PERANGKAT LKPD

(LEMBAR KERJA PESERTA DIDIK)

KELAS X IPA A, B, C & D

NAMA SISWA : .............................................................

NOMER HP : .............................................................

MATA PELAJARAN : BAHASA INGGRIS

SEMESTER : GENAP

TAHUN PELAJARAN : 2019 / 2020

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Materi Pokok : Past Simple & Present Perfect Tense
Alokasi Waktu : 6 x 45 menit (3 x Pertemuan)
Pertemuan 1 : 6 Januari 2020
Pertemuan 2 : 13 Januari 2020
Pertemuan 3 : 20 Januari 2020

Pertemuan 1 : 6 Januari 2020

Tujuan Pembelajaran
Melalui Pembelajaran Berbasis Teks/Genre, peserta didik terampil melaksanakan interaksi transaksional
untuk memberi dan meminta informasi terkait past events dan experiences secara lisan dan tulis pendek
dan sederhana dengan guru dan teman, dengan memperhatikan fungsi sosial, struktur teks yang runtut,
unsur kebahasaan yang benar dan sesuai konteks.

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/
tindakan/kegiatan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya
dan kesudahannya, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan simple past tense vs present perfect tense)

Indikator Pencapaian Kompetensi (IPK)

3.6.1. Menentukan tujuan teks interaksi
transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi
terkait keadaan/ tindakan/kegiatan/kejadian
yang dilakukan/terjadi di waktu lampau yang
merujuk waktu terjadinya dan kesudahannya.
3.6.2. Mengidentifikasi urutan logis teks interaksi
transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi
terkait keadaan/ tindakan/kegiatan/kejadian
yang dilakukan/terjadi di waktu lampau yang
merujuk waktu terjadinya dan kesudahannya
3.6.3. Menggunakan kalimat past simple dan
present perfect dalam teks interaksi
transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi
terkait keadaan/ tindakan/kegiatan/kejadian
yang dilakukan/terjadi di waktu lampau yang
merujuk waktu terjadinya dan kesudahannya
3.6.4. Melakukan interaksi transaksional
lisan dan tulis yang melibatkan
tindakan memberi dan meminta
informasi terkait keadaan/
tindakan/kegiatan/kejadian yang
dilakukan/terjadi di waktu lampau
yang merujuk waktu terjadinya
dan kesudahannya.
3.6.5. Menulis teks interaksi
transaksional yang melibatkan
tindakan memberi dan meminta
informasi terkait
keadaan/tindakan/kegiatan/
kejadian yang dilakukan/terjadi di
waktu lampau yang merujuk
waktu terjadinya dan
kesudahannya.

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Struktur Teks Simple Past
1. S + TO BE (WAS/WERE) + ADJ/NOUN
2. S + V2 + O + COMPLIMENT

PRESENT PERFECT TENSE

1. S + HAS/HAVE +BEEN + ADJ/NOUN
2. S + HAS/HAVE + V3 + O + COMPLIMENT

We use Past Simple when …. We use Present Perfect when ….

The action has finished The action has NOT finished
The time period has finished The time period has NOT finished
The time is specific The time is not specific
Giving old information Giving recent news

Student’s work:
To write about the complete format of Simple Past and Present Perfect Tense in Affirmative, Negative
and Interrogative type with two example of each.

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Pertemuan 2 : 13 Januari 2020

https://www.yec.co.id/inggris/simple-past-vs-present-perfect-tense/

Simple Past Tense

Bentuk ini bisa digunakan pada dua situasi: 1) pada kejadian yang sudah selesai 2) pada rentang waktu
yang sudah lewat.

Contoh:

“I saw my friend Tessa last Saturday”

Simple Past Tense bisa digunakan dengan Verb 2. Kalimat tanya dan kalimat negative bisa
menggunakan “did”. Contohnya:

“Did you see Tessa last Saturday?”

“I didn’t see Tessa last Saturday”

Present Perfect

Bentuk ini bisa digunakan untuk mengekspresikan dua situasi: 1) ada kejadian yang belum selesai di
masa lalu 2) ada situasi yang terjadi pada rentang waktu yang belum selesai atau rentang waktunya
belum dijelaskan.

