RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMA Negeri 10 Palembang

Mata Pelajaran : Bahasa & Sastra Inggris ( Peminatan)
Kelas/Semester : XI / 1
Materi Pokok : Narrative Text
Alokasi Waktu : 4 X 45menit

A. Kompetensi inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, damai),
santun, responsif dan proaktif, sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif
dan kreatif, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar (KD)
3.5 Membedakan fungsi sosial, struktur 3.5.1
teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan
memberi dan meminta informasi 3.5.2
terkait cerita pendek, sesuai dengan
konteks penggunaannya
3.5.3
4.5 Menangkap makna secara kontekstual 4.5.1
terkait dengan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
naratif,lisan dan tulis, terkait cerita 4.5.2
pendek
Indikator Pencapaian Kompetensi (IPK)
Mengidentifikasi fungsi social, struktur teks dan
unsur kebahasaan teks naratif cerita pendek, sesuai
dengan konteks penggunaannya
Memahami unsur kebahasaanteks interaski
transaksional lisan dan tulis dalam teks naratif
cerita pendek
Menganalisis fungsi social, struktur teks, dan unsur
kebahasaan terkait teks naratif cerita pendek, sesuai
dengan konteks penggunaannya:
Membuat teks naratif berupa cerita pendek dnegan
memerhatikan fungsi social, struktur teks, dan
unsur kebahasaan.
Mencontohkan beberapa jenis teks naratifberuapa
cerita pendek

C. Tujuan Pembelajaran
Melalui kegiatan pembelajaran menggunakan model Discovery Learning yang dipadukan dengan
pendekatan saintifik yang menuntun peserta didik untuk mengamati (membaca) permasalahan,
menuliskan penyelesaian dan mempresentasikan hasilnya di depan kelas, Selama dan setelah
mengikuti proses pembelajaran ini peserta didik diharapkan dapat
1. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan
dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks
penggunaannya
 2. Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif,lisan dan tulis, terkait cerita pendek
dengan rasa ingin tahu, tanggung jawab, displin selama proses pembelajaran, bersikap jujur, santun,
percaya diri dan pantang menyerah, serta memiliki sikap responsif (berpikir kritis) dan pro-aktif
(kreatif), serta mampu berkomukasi dan bekerjasama dengan baik.

D. Materi Pembelajaran
1. Materi Pembelajaran Reguler
a. Fakta:
1. Di Tunjukkan Contoh teks memberi dan meminta informasi terkait cerita pendek
b. Konsep
1. Fungsi social dan struktur teks memberi dan meminta informasi terkait cerita pendek,
c. Prinsip
1.Tata bahasa: tense Simple, Continuous, Perfect, dalam bentuk Present dan Past, dengan
atau tanpa kata kerja bantu modal, secara terintegrasi
2. Kosa kata: terkait karakter, watak, dan setting dalam cerita pendek
3. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those,
my, their, dsb secara tepat dalam frasa nominal
4. Semua jenis adverbia.
5. Ucapan, tekanan kata, intonasi, ejaan dan tanda baca, dan tulisan tangan
d. Prosedur
1. Membuat kalimat ungkapan yang sesuai untuk memberi dan meminta informasi terkait
cerita pendek
2. Membuat teks tertulis tentang memberi dan meminta informasi terkait cerita pendek
E. PENDEKATAN, METODE DAN MODEL PEMBELAJARAN
1. Pendekatan : Scientific Approach
2. Metode : Tanya Jawab dan diskusi.
3. Model : Discovery learning
F. Media/alat, Bahan, dan Sumber Belajar
2. Media/alat:
1. Media LCD projector,
2. Laptop,
3. Bahan Tayang
3. Sumber Belajar
Sumber : Buku “Pathway to English” Grade XI, www.google.com,
www.youtube.com.
H. LANGKAH-LANGKAH PEMBELAJARAN
No Tahap Kegiatan Nilai Estimas
Karakter iWaktu
1 Pendahu a. Melakukan pendidikan berkarakter. Pendidik Religiusitas 20’
luan membuka pembelajaran dengan mengucapkan salam
dan berdoa serta mengajak peserta didik bersyukur
mengenai kebesaran Tuhan (menghayati ajaran
agama yang dianut).
b. Pendidik mengabsen peserta didik dan bertanya
kabar.

c. Pendidik memberikan motivasi sebelum belajar

dimulai.
d. Pendidik menjelaskan tujuan pembelajaran yang akan
dicapai dan cakupan materi pembelajaran.

