery, grave).

e. Peserta didik mengerjakan Worksheet 1 dengan cermat dan benar. (Lihat Lampiran)

Whilst reading

f. Peserta didik menerima teks bacaan dalam bentuk 4 potong kertas. Tiap potong berisi 1
paragraf. Peserta didik secara berpasangan menyusun 4 paragraf tersebut menjadi cerita yang
runtut. (Lihat Lampiran Worksheet 2).

g. Pasangan peserta didik share hasil susunan mereka dan secara aktif membandingkannya
dengan hasil susunan pasangan kerja terdekat. Guru mendorong penggunaan classroom
language dalam berkomunikasi.
h. Peserta didik mendiskusikan dengan aktif susunan yang benar dengan bimbingan guru.
Peserta didik diminta mengidentifikasi dengan logis clues yang bisa dipakai untuk menentukan
urutan, seperti frasa a long time ago, then, dan isi setiap paragraf.

i. Peserta didik menjawab pertanyaan tentang gambaran umum cerita (Lihat Lampiran
Worksheet 3). Peserta didik menjawab pertanyaan apakah cerita yang dibaca merupakan cerita
dengan akhir yang bahagia atau sedih dan bagaimana perasaan mereka. Peserta didik
memberikan jawaban dengan logis.

j. Peserta didik menjawab comprehension questions (Lihat Lampiran Worksheet 3) tentang

informasi detil dalam cerita, termasuk pertanyaan tentang susunan informasi dalam teks. Guru
menggunakan think-pair-share dalam mengelola kelas.

Post reading

k. Peserta didik mengembalikan potongan-potongan kertas tadi. Guru meminta Peserta didik
secara berpasangan menceritakan kembali secara tertulis isi cerita dengan melengkapi writing
prompts (Lihat lampiran Worksheet 4)

l. Setelah selesai, peserta didik secara aktif saling menukarkan tulisannya dengan pasangan lain
dan guru membahas bersama peserta didik kelengkapan dari kalimat-kalimat tersebut.

m. Sebagai tindak lanjut guru meminta peserta didik secara individual menceritakan kembali
cerita yang telah dibaca dengan percaya diri. Peserta didik didorong untuk memberikan
sentuhan yang berbeda, seperti akhir cerita yang berbeda.

3. Penutup (10 menit)

a. Peserta didik bersama guru membuat simpulan pembelajaran.

b. Peserta didik bersama guru melakukan refleksi sederhana terhadap kegiatan yang telah
dilaksanakan. G
c. Guru memberikan . penguatan terhadap proses dan hasil pembelajaran.
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d. Guru memberikan penugasa (terstruktur dan mandiri) menyampaikan rencana pembelajaran
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pada pertemuan berikutnya.
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1. Buku Teks Standar, misalnya BSE (Tuliskan: Penulis. Tahun. Judul Buku. Kota Penerbitan:
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Penerbit. Halaman.)
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2. CD Materials
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3. Media dan Lembar kerja siswa
4. Artifacts dan Realia
5. Gambar-gambar yang relevan
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Indikator Pencapaian Teknik Bentuk Instrumen
Kompetensi Instrumen
1. Menemukan: Tes Tes Read the following text and answer the
 gambaran umum Tertulis questions:
cerita
One day, at the house where Hansel
 informasi rinci
and Gretel lived, their stepmother was
tersurat beginning wish she had never tried to get
 makna kata rid of them.
 rujukan kata ‘I must find them,’ she said and set off
 tujuan teks into the forest.
 struktur generik Many hours later, when her feet were
teks tired from walking and her lips were dry
from thirst, she came to the cottage
belonging to the witch. The stepmother
peeped through the window. Her heart
cried out. She saw the witch was preparing
to cook Hansel and Gretel. ‘Oh, no!’ she
thought.
She picked up the broom leaning
against the door and crept inside. The
witch was putting some ingredients in the
oven when the stepmother gave her an
almighty push. The witch fell into the oven
and the stepmother shut the door.
‘Children, I have come to save you,’ she
said, hugging them tightly. ‘I have done a
dreadful thing. I hope that in time you will
forgive me. Let me take you home and we
will become a family again.’
They returned to their home and the
stepmother became the best mother any
one could wish to have, and of course they
lived happily ever after!

1. What is the story about?

2. Who are the characters?
3. Who looked for Hansel and Gretel?
4. What did she find?
5. What does the word ‘peeped’ mean?
6. What does the word ‘crept’ mean?
7. Who prepared to cook Hansel and
Gretel?
8. Where did the witch fall into?
9. What does the word ‘they’ in the last
paragraph refer to?
10. How did they live from that time
onward?

Instrumen Penilaian
1. Reading Scores (setiap jawaban benar mendapat skor 10: skor maksimum 100)

Predikat/Skor
No. Nama Peserta didik
Excellent (90-100) Very Good (81-90) Good (71-80) Fair (61-70)
1.

