Unit 5 - Teks Naratif - TTD PDF

Unit Pembelajaran
PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

MELALUI PENINGKATAN KOMPETENSI PEMBELAJARAN (PKP)
BERBASIS ZONASI
MATA PELAJARAN BAHASA INGGRIS

SEKOLAH MENENGAH PERTAMA
(SMP)
TEKS NARATIF (Narrative Text )

Penulis:
Dr. Fathur Rohim
Penyunting:
Rahmati Putri Yaniafari, M.Pd.
Hasti Rahmaningtyas, M.A
Desainer Grafis dan Ilustrator:

TIM Desain Grafis
Copyright © 2019
Direktorat Pembinaan Guru Pendidikan Dasar
Direktorat Jenderal Guru dan Tenaga Kependidikan
Kementerian Pendidikan dan Kebudayaan
Hak Cipta Dilindungi Undang-Undang

Dilarang mengopi sebagian atau keseluruhan isi buku ini untuk kepentingan komersial tanpa
izin tertulis dari Kementerian Pendidikan dan Kebudayaan.
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Hal
A. Kompetensi Dasar dan Target Kompetensi ________________________________ 1

B. Indikator Pencapaian Kompetensi _________________________________________ 2
A. Malin Kundang _______________________________________________________________ 7

B. Fairy Tulips ___________________________________________________________________ 8
A. Contoh Soal Ujian Nasional________________________________________________ 10

B. Contoh Soal PISA (Program for International Student Assessment) ____ 13
A. Aktivitas Pembelajaran ____________________________________________________ 19

Aktivitas 1 _________________________________________________________________________ 19
Aktivitas 2 _________________________________________________________________________ 20
B. Lembar Kerja Peserta Didik _______________________________________________ 23
Lembar Kerja Peserta Didik 1 ____________________________________________________ 23
C. Bahan Bacaan ______________________________________________________________ 42
Bahan Bacaan 1____________________________________________________________________ 42
Bahan Bacaan 2____________________________________________________________________ 45
Bahan Bacaan 3____________________________________________________________________ 51
A. Pembahasan Soal-soal UN _________________________________________________ 53

B. Pembahasan Soal-soal PISA _______________________________________________ 55
iii
C. Mengembangkan Soal HOTS _______________________________________________ 61
Hal
Gambar 1 Malin Kundang _________________________________________________________ 7
Gambar 2 Fairy Tulips _____________________________________________________________ 9
Gambar 3 Cinderella ______________________________________________________________ 19
Hal
Tabel 1 Struktur Teks Narartif___________________________________________________ 43
iv
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Assalamu’alaikum Warahmatullahi Wabarakatuh
Puji syukur kita panjatkan ke hadirat Allah SWT, Tuhan YME, karena atas izin
dan karunia-Nya Unit Pembelajaran Program Pengembangan Keprofesian
Berkelanjutan melalui Peningkatan Kompetensi Pembelajaran Berbasis
Zonasi ini dapat diselesaikan.
Program Pengembangan Keprofesian Berkelanjutan melalui Peningkatan

Kompetensi Pembelajaran Berbasis Zonasi merupakan salah satu upaya
Kementerian Pendidikan dan Kebudayaan melalui Direktorat Jenderal Guru
dan Tenaga Kependidikan (Ditjen GTK) untuk meningkatkan kualitas
pembelajaran dan meningkatkan kualitas lulusan. Program ini dikembangkan
mengikuti arah kebijakan Kemendikbud yang menekankan pada
pembelajaran berorientasi pada keterampilan berpikir tingkat tinggi atau
Higher Order Thinking Skills (HOTS). Keterampilan berpikir tingkat tinggi
adalah proses berpikir kompleks dalam menguraikan materi, membuat
kesimpulan, membangun representasi, menganalisis dan membangun
hubungan dengan melibatkan aktivitas mental yang paling dasar yang
sebaiknya dimiliki oleh seorang guru professional.
Guru profesional memegang peranan yang sangat penting dalam

menentukan prestasi peserta didik. Penelitian menunjukkan bahwa 30%
prestasi peserta didik ditentukan oleh faktor guru. Dengan demikian maka
guru harus senantiasa meng-update dirinya dengan melakukan
pengembangan keprofesian berkelanjutan. Jika program Pengembangan
Keprofesian Berkelanjutan (PKB) yang dikembangkan oleh Direktorat
Jenderal Guru dan Tenaga Kependidikan sebelumnya didasarkan pada hasil
Uji Kompetensi Guru, berfokus pada peningkatan kompetensi guru
khususnya kompetensi pedagogi dan profesional, maka Program
v
Peningkatan Kompetensi Pembelajaran Berbasis Zonasi lebih berfokus pada
upaya memintarkan peserta didik melalui pembelajaran berorientasi
keterampilan berpikir tingkat tinggi. Berbasis zonasi ini dilakukan mengingat
luasnya wilayah Indonesia. Zonasi diperlukan guna memperhatikan
keseimbangan dan keragaman mutu pendidikan di lingkungan terdekat,
sehingga peningkatan pendidikan dapat berjalan secara masif dan tepat
sasaran.
Unit Pembelajaran yang sudah tersusun diharapkan dapat meningkatkan

pembelajaran. Unit Pembelajaran yang dikembangkan dikhususkan untuk
Pendidikan Dasar yang dalam hal ini akan melibatkan KKG SD dan MGMP
SMP. Kami ucapkan terima kasih dan penghargaan yang setinggi-tingginya
kepada seluruh tim penyusun yang berasal dari PPPPTK, LPMP, maupun
Perguruan Tinggi dan berbagai pihak yang telah bekerja keras dan
berkontribusi positif dalam mewujudkan penyelesaian Unit Pembelajaran ini.
Semoga Allah SWT senantiasa meridai upaya yang kita lakukan.
Wassalamu’alaikum Warahmatullahi Wabarakatuh
Jakarta, __ Mei 2019

Direktur Jenderal Guru
dan Tenaga Kependidikan,
Dr. Supriano, M.Ed.

NIP. 196208161991031001
vi
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Assalamu’alaikum Warahmatullahi Wabarakatuh
Saya menyambut baik terbitnya Unit Pembelajaran Program Pengembangan

Keprofesian Berkelanjutan melalui Peningkatan Kompetensi Pembelajaran
Berbasis Zonasi. Unit Pembelajaran ini disusun berdasarkan analisis Standar
Kompetensi Lulusan, Kompetensi Inti dan Kompetensi Dasar, serta analisis
soal-soal Ujian Nasional maupun Ujian Sekolah Berstandar Nasional (USBN).
UN dan USBN merupakan bagian yang tidak dapat dipisahkan dari sistem
pendidikan nasional. UN adalah sistem evaluasi standar pendidikan dasar
dan menengah secara nasional dan persamaan mutu tingkat pendidikan
antar daerah yang dilakukan oleh Pusat Penilaian Pendidikan. Hasil
pengukuran capaian siswa berdasar UN ternyata selaras dengan capaian
PISA maupun TIMSS. Hasil UN tahun 2018 menunjukkan bahwa siswa-siswa
masih lemah dalam keterampilan berpikir tingkat tinggi (Higher Order
Thinking Skills) seperti menalar, menganalisis, dan mengevaluasi. Oleh
karena itu siswa harus dibiasakan dengan soal-soal dan pembelajaran yang
berorientasi kepada keterampilan berpikir tingkat tinggi (Higher Order
Thinking Skills) agar terdorong kemampuan berpikir kritisnya.
Kementerian Pendidikan dan Kebudayaan melalui Direktorat Jenderal Guru

dan Tenaga Kependidikan (Ditjen GTK) meningkatkan kualitas pembelajaran
yang bermuara pada peningkatan kualitas siswa melalui Program
Pengembangan Keprofesian Berkelanjutan melalui Peningkatan Kompetensi
Pembelajaran (PKP) Berbasis Zonasi. Program ini dikembangkan dengan
menekankan pembelajaran yang berorientasi pada Keterampilan Berpikir
Tingkat Tinggi atau Higher Order Thinking Skills (HOTS).
vii
Untuk meningkatkan efisiensi, efektivitas, serta pemerataan mutu
pendidikan, maka pelaksanaan Program PKP mempertimbangkan
pendekatan kewilayahan, atau dikenal dengan istilah zonasi. Melalui langkah
ini, pengelolaan Pusat Kegiatan Guru (PKG) TK, kelompok kerja guru (KKG)
SD dan musyawarah guru mata pelajaran (MGMP) SMP yang selama ini
dilakukan melalui Gugus atau Rayon dalam zonasinya, dapat terintegrasi
melalui zonasi pengembangan dan pemberdayaan guru. Zonasi
memperhatikan keseimbangan dan keragaman mutu pendidikan di
lingkungan terdekat, seperti status akreditasi sekolah, nilai kompetensi guru,
capaian nilai rata-rata UN/USBN sekolah, atau pertimbangan mutu lainnya.
Semoga Unit Pembelajaran ini bisa menginspirasi guru untuk

mengembangkan materi dan melaksanakan pembelajaran dengan
berorientasi pada kemampuan berpikir tingkat tinggi. Semoga Allah SWT
senantiasa meridai upaya yang kita lakukan.
Wassalamu’alaikum Warahmatulahi Wabarakatuh
Direktur Pembinaan Guru

Pendidikan Dasar,
Praptono
NIP. 196905111994031002
viii
Unit Pembelajaran
Teks Naratif
(Narrative Text)
A. Kompetensi Dasar dan Target Kompetensi
Unit pembelajaran ini dikembangkan berdasarkan Kompetensi Dasar kelas

IX:
Kompetensi Dasar Target Kompetensi

3.7 membandingkan fungsi sosial, • membandingkan fungsi sosial
struktur teks, dan unsur beberapa teks naratif lisan dan tulis
kebahasaan beberapa teks naratif dengan memberi dan meminta
lisan dan tulis dengan memberi informasi terkait fairy tales, pendek
dan meminta informasi terkait dan sederhana, sesuai dengan
fairy tales, pendek dan sederhana, konteks penggunaannya
sesuai dengan konteks • membandingkan struktur teks
penggunaannya beberapa teks naratif lisan dan tulis
dengan memberi dan meminta
informasi terkait fairy tales, pendek
dan sederhana, sesuai dengan
konteks penggunaannya
• membandingkan unsur kebahasaan
beberapa teks naratif lisan dan tulis
dengan memberi dan meminta
informasi terkait fairy tales, pendek
dan sederhana, sesuai dengan
4.7 menangkap makna secara • menangkap makna kontekstual

kontekstual terkait fungsi sosial, terkait fungsi sosial, teks naratif,
struktur teks, dan unsur lisan dan tulis, sangat pendek dan
kebahasaan teks naratif, lisan dan sederhana, terkait fairy tales
tulis, sangat pendek dan • menangkap makna kontekstual
sederhana, terkait fairy tales terkait struktur teks teks naratif,
lisan dan tulis, sangat pendek dan
sederhana, terkait fairy tales
• menangkap makna kontekstual
terkait unsur kebahasaan teks
naratif, lisan dan tulis, sangat pendek
dan sederhana, terkait fairy tales
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B. Indikator Pencapaian Kompetensi
Indikator Pendukung
3.7.1 menggunakan ungkapan kebahasaan memberi informasi
3.7.2 menggunakan ungkapan kebahasaan meminta informasi
3.7.3 menggunakan simple past tense
3.7.4 menggunakan subjective, objective, dan possesive pronouns
3.7.5 mengidentifikasi fungsi sosial teks naratif lisan dengan memberi dan
meminta informasi terkait fairy tales, pendek dan sederhana, sesuai
dengan konteks penggunaannya
3.7.6 mengidentifikasi struktur teks teks naratif lisan dengan memberi dan
3.7.7 mengidentifikasi unsur kebahasaan teks naratif lisan dengan memberi
dan meminta informasi terkait fairy tales, pendek dan sederhana,
sesuai dengan konteks penggunaannya
3.7.8 mengidentifikasi fungsi sosial teks naratif tulis dengan memberi dan
3.7.9 mengidentifikasi struktur teks naratif tulis dengan memberi dan
3.7.10 mengidentifikasi unsur kebahasaan teks naratif tulis dengan memberi
3.7.11 menjelaskan fungsi sosial beberapa teks naratif lisan dengan memberi
3.7.12 menjelaskan struktur teks beberapa teks naratif lisan dengan memberi
2
Unit Pembelajaran
Teks Naratif
(Narrative Text)
3.7.13 menjelaskan unsur kebahasaan beberapa teks naratif lisan dengan