2 Inti Stimulus 140’

- Guru menunjukkan sebuah vidio tentang cerita Tanggung
pendek fairy tales yang berjudul Little Red Jawab
Riding Hood.
c

- Peserta didik memperhatikan dan mengamati vidio

yang diberikan dan menjawab pertanyaan pendidik.

- Pendidik menjelaskan fungsi social, struktur teks,

unsur kebahasaan dari Narrative Text.

- Pendidik menunjukkan contoh Narrative text kepada

peserta didik.

Rasa Ingin
 tahu

- Pendidik dan peserta didik bersama-sama Mandiri

mengindetifikasi unsur kebahasan teks tersebut.

a. Identifikasi Masalah
- Peserta didik menyatakan pertanyaan kritis secara
bergantian berkaitan dengan Narrative text
- Jika belum muncul pertanyaan dari peserta didik,
maka pendidik berusaha memunculkan ide supaya
timbul pertanyaan dari peserta didik mengenai materi
yang sedang dibahas.
The expected questions:
1. What is Narrative text?
2. What is generic structure of the text?

b. Pengumpulan dan Pengolahan Data

- Peserta didik menjawab pertanyaan pada teks yang
diberikan pendidik.

Generic Structure Cinderella

………. Once upon a time, there lived a girl named

Cinderella. She lived with her step mother and Kerja
two step sisters. The step mother and her two Keras
daughters didn’t like Cinderella. They treated
Cinderella very bad. Cinderella usually did the
hardest works in the house; such as scrubbing
the floor, cleaning the pot and pan and
preparing the food for the family, and so on.

………. One day, a ball was to be held by the royal

family of the kingdom to find the Prince’s
spouse. Cinderella wanted to go to the ball but
her step mother asked her to stay at home and
do the house works. Cinderella cried. Then
there was a fairy godmother standing beside her.

………. In the end, the King’s solder let Cinderella try

on the slipper. She stuck out her foot and the
page slipped the slipper on. It fitted perfectly.
 a. Pembuktian
- Secara individu, peserta didik menjawab pertanyaan
esai Narrative text tentang “The model Millionaire”
- Peserta didik diberikan konfirmasi (penjelasan) oleh
peserta didik mengenai rangkaian aktivitas
pembelajaran dari hasil diskusi masing – masing
kelompok.

3 Penutup  Pendidik dan peserta didik bersama-sama Toleransi 20’

menyimpulkan serta mengambil nilai sosial yang
terkandung dalam materi pembelajaran dengan
memberikan contoh – contoh di lingkungan sekitar
(umpan balik).
 Pendidik menginformasikan secara singkat rencana
pembelajaran hari berikutnya dan menutup kegiatan
pembelajaran dengan mengucapkan salam.
 I. PENILAIAN
1. Teknik Penilaian:
a. Penilaian Sikap : Observasi/pengamatan
b. Penilaian Pengetahuan : Tes Tertulis (mandiri)
c. Penilaian Keterampilan : Produk (mandiri)
2. BentukPenilaian:
a. Observasi : lembar pengamatan aktivitas peserta didik
b. Tes tertulis : uraian dan lembar kerja
c. Unjuk kerja : dialog
3. Instrumen Penilaian (terlampir)

Mengetahui : Palembang, Oktober 2019

Kepala SMA Negeri 10 Palembang Guru Mapel

Fiz Azwar, S.Pd., M.M. Elly, S.Pd, M.Si.

