RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMA Negeri 4 Kejuruan Muda

Mata pelajaran : Bahasa Inggris
Kelas/Semester : X/II
Materi pokok : Teks Naratif
Alokasi Waktu : 6X45 Menit

A. Tujuan Pembelajaran

1. Mengidentifkasi fungsi sosial teks narrative terkait cerita legenda.

2. Menentukan struktur narrative terkait cerita legenda.
3. Menerapkan unsur kebahasaan dari teks narrativeterkaitcerita legenda.
4. Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaanteks
narrative terkait cerita legenda.
5. Menentukan fungsi sosial, struktur teks, dan unsur kebahasaan
teks narrative terkait cerita legenda.
6. Membuat teks narrative terkait cerita legenda.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.8 Membedakan 3.8.1 Mengidentifkasi fungsi sosial
fungsi sosial, teks narrative terkait cerita
struktur teks, legenda.
dan unsur
kebahasaan 3.8.2 Menentukan struktur
beberapa teks narrative terkait cerita
naratif lisan dan legenda.
tulis dengan
memberi dan 3.8.3 Menerapkan unsur
meminta kebahasaan dari teks
informasi terkait narrative terkait cerita
legenda rakyat, legenda..
sederhana,
sesuai dengan 3.8.4 Membandingkan fungsi sosial,
konteks struktur teks, dan unsur
penggunaannya kebahasaan teks narrative
terkait cerita legenda.

4.8 Menangkap 4.8.1.1 Menentukan fungsi

makna secara sosial, struktur teks,
kontekstual dan unsur
terkait fungsi kebahasaan teks
sosial, struktur narrative terkait cerita
teks, dan unsur legenda.
kebahasaan teks
naratif, lisan dan 4.8.1.2 Membuat teks narrative
tulis sederhana terkait cerita legenda.
terkait legenda
rakyat
C. Materi Pembelajaran

1. Fungsi Sosial (Konsep)

Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil
teladan
2. Struktur Teks (Prosedur)
Dapat mencakup:

- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang

3. Unsur kebahasaan (Prinsip)

- Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya
yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
- Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
4. Topik (Fakta)
Cerita legenda yang dapat menumbuhkan perilaku yang termuat di KI

D.Metode Pembelajaran
Model : Discovery Learning
Pendekatan : Saintific
Metode : Diskusi, Ceramah, Tanya Jawab

E.Media Pembelajaran
Infocus, Gambar, white board, laptop, LKPD

F.Sumber Belajar
Buku bahasa Inggris SMA kelas X

G.Langkah-Langkah Pembelajaran

1. Pertemuan Pertama: (2 JP)

Indikator Pencapaian Kompetensi :

3.8.1 Mengidentifkasi fungsi sosial teks narrative terkait cerita legenda.

3.8.2 Menentukan struktur teks narrative terkait cerita legenda.

3.8.3 Menerapkan unsur kebahasaan dari teks narrative terkait cerita

legenda.
a. Kegiatan Pendahuluan:

1. Memberi salam kepada siswa

2. Mengajak siswa berdoa

3. Mengecek kehadiran siswa

4. Mengondisikan siswa suasana yang menyenangkan

5. Mendiskusikan kompetensi yang sudah dipelajari dan dikembangkan

Sebelumnya berkaitan dengan kompetensi yang akan dipelajari dan
dikembangkan;

6. Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam

kehidupan sehari-hari;

7. Menyampaikan garis besar cakupan materi dan kegiatan yang akan

dilakukan; dan

8. Menyampaikan lingkup dan teknik penilaian yang akan digunakan.

b. Kegiatan Inti :

1. Guru meminta siswa membaca teks berkaitan dengan cerita legenda dan
menanyakan kosa kata yang baru bagi siswa.

2. Guru menuntun siswa membuat pertanyaan dengan

- When did the story happen ?

- Who are the characters ?
- Where did the story take place ?
- What is the problem (Complication)?
- What is the ending (Resolution)

3. Guru meminta siswa untuk mengisi table secara berkolompok.

4. Siswa menempelkan hasil kerjanya dan saling merevisi hasil pekerjaan

mereka.