memberi dan meminta informasi terkait fairy tales, pendek dan
sederhana, sesuai dengan konteks penggunaannya
3.7.14 menjelaskan fungsi sosial beberapa teks naratif tulis dengan memberi
3.7.15 menjelaskan struktur teks beberapa teks naratif tulis dengan memberi
3.7.16 menjelaskan unsur kebahasaan beberapa teks naratif tulis dengan
3.7.17 menerapkan fungsi sosial beberapa teks naratif lisan dengan memberi
3.7.18 menerapkan struktur teks beberapa teks naratif lisan dengan memberi
3.7.19 menerapkan unsur kebahasaan beberapa teks naratif lisan dengan
3.7.20 menerapkan fungsi sosial beberapa teks naratif tulis dengan memberi
3.7.21 menerapkan struktur teks beberapa teks naratif tulis dengan memberi
3.7.22 menerapkan unsur kebahasaan beberapa teks naratif tulis dengan
3
Indikator Kunci
3.7.23 menganalisis fungsi sosial teks naratif lisan dengan memberi dan
3.7.24 menganalisis struktur teks teks naratif lisan dengan memberi dan
3.7.25 menganalisis unsur kebahasaan teks naratif lisan dengan memberi dan
3.7.26 menganalisis fungsi sosial teks naratif tulis dengan memberi dan
3.7.27 menganalisis struktur teks teks naratif tulis dengan memberi dan
3.7.28 menganalisis unsur kebahasaan teks naratif tulis dengan memberi dan
3.7.29 membandingkan fungsi sosial beberapa teks naratif lisan dengan
3.7.30 membandingkan struktur teks beberapa teks naratif lisan dengan
3.7.31 membandingkan unsur kebahasaan beberapa teks naratif lisan dengan
4
Unit Pembelajaran
Teks Naratif
(Narrative Text)
3.7.32 membandingkan fungsi sosial beberapa teks naratif tulis dengan

3.7.33 membandingkan struktur teks beberapa teks naratif tulis dengan
3.7.34 membandingkan unsur kebahasaan beberapa teks naratif tulis dengan
Indikator Pengayaan
3.7.35 menilai fungsi sosial beberapa teks naratif lisan dengan memberi dan
3.7.36 menilai struktur teks beberapa teks naratif lisan dengan memberi dan
3.7.37 menilai unsur kebahasaan beberapa teks naratif lisan dengan memberi
3.7.38 menilai fungsi sosial beberapa teks naratif tulis dengan memberi dan
3.7.39 menilai struktur teks beberapa teks naratif tulis dengan memberi dan
3.7.40 menilai unsur kebahasaan beberapa teks naratif tulis dengan memberi
5
Indikator Pendukung
4.7.1 menirukan teks naratif lisan sangat pendek dan sederhana terkait fairy
tales
4.7.2 melengkapi teks naratif tulis sangat pendek dan sederhana terkait fairy
tales
4.7.3 menyusun ulang teks naratif tulis sangat pendek dan sederhana terkait
fairy tales
Indikator Kunci
4.7.4 Menceritakan ulang teks naratif lisan sangat pendek dan sederhana
terkait fairy tales
4.7.5 meringkas teks naratif tulis sangat pendek dan sederhana terkait fairy
tales
Indikator Pengayaan
4.7.6 Menyusun teks naratif lisan sangat pendek dan sederhana terkait fairy
tales
4.7.7 Menyusun teks naratif tulis sangat pendek dan sederhana terkait fairy
tales
6
Unit Pembelajaran
Teks Naratif
(Narrative Text)
A. Malin Kundang
Cerita, dongeng dan sejenisnya merupakan teks naratif yang tidak

terpisahkan dalam kehidupan kita sehari-hari. Disamping menghibur, cerita
ini juga mengandung pembelajaran nilai-nilai moral. Misalnya, cerita Malin
Kundang yang memberi pesan agar kita tidak menyakiti orang tua atau orang
yang lebih tua dari kita.
Cerita seperti Malin Kundang sebenarnya juga dapat ditemukan di negara-

negara lain. Misalnya di Malaysia, cerita serupa berkisah tentang Si Tenggang.
Sedangkan di Brunei Darussalam, cerita serupa dikenal dengan Nakhoda
Manis.
Gambar 1 Malin Kundang

Sumber: https://dongengterbaru.blogspot.com
Legenda Malin kundang tersebut sering dihubungkan dengan wujud batu

berbentuk manusia yang konon merupakan sosok si Malin Kundang yang
dikutuk oleh ibunya menjadi batu. Letak dari patung batu tersebut terdapat
di di Pantai Air Manis, Padang, Sumatera Barat.
7
Cerita Si Tanggang di Malaysia juga sering dihubungkan dengan batu di
sebuah gua yang terletak di Batu Caves, Selangor. Di Gua gelap, Batu Caves,
seakan-akan ada darah mengalir di celah batu dan lantai gua. Diceritakan
tempat tersebut menjadi tempat mengalirnya darah Si Tanggang. Sedangkan
di Brunei, sosok batu kutukan Nakhoda Manis terletak di tepi laut Jong Batu.
Cerita legenda ini diturunkan dari satu generasi ke generasi berikutnya,

sehingga menjadi sebuah identitas budaya. Mempelajari cerita ini memberi
manfaat bagi kita untuk mempelajari pesan moral tentang keutamaan-
keutamaan, ajaran-ajaran kebaikan yang berkaitan dengan budaya,
lingkungan alam, relasi sosial, dan juga keyakinan, kepercayaan, serta
agama.
B. Fairy Tulips
Jika cerita rakyat atau folktale hadir berdasarkan cerita masa lalu yang
diyakini kebenarannya, maka ada jenis cerita fiksi lain dimana cerita yang
dibawakan adalah fantasi atau tidak nyata. Karakter dalam cerita tersebut
hanya karangan dan biasanya lokasi cerita tersebut berada di dunia lain atau
area yang tidak nyata. Jenis cerita ini disebut fairy tale. Sebagai contoh, kita
bisa membaca cerita Harry Potter, Angling Dharma, Cinderella, Snow White
dan Fairy Tulips.
8
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Gambar 2 Fairy Tulips

Sumber: http://britishcourse.com
Disamping folktales dan fairy tales, ada jenis cerita fiksi lain yang disebut
legenda dan fable. Legenda dapat dikatakan kombinasi dari folktale dan fairy
tale adalah cerita rakyat yang dipadukan dengan elemen fantasi sehingga
selain terdengar nyata namun juga ada susasana heroik dalam cerita tersebut
misalnya legenda Viking dari Norway.
Sedangkan fable merupakan cerita fantasi dimana karakternya adalah hewan.

Fable menceritakan dongeng yang ditujukan ke manusia namun melalui
karakter binatang yang dapat berbicara dan menggunakan pergerakan dan
watak manusia, misalnya si Kancil.
9
A. Contoh Soal Ujian Nasional
Text 1 for question 1 - 3
The king of the mice lived inside a banyan tree in a forest. One day, a poor
man  was cutting down some trees. As he started to cut down the banyan
tree, the king of the mice grew frightened. "Please, leave the tree
standing," he said to the woodcutter, "and I'll give you a piece of gold
every day."  
The woodcutter agreed. So, every evening the king of the mice took out a
piece of gold from under the roots of the tree and gave it to the
woodcutter. The woodcutter took the pieces of gold home and showed
them to his wife.
After a few days, his wife asked him, "Where does the gold come
from?" "Don't worry about that," he said, "just keep it." 
A few days later she asked him again, but he did not tell her. "If you don't
tell  me," she said, "I'll go and tell the government or even the king that
you're a robber."
The woodcutter was frightened of his wife when she was angry. So he
said, "Every evening the kin~ of the mice gives me a piece of gold from
under the roots of the tree."
"Oh; you are stupid!" his wife said. "You've been tricked by a mouse. He
gives you one piece of gold every evening but the rest of the gold is under
the tree all the time!  Why don't you cut down the tree and take it all
away?" 
10
Unit Pembelajaran
Teks Naratif
(Narrative Text)
The woodcutter did as he was told. He cut down the tree. But when he
looked  under the roots, the gold was not there. The king of the mice had
run away too. 
That night, the king of the mice crept up to the woodcutter's house and
took back  all the gold. So the woodcutter was as poor as before.  
1. What is the purpose of the text? 

A. To describe the king of mice who lived inside a banyan tree in a
forest. 
B. To present information about the woodcutter and the king of
mice. 
C. To entertain readers about the story of the woodcutter and the
king of the mice.
D. To tell readers that the woodcutter was a poor man at the end of
the story.  
2. Why did the woodcutter cut down the tree?  
A. He wanted to get more gold.
B. He was afraid of the king of mice. 
C. The king of the mice lived inside a banyan tree. 
D. The king of the mice never gave the gold to the poor.
3. What can we learn from the story above?
A. The greedy person would never satisfy himself.
B. The tricky person will get a problem. 
C. The lazy person will never success. 
D. The poor person must work hard.
Once upon a time, there lived a Clouds family. Papa Cloud, Mama Cloud,
and children Cloud lived quietly in the sky.
11
Every morning, the children cloud went to the sky playground to play
with the slide. But since there was only one slide, they had to take turns
on the slide. Lody, the youngest cloud, looked impatient. He could not
wait for his turn to come. His brother, Tody, didn't like his attitude.
Suddenly, they were quarrelling. Their white bodies became grey. It
meant they were very angry. When the clouds were angry, water usually
came out of their bodies. It mean train for the people on earth. 
"Stop it, children! Stop fighting!" Papa cloud said. 
"You can play with the slide in turns. Now, shake hands. Both of
you!" order Papa Cloud. 
Lody and Tody shake hands and slowly their colours changed. Their
bodies became fair white again. The rain stopped and people on earth
could go on their activities again.
(Adapted from: FUN English Magazine, edisi 4,VIII)
4. The text mainly tells about ....

A. the cloud family 
B. using slide to play
C. playing slide in sky
D. struggling to get the slide.
5. What is the main idea of last paragraph? 
A. Lody and Tody was fighting. 
B. Lody is angry with his brother. 
C. Lody and Tody could stop raining.
D. Lody and Tody stopped their fighting.
6. What happened when the children cloud gotangry?
A. The slide was broken.
B. There was rain on earth.
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
C. The sun shined brightly.