We’ve arrived at the office. (Pada contoh ini, tidak ada penjelasan mengenai rentang waktunya)

We’ve been here for ten minutes. (Pada contoh ini, subjek melakukan sesuatu selama sepuluh menit dan
masih berlanjut)

Untuk membuat kalimat dalam Present Perfect, kita bisa pakai verb “to have” dan bentuk V2 dari verb
tersebut. Kita bisa bikin bentuk kalimat tanya dengan menukar posisi “have” dan subjek yang
digunakan dalam kalimat. Kita juga bisa membuat bentuk tanya dengan menambahkan “not”. Contoh:

Have you arrived at the office?

We haven’t arrived yet.

Kita sering gunakan kata-kata seperti “yet”, “already”, “ever”, “just” dan “for” atau “since”

Exercise:

https://www.ecenglish.com/learnenglish/lessons/simple-past-tense-exercise
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 Fill in the past form.

1. Mammoths big animals, bigger than elephants. (be)

2. Mammoths 100 years ago. (not live)

3. Mammoths a long time ago. (live)

4. Mammoths meat. They grass. (not eat / eat)

5. They two large tusks about three metres long. (have)

6. I by credit card. I cash. (pay / not pay)

7. He some milk. He any water. (drink / not drink)

8. She only a pound. She 3 pounds. (spend / not spend)

9. I some elephants. I any lions. (see / not see)

10. They in the sea, but in the lake. (swim / not swim)

11. He always goes to work by car. Yesterday he to work by bus.

12. They always get up early. This morning they up late.

13. Bill often loses his key. He one last Saturday.

14. I write a letter to Jane every week. Last week I two letters.

15. She meets her friends every evening. She them yesterday evening, too.

16. I usually read two newspapers every day. I only a newspaper yesterday

17. They come to my house every Friday. Last Friday they , too.

18. We usually go to the cinema on Sunday. We to the cinema last Sunday, too.

19. Tom always has a shower in the morning. Tom a shower this morning, too.

20. They buy a new car every year. Last year they a new car, too.

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Tell the story – fill in the past simple tense

On Friday, the children 1. (talk) about a day out together in the country. The next morning,

they 2 . (go) to the country with their two dogs and 3. (play) together. Ben and

Dave 4. (have) some kites. Some time later the dogs 5. (be) not there. So they

6. (call) them and 7. (look) for them in the forest. After half an hour the

children 8. (find) them and 9. (take) them back. Charlie 10. (be)

very happy to see them again. At lunch time Nick 11. (go) to the bikes and 12.

(fetch) the basket with some meat sandwiches. Then they 13. (play) football.

Nick and Dave 14. (win). In the evening they 15. (ride) home.

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Pertemuan 3 : 20 Januari 2020

Mengkombinasikan bentuk Simple Past Tense dan Present Perfect

Kedua bentuk ini sering digunakan secara kombinasi. Contohnya, kita bisa tanyakan tentang sebuah
situasi atau menjelaskan sebuah pengalaman menggunakan present perfect:

I’ve been to Bali.

Kemudian lanjutkan percakapan tersebut dengan Simple Past Tense, ketika sudah jelas bahwa hal
tersebut terjadi di masa lalu:

The last time I went to Bali was in 2017. I stayed in a boutique hotel and visited several clubs. It was
great!

Atau jika kita ingin tahu apakah sesuatu hal sudah terjadi atau belum, kita bisa gunakan Present Perfect
dan lawan bicara kita menjawab dengan menggunakan Simple Past Tense. Contohnya:

Have you sent those documents to the branch office?

Yes. I sent them this morning and they’ve already sent them back.

EXERCISE:

Fill in the gaps with the right forms of the verbs in brackets to complete the following English sentences
in Present Perfect Tense.