NIP.196601071989031005 NIP.197510312008012002

LAMPIRAN :
1. Instrumen Penilaian.
2. Bahan Ajar.
3. LKPD
Lampiran 1
INSTRUMEN PENILAIAN SIKAP SPIRITUAL
(LEMBAR OBSERVASI)

A. Petunjuk Umum
1. Instrumen penilaian sikap spiritual ini berupa Lembar Observasi. Observasi merupakan
teknik penilaian yang dilakukan secara berkesinambungan dengan menggunakan indera,
baik secara langsung maupun tidak langsung dengan menggunakan instrument yang berisi
sejumlah indikator perilaku yang diamati. Pada jenjang SMA/MA, kompetensi sikap
spiritual mengacu pada KI-1: Menghayati dan mengamalkan ajaran agama yang
dianutnya.
2. Instrumen ini diisi oleh pendidik yang mengajar peserta didik yang dinilai.

B. Petunjuk Pengisian
Secara periodik, misalnya 1 atau 2 minggu sekali pendidik melakukan penilaian sikap
spiritual peserta didik. Caranya, pendidik memberi tanda cek (√) pada kolom skor sesuai
sikap spiritual yang ditampilkan oleh peserta didik, dengan kriteria sebagai berikut :
4 = selalu, apabila peserta didik selalu melakukan sesuai pernyataan.
3 = sering, apabila peserta didik sering melakukan sesuai pernyataan dan
kadang-kadang tidak melakukannya.
2 = kadang-kadang, apabila peserta didik kadang-kadang melakukan dan
sering tidak melakukannya.
1 = tidak pernah, apabila peserta didik tidak pernah melakukannya.

C. Lembar Observasi
LEMBAR OBSERVASI
Kelas : ….
Semester : ….
Tahun Ajaran : ….
Periode Pengamatan : Tanggal … s.d. ….

No Aspek Pengamatan

1 Berdoa sebelum dan sesudah melakukan sesuatu

2 Mengucapkan rasa syukur atas karunia Tuhan
3 Memberi salam sebelum dan sesudah menyampaikan pendapat/presentasi
4 Merasakan keberadaan dan kebesaran Tuhan saat mempelajari ilmu pengetahuan
5 Melaksanakan ibadah keseharian baik yang diwajibkan maupun yang dianjurkan
sesuai
dengan agama yang dianutnya
Jumlah Skor
Lembar Observasi
Aspek Pengamatan

Keterangan
Jumlah

Nilai
No Nama Peserta Didik
1 2 3 4 5

1
2
3
4
5
6
7
8
9
Dst

Rumus : nilai = jumlah skor yang diperoleh x 100

20

Keterangan : A = 100 – 86
B = 85 – 71
C = 70 – 56
D = 55 – 41
Lampiran 2

INSTRUMEN PENILAIAN SIKAP SOSIAL

(LEMBAR OBSERVASI)

A. Petunjuk Umum
1. Instrumen penilaian sikap sosial ini berupa Lembar Observasi. Sikap sosial yang
dikembangkan pada Kompetensi Inti 2 di jenjang SMA/MA meliputi:
a. jujur
b. kreatif
c. disiplin
d. tanggung jawab
e. toleransi
f. gotong royong
g. santun
h. responsif
i. pro aktif
2. Instrumen ini diisi oleh pendidik yang mengajar peserta didik yang dinilai.

B. Petunjuk Pengisian
Secara periodik, misalnya 1 atau 2 minggu sekali pendidik melakukan penilaian sikap sosial
peserta didik. Caranya, pendidik memberi tanda cek (√) pada kolom skor sesuai sikap sosial
yang ditampilkan oleh peserta didik, dengan kriteria sebagai berikut:
4 = selalu, apabila peserta didik selalu melakukan sesuai pernyataan.
3 = sering, apabila peserta didik sering melakukan sesuai pernyataan dan
kadang-kadang tidak melakukannya.
2 = kadang-kadang, apabila peserta didik kadang-kadang melakukan dan sering
tidak melakukannya.
1 = tidak pernah, apabila peserta didik tidak pernah melakukannya.