D. The cloud became grey.
7. From the text, we can learn that ones have to be ....
A. cool  
B. patient
C. impolite
D. annoyed  
B. Contoh Soal PISA (Program for International Student

Assessment)
JUST JUDGE
An Algerian king named Bauakas wanted to find out whether or not it was
true, as he had been told, that in one of his cities lived a just judge who could
instantly discern the truth, and from whom no rogue was ever able to conceal
himself. Bauakas exchanged clothes with a merchant and went on horseback
to the city where the judge lived.
At the entrance to the city a cripple approached the king and begged alms of
him. Bauakas gave him money and was about to continue on his way, but the
cripple clung to his clothing.
“What do you wish?” asked the king. “Haven’t I given you money?”
“You gave me alms,” said the cripple, “now grant me one favour. Let me ride
with you as far as the city square, otherwise the horses and camels may
trample me.”
Bauakas sat the cripple behind him on the horse and took him as far as the
city square. There he halted his horse, but the cripple refused to dismount.
“We have arrived at the square, why don’t you get off?” asked Bauakas.
13
“Why should I?” the beggar replied. “This horse belongs to me. If you are
unwilling to return it, we shall have to go to court.”
Hearing their quarrel, people gathered around them shouting:
“Go to the judge! He will decide between you!”
Bauakas and the cripple went to the judge. There were others in court, and
the judge called upon each one in turn. Before he came to Bauakas and the
cripple he heard a scholar and a peasant. They had come to court over a
woman: the peasant said she was his wife, and the scholar said she was his.
The judge heard them both, remained silent for a moment, and then said:
“Leave the woman here with me, and come back tomorrow.”
When they had gone, a butcher and an oil merchant came before the judge.
The butcher was covered with blood, and the oil merchant with oil. In his
hand the butcher held some money, and the oil merchant held onto the
butcher’s hand.
“I was buying oil from this man,” the butcher said, “and when I took out my
purse to pay him, he seized me by the hand and tried to take all my money
away from me. That is why we have come to you—I holding onto my purse,
and he holding onto my hand. But the money is mine, and he is a thief.”
Then the oil merchant spoke. “That is not true,” he said. “The butcher came to
me to buy oil, and after I had poured him a full jug, he asked me to change a
gold piece for him. When I took out my money and placed it on a bench, he
seized it and tried to run off. I caught him by the hand, as you see, and
brought him here to you.”
The judge remained silent for a moment, then said: “Leave the money here
with me, and come back tomorrow.”
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
When his turn came, Bauakas told what had happened. The judge listened to
him, and then asked the beggar to speak.
“All that he said is untrue,” said the beggar. “He was sitting on the ground,
and as I rode through the city he asked me to let him ride with me. I sat him
on my horse and took him where he wanted to go. But when we got there he
refused to get off and said that the horse was his, which is not true.”
The judge thought for a moment, then said, “Leave the horse here with me,
and come back tomorrow.” The following day many people gathered in court
to hear the judge’s decisions. First came the scholar and the peasant. “Take
your wife,” the judge said to the scholar, “and the peasant shall be given fifty
strokes of the lash.” The scholar took his wife, and the peasant was given his
punishment.
Then the judge called the butcher.
“The money is yours,” he said to him. And pointing to the oil merchant he
said: “Give him fifty strokes of the lash.”
He next called Bauakas and the cripple. “Would you be able to recognise

your horse among twenty others?” he asked Bauakas. “I would,” he
replied. “And you?” he asked the cripple. “I would,” said the cripple. “Come
with me,” the judge said to Bauakas.
They went to the stable. Bauakas instantly pointed out his horse among the
twenty others. Then the judge called the cripple to the stable and told him to
point out the horse. The cripple recognised the horse and pointed to it. The
judge then returned to his seat.
“Take the horse, it is yours,” he said to Bauakas. “Give the beggar fifty strokes
of the lash.” When the judge left the court and went home, Bauakas followed
him. “What do you want?” asked the judge. “Are you not satisfied with my
15
decision?”
“I am satisfied,” said Bauakas. “But I should like to learn how you knew that
the woman was the wife of the scholar, that the money belonged to the
butcher, and that the horse was mine and not the beggar’s.”
“This is how I knew about the woman: in the morning I sent for her and said:
‘Please fill my inkwell.’ She took the inkwell, washed it quickly and deftly, and
filled it with ink; therefore it was work she was accustomed to. If she had
been the wife of the peasant she would not have known how to do it. This
showed me that the scholar was telling the truth.
“And this is how I knew about the money: I put it into a cup full of water, and
in the morning I looked to see if any oil had risen to the surface. If the money
had belonged to the oil merchant it would have been soiled by his oily hands.
There was no oil on the water; therefore, the butcher was telling the truth.
“It was more difficult to find out about the horse. The cripple recognised it
among twenty others, even as you did. However, I did not take you both to
the stable to see which of you knew the horse, but to see which of you the
horse knew. When you approached it, it turned its head and stretched its
neck toward you; but when the cripple touched it, it laid back its ears and
lifted one hoof. Therefore I knew that you were the horse’s real master.”
Then Bauakas said to the judge: “I am not a merchant, but King Bauakas, I
came here in order to see if what is said of you is true. I see now that you are
a wise judge. Ask whatever you wish of me, and you shall have it as reward.”
“I need no reward,” replied the judge. “I am content that my king has praised
me.”
Source: Leo Tolstoy, “A Just Judge” in Fable and Fairytales, translated by Ann Dunningham.
QUESTION 1
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
Near the beginning of the story we are told that Bauakas exchanged clothes
with a merchant. Why didn’t Bauakas want to be recognised? 
A. He wanted to see if he would still be obeyed when he was an

“ordinary” person. 
B. He planned to appear in a case before the judge, disguised as a
merchant.
C. He enjoyed disguising himself so he could move about freely and play
tricks on his subjects.
D. He wanted to see the judge at work in his usual way, uninfluenced by
the presence of the king.
QUESTION 2
How did the judge know that the woman was the wife of the scholar? 
A. By observing her appearance and seeing that she did not look like a
peasant’s wife.
B. By the way the scholar and the peasant told their stories in court. 
C. By the way she reacted to the peasant and the scholar in court. 
D. By testing her skill in work that she needed to perform for her
husband.
QUESTION 3
Do you think it was fair of the judge to give the SAME punishment for all the
crimes? Explain your answer, referring to similarities or differences between
the three cases in the story.
17
QUESTION 4
What is this story mainly about?
A. Major crimes. 
B. Wise justice. 
C. A good ruler.
D. A clever trick
QUESTION 5
For this question you need to compare law and justice in your country with
the law and justice shown in the story.
In the story crimes are punished under the law. What is another way in which
law and justice in your country are SIMILAR to the kind of law and justice
shown in this story?
In the story the judge gives fifty strokes of the lash for all the crimes. Apart
from the kind of punishment, what is one way in which law and justice in
your country are DIFFERENT to the kind of law and justice shown in this
story?
QUESTION 6
Which one of the following best describes this story?
A. A folk tale. 
B. A travel story. 
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
C. An historical account.
D. A tragedy.
E. A comedy.
A. Aktivitas Pembelajaran
Aktivitas 1
1. Sebutkan beberapa contoh fairy tales atau cerita terkenal, baik novel
maupun cerpen.
2. Jika melihat gambar berikut, cerita tentang apakah yang sesuai.
Gambar 3 Cinderella
Sumber: https://youtu.be/kK0RtedE3Vc
3. Amati dan simak video fairy tale berjudul Cinderella dengan mengklik
tautan https://youtu.be/kK0RtedE3Vc. Perhatikan poin-poin dalam
video untuk menjawab pertanyaan berikut.
a. How many characters are there in the story?
b. Who is the main character in the story?
19
c. What problem did the character face?
d. How did she solve the problem?
4. Simak kembali teks yang telah dipelajari dan temukan arti dari kata-kata
sulit di dalam teks
5. Diskusikan jawaban dari pertanyaan tersebut.
6. Secara individual, bacalah bahan bacaan 1, identifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan cerita dalam video tersebut.
7. Tentukan struktur cerita yang meliputi Orientation – Events -
Complication – Resolution cerita tersebut.
8. Bandingkan Orientation – Events - Complication – Resolution cerita
Cinderella tersebut dengan cerita Snow White and Seven Dwarf di
tautan https://youtu.be/m6ZJSqkihoY
9. Bentuk kelompok kecil, kemudian ceritakan kembali isi kedua cerita
dalam bahasa inggris dengan menggunakan kata-kata Anda sendiri
secara bergiliran.
Aktivitas 2
1. Secara bergantian di depan kelompok, bacalah cerita berikut dengan

nyaring. Perhatikan ketepatan pelafalan dan intonasi.
THE BEAR SAYS NORTH
One day, while Osmo the Bear was prowling about the forest, he caught a
grouse. “Pretty good,” he thought to himself. “Won’t the other animals be
surprised when they hear old Osmo has caught a grouse?” Holding the
grouse carefully in his teeth without hurting it, he began parading it up
and down the forest path. ”Um....Um...” grunted Osmo, trying to attract
attention to others. “Ah,” said Mikko the fox. “Is that you, Osmo? Which
way is the wind blowing today? Can you tell me?”
Osmo could not, of course, answer without opening his mouth, so he

grunted, hoping that Mikko would see the grouse, and understand why he
20
Unit Pembelajaran
Teks Naratif
(Narrative Text)
could not speak. But the fox didn’t glance at him at all. He pretended not
to see him and the grouse. With his nose still pointing upward, he kept
sniffing the air.
“It seems to be from the south,” Mikko said. “It is from the south, isn’t it
Osmo?” “Um...Um.....!” repeated Osmo, growing more impatient every
moment. “Not from the south, you say? Then which way is it
blowing?” By this time, the Bear was so cross with Mikko, he forgot all
about his grouse, he just opened his mouth, and roared out, “North!” Of
course the moment he opened his mouth the grouse flew away. “Now, see
what you’ve done!” he stormed angrily. “You’ve made me lose my nice
plump grouse!” “Me? ” said Mikko. “What do I have to do with it?” “You
kept asking me about the wind until I opened my mouth- that’s what you
did!” The fox shrugged his shoulders. “Why did you open your mouth
then?” “Well, you can’t say ‘north’ without opening your mouth, can you?”
the Bear demanded. The Fox laughed and laughed. “See here, Osmo,
don‟t blame me. Blame yourself. If I’d had the grouse in my mouth and
you asked me about the wind, I’d never have said ‘north’!” “What would
you say?” asked the Bear. Mikko, the rascal, laughed harder than ever.
Then he clenched his teeth together and said “E A S T”.
(Adapted from: Klippel, F., Klippel, J. H., & Klippel, F.: 1984)
2. Dikusikan kata-kata yang sulit dalam cerita tersebut. Gunakan teknik

menebak makna kata berdasarkan konteks kalimat, kemudian cek di
kamus.
3. Bacalah Bacaan 2 TENSES IN NARRATIVE TEXT, diskusikan dalam
kelompok Anda tentang tenses yang digunakan dalam teks tersebut.
4. Diskusikan jawaban untuk pertanyaan berikut.
1) What is Osmo?
2) Is the Bear young or old?
21
3) What word from the text means ‘acted as if‟?
4) What did Mikko do to make Osmo open his mouth?
5) “... Holding the grouse carefully in his teeth without hurting it,....”
6) The word “it” refers to ....
7) What is the type of the text?
8) What is the goal of the text?
9) What tense is mostly used in the text?
5. Bacalah bacaan 3 MIND MAPPING, dan buatlah mindmap untuk tiga cerita
yang sudah dipelajari yaitu Cinderella, Snow White and Seven Dwarf,
dan The Bear Says North.
6. Buatlah mind map ketiga cerita tersebut di sebuah kertas plano, dan
tempelkan hasil kerja kelompok di dinding kelas.
7. Juru bicara tiap kelompok mempresentasikan hasil kerja kepada
pengunjung dari kelompok lain selama 3 menit untuk masing-maing
kunjungan.
8. Anggota kelompok lainnya yang bertugas sebagai pengunjung berkeliling,
menyimak penjelasan dan membandingkan isi dan informasi terkait
fungsi sosial dan struktur teks naratif dari hasil kelompok mereka dengan
yang dipresentasikan.
9. Pengunjung dapat mengajukan pertanyaan, membuat catatan, memberi
masukan dan apresiasi hasil kerja kelompok yang dikunjungi.
10. Setelah menyimpulkan hasil observasi mereka dari seluruh kelompok
yang mereka kunjungi dengan membandingkan Fungsi sosial dan
Struktur teks, dari beberapa teks narrative yang telah mereka pelajari
yaitu Cinderella, Snow White and Seven Dwarf, dan The Bear Says
North.
11. Berikan apresiasi terhadap hasil pekerjaan dan penampilan seluruh
kelompok.
12. Secara individual buatlah ringkasan cerita ketiga cerita tersebut di buku
catatan belajar dengan menggunakan bahasa sendiri.
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
B. Lembar Kerja Peserta Didik
Lembar Kerja Peserta Didik 1

Jawablah pertanyaan berikut.
Once, a hunter lived in a village. He used to boast about his brave hunting
trips to the Villagers. The villagers respected him a lot. He mostly told
everyone how he had fought a lion bare handed or killed an elephant with a
single bullet. He said that the tiny animals used to get scared even at the sight
of him.
One day, the hunter was passing through a forest. A woodcutter from the
same village was busy cutting trees.
The boastful hunter approached him and said, "How are you? It's a fine day,
isn't it?"
"Yes, Yes, indeed!" the woodcutter replied.
"Well, can you tell me if you have seen some footprints of the lion nearby? It’s
been months since I killed any."
The woodcutter knew that the hunter only boasted. So he said, "Yes, a lion is
in a nearby den. Can I take you there?"
But the scared hunter said, "No... No... I only just wanted to see his
footprints."
Finally, the boastful hunter ran away from the spot.
(Adopted from: http://www.english-for-students.com/The-Brave-Hunter.html)
1. What does the text tell us about?