1. They London this month. (leave)

2. He a lot of English papers. (bring)
3. She me about it. (tell)
4. I a long letter from father this week. (get)
5. She (just) ; she will speak to you in a minute. (come)
6. I to Radio City. (be)
7. I think the director the town. (leave)
8. I my office. (paint)
9. We her since she arrived to our city. (know)
10. I your name. (forget)

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11. He the door. (close)
12. He it since we left him. (do)
13. I him my last penny. (give)
14. This order to many misunderstandings. (lead)
15. He his name on my book. (write)
16. She a new umbrella. (buy)
17. He my exercise over and over. (look)
18. I those books very cheaply. (buy)
19. He for two months. (work)
20. She a new job. (find)
21. He very well. (speak)
22. The children the whole pudding. (eat)
23. You many detective stories. (read)
24. Our team the first prize. (win)
25. My little daughter her finger with a knife. (cut)

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Materi Pokok : Recount
Alokasi Waktu : 12 x 45 menit (6 x Pertemuan)
Pertemuan 1 : 27 Januari 2020
Pertemuan 2 : 03 Februari 2020
Pertemuan 3 : 10 Februari 2020
Pertemuan 4 : 17 Februari 2020
Pertemuan 5 : 24 Februari 2020
Pertemuan 6 : 02 Maret 2020

Pertemuan 1 : 27 Januari 2020

A. Tujuan Pembelajaran
Melalui Pembelajaran Berbasis Teks, peserta didik terampil membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan, serta mahir menangkap makna dan menyusun teks khusus dalam bentuk teks
recount lisan dan tulis, pendek dan sederhana, terkait peristiwa bersejarah secara benar dan sesuai
konteks dengan mandiri dan bertanggung jawab.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator
3.7. Membedakan fungsi sosial, struktur 3.7.1. Mengidentifikasi topik/tujuan, urutan logis, dan unsur
teks, dan unsur kebahasaan beberapa kebahasaan beberapa teks recount lisan dan tulis terkait
teks recount lisan dan tulis dengan peristiwa bersejarah.
memberi dan meminta informasi terkait 3.7.2. Menjelaskan kerunutan teks, dan unsur kebahasaan dari
peristiwa bersejarah sesuai dengan beberapa teks recount lisan dan tulis terkait peristiwa
konteks penggunaannya bersejarah
3.7.3. Menggunakan unsur kebahasaan teks recount lisan dan
tulis terkait peristiwa bersejarah
3.7.4. Membedakan topik/tujuan, urutan logis, dan unsur
kebahasaan beberapa teks recount lisan dan tulis terkait
peristiwa bersejarah.
4.7. Teks recount – peristiwa bersejarah 4.7.2.1. Menjelaskan topik/tujuan, kerunutan teks, dan unsur
4.7.1. menangkap makna secara kebahasaan beberapa teks recount lisan dan tulis
kontekstual terkait fungsi sosial, terkait peristiwa bersejarah.
struktur teks, dan unsur kebahasaan 4.7.2.2. Menyimpulkan informasi dari teks recount lisan dan
teks recount lisan dan tulis terkait tulis dengan memberi dan meminta informasi terkait
peristiwa bersejarah peristiwa bersejarah sesuai dengan konteks
4.7.2. Menyusun teks recount lisan dan penggunaannya
tulis, pendek dan sederhana, terkait 4.7.2.1. Merancang teks recount lisan dan tulis, pendek dan
peristiwa bersejarah, dengan sederhana terkait peristiwa sejarah.
memperhatikan fungsi sosial, 4.7.2.2. Menulis teks recount pendek dan sederhana terkait
struktur teks, dan unsur kebahasaan, peristiwa bersejarah sesuai dengan konteks
secara benar dan sesuai konteks penggunaannya
4.7.2.3. Mempresentasikan teks recount lisan pendek dan
sederhana terkait peristiwa bersejarah sesuai dengan
konteks penggunaannya

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C. Materi Pembelajaran
 Fungsi sosial
Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan, membanggakan
 Struktur teks
Dapat mencakup:
- orientasi
- urutan kejadian/kegiatan
- orientasi ulang
 Unsur kebahasaan
- Kalimat deklaratif dan interogatif dalam simple past, past continuous, present perfect, dan
lainnya yang diperlukan
- Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb.
- Adverbia dan frasa preposisional penujuk waktu
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Tugas Siswa:
Membuat rangkuman materi tentang Recount secara detail dari beragam sumber di kerjakan didalam
map portofolio.

Student’s Project:
Write on your map in detail about Recount as a Stepping history :
1. Definition
2. Social Function
3. Generic structure
4. Language Feature
5. Exercise p. 110, 111, 112, 113

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Pertemuan 2 : 03 Februari 2020

Membuat Konsep rancangan Karangan Recount sesuai kaidah dalam sebuah karangan Recount.

