RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP N 4

Mata Pelajaran : Bahasa Ingris
Kelas/Semester : IX/Ganjil
Tahun Pelajaran : 2019/2020
Materi Pokok : Teks Naratif berupa Cerita Rakyat
Alokasi Waktu : 2x 40 menit (1 Pertemuan)

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) Indikator Pencapaian Kompetensi (IPK)
3.7 Membandingkan fungsi sosial, 3.7.1. Mengidentifikasi fungsi social dan struktur teks
struktur teks, dan unsur yang mencakup orientasi, komplikasi, resolusi.
kebahasaan beberapa teks 3.7.2. Membandingkan fungsi social dan struktur teks
naratif lisan dan tulis dengan dari beberapa teks naratif lisan dan tulis.
memberi dan meminta
informasi terkait fairytales,
pendek dan sederhana, sesuai
dengan konteks penggunaannya
4.7 Menangkap makna secara 4.7.1 Menangkap makna secara kontekstual teks
kontekstual terkait fungsi sosial, naratif, lisan dan tulis, sangat pendek dan
struktur teks, dan unsur sederhana.
kebahasaan teks naratif, lisan
dan tulis, sangat pendek dan
sederhana, terkait fairy tales
Nilai Karakter
 Religius
 Mandiri
 Gotong royong
 Kejujuran
  Kerja keras
 Percaya diri
 Kerjasama
C. Tujuan Pembelajaran
Selama dan setelah mengikuti proses pembelajaran ini peserta didik diharapkan dapat:
1. Mengidentifikasi fungsi social dan struktur teks narasi dengan tepat.
2. Membandingkan fungsi sosial dan struktur dari beberapa teks naratif dengan tepat
2. Menangkap makna secara kontekstual teks narasi, lisan dan tulis sangat pendek dan sederhana
dengan tepat.
dengan rasa 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.

Fokus nilai-nilai sikap:

 Kejujuran,
 Kedisiplinan
 Tanggung jawab

D. Materi Pembelajaran
1. Materi Pembelajaran Reguler
a. Fakta
 Contoh Teks naratif berupa Fabel berjudul The Rabbit and The Turtle

The Rabbit and the Turtle

Orientation
 One day a rabbit was boasting about how fast he could run. He was laughing at the
turtle for being so slow.
Complication
 Much to the rabbit’s surprise, the turtle challenged him to a race. The rabbit thought
this was a good joke and accepted the challenge. The fox was to be the umpire of the
race. As the race began, the rabbit raced way ahead of the turtle, just like everyone
thought.
 The rabbit got to the halfway point and could not see the turtle anywhere. He was hot
and tired and decided to stop and take a short nap. All this time the turtle kept walking
step by step by step. He never quit no matter how hot or tired he got. He just kept
going.
Resolution
 However, the rabbit slept longer than he had thought and woke up. He could not see the
turtle anywhere! He went at full-speed to the finish line but found the turtle there
waiting for him.
 b. Konsep
 Fungsi sosial teks naratif pendek sangat sederhana berupa fable dan legenda
 Mendapatkan/memberikan hiburan, mengambil teladan nilai-nilai luhur.
 Struktur teks naratif pendek sangat sederhana berupa fable dan legenda
 Orientasi
 Komplikasi
 Resolusi
c. Prinsip
 Kalimat deklaratif dan interogatif dalam simple past tense
 Frasa adverbia: a long time ago, once upon a time, in the end, happily ever after
 Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.
 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
d. Prosedur
 Menemukan makna dalam teks naratif berupa fable, legenda dan fairy tales
2. Materi pembelajaran remedial
a. bimbingan perorangan jika peserta didik yang belum tuntas ≤ 20%;
b. belajar kelompok jika peserta didik yang belum tuntas antara 20% dan 50%; dan
c. pembelajaran ulang jika peserta didik yang belum tuntas ≥50%
3. Materi pembelajaran pengayaan
a. Penugasan dilakukan dengan cara peserta didik menyusun paragraph acak men
jadi sebuah teks narasi yang padu dan mengidentifikasi struktur dari teks narasi
tersebut.