A. Boastful Hunter.
23
B. Brave lion.
C. Brave hunter.
D. Lonely lion.
2. What is the main idea of last paragraph?
A. The hunter killed the lion.
B. The hunter escaped from the spot.
C. The hunter hunted to woodcutter.
D. The hunter faced the lion.
3. What did hunter feel when the woodcutter said that there was a lion in a
nearby den?
A. Fear
B. Sad
C. Glad
D. Enthusiastic
4. From the text we can learn that we must…
A. Not be a lazy person.
B. Not underestimate others.
C. Not scared the others
D. Not boast everywhere
Once there was a king with two sons. He appointed eminent scholars to teach
them arts. After a few years, the king fell ill badly. So, he wanted to select the
next king for his kingdom. He wanted to test his son’s abilities.
He called both of them and gave a room to each of them. He said, “you must
fill this room with anything you wish. It can be anything! But there should be
no space left behind and you should not seek advice from anyone.”
The next day, the king visited the elder son’s room. The room was completely
filled with hay. The king sighed on the foolishness of the elder son.
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
Then, he went to the younger son’s room, but it was kept closed. The king
knocked at the door. The second son asked his father to get in and closed the
door again, there were darkness everywhere, and the king shouted at his
second son angrily. However, the second son lighted a torch and said, “I have
filled this room with light!”
Now the king felt very happy and hugged his son. He would be the right
person to rule the kingdom.
(Adapted from: http://www.english-for-students.com/The-Wise-Son.html)
5. The king appointed the second son his successor, because…

A. The son could illuminate the dark room
B. The room decoration impressed the king
C. The son would bring brightness to people
D. The first son was in incapable student
E. The king loved the second son very much
6. The underlined word in “…and you should not seek advice from anyone!”
is closest in meaning to…
A. Grasp
B. Request
C. Approve
D. Compete
E. Announce
In Daha kingdom there lived a powerful Brahmin named Sidi Mantra. Her
son’s name was Manik Angkeran. Manik Angkeran liked to gamble. One day,
Manik Angkeran could not pay the debt. He asked help to his father.
Loving his son, Sidi Mantra fasted and prayed to the God. A mysterious voice
asked him to meet Naga Besukih at Agung Mount. By ringing a genta, Naga
Besukih came and gave gold and diamonds from his scales. Soon, Manik
25
Angkeran finished all gold and diamonds. He asked help to his father again.
Sidi Mantra came to Naga Besukih. This time, Manik Angkeran secretly
followed his father.
A few days later, Manik Angkeran stole his father’s genta and came to Naga
Besukih. Manik Angkeran got gold and diamonds. But he was not satisfied.
Manik Angkeran saw a big gem at the end of the dragon’s tail. When Naga
Besukih turned toward the cave, Manik Angkeran immediately cut off the
dragon’s tail and ran away.
Naga Besukih was furious and licked Manik Angkeran’s footprints. Then he
turned into ashes. Sidi Mantra was aware of this situation and begged Naga
Besukih to revive his son. Naga Besukih agreed if his tail was back. With his
magic, Sidi Mantra returned the tail back to normal. Then, Naga Besukih
revived Manik Angkeran.
Sidi Mantra knew that he could not live with his son again. With his wand,
Sidi Mantra made a line that separated him from his son. There came springs
growing into a sea. This is the legend of Bali Strait separating Java from Bali.
7. What is the purpose of the text?
A. To persuade the readers about writer’s opinion

B. To entertain the readers
C. To know how Bali Strait made
D. To tell about Daha Kingdom
E. To share an event in Bali
8. What is the writer’s purpose of the text?
A. To tell the legend of Bali Strait

B. To tell the legend of Sidi Mantra and Manik Angkeran
C. To tell the legend of Naga Besukih
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
D. To tell the legend of Daha Kingdom

E. To tell the legend of powerful Brahmin Daha Kingdom
9. What is the main idea of the second paragraph?
A. Manik Angkeran followed his father secretly

B. Sidi Mantra fasted and prayed to the God to resolve his son’s problem
C. Naga Besukih came and gave gold and diamond from his scale for Sidi
Mantra
D. Sidi Mantra is asked by mysterious voice to meet Naga Besukih at
Agung Mount
E. Manik Angkeran finished all gold and diamonds given by his father
10. The word ‘but’ in third paragraph can be replaced with ....
A. Although
B. As long as
C. Whether
D. Yet
E. So
11. “.... begged Naga Besukih to revive his son.” The word ‘revive’ has the
same meaning with ....
A. Relieve
B. Restore
C. Regenerate
D. Resuscitate
E. Bring back
One day, a cat and a fox were having a conversation. The fox, who was a
conceited creature, boasted about how clever she was. “Why, I know at least a
hundred tricks to get away from our mutual enemies, the dogs,” she said.
27
“I know only one trick to get away from dogs,” said the cat. “You should teach
me some of yours!”
“Well, maybe someday, when I have the time, I may teach you a few of the
simpler ones,” replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking
grew louder and louder. The dogs were coming in their direction! At once, the
cat ran to the nearest tree and climbed into its branches, well out of reach of
any dog. “This is the trick I told you about, the only one I know,” said the cat.
“Which one of your hundred tricks are you going to use?”
The fox sat silently under the tree, wondering which trick she should use.
Before she could make up her mind, the dogs arrived. They fell upon the fox
and tore her to pieces.
12. What is the story about?

A. A meeting between a fox and a cat
B. An arrogant fox
C. A conversation between a cat and a fox
D. A tricky dog
E. How to trick a dog
13. Why did the cat climb the tree?
A. It wanted to see the dogs
B. It wanted to catch the bird
C. It was the only trick it had
D. It was very dexterous
E. It was very afraid of dog
14. From the text we know that ....
A. Dogs are ferocious animals
B. Cats are clever animal
C. Fox is a boastful animal
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
D. We have to have a plan

E. Fox is a tricky animal
15. What happened to the fox at the end of the story?
A. The Fox succeded in using his trick
B. The Fox finally died
C. The Fox taught her trick to the cat
D. The fox ran away from the dog
E. The Fox slept under the tree
16. “....The fox, who was a conceited creature, ....” The underlined word is
closest in meaning to ....
A. modest
B. simple
C. miserable
D. arrogant
E. cheerful
17. “...the fox ... the cat are afraid of dogs. What is the best conjunction to
complete the text?
A. Neither – or
B. Either – nor
C. Both – or
D. Both – nor
E. Both – and
18. “You should teach me some of yours!” What does the underlined word
refer to?
A. The dog
B. The cat
C. The fox
D. Fox and the cat
E. The writer
29
A long time ago, there lived an old man in the Penanggungan Mountain. His
name was Kyai Gede Penanggungan. He had supernatural power. Kyai Gede
Penanggungan had a beautiful daughter named Dewi Walangangin who was
not married yet. Kyai Gede Penanggungan prayed days and nights for her
daughter to have a husband.
One day, a young handsome man came to his place. The name of the man was
Jaka Pandelengan. He wanted to be Kyai Gede Penanggungan's student. Kyai
Gede agreed to have Jaka as his student with one condition that he would
marry her daughter. Jaka Pandelengan and Dewi Walangangin soon got
married. Kyai Gede Penanggungan taught Jaka many things.
After several years, now it was time for the couple to live separately from
Kyai Gede Penanggungan. They would move to another village. Kyai Gede
gave some seeds of pari’ or paddy to the couple. He asked the couple to plant
the seeds. He also warned the couple not to be arrogant when they were rich.
He wanted the couple to help poor people.
The couple started a new life. They planted the seed. Soon, the seeds grew
into rice plants. Now, the couple became very rich. The poor neighbours came
to the couple to ask for some paddy seeds, but the couple refused to help
them.
Kyai Gede heard about the couple's bad behavior. Soon, he visited the couple.
He met them when the couple was working in the field. Kyai Gede talked to
the couple. He reminded the couple not to be arrogant, but the couple
ignored him. They said nothing to Kyai Gede. Kyai Gede got very angry. Then
he said, "You two are like temples. You do not listen to me.” Right after he
said those words, an incredible thing happened. Slowly, Jaka and Dewi turned
into temples. Because the temples stood among the pari (Javanese word for
rice plant), people then named them as Pari Temples.
(Adapted from: Salimi: 2015)
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
19. Jaka Pandelengan and Dewi Walangangin finally had to experience a bad
luck because they ....
A. married at the wrong time
B. married without parent’s permission
C. lived separately from Kyai Gede
D. did not do Kyai Gede’s advice
E. failed to have a big harvest
20. What can we learn from the story?
A. Living separately from our parents after getting married gives us
advantages
B. Not listening to our parents’ advice may lead to misfortunes
C. Giving too much help to other people leads to worse life
D. Marriage life is full of problems
E. To be rich, we have to work hard
21. “Right after he said those words, an incredible thing happened." (Par.5)
The underlined word means ....
A. untouchable
B. unbelievable
C. common
D. critical
E. usual
22. Paragraph ... tells about the process of acquintance between Jaka and
Dewi, while paragraph ... tells about the couple’s experience of living
apart from their parents.
A. 1 - 2
B. 1 - 3
C. 1 - 4
D. 2 - 4
E. 2 - 5
31
1. Rearrange these paragraphs into a good story of Arion and the Dolphin.
a. Arion did not put up a struggle; instead he asked only that he be
allowed to sing one last song. His wish was granted and the sailors
were so enchanted by his voice that they were hardly aware of what
happened next. At the À rst notes of his song, a dolphin swam
alongside, attracted by the beautiful music. Immediately Arion jumped
overboard onto the dolphin’s back and was carried back across the
sea.
b. In memory of this event, a statue, of a young man on the back of a
dolphin, was erected in the port of Corinth. This statue is still there
today.
c. Arion was one of the most famous singers in the ancient world. On one
occasion he won an important festival in Sicily, and as his prize he
received so many jewels and golden cups that he was obliged to hire a
ship to carry them all home to Corinth.
d. When the ship À nally reached port in Corinth, the wicked sailors
began to tell everyone that there had been a storm, during which the
famous singer had been lost at sea. They were struck dumb with
amazement, however, when Arion arrived with a company of soldiers
to arrest them.
e. Unfortunately, this huge treasure made the sailors very jealous, and in
order to have it for themselves, they attacked the singer and were
about to throw him overboard.
2. Read the following story of Sangkuriang. State whether the statement is

true or false according to the story.
One day, Dayang Sumbi was weaving in her house. Suddenly she dropped
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Unit Pembelajaran
Teks Naratif
(Narrative Text)
one of the weaving tools. She is too lazy to take it herself. She said “I am
going to marry anybody who‟s willing to get it for me, although it is an
animal”.
And it happened, a good dog named Tumang bit the tool and gave it to
her. She chased the dog away. However, she finally married the dog.
Perbangkara, her father, was very angry knowing that his daughter was
pregnant. He sent her to a forest.
In the forest, she had a baby. She called him Sangkuriang. The baby grew
up to a handsome man. He liked hunting. Dayang Sumbi said one day “My
son, I‟d like to eat the heart of a deer”. Sangkuriang went hunting and
Tumang followed him. Unfortunately, he didn‟t see a deer or any other
animals. He was frustrated. He decided to kill the dog and gave it‟s heart
to his mother.
Dayang Sumbi was very angry when she knew what really happened. She
chased her son away. Sangkuriang left his mother. He grew up to be a
strong and more handsome man. One day he met a beautiful lady, and he
fell in love with her. Dayang Sumbi finally knew who the man was. He was
her son, Sangkuriang.
Sangkuriang was angry and still asked her to marry him. Dayang Sumbi
accepted with one deal. If he could create a boat and a lake in a day, she
would marry him. Finally, he failed and so Dayang Sumbi refused to
marry him.
He got angry and kicked the unfinished boat, which turned upside down
before he himself fell down into the lake and died. It is traditionally
believed that the existence of Tangkuban Parahu Mount had its root from
this story.
1) ....... Dayang Sumbi liked making clothes.  
33
2) ....... Tumang was a deer.  
3) ....... Sangkuriang liked hunting.  
4) ....... Perbangkara was Dayang Sumbi‟s husband.  
5) ....... Dayang Sumbi rejected to marry Sangkuriang.  
6) ....... Dayang Sumbi wanted to eat a bear‟s heart.  
7) ....... Sangkuriang killed her father.  
8) ........Sangkuriang didn‟t know that the lady was his mother.  
9) ....... Dayang Sumbi asked Sangkuriang to make a bow for her  
10)....... The text is a narrative text.  
3. Complete the following table based on the stories of Arion and the
Dolphin and Sangkuriang.
Questions Arion and the Dolphin Sangkuriang
Who are the characters?
What is the setting?