5. Guru meminta siswa memahami teks melalui pertanyaan tentang

gagasan utama untuk masing masing paragraph .

6. Guru dan siswa menyimpulkan hasil hasil pembelajaran.

c. Kegiatan Penutup

1. Kegiatan guru bersama peserta didik yaitu: (a) membuat

rangkuman/simpulan pelajaran; (b) melakukan refeksi terhadap
kegiatan yang sudah dilaksanakan; dan (c) memberikan umpan balik
terhadap proses dan hasil pembelajaran; dan
 2. Kegiatan guru yaitu: (a) melakukan penilaian; (b) merencanakan
kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program
pengayaan, layanan konseling dan/atau memberikan tugas baik tugas
individual maupun kelompok sesuai dengan hasil belajar peserta didik;
dan (c) menyampaikan rencana pembelajaran pada pertemuan
berikutnya.

Pertemuan Kedua: ( 2JP)

Indikator Pencapaian Kompetensi :

3.8.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

teks narrative terkait cerita legenda

4.8.1.1 Menentukan fungsi sosial, struktur teks, dan unsur kebahasaan

teks narrative terkait cerita legenda
.

a. Kegiatan Pendahuluan:

1. Memberi salam kepada siswa

2. Mengajak siswa berdoa

3. Mengecek kehadiran siswa

4. Mengondisikan siswa suasana yang menyenangkan

5. Mendiskusikan kompetensi yang sudah dipelajari dan dikembangkan

Sebelumnya berkaitan dengan kompetensi yang akan dipelajari dan
dikembangkan;

6. Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam

kehidupan sehari-hari;

7. Menyampaikan garis besar cakupan materi dan kegiatan yang akan

dilakukan; dan

8. Menyampaikan lingkup dan teknik penilaian yang akan digunakan.

b.Kegiatan Inti:

1. Guru meminta siswa membaca teks berkaitan dengan cerita legenda dan
menanyakan kosa kata yang belum di mengerti.

2. Guru menuntun siswa membuat pertanyaan dengan

- When did the story happen ?

- Who are the characters ?
- Where did the story take place ?
- What is the problem (Complication)?
- What is the ending (Resolution)?
 3. Guru meminta siswa secara berpasangan menjawab pertanyaan dari
teks.

4. Guru meminta siswa untuk bertukar jawaban.

5. Masing masing pasangan merevisi hasil pekerjaan mereka.

c. Kegiatan Penutup

1. Kegiatan guru bersama peserta didik yaitu: (a) membuat

rangkuman/simpulan pelajaran; (b) melakukan refeksi terhadap
kegiatan yang sudah dilaksanakan; dan (c) memberikan umpan balik
terhadap proses dan hasil pembelajaran; dan

2. Kegiatan guru yaitu: (a) melakukan penilaian; (b) merencanakan

kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program
pengayaan, layanan konseling dan/atau memberikan tugas baik tugas
individual maupun kelompok sesuai dengan hasil belajar peserta didik;
dan (c) menyampaikan rencana pembelajaran pada pertemuan
berikutnya.

Pertemuan Ketiga: ( 2JP)

Indikator Pencapaian Kompetensi :

4.8.1.2 Membuat teks narrative terkait cerita legenda.

.

a. Kegiatan Pendahuluan:

1. Memberi salam kepada siswa

2. Mengajak siswa berdoa

3. Mengecek kehadiran siswa

4. Mengondisikan siswa suasana yang menyenangkan

5. Mendiskusikan kompetensi yang sudah dipelajari dan dikembangkan

Sebelumnya berkaitan dengan kompetensi yang akan dipelajari dan
dikembangkan;

6. Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam

kehidupan sehari-hari;

7. Menyampaikan garis besar cakupan materi dan kegiatan yang akan

dilakukan; dan

8. Menyampaikan lingkup dan teknik penilaian yang akan digunakan.

b. Kegiatan Inti

1. Guru melakukan appersepsi . Guru bertanya tentang angin

 - Can you see wind?
- What is the color of the wind ?
- When trees are blown by wind, what happens?
- Do you know the story about wind and trees?
- Can you guess what’s the story about ?