Lembar Observasi
Kelas : ….
Semester : ….
TahunAjaran : ….
Periode Pengamatan : Tanggal … s.d. ….

Sikap
Gotong Royong

Keterangan
Jumlah
Tanggung

Responsif
Toleransi

Pro aktif

Nilai
Disiplin
Kreatif

Santun
Jawab
Jujur

No Nama Peserta Didik

1
2
3
 4
5
6
7
8
9
10
dst

Rumus : nilai = jumlah skor x 100

45

Keterangan : A = 100 – 86
B = 85 – 71
C = 70 – 56
D = 55 – 41
Lampiran 3

INSTRUMEN PENILAIAN PENGETAHUAN

Penilaian Pengetahuan
a. Teknik Penilaian : Tes Tulis
b. Instrumen Penilaian : Isian

NO INDIKATOR SOAL NO SOAL

KD
3.5 Menjawab soal yang berkaitan dengan fungsi sosial, struktur teks, Bagian A
dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan (1-10)
memberi dan meminta informasi terkait cerita pendek, sesuai
dengan konteks penggunaannya.

Cinderella
Once upon a time, there lived a girl named Cinderella. She lived with her step mother and
two step sisters. The step mother and her two daughters didn’t like Cinderella. They treated
Cinderella very bad. Cinderella usually did the hardest works in the house; such as scrubbing the
floor, cleaning the pot and pan and preparing the food for the family, and so on.

One day, a ball was to be held by the royal family of the kingdom to find the Prince’s
spouse. Cinderella wanted to go to the ball but her step mother asked her to stay at home and do
the house works. Cinderella cried. Then there was a fairy godmother standing beside her.

“Why are you crying, Cinderella?”, the fairy godmother asked.

“Because I want to go to the ball but my step mother insists me to stay at home. Besides, I don’t
have any beautiful dress” said Cinderella.

Then the fairy turned Cinderella’s ugly dress became the most beautiful dress and with
beautiful slippers. The fairy also turned a pumpkin into a parking coach and the mice become six
white horses. Cinderella finally could go to the ball but she had to come back before midnight
before the spell ended.
 At the ball, Cinderella amazed everybody there include the Prince. The Prince asked her
to dance. Cinderella had a wonderful time at the ball. But, all of a sudden, she heard the sound of
a clock, the first stroke of midnight. Remembered what the fairy had said, Cinderella ran back to
go home. But she lost one of her slippers in ballroom. The Prince picked up her slipper and
would search for the girl whose foot fitted with the slipper.

A few days later, the Prince proclaimed that he would marry the girl whose feet fitted the
slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard
they squeezed their toes into it. In the end, the King’s solder let Cinderella try on the slipper. She
stuck out her foot and the page slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The Prince was overjoyed to see her again. They
were married and live happily ever after.

1. Determine the generic structure the text above?

2. Mention simple past tense in story above?
3. What is the moral value in the text above?
Lampiran 4
INSTRUMEN PENILAIAN KETERAMPILAN

Penilaian Keterampilan
a. Teknik Penilaian : Tes Tulis
b. Instrumen Penilaian : Uraian
NO INDIKATOR SOAL NO SOAL
KD
4.5 Menjawab soal terkait cerita pendek dan menangkap makna secara Bagian B
kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif,lisan dan tulis, terkait cerita pendek

The Model Millionaire

by Oscar Wilde

Hughie Erskine was a very good-looking young man. Men and women liked him very

much because he never said an unkind word about anyone. But he was not rich and dlever. He

was always changing his job .

Hughie loved girl named Laura Merton, the daughter of a retired colonel Laura loved

him, too, but her father did not allow them to marry unless Hughie could provide ten thousand

pounds.

One morning Hughie visited his friend, Alan Trevor. Trevor was a famous painter. At

that time Alan was inishing a full-sized picture of a beggar man The beggar was standing on a
stage in a corner of the room. The beggar looked so miserable that Hughie felt sorry for him.