What is the problem or
the complication?
What is the solution
presented in the end of
the story?
4. Try to make notes of both stories and organize in two good summaries of
both stories.
5. Compare generic structure, social function, language feature, moral value,
and the style of writing of Arion and the Dolphin and Sangkuriang story.
Bacalah cerita “The Gift” berikut dan jawab semua pertanyaan yang
diberikan.
34
Unit Pembelajaran
Teks Naratif
(Narrative Text)
THE GIFT
How many days, she wondered, had she sat like this, watching the cold brown
water inch up the dissolving bluff. She could just faintly remember the
beginning of the rain, driving in across the swamp from the south and beating
against the shell of her house. Then the river itself started rising, slowly at
first until at last it paused to turn back. From hour to hour it slithered up
creeks and ditches and poured over low places. In the night, while she slept, it
claimed the road and surrounded her so that she sat alone, her boat gone, the
house like a piece of drift lodged on its bluff. Now even against the tarred
planks of the supports the waters touched. And still they rose.
As far as she could see, to the treetops where the opposite banks had been,
the swamp was an empty sea, awash with sheets of rain, the river lost
somewhere in its vastness.
Her house with its boat bottom had been built to ride just such a flood, if one
ever came, but now it was old. Maybe the boards underneath were partly
rotted away. Maybe the cable mooring the house to the great live oak would
snap loose and let her go turning downstream, the way her boat had gone.
No one could come now. She could cry out but it would be no use, no one
would hear. Down the length and breadth of the swamp others were fighting
to save what little they could, maybe even their lives. She had seen a whole
house go floating by, so quiet she was reminded of sitting at a funeral. She
thought when she saw it she knew whose house it was. It had been bad
seeing it drift by, but the owners must have escaped to higher ground. Later,
with the rain and darkness pressing in, she had heard a panther scream
upriver.
Now the house seemed to shudder around her like something alive. She
reached out to catch a lamp as it tilted off the table by her bed and put it
35
between her feet to hold it steady. Then creaking and groaning with effort the
house struggled up from the clay, floated free, bobbing like a cork and swung
out slowly with the pull of the river. She gripped the edge of the bed. Swaying
from side to side, the house moved to the length of its mooring. There was a
jolt and a complaining of old timbers and then a pause. Slowly the current
released it and let it swing back, rasping across its resting place. She caught
her breath and sat for a long time feeling the slow pendulous sweeps. The
dark sifted down through the incessant rain, and, head on arm, she slept
holding on to the bed.
Sometime in the night the cry awoke her, a sound so anguished she was on
her feet before she was awake. In the dark she stumbled against the bed. It
came from out there, from the river. She could hear something moving,
something large that made a dredging, sweeping sound. It could be another
house. Then it hit, not head on but glancing and sliding down the length of
her house. It was a tree. She listened as the branches and leaves cleared
themselves and went on downstream, leaving only the rain and the lappings
of the flood, sounds so constant now that they seemed a part of the silence.
Huddled on the bed, she was almost asleep again when another cry sounded,
this time so close it could have been in the room. Staring into the dark, she
eased back on the bed until her hand caught the cold shape of the rifle. Then
crouched on the pillow, she cradled the gun across her knees. “Who’s there?”
she called.
The answer was a repeated cry, but less shrill, tired sounding, then the empty
silence closing in. She drew back against the bed. Whatever was there she
could hear it moving about on the porch. Planks creaked and she could
distinguish the sounds of objects being knocked over. There was a scratching
on the wall as if it would tear its way in. She knew now what it was, a big cat,
deposited by the uprooted tree that had passed her. It had come with the
flood, a gift.
36
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Unconsciously she pressed her hand against her face and along her tightened
throat. The rifle rocked across her knees. She had never seen a panther in her
life. She had heard about them from others and heard their cries, like
suffering, in the distance. The cat was scratching on the wall again, rattling
the window by the door. As long as she guarded the window and kept the cat
hemmed in by the wall and water, caged, she would be all right. Outside, the
animal paused to rake his claws across the rusted outer screen. Now and
then, it whined and growled.
When the light filtered down through the rain at last, coming like another
kind of dark, she was still sitting on the bed, stiff and cold. Her arms, used to
rowing on the river, ached from the stillness of holding the rifle. She had
hardly allowed herself to move for fear any sound might give strength to the
cat. Rigid, she swayed with the movement of the house. The rain still fell as if
it would never stop. Through the grey light, finally, she could see the rain-
pitted flood and far away the cloudy shape of drowned treetops. The cat was
not moving now. Maybe he had gone away. Laying the gun aside she slipped
off the bed and moved without a sound to the window. It was still there,
crouched at the edge of the porch, staring up at the live oak, the mooring of
her house, as if gauging its chances of leaping to an overhanging branch. It
did not seem so frightening now that she could see it, its coarse fur napped
into twigs, its sides pinched and ribs showing. It would be easy to shoot it
where it sat, its long tail whipping back and forth. She was moving back to get
the gun when it turned around. With no warning, no crouch or tensing of
muscles, it sprang at the window, shattering a pane of glass. She fell back,
stifling a scream, and taking up the rifle, she fired through the window. She
could not see the panther now, but she had missed. It began to pace again.
She could glimpse its head and the arch of its back as it passed the window.
Shivering, she pulled back on the bed and lay down. The lulling constant
sound of the river and the rain, the penetrating chill, drained away her
37
purpose. She watched the window and kept the gun ready. After waiting a
long while she moved again to look. The panther had fallen asleep, its head on
its paws, like a housecat. For the first time since the rains began she wanted
to cry, for herself, for all the people, for everything in the flood. Sliding down
on the bed, she pulled the quilt around her shoulders. She should have got
out when she could, while the roads were still open or before her boat was
washed away. As she rocked back and forth with the sway of the house a
deep ache in her stomach reminded her she hadn’t eaten. She couldn’t
remember for how long. Like the cat, she was starving. Easing into the
kitchen, she made a fire with
85 the few remaining sticks of wood. If the flood lasted she would have to
burn the chair, maybe even the table itself. Taking down the remains of a
smoked ham from the ceiling, she cut thick slices of the brownish red meat
and placed them in a skillet. The smell of the frying meat made her dizzy.
There were stale biscuits from the last time she had cooked and she could
make some coffee. There was plenty of water.
While she was cooking her food, she almost forgot about the cat until it
whined. It was hungry too. “Let me eat,” she called to it, “and then I’ll see to
you.” And she laughed under her breath. As she hung the rest of the ham back
on its nail the cat growled a deep throaty rumble that made her hand shake.
After she had eaten, she went to the bed again and took up the rifle. The
house had risen so high now it no longer scraped across the bluff when it
swung back from the river. The food had warmed her. She could get rid of the
cat while light still hung in the rain. She crept slowly to the window. It was
still there, mewling, beginning to move about the porch. She stared at it a
long time, unafraid. Then without thinking what she was doing, she laid the
gun aside and started around the edge of the bed to the kitchen. Behind her
the cat was moving, fretting. She took down what was left of the ham and
making her way back across the swaying floor to the window she shoved it
38
Unit Pembelajaran
Teks Naratif
(Narrative Text)
through the broken pane. On the other side there was a hungry snarl and
something like a shock passed from the animal to her. Stunned by what she
had done, she drew back to the bed. She could hear the sounds of the panther
tearing at the meat. The house rocked around her.
The next time she awoke she knew at once that everything had changed. The
rain had stopped. She felt for the movement of the house but it no longer
swayed on the flood. Drawing her door open, she saw through the torn
screen a different world. The house was resting on the bluff where it always
had. A few feet down, the river still raced on in a torrent, but it no longer
covered the few feet between the house and the live oak. And the cat was
gone. Leading from the porch to the live oak and doubtless on into the swamp
were tracks, indistinct and already disappearing into the soft mud. And there
on the porch, gnawed to whiteness, was what was left of the ham.
Source:Dollarhide,Louis,“TheGift”,inMississippiWriters:ReflectionsofChildhoodandYouth,Volume1,edit
edbyDorothyAbbott, University Press of Mississippi, 1985.
QUESTION 1
What is the woman’s situation at the beginning of the story?
A. She is too weak to leave the house after days without food.
B. She is defending herself against a wild animal. 
C. Her house has been surrounded by flood waters. 
D. A flooded river has swept her house away.
QUESTION 2
When the woman says, “and then I’ll see to you” she means that she is
A. sure that the cat won’t hurt her. 

B. trying to frighten the cat. 
C. intending to shoot the cat.
39
D. planning to feed the cat.
QUESTION 3
Do you think that the last sentence of “The Gift” is an appropriate

ending? Explain your answer, demonstrating your understanding of how the
last sentence relates to the story’s meaning.
QUESTION 4
“Then creaking and groaning with effort the house struggled up ...” (line 24)
What happened to the house in this part of the story?
A. It fell apart.
B. It began to float.
C. It crashed into the oak tree.
D. It sank to the bottom of the river.
QUESTION 5
Here are some of the early references to the panther in the story.
“the cry awoke her, a sound so anguished...” “The answer was a repeated cry,
but less shrill, tired sounding...” “She had...heard their cries, like suffering, in
the distance.”
Considering what happens in the rest of the story, why do you think the
writer chooses to introduce the panther with these descriptions?
40
Unit Pembelajaran
Teks Naratif
(Narrative Text)
QUESTION 6
What does the story suggest was the woman’s reason for feeding the
panther?
QUESTION 7
Here is part of a conversation between two people who read “The Gift”:
Give evidence from the story to show how each of these speakers could
justify their point of view.
Speaker 1
Speaker 2
41
C. Bahan Bacaan
Bahan Bacaan 1
NARRATIVE TEXT
Pengertian Narrative Text
Jika melihat pada kamus bahasa Inggris, secara harfiah naratif 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.
Dalam sumber-sumber lain, disebutkan dua definisi lain: (1) teks naratif
adalah cerita imajinatif yang bertujuan menghibur orang, dan (2) Teks naratif
adalah teks yang berisi cerita (fiksi/ non-fiksi/ dongeng/ cerita rakyat/
fable/ mitos/ epic atau epos) dan plot nya mengandung klimaks cerita
(complication) diikuti dengan resolusi.
Jika disimpulkan, maka Teks Naratif merupakan teks yang menghibur, baik
berupa cerita imajinatif, nyata, atau gabungan dari keduanya yang
menyajikan kejadian problematic yang pada akhirnya menemukan sebuah
resolusi.
Structure
Pada Teks naratif, teks berfokus pada serangkaian tindakan dengan susunan
atau Generic Structure sebagai berikut:
1) Orientasi (Orientation): tokoh, seting dan waktu kejadian cerita

dimunculkan. Biasanya menjawab pertanyaan “siapa?” atau “apa?”, “kapan?”,
“dimana?”, misalnya Mr  Wolf went out hunting in the forest one dark gloomy
night.
2) Komplikasi atau permasalahan (Complication or problem):
42
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Permasalahan muncul dan berkembang. Permasalahan biasanya melibatkan

tokoh utama (seringnya mencerminkan permasalahan di kehidupan nyata)
3) Resolusi (Resolution): Setelah muncul komplikasi masalah, dibutuhkan

resolusi atas masalah tersebut. Komplikasi masalah mungkin saja
diselesaikan dengan akhir baik atau malah lebih buruk/ berakhir bahagia
atau tidak/ happy ending atau sad ending. Terkadang ada lebih dari satu
komplikasi masalah yang harus diselesaikan. Yang semacam ini, umumnya
membuat pembaca merasa penasaran dan memancing ketertarikan.
Kadangkala susunan (generic structure) narrative text bisa berisi: Orientasi,