E. Metode Pembelajaran
Pendekatan : Saintifik
Metode : Gallery walk
Model : Discovery learning
1. Mengorientasikan
2. Mengorganisasikan kegiatan pembelajaran
3. Membimbing penyelidikan mandiri dan kelompok
4. Mengembangkan dan menyajikan hasil karya
5. Menganalisis dan evaluasi proses pemecahan masalah

F. Media/alat,Bahan, dan Sumber Belajar

1. Media/alat:
 Media LCD projector,
 Laptop,
 Bahan Tayang
2. Alat

 Karton
 3. SumberBelajar

1. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata Pelajaran Bahasa
inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan.
2. (https://youtu.be/5RT7CWrNDAc

G. Langkah-langkahPembelajaran
1. Pertemuan Ke-1 ( 2 x 40 menit ) Waktu

Kegiatan Pendahuluan 5
Guru : Menit
Orientasi(Menunjukkan sikap disiplin sebelum memulai proses pembelajaran, menghayati
dan mengamalkan ajaran agama yang dianut (Karakter) serta membiasakan membaca dan
memaknai (Literasi)).
 Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai
pembelajaran
 Memeriksa kehadiran peserta didik sebagai sikap disiplin
 Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
 Peserta didik menjawab serangkaian pertanyaan lisan guru secara bersama – sama (dengan teknik
jawaban bersama untuk mengecek penguasaan kompetensi yang dipelajari sebelumnya)
 Peserta didik mengetahui pentingnya belajar Bahasa Inggris. (motivasi)
 Peserta didik menyimak informasi guru mengenai kompetensi yang akan dicapai.
 Peserta didik menyimak guru menyampaikan tujuan pembelajaran

70 menit

Sintak
Model Kegiatan Pembelajaran
Pembelajaran

Stimulation Peserta didik diberi motivasi atau rangsangan untuk memusatkan

(stimullasi/ perhatian pada topic
pemberian
dengan cara :
rangsangan)
 Mengamati
Peserta didik mengamati tayangan video mengenai narrative dan menemukan
informasi mengenai isi video ((https://youtu.be/5RT7CWrNDAc) yang
ditayangkan.

 Peserta didik mendengarkan pemberian materi oleh guru yang berkaitan

dengan materi fungsi social dan struktur teks narrative.
 Menyimak
Peserta didik menyimak penjelasan pengantar kegiatan secara global
tentang materi pelajaran.

Problem Menanya
Guru menggali pengetahuan siswa dengan mengajukan sejumlah
1. Pertemuan Ke-1 ( 2 x 40 menit ) Waktu

statemen pertanyaan yang berkaitan dengan materi yang dipelajari.

(pertanyaan/
identifikasi
masalah)

 Do you know her?

 Who is she?
 Have you ever read the story about her?
Data  Peserta didik mengumpulkan berbagai informasi yang diperoleh dari hasil
collection pengamatan pada tayangan video dan penjelasan materi secara global oleh guru.
(pengumpulan  Peserta didik secara berkelompok membaca dan mengamati dengan seksama
teks prosedur yang naratif yang diberikan.
data)
 Peserta didik menjawab sejumlah pertanyaan untuk mengidentifikasi fungsi
social dan struktur teks naratif.
 Guru bersama – sama peserta didik membahas lembar kerja Task 1.

Data Mengasosiasi
processing
 Secara berkelompok peserta didik berdiskusi bersama untuk mengolah informasi
(pengolahan yang sudah didapatkan untuk memecahkan permasalahan yang terdapat pada
Data) lembar kerja peserta didikpada Task 2 mengenai membandingkan fungsi social
dan struktur teks narrative.

 Secara berkelompok peserta didik mencoba menjawab lembar kerja peserta

didik dengan penuh tanggungjawab dan disiplin.