2. Guru meminta siswa membaca bacaan dan mengisi titik titik dengan kata
kata yang telah disediakan.

3. Guru mengecek apakah prediksi siswa tentang cerita angin benar dan
mengecek isian siswa pada titik titik yang tersedia.

4. Guru meminta siswa menjawab pertanyaan dala comphrehension

questions.

5. Guru meminta siswa untuk mengidentifikasi tujuan dan detil struktur

bacaan yang sudah di baca dengan cara melengkapi tabel yang tersedia .

6. Guru meminta siswa untuk menyimpulkan isi teks narrative.

c. Kegiatan Penutup

3. Kegiatan guru bersama peserta didik yaitu: (a) membuat

rangkuman/simpulan pelajaran; (b) melakukan refeksi terhadap
kegiatan yang sudah dilaksanakan; dan (c) memberikan umpan balik
terhadap proses dan hasil pembelajaran; dan

4. Kegiatan guru yaitu: (a) melakukan penilaian; (b) merencanakan

kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program
pengayaan, layanan konseling dan/atau memberikan tugas baik tugas
individual maupun kelompok sesuai dengan hasil belajar peserta didik;
dan (c) menyampaikan rencana pembelajaran pada pertemuan
berikutnya.

H.Penilaian

a. Sikap (instrumen terlampir)

b. Pengetahuan
c. Keterampilan

Mengetahui Sungai liput, Juli 2017

Kepala Sekolah SMAN 4 Kej Muda Guru bidang studi

Drs Basir MM Mairtati dewi Spd

Nip. 196012311993 03 1031 Nip.197205062006042002
LAMPIRAN 1

URAIAN MATERI

NARRATIVE

KI-3 Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual,dan prosedural berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.

KI-4 Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri dan mampu menggunakan metoda sesuai
kaidah keilmuan.

KD 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks naratif lisan dan tulis dengan memberi dan
meminta informasi terkait legenda rakyat, sederhana, sesuai
dengan konteks penggunaannya

KD 4.8 Menangkap makna secara kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis
sederhana terkait legenda rakyat

Pengertian Narrative Text

Definisi Narrative Text itu seperti apa? Disebutkan bahwa A narrative text is
an imaginative story to entertain people (teks narasi adalah cerita imaginatif
yang bertujuan menghibur orang).

Jika melihat pada kamus bahasa Inggris, secara harfiah narrative bermakna
(1) a spoken or written account of connected events; a story. (2) the narrated
part of a literary work, as distinct from dialogue. (3) the practice or art of
narration.

(Narrative bermakna : 1. sebuah cerita baik terucap atau tertulis tentang

peristiwa-peristiwa yang berhubungan. 2. bagian yang diceritakan dalam
sebuah karya sastra, berbeda dengan dialog. 3. Praktik atau seni bercerita)

Jika disimpulkan, maka sebuah narrative text adalah teks yang berisi sebuah
cerita baik tertulis ataupun tidak tertulis dan terdapat rangkaian peristiwa
yang saling terhubung.

Generic Structure dari Narrative Text

Generic Structure Narrative Text apa saja sih? Bagi sobat yang masih duduk
di bangku sekolah tingkat menengah, penjelasan mengenai narrative texts tak
usah sulit-sulit ya.. Intinya, narrative text ini mempunyai struktur / susunan
seperti di bawah ini :
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, kapan 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".

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.

Jika sudah mahir membuat cerita narrative, susunannya bisa diubah-ubah

kok, yang terpenting bagian-bagian di atas masih tetap ada dalam tulisan
narrative sobat.