Komplikasi, resolusi, reorientasi. Namun, Evaluasi (Evaluation) dan
Reorientasi (Reorientation) sifatnya optional; bisa ditambahkan dan bisa
tidak. Evaluasi berisi penilaian terhadap jalannya cerita atau konflik.
Sedangkan Reorientation berisi penyimpulan isi akhir cerita.
Berikut merupakan contoh teks naratif beserta analisa strukturnya:
Tabel 1 Struktur Teks Narartif
Struktur Isi Cerita

Orientation Once upon a time, there was a young girl named
Cinderella. She lived with her step mother and two step
sisters.The step mother and sisters were conceited and
bad tempered. They treated Cinderella very badly. Her
step mother made Cinderella do the hardest works in
the house; such as scrubbing the floor, cleaning the pot
and pan and preparing the food for the family. The two
step sisters, on the other hand, did not work about the
house. Their mother gavethem many handsome dresses
to wear.
Series of event One day, the two-step sister received an invitation to
the ball that the king’s son was going to give at the
palace. They were excited about this and spent
so much time choosing the dresses they would wear. At

last, the day of the ball came, and away went the sisters
to it. Cinderella could not help crying after they had
left.“Why are crying, Cinderella?” a voice asked. She
43
looked up and saw her fairy godmother standing beside
her, “because I want so much to go to the ball” said
Cinderella. “Well” said the godmother,”you’ve been
such a cheerful, hardworking, uncomplaining girl that I
am going to see that you do go to the ball”.Magically,
the fairy godmother changed a pumpkin into a fine
coach and mice into a coachman and two footmen. Her
godmother tapped Cinderella’s raged dress with her
wand, and it became a beautiful ball gown. Then she
gave her a pair of pretty glass slippers. “Now,
Cinderella”, she said; “You must leave before midnight”.
Then away she drove in her beautiful coach.
Complication Cinderella was having a wonderfully good time. She
danced again and again with the king’s son. Suddenly
the clock began to strike twelve, she ran toward the
door as quickly as she could. In her hurry, one of her
glass slipper was left behind.A few days later, the king’
son proclaimed that he would marry the girl whose feet
fitted the glass slipper. Her step sisters tried on the
slipper, but it was too small for them, nomatter how
hard they squeezed their toes into it. In the end, the
king’s page letCinderella try on the slipper. She stuck
out her foot and the page slipped the slipper on. It fitted
perfectly.
Resolution Finally, she was driven to the palace. The king’s son was
overjoyed to see her again. They were married and live
happily ever after.
Untuk membantu peserta didik menyusun kerangka teks naratif, berikut

merupakan poin-poin yang perlu diperhatikan:
• Plot (Plot): Apa yang akan terjadi?

• Seting (Setting): Dimana kejadian dalam cerita terjadi? Kapan cerita
terjadi?
• Karakterisasi (Characterisation): Siapa saja tokoh utama yang terlibat?
Bagaimana penggambaran (para) tokoh utama tersebut?
• Struktur cerita (Structure): Bagaimana cerita berawal? Apa yang akan
menjadi permasalahan? Bagaimana permasalahan akan diselesaikan?
• Tema (Theme): Apa tema dari cerita/ pesan apa yang hendak
disampaikan penulis melalui cerita?
44
Unit Pembelajaran
Teks Naratif
(Narrative Text)
• Jenis-jenis Teks Naratif (Types of narrative): Ada beberapa macam

teks naratif. Teks naratif bisa berupa khayalan/ tidak nyata, nyata, atau
kombinasi dari keduanya. Naratif mencakup dongeng, misteri, fiksi
ilmiah, roman, cerita horor, cerita petualangan, fable, mitos dan legenda,
naratif historis, balada, dan kisah nyata.
• Fitur Bahasa
✓ Menggunakan kata benda spesifik sebagai kata ganti orang atau
binatang pada cerita. Contohnya: The King, The queen, dll.
✓ Menggunakan kata penghubung waktu (time connectives) dan
konjungsi (conjunction) untuk menyusun kejadian-kejadian.
Contohnya: Then, before, after, soon, dll.
✓ Menggunakan Past Tense  
✓ Menggunakan jenis kalimat sederhana, kalimat majemuk, dan
kalimat kompleks.
Bahan Bacaan 2
Tenses dalam Teks Naratif
Narrative tenses merupakan istilah yang umum digunakan untuk merujuk

pada pembahasan ini. Narrative tenses adalah struktur kebahasaan yang kita
gunakan ketika kita menceritakan sesuatu atau berbicara tentang situasi dan
aktifitas yang terjadi pada suatu waktu di masa lalu.
Ketika menarasikan kejadian-kejadian lampaun, JANGAN mencampur

adukkan past tense dan present tense (hindari penggunaan present perfect
dan simple present), karena ini akan membingungkan pembaca/ pendengar
terkait waktu terjadinya kejadian-kejadian yang diceritakan.
Berikut Narrative Tenses yang paling umum digunakan dan contoh

penggunaannya.
1. The Simple Past Tense
Penggunaan simple past tense
45
a) Untuk menceritakan kejadian yang terjadi pada suatu waktu yang pasti
di masa lalu. Kejadian terpisah yang terjadi secara berurutan pada teks
naratif diungkapkan dengan menggunakan tense ini.
Contoh:
Cinderella lived (1) with her step mother and two step sisters. They
treated (2) Cinderella very badly. Her step mother made (3) Cinderella do
the hardest works in the house.
b) Untuk mengungkapkan kebiasaan masa lampau
Contoh:
I went to school in São Paulo until my family moved to Rio.
CATATAN: kata Used to + verb sering digunakan untuk mengungkapkan

kebiasaan masa lampau dan menyatakan kejadian masa lampau yang
sudah tidak terjadi lagi saat ini. Kata Used to tidak bias digunakan untuk
mengungkapkan kejadian yang hanya terjadi satu kali.
Contoh:
I used to work for Petrobrás. (I don't work for them now)
I didn't use to like living in Ipanema. (I do like it now)
Where did you use to go for lunch? (You don't go there now)
Would (+ adverb of frequency) + verb dapat digunakan untuk

mengungkapkan kebiasaan masa lalu yang sudah tidak dilakukan lagi di
masa sekarang.
Contoh: My grandfather would always read the newspaper at breakfast

time. (Kakek tidak pernah melakukannya lagi sekarang )
Menggunakan kata 'would' sebagai ganti dari 'used to' sering kali
memberi kesan nostalgia. Namun, jika ada penekanan pada adverb of
frequency, akan memberi kesan bahwa kebiasaan itu mengganggu.
Contoh: My dog would never do what I wanted it to do!
46
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Catatan: 'WOULD' tidak dapat digunakan untuk negara/ tempat tinggal

di masa lalu.
Contoh: I would live in São Paulo. SALAH!
2. The Past Continuous Tense.

Seperti halnya semua continuous tenses, the past continuous
memberikan info mengenai aktifitas dan durasinya.
Past continuous digunakan untuk:
a) Mendeskripsikan situasi terjadinya kejadian yang diceritakan pada

teks naratif
Contoh:
When I woke up at 8am (1) the sun was shining (2) and the birds were
singing (2). I had a shower (3), ate some breakfast (4) and left for work
at 9am. (5)
b) Untuk mengungkapkan aktifitas yang masih dalam proses pada suatu

waktu di masa lalu
Contoh:
What were you doing (1) when I phoned (2) you?
c) The past continuous juga digunakan untukmengungkapkan:
Aktifitas yang terputus
Contoh: She was cooking dinner when the door bell rang. (She cooked
dinner = she finished it)
Aktifitas yang belum selesai
47
Contoh: I was reading the book you lent me. (I read the book... = I
finished reading the whole book)
Tindakan yang berulang-ulang
Contoh: They were shooting at the enemy. (They shot.... = They fired
the gun one time only)
Situasi Sementara
Contoh: He was standing on the corner waiting for a bus. (It stood on
the corner. = Permanent situation)
CATATAN: The past continuous dapat digunakan juga untuk

mengungkapkan masa depan di masa lalu 'future in the past'.
Penggunaannya akan dijelaskan di bagian lain.
3. The Past Perfect Tense
Past perfect tense digunakan untuk:
a) menunjukkan bahwa suatu tindakan atau situasi terjadi SEBELUM

kejadian-kejadian tertentu pada teks naratif yang diungkapkan dalam
simple past.
Contoh:
When I woke up at 8am, the sun was shining and the birds were
singing. I had slept really well the night before.
CATATAN: Jika 2 kata kerja mempunyai subjek yang sama, kita tidak
harus mengulang auxiliary “had”.
Contoh: When I arrived, he'd finished his dinner and left the
room.
d) Membuat teks narrative lebih menarik untuk dibaca
48
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Terlalu banyak kata kerja pada tenses yang sama umumnya dinilai
tidak baik dari segi gaya Bahasa. Dalam Bahasa inggris, sebaik
mungkin menghindari pengulangan.
KONJUNGSI (After, As soon as, Before, By the time, Once, till, When,
Unless, Until)
Dengan konjungsi waktu ini, past perfect menunjukkan bahwa tindakan

pertama HARUS SELESAI sebelum tindakan kedua mulai, jika tidak,
digunakan past simple.
Contoh:
After....she finished, they left / she had finished, they left. (She had to
finish first)
As soon as...we arrived, she said "hello". / I had done it, I sent it to her. (I
had to do it first)
She wouldn't sign the contract before.... seeing it / she had seen it. (She
had to see it first)
They wouldn't go unless....she came with them / they had seen it was
safe. (It was important to finish checking that it was safe before going)
4. The Past Perfect Continuous Tense.
Past perfect continuous digunakan untuk aktifitas dengan durasi yang

lebih lama, yang berlangsung terus-menerus sampai waktu tertentu di
masa lalu.
He looked very tired, he had been working very hard over the past three
weeks.
Seperti halnya past continuous, past perfect continuous dapat

mengungkapkan:
a) Aktifitas yang belum selesai
Contoh: He hadn't heard the telephone ring because he'd been reading.
b) Aktifitas yang berulang
49
Contoh: I was tired. I'd been cutting wood all day.
Sedangkan past perfect tense focus pada aktifitas yang sudah

terselesaikan.
Contoh:
He'd read three reports that morning.
He'd cut a huge pile of wood.
5. The Future in the Past.
The future in the past digunakan untuk membicarakan masa depan dari
sudut pandang masa lalu. Namun, masa depan ini sebenarnya sudah
terjadi sebelum masa sekarang.
Contoh:
I woke up at 8am yesterday. I was meeting my boss at ten o'clock that

morning, so I wouldn't be able to have lunch with Susan. I wasn't going
to get home again until late that night.
Tenses berikut digunakan untuk mengungkapkan future in the past,

tergantung situasinya:
The past simple (a timetabled event)

The past continuous (an arrangement)
Would (a prediction)
Was going to (a plan)
Would be doing (an action at a specific time)
Would have done (action completed before a specified time)
50
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Bahan Bacaan 3
MIND MAPS UNTUK STORYTELLING
Kompetensi bercerita yang baik merupakan keterampilan yang tak ternilai.