Verification  Peserta didik mempresentasikan hasil diskusi dengan metode gallery walking.
(pembuktian)  Peserta didik menunjuk salah satu anggota untuk menjadi host.
 Peserta didik yang tersisa dalam kelompok berperan sebagai visitor.
 Peserta didik yang berperan sebagai visitor mengunjungi gallery dari kelompok
lain untuk mendengarkan pemaparan dari host masing – masing kelompok.

Generalizatio  Bersama – sama membuat kesimpulan terhadap semua jawaban

(menarik peserta didik.
kesimpulan)  Memberikan umpan balik terhadap proses pembelajaran:
“Thankyou very much for your participation. You did a good job
today, I’m very happy with your activity in the class. How about
you? Did you enjoy my class?” 5 menit
 1. Pertemuan Ke-1 ( 2 x 40 menit ) Waktu

Kegiatan  Peserta didik mengemukakan kesulitan yang dihadapi dan manfaat

akhir mempelajari materi narrative text selama pembelajaran berlangsung.
 Peserta didik menyimpulkan materi pelajaran secara bersama – sama.
 Guru menyampaikan topik pembelajaran pada pertemuan berikutnya.
 Salam dan do’a untuk menutup pelajaran.

I. Penilaian Hasil Pembelajaran

1. Penilaian Sikap (terlampir)

2. Penilaian Pengetahuan (terlampir)

3. Penilaian Keterampilan.

J. Pembelajaran Remedial (terlampir)

Berdasarkan hasil analisis ulangan harian, peserta didik yang belum mencapai ketuntasan belajar
diberi kegiatan pembelajaran remedial dalam bentuk:

a. bimbingan perorangan jika peserta didik yang belum tuntas ≤ 20%;

b. belajar kelompok jika peserta didik yang belum tuntas antara 20% dan 50%; dan

c. pembelajaran ulang jika peserta didik yang belum tuntas ≥50%

K. Pembelajaran pengayaan (terlampir)

Berdasarkan hasil analisis penilaian, peserta didik yang sudah mencapai ketuntasan belajar diberi
kegiatan pengayaan dalam bentuk penugasan dengan mengindentifikasi fungsi social dan struktur teks
narratif
 Samarinda, 3 Oktober 2019

Mengetahui,

Kepala Sekolah Guru Mata Pelajaran

Raif Wijaya, S.Pd Risna Idawaty, S.Pd

NIP. 196404071994121003
 RANCANGAN PROGRAM REMEDIAL

Mata Pelajaran : Bahasa Inggris

Kelas/ semester : IX/ I

Teknik Pengayaan : Penugasan

Materi : Narrative Text

Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi (IPK)
3.7 Membandingkan fungsi sosial, 3.7.1 Membandingkan fungsi social dan struktur teks
struktur teks, dan unsur yang mencangkup orientasi, krisis, resolusi.
kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi
dan meminta informasi terkait
fairytale, pendek dan sederhana,
sesuai dengan konteks
penggunaannya

4.7 Menangkap makna secara

kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks naratif, lisan dan
tulis, sangat pendek dan sederhana,
terkait fairy tales

Read the instruction carefully!

1. a. Read the two texts below.

b. Analyse the social function and the generic structure of those texts!
 KISI - KISI
No Indikator Level kognitif No Soal Jenis soal
1 Disajikan dua buah teks, peserta C1 1 Essay
didik dapat mengidentifikasi judul
kedua teks tersebut.
2 Disajikan dua buah teks, peserta C4 2 Essay
didik dapat menyimpulkan fungsi
social dari teks.
3 Disajikan dua buah teks, peserta C1 3 Essay
didik dapat mengidentifikasi
Tempat terjadinya cerita.
4. Disajikan dua buah teks, peserta C1 4 Essay
didik dapat mengidentifikasi
informasi tersurat yang terdapat
pada teks.
5 Disajikan dua buah teks, peserta C1 5 Essay
didik dapat mengidentifikasi
informasi tersurat yang terdapat
pada teks.
6 Disajikan dua buah teks, peserta C3 6 Essay
didik dapat menentukan struktur
resolusi dari teks tersebut.