2. Rubrik penilaian Peserta didik untuk pengembangan karakter

Nama Kecerdasan Kepedulian Kerjasama

Peserta
didik BT MT MB MK BT MT MB MK BT MT MB MK
… … … … … … … … … … … …
… … … … … … … … … … … …

Keterangan :
Kecerdasan:
(Dilihat dari kecermatan, kecepatan, dan ketepatan dalam menjawab pertanyaan)
BT=Belum Terlihat (belum menunjukan tanda tanda kemampuan berpikir logis).
MT= Mulai Terlihat (menunjukan tanda tanda kemampuan berpikir logis).
MB=Mulai Berkembang (mulai konsisten menunjukan kemampuan berpikir logis).
MK=Membudaya Konsisten (konsisten menunjukan kemampuan berpikir logis).

Kepedulian:
(Dilihat dari atensi selama mengikuti pelajaran dan membantu teman)
BT=Belum Terlihat (belum menunjukan tanda tanda peduli terhadap perintah dan aturan dalam PBM)
MT= Mulai Terlihat (menunjukan tanda tanda peduli terhadap perintah dan aturan dalam PBM)
MB=Mulai Berkembang (mulai konsisten menunjukan kepedulian terhadap perintah dan aturan dalam
PBM)
MK=Membudaya Konsisten (konsisten menunjukan kepedulian terhadap perintah dan aturan dalam
PBM)

Kerjasama:
(Dilihat dari partisipasi dalam bekerjasama baik dalam berpasangan maupun kelompok)
BT=Belum Terlihat (belum menunjukan tanda tanda mampu aktif bekerjasama)
MT= Mulai Terlihat (menunjukan tanda tanda aktif bekerjasama dengan teman)
MB=Mulai Berkembang (mulai konsisten menunjukan kemampuan bekerjasama)
MK=Membudaya Konsisten (konsisten menunjukan kemampuan bekerjasama)

Jakarta,…
Mengetahui
Kepala Sekolah, Guru Mata Pelajaran,

… …
NIP NIP
 Student’s Worksheet

Worksheet 1

Discuss the meaning of the underlined words.

1 Today I have no friends. I feel very lonely.
2 Tino’s cat died yesterday. It was buried in Tino’s backyard.
3 Tino and I usually take a walk around the park on Sunday morning. We don’t ride our bicycle.
4 Tino’s brother who died in a war was buried in the big cemetery on his hometown. Tino often
visits his brother’s grave to pray for him.

Worksheet 2
Arrange the following paragraphs into a good story. Do it in pairs.

A
Then, one day, John got sick and died. He was buried in a cemetery. After
John was buried, Bobby stood at his grave. He cried and cried. He said,” John, let’s
go home.” Bobby went home, but later he came back to the cemetery. He sat down
near John’s grave. He stayed there all night

B
John and Bobby were not rich, but they were happy. They had good food to eat
when they were hungry. They also had a small TV.

C
A long time ago, there were two friends who lived together. They lived in a small
house in Scotland. Their names were John and Bobby

D
Bobby stayed at the cemetery the next day, and the next day, and the next.
He never left the cemetery. He stayed there for 14 years. When the weather is cold,
he slept in a small house in the cemetery. When the weather was warm, he slept on
the ground near John’n grave. Finally, Bobby died, too. Friends buried him in a
little grave next to John. Why was the grave little? John’s best friend was a dog.

E
John and Bobby did not have family, but they were never lonely. They
always did many things together. They worked and played together in their garden.
When they got bored, they liked to take a walk. After walk, John cooked dinner.
John and Bobby ate dinner and then sat in front of the TV. They were never lonely
because they had each other
The right order of the paragraphs is (choose the right one):
a. E–A–B–C–D
b. B–E–C–D–A
c. C–B–E–A–D
d. D–C–A–B–E

Why do you think so? What are the clues that you use? Compare your answer to another pair.

Worksheet 3

A. Finding general idea.

Answer the following questions;

a. What is the story about?

b. Is that a story with a sad end or happy end? Why do you think so?

B. Finding details.

1. Correct the false statements based on the story.

a. John and Bobby lived a sad life because they were poor.
b. John and Bobby lived in a very big house.
c. John and Bobby could not eat every day.
d. Everywhere John went, there we could find Bobby too.
e. John and Bobby never did things together.
f. John died because he got sick.
g. Bobby left when John died because he was very sad.
h. Bobby died because he got sick.
i. Bobby was a small boy.

2. Answer the following questions.

a. The word ‘They’ in the first paragraph refers to __________.
b. The word ‘he’ in the fourth paragraph refers to __________.
c. The word ‘lonely’ means __________.
d. The word ‘cemetery’ means __________.

Worksheet 4

Now, answer the following questions to rewrite the story from your point of view.

a. What were you?

b. Where did you live?
c. With whom did you live?
d. Did you live a poor life with him?
e. Were you happy?
f. Could you eat every day?
g. What did you have?
h. What did you do every day?
i. Did you do things yourself?
j. What happened to your friend one day?
k. Where was he buried?
l. How did you feel when he died?
m. What did you do then?
n. How long did you do that?
o. Why did you do that?
p. What happened to you finally?