Otak kita menunjukkan respon yang berbeda ketika Anda mendengar cerita,
daripada ketika Anda mendengarkan fakta-fakta dan angka. Namun,
kemampuan bercerita atau storytelling memerlukan kerja keras, dan
membutuhkan perencanaan serta pemikiran. Mind map merupakan salah
satu alat yang cocok untuk menggenjot kreatifitas, untuk lebih memahami
cerita, dan menata alur cerita yang akan Anda ceritakan.
Cerita-cerita yang baik menggabungkan banyak bagian-bagian kecil menjadi

suatu kesatuan yang utuh, layaknya sebuah puzzle.
Untuk mengembangkan cerita, pertama-tama Anda harus memiliki gambaran

umum tentang keseluruhan cerita. Mind Map sangatlah membantu dalam hal
ini. Manfaat lain dari Plot Mind Map adalah, Anda dapat memahami alur
cerita keseluruhan hanya dengan melihat selembar kertas. Anda dapat
meletakkan kejadian-kejadian yang terjadi bersamaan berdampingan, dan
dengan sekilas mengamati, Anda bisa memahami bagaimana setiap elemen
plot berkaitan satu sama lain.
Berikut manfat-manfaat lain yang dapat diperoleh dengan menggunakan

Mind Map:
1. Membuat cerita Anda lebih fokus. Setelah Anda menemukan ide yang akan
anda kembangkan, gunakan mind map untuk menjabarkan ide cerita Anda
dan tekankan pada apa yang paling ingin Anda fokuskan. Apapun pesan
utama yang ingin anda sampaikan kepada pembaca, anda dapat
menuangkannya ke dalam mind map dan mencari cara penyampaian
terbaik.
2. Menggambarkan koneksi penting. Anda dapat dengan mudah
51
menunjukkan koneksi antara karakter, adegan, dan titik plot dengan
menggunakan panah. Ini akan memudahkan ketika mulai menulis.
3. Membantu menemukan celah. Plot hole dapat membuat penulis yang

paling berpengalaman sekalipun terjaga di malam hari.
Ketika Anda bercerita di depan pendengar secara langsung, alangkah baiknya

Anda berlatih terlebih dahulu. Latihan presentasi dengan mind map dapat
meningkatkan kepercayaan diri Anda.
Cerita Ciderella yang sudah didiskusikan di bagian sebelumnya dapat

dijabarkan menggunakan mind map sebagai berikut:
52
Unit Pembelajaran
Teks Naratif
(Narrative Text)
A. Pembahasan Soal-soal UN
1. Jawaban yang benar adalah C. To entertain readers about the story of

the woodcutter and the king of the mice.
Identifikasi Soal
Kelas IX
Jenis soal Ujian Nasional
Level Kognitif () Pengetahuan/Pemahaman ( )
Aplikasi ( ) Penalaran
IPK yang bersesuaian mengidentifikasi fungsi sosial teks naratif
tulis dengan memberi dan meminta
informasi terkait fairy tales, pendek dan
sederhana, sesuai dengan konteks
penggunaannya
Materi Teks Naratif
2. Jawaban yang benar adalah A. He wanted to get more gold.
Identifikasi Soal
Kelas IX
IPK yang bersesuaian mengidentifikasi struktur teks teks
naratif tulis dengan memberi dan
meminta informasi terkait fairy tales,
pendek dan sederhana, sesuai dengan
Materi Teks Naratif
3. Jawaban yang benar adalah A. The greedy person would never satisfy
himself.
53
Identifikasi Soal
Kelas IX
Level Kognitif ( ) Pengetahuan/Pemahaman ( )
Aplikasi () Penalaran
IPK yang bersesuaian menganalisis fungsi sosial teks
meminta informasi terkait fairy
tales, pendek dan sederhana,
sesuai dengan konteks
penggunaannya
Materi Teks Naratif
4. Jawaban yang benar adalah A. the cloud family
Identifikasi Soal
Kelas IX
IPK yang bersesuaian mengidentifikasi struktur teks
teks naratif tulis dengan memberi
dan meminta informasi terkait
fairy tales, pendek dan sederhana,
penggunaannya
Materi Teks Naratif
5. Jawaban yang benar adalah A. Lody and Tody stopped their fighting.
Identifikasi Soal
Kelas IX
penggunaannya
Materi Teks Naratif
6. Jawaban yang benar adalah B There was rain on earth.
54
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Identifikasi Soal
Kelas IX
penggunaannya
Materi Teks Naratif
7. Jawaban yang benar adalah B. patient
Identifikasi Soal
Kelas IX
Level Kognitif ( ) Pengetahuan/Pemahaman ( )
Aplikasi () Penalaran
IPK yang bersesuaian menganalisis fungsi sosial teks
meminta informasi terkait fairy
tales, pendek dan sederhana,
penggunaannya
Materi Teks Naratif
B. Pembahasan Soal-soal PISA
1. Soal 1
Nilai penuh: D. He wanted to see the judge at work in his usual way,
uninfluenced by the presence of the king.
Tidak ada nilai: tidak menjawab atau menjawab pilihan jawaban

yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus

menafsirkan bacaan.
55
2. Soal 2
Nilai penuh: D. By testing her skill in work that she needed to perform
for her husband.

yang lain.

memahami informasi dalam bacaan.
3. Soal 3
Nilai penuh: Peserta didik mendapat nilai penuh jika menyampaikan

evaluasi apakah hukuman yang diterapkan adil atau tidak, dalam
kaitannya dengan satu sama lain, dalam hal kesamaan atau perbedaan
pelanggaran. Hal ini menunjukkan pemahaman yang akurat tentang
kejahatan yang diceritakan dalam teks. Berikut kemungkinan jawaban
nilai penuh yang muncul:
No, it is a much more serious crime to try to steal someone’s wife than
to steal their money or their horse.
All three criminals tried to cheat someone and then lied about it, so it
was fair that they were punished in the same way.
It’s hard to say. The peasant, the oil merchant and the beggar all wanted
to steal something. On the other hand the things they wanted to steal
were not equally valuable.
Nilai tidak penuh:
No, some of the crimes were worse than others. [contoh jawaban
dengan nilai tidak penuh. Jawaban yang benar akan menjelaskan
kriteria “worse” dari variasi hukuman dalam cerita]
56
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Yes, they all lied.
Tidak ada nilai:
- Menunjukkan pemahaman tentang kejahatan atau hukuman yang

terjadi dalam cerita tanpa menganalisis
The judge gave fifty strokes to the three criminals. Their crimes were
stealing a woman, stealing money and stealing a horse.
- Menampakkan kesalahpahaman tentang kejahatan atau hukuman

yang terjadi dalam cerita.
I think the case of the peasant and the scholar was different from the
other two because it was more like a divorce, where the other two were
thefts. So the peasant should not have been punished.
- Mengevaluasi keadilan hukuman per se (misalnya, Jawaban seolah-olah

menjawab pertanyaan "Apakah lima puluh pukulan cambukan merupakan
hukuman yang adil?")
No, fifty lashes is much too harsh a punishment for any of these crimes.
Yes, severe punishments are necessary because that way the criminals
won’t try to do it again.
No, I don’t think the punishments were strong enough. He was too
severe.
- Jawaban tidak relevan atau kurang jelas, tanpa penjelasan atau

dengan penjelasan yang tidak memadai atau tidak konsisten dengan
isi cerita.
Yes, I think it was fair.
No, because I could be a petty criminal and you could get life.
57
Yes because he was a just judge. [Post hoc argument (begging the
question).]
I don’t think it was fair to have the same punishment because they were
all different cases. [kata “Different” tidak cukup untuk mengevaluasi
kejahatan yang diceritakan]
No, because there were different circumstances involved.
Yes, all the three cases had a good and bad person, the so called baddie
should’ve been punished for doing the wrong thing. [tidak
menyampaikan evaluasi] - Off task and missing.

melakukan refleksi dan mengevaluasi bacaan.
4. Soal 4
Nilai penuh: B. Wise justice.

yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus menafsirkan

bacaan.
5. Soal 5
Consider the first part of the response only (“similar”).
Nilai penuh: Menjelaskan satu kesamaan.
Menjelaskan satu kesamaan. Menunjukkan pemahaman cerita yang

akurat. Perbandingan dengan fitur sistem hukum nasional dinyatakan
secara eksplisit atau disimpulkan. Pengetahuan yang akurat tentang
sistem hukum nasional tidak terlalu dipentingkan, tetapi sedikit
58
Unit Pembelajaran
Teks Naratif
(Narrative Text)
pengetahuan tentang hukum di negara Anda mungkin masuk akal

untuk diharapkan dari anak berusia 15 tahun.
Rulings made on evidence.
Both sides allowed to give their version of the truth.
Equality before the law (it doesn’t matter who you are).
There is a judge presiding over the court.
The same punishment is given for similar offences.
The people in court are judged by different evidence which can be

found.
Each person gets to have their say.
That they were taken to court to discuss the outcome.
The justice system in this story has an impartial person to decide the
truth, the judge. Court system. [Unlike “punishment” (Code 0) not all
systems of law have courts.] Both people’s arguments were heard.
Judges also have to be wise and just in our system. [Value judgment,
consistent with accurate understanding of the story.]
Tidak ada nilai:
- Respon jawaban yang lain, termasuk yang kurang jelas, tidak akurat,
dan tidak relevan.
Don’t know right from wrong.
Even important rulers of countries can be called to court. Punishment.

[Excluded by the question.]
59
- tidak menjawab atau menjawab yang tidak berhubungan dengan
pertanyaan
Untuk menjawab pertanyaan dengan benar, peserta didik harus melakukan refleksi
dan mengevaluasi bacaan.
6. Soal 6
Nilai penuh: A. A folk tale.

yang lain.
Untuk menjawab pertanyaan dengan benar, peserta didik harus melakukan refleksi
dan mengevaluasi bacaan.
60
Unit Pembelajaran
Teks Naratif
(Narrative Text)
C. Mengembangkan Soal HOTS
KARTU SOAL TAHUN PELAJARAN 2018-2019

Jenis Sekolah : SMP Kurikulum : 2013
Kelas : IX Bentuk Soal : PG
Mata : Bahasa Inggris Nama :
Pelajaran Penyusun
KOMPETENSI DASAR : 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
MATERI : Teks Naratif
IPK : menganalisis fungsi sosial teks naratif tulis dengan
memberi dan meminta informasi terkait fairy
tales, pendek dan sederhana, sesuai dengan
INDIKATOR SOAL : Disajikan teks naratif, peserta didik dapat
menentukan gambaran umum teks secara tepat.
LEVEL KOGNITIF : () Pengetahuan/Pemahaman ( ) Aplikasi ( )
Penalaran
NOMOR SOAL :1
RUMUSAN BUTIR SOAL
The Fairy Tulips
Once upon a time, there was a good old woman who lived in a little house.
she had in her garden a bed of beautiful striped tulips.
One night she was woken by the sounds of sweet singing and of babies
laughing. she looked out of the window. the sounds seemed to come from
the tulip bed, but she could see nothing. the next morning, she walked
among her flowers, but there were no signs of anyone having been there
the night before.
On the following night she was again wakened by sweet singing and babies
laughing. she rose and stole softly through her garden. the moon was
shining brightly on the tulip bed, and the flowers were swaying to and
from. the old woman looked closely and she saw, standing by each tulip, a
little fairy mother who was crooning and rocking the flower like a cradle,
while in each tulip -cup lay a little fairy baby laughing and playing.
The good old woman stole quietly back to her house, and from that time on
61
she never picked a tulip, nor did she allow her neighbors to touch the
flowers.
The tulips grew daily brighter in color and larger in size, and they gave out
a delicious perfume like that of roses. they began, too, to bloom all the year
round. and every night the little fairy mothers caressed their babies and
rocked them to sleep in the flower -cups.
The day came when the good old woman died, and the tulip -bed was torn
up by folks who did not know about the fairies, and parsley was planted
there instead of the flowers. but the parsley withered, and so did all the
other plants in the garden and from that time nothing would grow there.
But the good old woman's grave grew beautiful, for the fairies sang above
it, and kept it green: while on the grave and all around it there sprang up
tulips, daffodils and violets, and other lovely flowers of spring.
What is the story about?

A. the mysterious laugh of a baby.
B. the old woman and the fairy tulips.
C. a little house in a big garden.
D. a bed of beautiful striped tulips.
KUNCI JAWABAN: B. the old woman and the fairy tulips.