Text 1

Origin of the Snail House

In ancient times, the snails did not bring their home anywhere. In the beginning, snails lived in an
abandoned bird’s nest in the trees. The night was warm and the day was cool because the leaves
shaded the nest where the snails lived. But when the rains came, the leaves could no longer block the
rain that fell. Snails caught cold and wet when the rainy season arrived.

Then the snails moved into the holes in the trunks of trees. When the day was hot, the snails were well
protected, even if it rained. It looked like that I had found a suitable home for me, the snail said in his
heart.
But on a sunny day, there came a woodpecker. Tok..tok … tok … woodpecker kept pecking the trunks
where the snails lived. Snails became very distracted and could not sleep. With annoyed heart, snails
went out of the hole in the trunk and looked for a place to stay next. Snails found a hole in the ground,
which seemed to be warm when the night came, thought snails. Snails cleaned up those holes and
decided to stay in it. But it turned out when the night came. The rats came from all directions to
damage the hole. Again and again, the snails had to leave the hole to find a new home.

Snails then moved on to the edge of the beach filled with coral reefs. He thought that the sidelines of
the corals might be his home. Snails could take a rest peacefully in this place. But when the tide rose
up to the top of the rock, snail was swept away along with the surge of the waves. As usual, the snails
had to go away to find a new home.
When he was walking away from the beach, the snail found an empty shell. This shape was beautiful
and very light. Being tired and cold, snails went into the shell. Snails felt warm and comfortable then
he slept in it. When the morning came, snails realized that he had found the best home for himself. He
did not need to go home in hurry if it rained. He also would not get heat anymore, and no one would
bother him. He then brought it home with him wherever he went.

TEXT 2

The Legend of Rawa Pening

Once upon a time, there was a little poor boy came into a little village. He was very
hungry and weak. He knocked at every door and asked for some food, but nobody cared about
him. Nobody wanted to help the little boy.

Finally, a generous woman helped him. She gave him shelter and a meal. When the boy
wanted to leave, this old woman gave him a “lesung”, a big wooden mortar for pounding rice.
She reminded him, “please remember, if there is a flood you must save yourself. Use this
“lesung” as a boat”. The “lesung” was happy and thanked the old woman. The little boy
continued his journey. While he was passing through the village, he saw many people gathering
on the field. The boy came closer and saw a stick stuck in the ground. People challenged each
other to pull out that stick. Everybody tried, but nobody succeeded. “Can I try?” asked the little
boy. The crowd laughed mockingly. The boy wanted to try his luck so he stepped forward and
pulled out the stick. He could do it very easily. Everybody was dumbfounded.

Suddenly, from the hole left by stick, water spouted out. It did not stop until it flooded the
village. And no one was saved from the water except the little boy and the generous old woman
who gave him shelter and meal. As she told him, he used the “lesung” as a boat and picked up
the old woman. The whole village became a huge lake. It is now known as Rawa Pening Lake in
Salatiga, Central Java, Indonesia.
KUNCI JAWABAN
Questions
TEXT 1
What is the tittle of the Origin of the Snail House
story?
What is the social To entertain the reaader
function of the story?
Orientation
When was the story take In ancient time
place?
Who is the main Snails and Woodpecker
character of the story?
Where did the story In an abandoned bird’s nest
happen? in the trees
Complication
What problem did the But on a sunny day, there
main character face? came a woodpecker. Tok..tok
… tok … woodpecker kept
pecking the trunks where the
snails lived. Snails became
very distracted and could not
sleep.
Resolution
What did the main When he was walking away
character do to solve the from the beach, the snail
found an empty shell. This
problem?
shape was beautiful and very
light.
Answer
TEXT 2
The Legend of Rawa Pening
To tell the lesson
Once upon aa time
A little poor boy and old woman.
In a little village.
While he was passing through the
village, he saw many people
gathering on the field. The boy came
closer and saw a stick stuck in the
ground. People challenged each other
to pull out that stick. Everybody
tried, but nobody succeeded. “Can I
try?” asked the little boy. The crowd
laughed mockingly. The boy wanted
to try his luck so he stepped forward
and pulled out the stick. He could do
it very easily. Everybody was
dumbfounded.
Suddenly, from the hole left
by stick, water spouted out. It did not
stop until it flooded the village. And
no one was saved from the water
except the little boy and the generous
old woman who gave him shelter and
meal. As she told him, he used the
“lesung” as a boat and picked up the
old woman. The whole village
became a huge lake. It is now known
as Rawa Pening Lake in Salatiga,
Central Java, Indonesia
 PENGAYAAN