Grammar Used dalam Narrative Text

Grammar (tata bahasa) yang sering muncul dalam membuat narrative text
adalah:

Menggunakan tenses "Past", baik simple, past perfect, past continuous, past
perfect continuous, atau bisa saja past future continuous. (aturan ini bukan
aturan wajib yang mutlak harus dipenuhi kok. Tidak percaya, tanyakan pada
guru bahasa Inggris sobat)

Untuk lebih jelasnya, lihat contohnya di bawah ini :

Contoh Narrative Text

True Friends

Once upon a time, there were two close friends who were walking through the
forest together. They knew that anything dangerous can happen any time in
the forest. So they promised each other that they would always be together in
any case of danger.

Suddenly, they saw a large bear getting closer toward them. One of them
climbed a nearby tree at once. But unfortunately the other one did not know
how to climb up the tree. So being led by his common sense, he lay down on
the ground breathless and pretended to be a dead man.

The bear came near the one who was lying on the ground. It smelt in his ears,
and slowly left the place because the bears do not want to touch the dead
creatures. After that, the friend on the tree came down and asked his friend
that was on the ground, "Friend, what did the bear whisper into your ears?"
The other friend replied, "Just now the bear advised me not to believe a false
friend."

Moral of the Story- A true friend in need is a friend indeed.

Teman sejati

Suatu hari di masa lau, ada dua teman dekat yang berjalan melewati hutan
bersama-sama. Mereka tahu bahwa sesuatu yang berbahaya dapat terjadi
setiap saat di hutan. Jadi mereka saling berjanji bahwa mereka akan selalu
bersama-sama dalam keadaan bahaya sekalipun.

Tiba-tiba, mereka melihat beruang besar sedang semakin mendekat ke arah

mereka. Salah satu dari mereka memanjat pohon terdekat seketika. Tetapi
sayangnya satu yang lainnya tidak tahu bagaimana cara untuk memanjat
pohon. Jadi terdorong oleh akal sehatnya, ia berbaring di tanah, menahan
napas, dan berpura-pura menjadi orang yang sudah mati.

Beruang itu datang mendekati orang yang sedang berbaring di tanah tersebut.
Mencium di telinganya, dan perlahan-lahan meninggalkan tempat karena
beruang tidak ingin menyentuh makhluk yang sudah mati. Setelah itu, teman di
pohon turun dan bertanya ke pada temannya yang berbaring di tanah itu, "
Teman , apa yang beruang bisikan ke telingamu ? " Teman lain menjawab, "Tadi
beruang itu menyarankan saya untuk tidak mempercayai teman palsu."

LAMPIRAN 2

Task 1:
Read the text carefully.