When Alan went out of the room hughie gave the beggır a sovereign the only thing he had in his

pocket Then he said goodbye to Alan.

That night Hughie went to the Palette Club. There he met Alan. Alan told Hughic about

the old beggar he had used as his model. The beggar asked Alan about Hughie and Alan frankly

told about Hughie's private life. Later Alan revealed who the beggar was. He was Baron

Hausberg, one of the richest men in Europe. Hughie was very stardled, but also angry with Alan
because Alan had told his private life to Baron Hausberg. Hughie walked home unhappily,

leaving Alan laughing loudly

The next morning while Hughie was having his breakfast, a messenger from Baron

Hausberg came and handed a letter from the baron to Hughic. Hughie wondered what was inside

the envelope. He opened the cnvelope with a pounding heart. To his surprise, there was a cheque

for ten thousand pounds as a wedding present to Hughie and Laura. Hughie could not conve in

words how happy he was because he could marry Laura.

At the wedding party, Alan remarked. "Millionaire models were rare enough but model
millionaires were rarer still.

Keterangan
Rumus : Nilai = Jumlah skor yang diperoleh x 100 = ...........
Jumlah skor maksimal (15)
= Jumlah skor x 100 = ………
15
Lampiran 5
BAHAN AJAR

Satuan Pendidikan : SMA N 10 Palembang

Mata Pelajaran : Bahasa & Sastra Inggris
Kelas/semester : XI/1 (satu)
Materi Pokok : Narrative Text
Alokasi Waktu : 4 x 45 menit

A. Tujuan Pembelajaran
Melalui kegiatan pembelajaran menggunakan model Discovery Learning yang dipadukan dengan
pendekatan saintifik yang menuntun peserta didik untuk mengamati (membaca) permasalahan,
menuliskan penyelesaian dan mempresentasikan hasilnya di depan kelas, Selama dan setelah
mengikuti proses pembelajaran ini peserta didik diharapkan dapat
4. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan
dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks
penggunaannya
5. Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif,lisan dan tulis, terkait cerita pendek
dengan rasa ingin tahu, tanggung jawab, displin selama proses pembelajaran, bersikap jujur, santun,
percaya diri dan pantang menyerah, serta memiliki sikap responsif (berpikir kritis) dan pro-aktif
(kreatif), serta mampu berkomukasi dan bekerjasama dengan baik.

B. Materi Pembelajaran
Materi Pembelajaran Reguler
a. Fakta:
1. Di Tunjukkan Contoh teks memberi dan meminta informasi terkait cerita pendek
b. Konsep
1. Fungsi social dan struktur teks memberi dan meminta informasi terkait cerita pendek,
c. Prinsip
1.Tata bahasa: tense Simple, Continuous, Perfect, dalam bentuk Present dan Past, dengan
atau tanpa kata kerja bantu modal, secara terintegrasi
2. Kosa kata: terkait karakter, watak, dan setting dalam cerita pendek
3. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those,
my, their, dsb secara tepat dalam frasa nominal
4. Semua jenis adverbia.
5. Ucapan, tekanan kata, intonasi, ejaan dan tanda baca, dan tulisan tangan
d. Prosedur
1. Membuat kalimat ungkapan yang sesuai untuk memberi dan meminta informasi terkait
cerita pendek
2. Membuat teks tertulis tentang memberi dan meminta informasi terkait cerita pendek
Lampiran 6
LKPD

Satuan Pendidikan : SMA N 10 Palembang

Mata Pelajaran : Bahasa & Sastra Inggris
Kelas/semester : X1/1 (satu)
Materi Pokok : Narrative Text
Alokasi Waktu : 4 x 45 menit

A. Tujuan Pembelajaran
Melalui kegiatan pembelajaran menggunakan model Discovery Learning yang dipadukan dengan
pendekatan saintifik yang menuntun peserta didik untuk mengamati (membaca) permasalahan,
menuliskan penyelesaian dan mempresentasikan hasilnya di depan kelas, Selama dan setelah
mengikuti proses pembelajaran ini peserta didik diharapkan dapat
1. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita
pendek, sesuai dengan konteks penggunaannya
2. Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur
teks, dan unsur kebahasaan teks naratif,lisan dan tulis, terkait cerita pendek
dengan rasa ingin tahu, tanggung jawab, displin selama proses pembelajaran, bersikap jujur, santun,
percaya diri dan pantang menyerah, serta memiliki sikap responsif (berpikir kritis) dan pro-aktif
(kreatif), serta mampu berkomukasi dan bekerjasama dengan baik.