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Pertemuan 3 : 10 Februari 2020

Recount text, reading and exercises

Read the letter below.

Dear Grandpa and Grandma, Orientation

Yesterday at my school we had an (who/where/when)
International day. We had performances, food
stalls, displays, raffle ticket draw, and some of
us were dressed in costumes.

We started our day off with performances but

the one I liked best was the one from fourth Event 1
grade. We played games. The performance I
was in was Labamba.

Straight after our performances we had our Event 2

lunch.There were food stalls. They came from
Australia, Asia, Arab, and Greece

Everyone had a job. These people were from Event 3

sixth grade. I did my job after I had lunch. My
job was to sell International Day Books.

We had displays in the hall. These displays

were good but I didn‟t get to see them. The Event 4
displays came from a lot of countries.

There was also a Trash and Treasure stall

where they sold toys. The school got these Event 5
things by asking the children to bring them in.

Although I didn‟t win anything, International Re-orientation

Day was still fun.

Love from Sue

Read this text and then discuss with your friends the questions that follow.

One day Sandra Dewi fell sick in the middle of the English lesson. All the students did reading tasks.
Suddenly Sandra Dewi vomited. All other students stopped writing. Mrs. Lidia helped her immediately. The
chairman of the class sent for the school‟s doctor.
In five minutes the doctor came. He examined her carefully. He examined her eyes. He felt her stomach.
He listened to her heart beat. He measured her blood pressure. Then he took her temperature.
“I‟m afraid she suffers from malaria. Her temperature is very high. That is why she vomited. She has a
very bad cough, too. I‟ll give her some pills for her malaria, some tablets for her fever, and syrup for her
cough. She needs a week‟s rest”, said the doctor

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Questions:
1. What is the text telling you about?
2. What did the students do? What happened?
3. What was Sandra Dewi suffering from?
4. What did the doctor recommend?
5. Identify the text structure by listing the happenings according to
these categories of: orientation, events, and re-orientation

Fill in the blanks with the words in the box.

It was my grandpa‟s birthday last Sunday. On Friday, my sister and I went shopping at the
…..(1)…... We bought a nice …..(2)…... Then, we wrapped it in a blue paper. Blue is my
grandpa‟s favourite colour. On Saturday morning, my brother and I helped my sister making
a birthday cake in the …..(3)…... It was a big and beautiful …..(4)…... I wrote „Happy Birthday‟ on
it. After that, we put some chocolate and a ….. (5)….. on the top of the cake. On Sunday evening,
my uncle and my aunt came to my …..(6)…... They brought several bottles of soft-drink, and
…..(7)….. for grandpa. Then, we sat together in the …..(8)…... Finally, grandpa blew the candle
and cut the cake while we were singing a „Happy Birthday‟ song for him. After giving each of us
a piece of cake, he opened the present. He told us that he liked the present, and he was very
…..(9)…...

mall shirt house kitchen birthday cake candle flowers living room happy

Match each word in list A with its opposite in list B

A B
1) beautiful . . . boring
2) big . . . rude
3) cheap . . . dirty
4) clean . . . expensive
5) friendly . . . small
6) interesting . . . noisy
7) quiet . . . safe
8) dangerous . . . ugly

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Materi Pokok : Narrative (legend, Folklor, and myth)
Alokasi Waktu : 10 x 45 menit (5 x Pertemuan)
Pertemuan 1 : 23 Maret 2020
Pertemuan 2 : 30 Maret 2020
Pertemuan 3 : 6 April 2020
Pertemuan 4 : 13 April 2020
Pertemuan 5 : 20 April 2020

A. Tujuan Pembelajaran
Melalui Pembelajaran Berbasis Proyek, peserta didik terampil membedakan fungsi sosial, struktur
teks dan unsur kebahasaan, serta mahir menangkap makna teks naratif dalam bentuk legenda rakyat
secara benar dan sesuai konteks dengan jujur dan tanggungjawab.