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : IX/ Ganjil

Teknik Pengayaan : Narrative Text

1. Kompetensi Dasar:

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.7 Membandingkan fungsi sosial, 3.7.1 Mengidentifikasi struktur teks yang mencangkup
struktur teks, dan unsur kebahasaan orientasi, evaluasi, krisis, resolusi dan reorientasi
beberapa teks naratif lisan dan tulis
dengan memberi dan meminta
informasi terkait fairytales, pendek
dan sederhana, sesuai dengan
konteks penggunaannya
4.7 Menangkap makna secara 4.7.1 Menyusun paragraph acak menjadi sebuah teks narratif
kontekstual terkait fungsi sosial, yang tepat.
struktur teks, dan unsur kebahasaan
teks naratif, lisan dan tulis, sangat
pendek dan sederhana, terkait fairy
tales

KISI - KISI
No Indikator Level kognitif No Soal Jenis soal
1 Disajikan beberapa paragrap C3 1 Jumbled
acak dan gambar, peserta didik paragraf
dapat menentukan gambar dan
paragraph yang tepat.
2 Disajikan beberapa paragrap C5
acak, peserta didik dapat
menyusun paragraph tersebut
menjadi sebuah teks naratif
yang padu.
3 Disajikan sebuah teks, peserta C1
didik dapat mengidentifikasi
struktur teks naratif.
4 Disajikan sebuah teks, peserta C4
didik dapat menyimpulkan
pesan moral dari teks naratif
tersebut.
Please read the directions below!

Directions:

1. Please match the picture with the appropriate paragraph.

2. After that, arrange the paragraph into a good story.
3. Then, determine the generic structure of the story.
4. Write down the moral value of the story.
5. Write down the result of your analysis by filling in the form given.

Mr. Lebai went home empty-handed, disappointed and exhausted. He was so

unfortunate. Thereafter, he was nicknamed “Pak Lebai Malang “or “Poor Mr. Lebai.”

Not wanting to miss both parties, he started rowing his boat downstream for he
knew that the food there was very delicious. In the middle of his journey he stopped, Mr.
Lebai remembered that he host of the upstream usually gave more food to the guests, so
he turned back his boat and started to row his boat to the upstream. After rowing for
several minutes, he stopped again. He remembered that the downstream host was a
generous man. Mr. Lebai thought that if he got there early he would get a delicious
buffalo head. He turned back to get to the downstream village. However, when he got
there, the party in the downstream village was over. He saw people walking home,
bringing bags of food. Mr. Lebai was disappointed. He quickly turned his boat heading
for the upstream village. He rowed as fast as he could. However, in the middle of the
journey, he saw people walking home bringing their bags of food too. It meant the party
in the upstream was over too.