Activity 1

Read this text carefully and then identify the generic structure and language feature
within it!

Cinderella
Once upon a time, there lived a girl named Cinderella. She lived with her step mother and
two step sisters. The step mother and her two daughters didn’t like Cinderella. They treated
Cinderella very bad. Cinderella usually did the hardest works in the house; such as scrubbing the
floor, cleaning the pot and pan and preparing the food for the family, and so on.

One day, a ball was to be held by the royal family of the kingdom to find the Prince’s
spouse. Cinderella wanted to go to the ball but her step mother asked her to stay at home and do
the house works. Cinderella cried. Then there was a fairy godmother standing beside her.

“Why are you crying, Cinderella?”, the fairy godmother asked.

“Because I want to go to the ball but my step mother insists me to stay at home. Besides, I don’t
have any beautiful dress” said Cinderella.

Then the fairy turned Cinderella’s ugly dress became the most beautiful dress and with
beautiful slippers. The fairy also turned a pumpkin into a parking coach and the mice become six
white horses. Cinderella finally could go to the ball but she had to come back before midnight
before the spell ended.

At the ball, Cinderella amazed everybody there include the Prince. The Prince asked her
to dance. Cinderella had a wonderful time at the ball. But, all of a sudden, she heard the sound of
a clock, the first stroke of midnight. Remembered what the fairy had said, Cinderella ran back to
go home. But she lost one of her slippers in ballroom. The Prince picked up her slipper and
would search for the girl whose foot fitted with the slipper.

A few days later, the Prince proclaimed that he would marry the girl whose feet fitted the
slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard
they squeezed their toes into it. In the end, the King’s solder let Cinderella try on the slipper. She
stuck out her foot and the page slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The Prince was overjoyed to see her again. They
were married and live happily ever after.

1. Determine thegeneric structure the text above?

2. Mention simple past tense in story above?
3. What is the moral value in the text above?
 Activity 2

Read this text carefully and then identify the generic structure and language feature
within it!

Generic Structure Cinderella

………. Once upon a time, there lived a girl named Cinderella. She lived
with her step mother and two step sisters. The step mother and her two
daughters didn’t like Cinderella. They treated Cinderella very bad.
Cinderella usually did the hardest works in the house; such as scrubbing the
floor, cleaning the pot and pan and preparing the food for the family, and so
on.

………. One day, a ball was to be held by the royal family of the kingdom to
find the Prince’s spouse. Cinderella wanted to go to the ball but her step
mother asked her to stay at home and do the house works. Cinderella cried.
Then there was a fairy godmother standing beside her.

………. In the end, the King’s solder let Cinderella try on the slipper. She
stuck out her foot and the page slipped the slipper on. It fitted perfectly.

Activity 3

Read short story below quickly and do the following teks.

The Model Millionaire

by Oscar Wilde

Hughie Erskine was a very good-looking young man. Men and women liked him very

much because he never said an unkind word about anyone. But he was not rich and clever. He

was always changing his job.

 Hughie loved girl named Laura Merton, the daughter of a retired colonel Laura loved

him, too, but her father did not allow them to marry unless Hughie could provide ten thousand

pounds.

One morning Hughie visited his friend, Alan Trevor. Trevor was a famous painter. At

that time Alan was finishing a full-sized picture of a beggar man. The beggar was standing on a

stage in a corner of the room. The beggar looked so miserable that Hughie felt sorry for him.