B. Kompetensi Dasar (KD), dan Indikator Pencapaian (IPK)

Kompetensi Dasar (KD)
3.8. Membedakan fungsi sosial, struktur 4.8. Menangkap makna secara
teks, dan unsur kebahasaan beberapa kontekstual terkait fungsi sosial,
teks naratif lisan dan tulis dengan struktur teks, dan unsur kebahasaan
memberi dan meminta informasi teks naratif, lisan dan tulis
terkait legenda rakyat, sederhana, sederhana terkait legenda rakyat
sesuai dengan konteks
penggunaannya
Indikator Pencapaian Kompetensi (IPK)
4.8.1. Mengidentifikasi tujuan dari teks 4.8.6. Menjelaskan pesan moral legenda
narrative terkait legenda rakyat rakyat yang dibaca.
4.8.2. Mengidentifikasi alur teks 4.8.7. Menyimpuklan isi cerita legenda
narrative terkait legenda rakyat
rakyat yang didengar dan dibaca.
4.8.3. Menjelaskan unsur kebahasaan
dari teks narrative terkait legenda 4.8.8. Membuat skema alur Cerita Rakyat
rakyat yang dipilih melalui media
4.8.4. Menggunakan struktur teks dan presentasi
unsur kebahasaan tek narrative 4.8.9. Menceritakan kembali dalam
terkait legenda rakyat. bentuk story telling
4.8.5. Mengkategorikan beberapa teks
narrative terkait legenda rakyat.

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C. Materi Pembelajaran
What is Narrative Text?

Narrative text is a kind of text to retell the story that past tense. The purpose of the text is to
entertain or to amuse the readers or listeners about the story.

The generic structure of Narrative text :

1. Orientation : It set the scene and introduce the participants (it answers the question : who,
when, what, and where).
2. Complication : Tells the problems of the story and how the main characters solve them.
3. Resolution : The crisis is revolved, for better or worse.
4. Re-orientation : The ending of the story. Maybe, happy ending or sad ending.
5. Evaluation : The stepping back to evaluate the story or the moral message of the story

Linguistic features :
1. Use active verbs.
2. Use past tense.
3. Use conjunction (and, then, after that, next, etc)
Also Temporal conjunction, like: once upon a time, one day, long time ago, …
4. The first person (I or We) or the third person (He, She, or They).
5. Use specific nouns.
6. Use adjective and adverbs

Kind of Narrative text :

1. Legend : Sangkuriang, Malin Kundang, etc.
2. Fable : Mousedeer and crocodile.
3. Fairy tale : Cinderella, Snow white, Pinocchio, etc.
4. Folktale
5. Short story
6. Real-life drama
7. Classic
8. Fantasy
9. Adventure
10. Science Fiction
11. Myth
12. Mystery

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Pertemuan 1 : 23 Maret 2020
Read the example of Narrative Text 1

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 Cincerella 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 fiinally 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.

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1. Generic Structure:
 Orientation
Once upon a time, there lived a girl named Cinderella….
 Complication
Cinderella wanted to go to the ball but her step mother asked her to stay at home and do the
house works…
 Resolution
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.
2. Using Action Verb in the form of Past tenses such as: lived, treated, didn't, and so forth.
3. Use certain Nouns as pronouns for people like: the Prince.
4. Using Adjectives that make up Noun Phrase like: the most beautiful dress.
5. Using Conjunction to sort events such as: then, a few days later, finally, and so on.
6. Use Adverb and Adverbial Phrases to indicate the location of events or events such as: happily ever
after.

Student’s class work:

Read your LKPD chapter Narrative?? Read many time first.
Then make a power point of Narrative text, give brief information about it.
Do school book analysis and also through educative media learning for making the content rich of
knowledge about Narrative especially focus on Legend, Folklore, and Myth. Don’t forget to put one
example of Narrative text (legend, Folklore, or Myth) and explain it like the example above. In making
the Ppt, please make sure you add: Creativity, Grammar check, Put the name of your sources. For the
front cover put the title, your name, your class, absent and the logo of your school. for the closing give
your gratitude with a picture of you wearing your uniform.

Thank you for your attention. good luck great students,

ma'am dhee
Metode pengiriman tugas : Google Classroom
Due date : Friday, 27 of March 2020 at 17.00

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18 | L K P D K e l a s X M I P A / d h e e ’ s C l a s s r o o m / s m a l i m a d e l a p a n