Once upon a time there was an old couple who didn’t have
a child. They
lived in a small house near the village forest. “Please give us a child,”
they asked God everyday.
One day, from the household Shinto altar, they heard a
cute cry, “Waa! Waa!”
They looked and saw a crying baby who looked just like a
little finger. “This childmust be a gift from God. Thanks to God!”
“We will call this child ‘Issumboshi’,” they said.
They raised Issumboshi with much care, but Issumboshi never grew
bigger.
“Hey, Issumboshi,do youwant to be eaten by a frog?”Issumboshi was
always being bullied by the children of the village and often went home
feeling unhappy.
Grandmother would make some big rice balls and encourage him. “Eat
a lot, and grow up quickly,” Grandmother said.
One day, Issumboshi said,“I will go to the capital to study
and become a respectable person. Then I will come back.” Grandfather
and Grandmother were worried about him, but Issumboshi’s mind
would not be changed. At once they began to prepare for his trip.
Issumboshisheathed a needle sword in a straw case, put on
a cup for a sedge hat, and started out with a chopstick staff, in high
spirits.
“I’m going now,” Issumboshi said.
“Is he safe? With such a small body?”
Grandfather and Grandmother asked as they saw him off.
Issumboshi went on the trip with a big wish in a small body.
………
At last Issumboshi reached the capital city and anchored
under the bridge. Then he climbed up to the railing and viewed the
town.
“There is a fine palace overthere. I shall ask them at once.”
At long last Issumboshiarrived at the palace.
“Excuse me, but I want tomeet the feudal lord.”
The lord came to the door,“What? Who’s there?”
“Here I am, at your feet.”
“Oh. How small! Why do you want to meet me?”
“Please let me be your retainer.”
“I wonder if your very smallbody can do anything.”
“I’ll stay in your pocket and guard you from all harm.” When Issumboshi
Said so, a bee came buzzing by. “Yhaa!” Issumboshi yelled, stabbing the
bee.
“Bravo! I employ you. It would be good if you became the Princess’s
man.”
“Oh! What a cute fellow he is!” said the Princess, putting Issumboshi on
her palm.
“I will defend you upon my life,” said Issumboshi.
The Princess liked Issumboshi, and she taught him
reading, writing, and various studies. Further, Issumboshi practiced
fencing very hard in order to be strong.
One day the Princess went out to worship at the Kiyomizu
Temple. Suddenly there was a strong wind, and some demons appeared.
The leader of the demons tried to grab the Princess. “Help me!” she
screamed. Issumboshi tried to help her, but the demon caught him and
threw him into his mouth. Issumboshi, who was swallowed, jabbed and
jabbed the demon’s stomach. The demon rolled over and spat out
Issumboshi.
Issumboshi jumped at the demon and stabbed his eyes.
The remaining demons were frightened. They ran away in great haste,
but one demon, who was left behind, trembled while holding the magic
hammer.
“Do you want me to stab your eyes, too?” Issumboshi asked.
“Please, don’t. This is themagic hammer that will grant you a wish. I give
It to you, so please spareme.” And saying this, he ran off in a hurry.
“Thank you, Issumboshi. You have saved my life,” the Princess said.
“Princess, please wave this magic hammer and make a wish that I may
become big,” said Issumboshi. The Princess waved it and asked, “May
Issumboshi become big!”
And then, strangely, before her eyes, Issumboshi began to
grow. He grew into a nice young man. They went back to the palace, and
the Princess asked the King to let her marry Issumboshi.
The Princess and Issumboshi then got married, and they
invited Grandfather and Grandmother to live with them in the palace.
They lived happily ever after.
(Adapted from Japanese Fairy Tales,1987)
Task 3:

In the story ‘Issumboshi’ there are words that describe the characters
and the setting. Find them in the story and list them below.

Task 4:

In the story there are also words that tell us what happen. These words
are doing words (verbs). They tell us what the characters do. Thinking
verbs are verbs that describe how the characters feel or what the
characters think. Find the doing and thinking verbs in the story. List
them in the following table.
 The text about Issumboshi is narrative. Narratives are told
or written using this text structure : orientation, complication, and
resolution

THINK-PAIR-SHARE
Task 1:
Individually, complete the following chart to find out the
structure of the story about Issumboshi.
 Read the following text, and then answer the following
questions.

THE LEGEND OF MALIN KUNDANG

A long time ago, in a small village near the beach in West

Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his
mother had to live hard because his father had passed away when he was a
baby. Malin Kundang was a healthy, dilligent, and strong boy. He usually went
to sea to catch fish. After getting fish he would bring it to his mother, or sell the
caught fish in the town.
One day, when Malin Kundang was sailing, he saw a
merchant’s ship being raided by a band of pirates. With his bravery, Malin
Kundang helped the merchant defeat the pirates. To thank him, the merchant
allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to
get a better life. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had
a huge ship and a lot of crews who worked loading trading goods. He was also
married to a beautiful woman. When he was sailing on his trading journey, his
ship landed on a coast near a small village. The local people recognized that it
was Malin Kundang, a boy from the area. The news ran fast in the town; “Malin
Kundang has become rich and now he is here”.
An old woman, who was Malin Kundang’s mother, ran to
the beach to meet the new rich merchant. She wanted to hug him to release
her sadness of being lonely after a long time. When his mother came near him,
Malin Kundang who was with his beautiful wife and his ship crews denied that
she was his mother. She had pleaded Malin Kundang to look at her and admit
that she was her mother. But he kept refusing to do it and yelling at her. At
last Malin Kundang said to her “Enough, old woman! I have never had a
mother like you, a dirty and ugly woman!” After that he ordered his crews to set
sail to leave the old woman who was then full of sadness and anger. Finally,
feeling enraged, she cursed Malin Kundang that he would turn into a stone if
he didn’t apologize to her. Malin Kundang just laughed and set sail. Suddenly a
thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown
out to a small island. It was really too late for him to avoid his curse; he had
turned into a stone.
Taken with adaptation from: http://understandgtext.blogspot.com/2009/05/
narrative-analysis-on-malin-kundang.html