Mata Pelajaran : Bahasa Inggris Nama Penyusun :
KOMPETENSI DASAR : 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 : menganalisis unsur kebahasaan teks naratif tulis dengan
INDIKATOR SOAL : Disajikan teks naratif, peserta didik dapat menentukan
gambaran umum teks secara tepat.
LEVEL KOGNITIF : ( ) Pengetahuan/Pemahaman () Aplikasi ( ) Penalaran
NOMOR SOAL :2
RUMUSAN BUTIR SOAL
The Fairy Tulips
Once upon a time, there was a good old woman who lived in a little house. she had in
62
Unit Pembelajaran
Teks Naratif
(Narrative Text)
her garden a bed of beautiful striped tulips.

One night she was woken by the sounds of sweet singing and of babies laughing. she
looked out of the window. the sounds seemed to come from the tulip bed, but she could
see nothing. the next morning, she walked among her flowers, but there were no signs
of anyone having been there the night before.
On the following night she was again wakened by sweet singing and babies laughing.
she rose and stole softly through her garden. the moon was shining brightly on the tulip
bed, and the flowers were swaying to and from. the old woman looked closely and she
saw, standing by each tulip, a little fairy mother who was crooning and rocking the flower
like a cradle, while in each tulip -cup lay a little fairy baby laughing and playing.
The good old woman stole quietly back to her house, and from that time on she never
picked a tulip, nor did she allow her neighbors to touch the flowers.
The tulips grew daily brighter in color and larger in size, and they gave out a delicious
perfume like that of roses. they began, too, to bloom all the year round. and every night
the little fairy mothers caressed their babies and rocked them to sleep in the flower -
cups.
The day came when the good old woman died, and the tulip -bed was torn up by folks
who did not know about the fairies, and parsley was planted there instead of the flowers.
but the parsley withered, and so did all the other plants in the garden and from that time
nothing would grow there.
But the good old woman's grave grew beautiful, for the fairies sang above it, and kept it
green: while on the grave and all around it there sprang up tulips, daffodils and violets,
and other lovely flowers of spring.
"......, and the tulip-bed was torn up by folks who did not know.... " (paragraph 7)
the word “folks” is closest in meaning to…
A. Relatives.
B. Enemies.
C. Children.
D. Neighbors.
KUNCI JAWABAN: D. Neighbors.
63
Mata Pelajaran : Bahasa Inggris Nama Penyusun :
KOMPETENSI DASAR : membandingkan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks naratif lisan dan tulis dengan
IPK : menganalisis struktur teks teks naratif tulis dengan
INDIKATOR SOAL : Disajikan teks naratif, peserta didik dapat menentukan
gambaran umum teks secara tepat.
LEVEL KOGNITIF : ( ) Pengetahuan/Pemahaman ( ) Aplikasi () Penalaran
NOMOR SOAL :3
RUMUSAN BUTIR SOAL
The Fairy Tulips
Once upon a time, there was a good old woman who lived in a little house. she had in
her garden a bed of beautiful striped tulips.
One night she was woken by the sounds of sweet singing and of babies laughing. she
looked out of the window. the sounds seemed to come from the tulip bed, but she could
see nothing. the next morning, she walked among her flowers, but there were no signs
of anyone having been there the night before.
On the following night she was again wakened by sweet singing and babies laughing.
she rose and stole softly through her garden. the moon was shining brightly on the tulip
bed, and the flowers were swaying to and from. the old woman looked closely and she
saw, standing by each tulip, a little fairy mother who was crooning and rocking the flower
like a cradle, while in each tulip -cup lay a little fairy baby laughing and playing.
The good old woman stole quietly back to her house, and from that time on she never
picked a tulip, nor did she allow her neighbors to touch the flowers.
The tulips grew daily brighter in color and larger in size, and they gave out a delicious
perfume like that of roses. they began, too, to bloom all the year round. and every night
the little fairy mothers caressed their babies and rocked them to sleep in the flower -
cups.
The day came when the good old woman died, and the tulip -bed was torn up by folks
who did not know about the fairies, and parsley was planted there instead of the flowers.
but the parsley withered, and so did all the other plants in the garden and from that time
nothing would grow there.
But the good old woman's grave grew beautiful, for the fairies sang above it, and kept it
green: while on the grave and all around it there sprang up tulips, daffodils and violets,
and other lovely flowers of spring.
64
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Why did the fairies sing above the old woman's grave? Because...
A. they were entertaining fairy babies.
B. the woman asked them to do so.
C. the woman had protected the tulips.
D. they made the flowers bloom.
KUNCI JAWABAN: C. the woman had protected the tulips.
65
Beberapa hal penting yang dapat disimpulkan dalam pembahasan unit
pembelajaran ini adalah sebagai berikut.
1. Teks Naratif merupakan teks yang menghibur, baik berupa cerita

imajinatif, nyata, atau gabungan dari keduanya yang menyajikan
kejadian problematic yang pada akhirnya menemukan sebuah resolusi.
2. Umumnya, teks naratif memiliki susunan atau Generic Structure sebagai berikut:
1) Orientasi (Orientation): tokoh, seting dan waktu kejadian cerita dimunculkan.
Biasanya menjawab pertanyaan “siapa?” atau “apa?”, “kapan?”, “dimana?”, misalnya Mr
 Wolf went out hunting in the forest one dark gloomy night.
2) Komplikasi masalah (Complication or problem): Permasalahan muncul dan
berkembang. Permasalahan biasanya melibatkan tokoh utama (seringnya
mencerminkan permasalahan di kehidupan nyata)
3) Resolusi (Resolution): Setelah muncul komplikasi masalah, dibutuhkan resolusi atas
masalah tersebut. Komplikasi masalah mungkin saja diselesaikan dengan akhir baik atau
malah lebih buruk/ berakhir bahagia atau tidak/ happy ending atau sad ending.
Terkadang ada lebih dari satu komplikasi masalah yang harus diselesaikan. Yang
semacam ini, umumnya membuat pembaca merasa penasaran dan memancing
ketertarikan.
• Ada beberapa macam teks naratif. Teks naratif bisa berupa khayalan/ tidak nyata, nyata,
atau kombinasi dari keduanya. Naratif mencakup dongeng, misteri, fiksi ilmiah, roman,
cerita horor, cerita petualangan, fable, mitos dan legenda, naratif historis, balada, dan
kisah nyata.
• Fitur bahasa pada teks naratif umumnya berupa: (1) kata benda spesifik sebagai
kata ganti orang atau binatang pada cerita. Contohnya: The King, The queen, dll., (2) kata
penghubung waktu (time connectives) dan konjungsi (conjunction) untuk menyusun
kejadian-kejadian. Contohnya: Then, before, after, soon, dll. (3) Past Tense, (4) jenis
kalimat sederhana, kalimat majemuk, dan kalimat kompleks.
66
Unit Pembelajaran
Teks Naratif
(Narrative Text)
Beberapa poin yang perlu mendapat perhatian setelah membaca unit peeblajaran
ini mengerucut pada beberapa hal: formulasi indicator pencapaian kompetensi
(IPK), proses pembelajaran, strategi penilaian, dan pengembangan instrumen
penilaian yang berorientasi pada HOTS.
Dalam hal pengembangan IPK, guru perlu memperhatikan detail target KD dan
level kompetensi sehingga dapat menentukan IPK kunci secara akurat. IPK kunci
selanjutnya dikembangkan gradasinya untuk memformulasikan IPK Pendukung
dan IPK Penganyaan.
Saat proses pembelajaran, guru perlu memperhatikan aspek critical thinking,

problem solving, dan transfer pengetahuan dalam konteks yang beragam. Dengan
demikian siswa akan ter-stimuli untuk berfikir tingkat tinggi dalam interaksi
pembelajaran yang dilakukan bersama guru. Dengan demikian, kebermaknaan dan
konstrukvisme akan berjalan lebih efektif pada diri siswa.
Strategi penilaian dilakukan dengan kombinasi assessment as learning,

assessment for learning, dan assessment of learning sehingga prosedur dan hasil
penilaian dapat merefleksikan kemampuan otentik siswa.
Pengembangan instrumen penilaian, terutama penilaian dengan tes standard, dapat

dipraktikkan bersama teman sejawat dalam bentk panel sehingga menghasilkan
kualitas instrument tes yang lebih tinggi. Dalam mengembangkan butir soal guru
perlu membenchmark soal-soal seperti UN, PISA, TOEIC, TOEFL, ataupun
IELTS agar memeiliki eksposur yang mencukupi.
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Unit Pembelajaran

PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB)

MATA PELAJARAN BAHASA INGGRIS

TEKS NARATIF (Narrative Text )

Desainer Grafis dan Ilustrator:

Hak Cipta Dilindungi Undang-Undang

A. Kompetensi Dasar dan Target Kompetensi ________________________________ 1

A. Malin Kundang _______________________________________________________________ 7

A. Contoh Soal Ujian Nasional________________________________________________ 10

A. Aktivitas Pembelajaran ____________________________________________________ 19

A. Pembahasan Soal-soal UN _________________________________________________ 53

Assalamu’alaikum Warahmatullahi Wabarakatuh

Program Pengembangan Keprofesian Berkelanjutan melalui Peningkatan

Guru profesional memegang peranan yang sangat penting dalam

Unit Pembelajaran yang sudah tersusun diharapkan dapat meningkatkan

Wassalamu’alaikum Warahmatullahi Wabarakatuh

Jakarta, __ Mei 2019

Dr. Supriano, M.Ed.

Assalamu’alaikum Warahmatullahi Wabarakatuh

Saya menyambut baik terbitnya Unit Pembelajaran Program Pengembangan

Kementerian Pendidikan dan Kebudayaan melalui Direktorat Jenderal Guru

Semoga Unit Pembelajaran ini bisa menginspirasi guru untuk

Wassalamu’alaikum Warahmatulahi Wabarakatuh

Direktur Pembinaan Guru

A. Kompetensi Dasar dan Target Kompetensi

Unit pembelajaran ini dikembangkan berdasarkan Kompetensi Dasar kelas

Kompetensi Dasar Target Kompetensi

4.7 menangkap makna secara • menangkap makna kontekstual

3.7.13 menjelaskan unsur kebahasaan beberapa teks naratif lisan dengan

3.7.32 membandingkan fungsi sosial beberapa teks naratif tulis dengan

Cerita, dongeng dan sejenisnya merupakan teks naratif yang tidak

Cerita seperti Malin Kundang sebenarnya juga dapat ditemukan di negara-

Gambar 1 Malin Kundang

Legenda Malin kundang tersebut sering dihubungkan dengan wujud batu

Cerita legenda ini diturunkan dari satu generasi ke generasi berikutnya,

Gambar 2 Fairy Tulips

Sedangkan fable merupakan cerita fantasi dimana karakternya adalah hewan.

Text 1 for question 1 - 3

1. What is the purpose of the text?

Text 1 for question 4 - 7

"Stop it, children! Stop fighting!" Papa cloud said.

(Adapted from: FUN English Magazine, edisi 4,VIII)

4. The text mainly tells about ....

C. The sun shined brightly.

B. Contoh Soal PISA (Program for International Student

Hearing their quarrel, people gathered around them shouting:

“Go to the judge! He will decide between you!”

Then the judge called the butcher.

He next called Bauakas and the cripple. “Would you be able to recognise

A. He wanted to see if he would still be obeyed when he was an

What is this story mainly about?

Which one of the following best describes this story?

1. Secara bergantian di depan kelompok, bacalah cerita berikut dengan

THE BEAR SAYS NORTH

Osmo could not, of course, answer without opening his mouth, so he

2. Dikusikan kata-kata yang sulit dalam cerita tersebut. Gunakan teknik

B. Lembar Kerja Peserta Didik

Lembar Kerja Peserta Didik 1

Text 1 for question 1 - 3

"Yes, Yes, indeed!" the woodcutter replied.

(Adopted from: http://www.english-for-students.com/The-Brave-Hunter.html)

1. What does the text tell us about?

Text 2 for question 5 - 6

1. What is the purpose of the text? 

"Stop it, children! Stop fighting!" Papa cloud said. 

He next called Bauakas and the cripple. “Would you be able to recognise

1) ....... Dayang Sumbi liked making clothes.  

A. sure that the cat won’t hurt her. 