Long ago, a man called Mr. Lebay lived on a river bank in a village in West
Sumatera. One day he received two party invitations-one from a villager upstream and
another one downstream. The two parties’ locations were far from each other. However,
the parties were to take place exactly at the same time.
Resolution Orientation Complication

Poor Mr. Lebai (Pak Lebai Malang)

Picture Paragraph
Instrument Penilaian

1. Penilaian Sikap

a. Sikap Spiritual

1. Tehnik Penilaian : Observasi dan Penilaian Diri

2. Bentuk Penilaian : Lembar Observasi dan Lembar Penilaian Diri

3. Kisi – kisi Penilaian :

No Butir Nilai Sikap/ nilai Jumlah Butir Instrument

1 Bersyukur Bersemangat dalam 1
melaksanakan setiap kegiatan
 pada pembelajaran Bahasa
Inggris
Serius dalam melaksanakan setiap 1
kegiatan pada pembelajaran
Bahasa Inggris
Jumlah 2

b. Sikap Sosial

1. Tehnik Penilaian : Observasi dan Penilaian Diri

2. Bentuk Penilaian : Lembar observasi dan Lembar Penilaian Diri

3. Kisi – kisi Penilaian :

No Butir Nilai Sikap/ nilai Jumlah Butir

Instrumen
1 Jujur Mengerjakan sesuai dengan kemampuan sendiri, 1
tanpa menyontek pekerjaan teman, tidak
mengambil/ menyalin karya oranglain,
menyampaikan informasi sesuai dengan fakta yang
ada.
2 Tanggungjawa Berperan serta aktif dalam kegiatan diskusi 2
b
3 Disiplin Menyelesaikan tugas tepat waktu, mengikuti kaidah 3
berbahasa yang baik dan benar.

2. Penilaian Pengetahuan

a. Jenis Penilaian :Tes Tertulis

b. Kisi – kisi penulisan soal :

KISI - KISI
No Indikator Level Kognitif No Soal Jenis Soal
1 Disajikan sebuah teks, C1 1 Essay
peserta didik dapat
mengidentifikasi judul
teks naratif
2 Disajikan sebuah teks, C 4 2 Essay
 peserta didik dapat
menyimpulkan fungsi
social dari teks naratif
3 Disajikan sebuah teks, C 3 3 Essay
peserta didik dapat
menentukan struktur
orientasi pada teks
naratif.
4 Disajikan sebuah teks, C 3 4 Essay
peserta didik dapat
menentukan struktur
komplikasi pada teks
naratif
5 Disajikan sebuah teks, C 3 5 Essay
peserta didik dapat
menentukan struktur
resolusi pada teks
naratif.

b. Petunjuk Penentuan Skor Pengetahuan

No Aspek Jawaban yang dinilai Skor

1 Jika jawaban benar 20
2. Jika jawaban salah 0

3. Penilaian Keterampilan

a. Jenis Penilaian : Tes tulis

b. Kisi – kisi Penulisan soal :

KISI - KISI
No Indikator Level Kognitif No Soal Jenis Soal
1 Disajikan sebuah teks, C3 1 PG
 peserta didik dapat
menentukan informasi
yang terdapat pada
teks.
2 Disajikan sebuah teks, C3 2 PG
peserta didik dapat
menentukan rujukan
kata.
3 Disajikan sebuah teks, C4 3 PG
peserta didik dapat
menyimpulkan pesan
moral dari teks.
4 Disajikan sebuah teks, C4 4 PG
peserta didik dapat
menyimpulkan isi dari
teks narasi
5 Disajikan sebuah teks, C4 5 PG
peserta didik dapat
menyimpulkan isi
teks naratif.
6 Disajikan sebuah teks, C3 6 PG
peserta didik dapat
menentukan padanan
kata yang tepat.
7. Disajikan sebuah teks, C1 7 PG
peserta didik dapat
mengidentifikasi
informasi yang
terdapat pada teks.
8 Disajikan sebuah teks, C4 8 PG
peserta didik dapat
menyimpulkan pesan
moral dari teks narasi.
9 Disajikan sebuah teks, C3 9 PG
peserta didik dapat
menentukan informasi
informasi yang tepat
berdasarkan teks.
10 Disajikan sebuah teks, C3 10 PG
 peserta didik dapat
menentukan padanan
kata yang tepat.