COMPREHENSION QUESTIONS

1. Why did Malin Kundang and his mother have to live hard?
2. Give an example that Malin Kundang was a healthy, dilligent, and
strong boy!
3. How did the merchant allow Malin Kundang to join him in the sail?
4. What happened many years after Malin Kundang join the sail?
5. How did the local people react when they saw Malin Kundang
landing on
the coast?
6. What did Malin Kundang’s mother do when she heard that Malin
Kundang
landed on the coast?
7. What made Malin Kundang’s mother sad and angry?
8. What did she do when Malin Kundang denied that she was his
mother?
9. How did the curse happen?
10. What is the moral of the story?

Task 1:
Read the story and fill in the blanks with the following words:
tremble, lying, jealous, bow, long, fine, invisible, rope, gentle,
rags.ead the story and fill in the blanks with the following words:
tremble,

STRONG WIND

Once there was a great warrior named Strong Wind. He

lived with his sister in a tent by the sea. Strong Wind was able to
make himself _______________(1). His sister could see him, but no one
else could. He had said he would marry the first woman who could see
him as he came at the end of the day.
Many women came up to his tent to watch for him. When
his sister saw him coming, she would ask, “Do you see him?”
Each girl would answer, “Oh, yes! I see him!”
Then Strong Wind’s sister would ask, “What is he pulling his sled
with?”
And then the girls would answer, “with a _____________
(2)” or “with a wooden pole.”
Then Strong Wind’s sister would know that they were lying, because
their guesses were wrong.
A chief lived in a village. His wife had died, and he had
three daughters. One was much younger than the other two. She was
gentle, kind and beautiful, but her sisters were ___________ (3) of her
and treated her badly. They cut off her long black hair and they made
her wear rags. They also burned her face with coals so that she would
be ugly. They lied to their father that she did these things to herself.
But she remained calm and _______________ (4).
 The two older sisters also went to try and see Strong
Wind. When he was coming, Strong Wind’s sister asked them, “Do you
see him?”
“Oh, yes! I see him!” Each of them answered.
“What is his bow made out of?” asked Strong Wind’s sister.
“Out of iron,” answered one. “Out of wood,” answered the other.
“You have not see him,” said Strong Wind’s sister.
Strong Wind himself heard them and knew that they had lied. They
went into the tent, but still they could not see him. They went home
very sad.
One day the youngest daughter went to try and see Strong
Wind. She was wearing ____________ (5), and burn covered her face.
People laughed at her, but she kept going. When she got to Strong
Wind’s tent she waited.
When Strong Wind was coming, his sister asked the girl,
“Do you see him?”
“No,” the girl answered. “I don’t see him.”
Strong Wind’s sister was surprised because the girl had
told the truth. “Now do you see him?” asked Strong Wind’s
sister.
“Yes,” answered the girl. “Now, I do
see him. He is very wonderful.”
“What is his _______________ (6) made of?” asked Strong Wind’s sister.
“The rainbow,” answered the girl.
“And what is the bowstring made of?” asked Strong Wind’s sister.
“Of Stars,” answered the girl.
Then Strong Wind’s sister knew that the girl could really see him.
He had let her see him because she had told the truth.
“You really have seen him,” said Strong Wind’s sister. Then the sister
washed the girl, and all the burns went away. Her hair grew
____________(7) and black again. The sister dressed the girl in
_______________ (8) clothes. Strong Wind came and the girl became his
wife. The girl’s two older sisters were very angry, but Strong Wind
turned them into aspen trees. Ever since that day, the leaves of the
aspen tree always ______________ (9) with fear wherever he comes near,
because they know he remembers their ______________ (10) and
meanness.