When Alan went out of the room Hughie gave the beggar a sovereign the only thing he had in his

pocket Then he said goodbye to Alan.

That night Hughie went to the Palette Club. There he met Alan. Alan told Hughie about

the old beggar he had used as his model. The beggar asked Alan about Hughie and Alan frankly

told about Hughie's private life. Later Alan revealed who the beggar was. He was Baron

Hausberg, one of the richest men in Europe. Hughie was very startled, but also angry with Alan

because Alan had told his private life to Baron Hausberg. Hughie walked home unhappily,

leaving Alan laughing loudly

The next morning while Hughie was having his breakfast, a messenger from Baron

Hausberg came and handed a letter from the baron to Hughie. Hughie wondered what was inside

the envelope. He opened the envelope with a pounding heart. To his surprise, there was a cheque

for ten thousand pounds as a wedding present to Hughie and Laura. Hughie could not convey in

words how happy he was because he could marry Laura.

At the wedding party, Alan remarked. "Millionaire models were rare enough but model

millionaires were rarer still.

 Activity 4

Read the story then fill in the blank with the appropriate word given in the box!

Tinkerbell The Teacher

The queen of all______sent for peter pan’s little friend tinker bell, one day. “In my palace there
are two baby fairies who are ready to learn to fly, “said the fairy queen. “please teach them for
me,_____”

Of course, every fairy has to do what the_____tells them to do. Tinker bell thought her job
would be an easy one. she held one baby fairy in each arm ad flew with them to a tree. She put
them on a branch and stood beside them.

“flap your_____and off you go! said tinker bell. the baby fairies just looked at tinker bell and
they would not move!

“oh dear! thought tinker bell. “they are_____what shall I do?” now,____ were begining to fall
from the tree and as two leaves floated down past tinker bell, the fairy had an idea. she picked
two of the nearest leaves and she sat a baby fairy on each leaf. she gave the leaves a gentle push
and the leaves floated down towards_____.

“wheeeeeee!” chuckled the babies. “what a lovely ride. Floating down through the air is very
nice.” when the babies reached the ground , tinker bellflew down to them. “yes” she smiled, “it is
nice to float through the air. now let’s see if you can do it without the leaves. “tinker bell took the
babies to a high branch once more, then she said: “off you go!” this time, they did jump! “flap
your wings!” called tinker bell.

The_____did flap their wings and how they enjoyed themselves! “we’re flying! we’re______”
they called. “thank you, tinker bell_____.

a. the fairies f. Fairy queen

b. flying g. The leaves
c. Tinker bell h. Thankyou
d. the ground i. Wings
e. the baby fairies j. Frightened
 Activity 5

Read the following text and arranged sequential paragraph based on the generic structure!

The Legend of Nyi Roro Kidul

(A) Suddenly, there was a miracle. The ocean water cured her illness. She became more
beautiful than before. She also had a power to command the whole South Ocean. She became a
fairy called Nyi Roro Kidul or The Queen of South Ocean.

(B) She walked for almost seven days and seven nights. Then, she came to the South Ocean.
The ocean was so clean and clear. She jumped into the water and swam.

(C) The King decided to marry Dewi Mutiara. He had a son from her. Dewi Mutiara wanted her
son to become a king in the future. She asked the King to send his daughter away. The King did
not agree.

(D) Dewi Mutiara called a black wizard to curse Kadita. She wanted Kadita’s beautiful body full
of ulcer. Then, Kadita’s body was full of ulcer. It smelled bad. The beautiful princess cried. The
King was very sad. No one could cure his daughter’s illness. The King did not want her daughter
to be a rumor so he sent his daughter away. The poor princess did not know where to go.
However, she had a noble heart. She did not have any bad feeling about her step mother.

(E) Once upon a time, there was a beautiful princess named Kadita. Because of her beauty she
was called Dewi Srengenge. It means The goddess of sun. Her father was King Munding Wangi.
Although he had a beautiful daughter, he was unhappy because he always expected to have a
son.