(taken from ‘Using Folktales’ by Eric K. Taylor).

Kunci Jawaban

B. VOCABULARY BUILDER
couple (noun) pasangan
gift (noun) hadiah
raise (verb) membesarkan
bully (verb) mengolok-olok
respectable (adjective) terhormat
anchor (verb) berlabuh
retainer (noun) pelayan
stab (verb) menikam
worship (verb) bersembahyang; beribadah
demon (noun) jin
 E. VOCABULARY EXERCISE
1. couple
2. raised
3. bullying
4. demon
5. gift
6. anchor
7. worship
8. holy
9. stabbed
10. Respectable

G. GRAMMAR REVIEW
1. Issumboshi said to the princess that he would stay in her pocket
and guard
her from all harm.
2. The lord said that he would employ him.
3. Issumboshi told the princess that he would defend her upon his life.
4. The demon said that that magic hammer would grant him a wish.
5. The demon said to Issumboshi that he would give that magic
hammer tohim.
6. John said that he was feeling ill.
7. bob told me that Dan worked very hard.
8. Riana said that she didn’t have any brothers or sisters.
9. Fadhil told me that Sarah had a very well-paid job.
10. Tika said that she didn’t like fish.
11. The manager said to Santi that he (she) would employ her.
12. The teacher told the students that they had to collect the
assignment on
November 10.
13. Rudi said that his mother was leaving for Jakarta soon.
14. Sasha told Iman that he needed to plan the program carefully.”
15. Narti said that the school was organizing a trip for the students of
Year 10 only.

1. because his father had passed away when he was a baby.

2. He usually went to sea to catch fish. After getting fish he would bring it to
his mother, or sell the caught fish in the town.
3. Malin Kundang helped the merchant defeat the pirates who attacked the
merchant’s ship and To thank him, he allowed Malin Kundang to sail with him.
4. He became wealthy.
5. The local people recognized that it was Malin Kundang, a boy from the area.
The news that Malin has become rich ran fast in the town.
6. She ran to the beach to meet the new rich merchant
7. because Malin denied that she was her mother and he yelled at her.
8. She cursed Malin Kundang that he would turn into a stone if he didn’t
apologize to her.
9. A thunderstorm came in the quiet sea, wrecking his huge ship. He was
thrown out to a small island and turned into a stone.
10. The moral of the story is that we have to respect our parents, especially our
mother.
Task 1:
1. invisible 2. rope

3.jealous 4. Gentle
5. rags 6. bow

7. long 8. fine
9. tremble 10. lying
lying, jealous, bow, long, fine, invisible, rope, gentle, rags.
a. Lembar Observasi Sikap

LEMBAR PENGAMATAN OBSERVASI

Mata Pelajaran : Bahasa Inggris

Kelas/Program : X/MIA 5
Kompetensi : KD 3.8 dan 4.8
ASPEK PENILAIAN
NAMA PESERTA JUMLAH
NO TANGGUNG NILAI
DIDIK KERJASAMA SKOR
JAWAB
1 Alvina Erasantika 4 4 8 100
2 Anzas Masdrian 3 3 6 75
3 …
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
32

Skala Nilai :
 86– 100 = Amat Baik (4)
 76–85= Baik (3)
 66–75= Cukup (2)
 ≤ 65 = Kurang (1)
a. Lembar Penilaian Keterampilan

LEMBAR PENGAMATAN KETERAMPILAN

Mata Pelajaran : Bahasa Inggris

Kelas/Program : X/MIA 5
Kompetensi : KD 4.8
ASPEK PENILAIAN

NAMA PESERTA ORGANISASI/

NO IDE NILAI
DIDIK STRUKTUR TATA PERBENDAHARAAN
PENULIS
TEKS BAHASA KATA
AN
DAN ISI
Alvina 85
1 Erasantika 85 85 85 85
Anzas 90
2 Masdrian 90 85 85 90
3 …
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
32

Skala Nilai :
 86– 100= Amat Baik
 76–85 = Baik
 66–75 = Cukup
≤ 65 = Kurang