b. Petunjuk Penentuan Skor Keterampilan

No Aspek Jawaban yang dinilai Skor

1 Jika jawaban benar 10
2. Jika jawaban salah 0

Instrument Evaluasi
NO Kompetensi Kelas Materi Indikator Level No Bentuk
Dasar Kognitif Soal Soal
Membandingkan IX Narrative Disajikan sebuah teks, 1 PG
fungsi sosial, Text siswa dapat
struktur teks, dan menganalisis isi dari
unsur kebahasaan teks.
beberapa teks
naratif lisan dan
Disajikan sebuah teks, 2
tulis dengan
memberi dan siswa dapat
meminta menyimpulkan ide
informasi terkait pokok dari paragraph
fairytales, pendek 3.
dan sederhana, 3
sesuai dengan Disajikan sebuah teks,
konteks siswa dapat
penggunaannya menentukan pesan
moral dari teks
4
Disajikan sebuah teks,
siswa dapat
menentukan informasi
tersurat.

5
Disajikan sebuah teks,
siswa dapat
menentukan informasi
tersurat.
6
Disajikan sebuah teks,
siswa dapat
menentukan padanan
kata.

Disajikan sebuah teks, 8

siswa dapat
menentukan informasi
tersirat. 9

Disajikan sebuah teks,

siswa dapat
menyimpulkan isi dari 10
teks.

Disajikan sebuah teks,

siswa dapat
menentukan rujukan
kata.

Disajikan sebuah teks,

siswa dapt
menentukan informasi
tersurat.
Read the text carefully, then choose the correct answer by crossing A,B,C or D!

A Story From The Farm Yard Two roosters were fighting fiercely to be the king of the
farm yard. One finally gained advantage and the other surrendered.

The loosing rooster slunk away and hid itself in a quiet corner. The winner flew up to a
high wall, flapped its wings and crowed its victory, as loud as it could.

Suddenly, an eagle came sailing through the air and carried it off, with its talons. The
loosing rooster immediately came out of its corner and ruled the farm yard from then
on.   

1. From the text we know that . . .

A. Only one rooster can rule the roost.
B. The roosters are fighting to flap their wings.
C. The eagle had watched them all day.
D. The farm needs a new king.

2. What is the main idea of paragraph 3?

A. An eagle watching the rooster from a distance.
B. The loosing rooster came out from its hiding place.
C. The eagle took the winning rooster as its prey.
D. The winning rooster celebrates its winning proudly

3. What can we learn from the story?

A. There’s always a bigger enemy in this life.
B. Your friend can be your enemy.
C. Always grab an opportunity before you.
D. Don’t be cocky when we have achieved our goal

Read the following text to answer questions number 4 to 7.

Mouse Deer and Mr. Crocodile

One day, a mouse deer was walking by the river. He was very starving because he
hadn't eaten since morning. It was midday. But he found nothing in the land but dying
trees. "Huh... I hate this branches, I don't like it!"

Across the river, there was green grassland, with young leaves. 'Hmm.. it seems
delicious' imagined the mouse deer, 'but how can I get there? I can't swim, the current
is very rapid?'

The mouse deer was figuring out the way how to reach there. Suddenly, he jumped to
the air,'aha.: he then walked to the edge of the river. He didn't see the reflection
because the water flowed very fast. He dipped one of his fore legs into the water. A
few moment later, appeared Mr. Crocodile showing his sharp teeth. He then laughed,
"Ha... ha... ha, you can't run away from me, You'll be my tasty lunch!" said the
crocodile.

"Of course I can't. You are very strong, Mr. Croco," replied the mouse deer
frightenedly. Then, the other crocodiles approached moving slowly.They approached
the edge of the river.

"But, before you all have a party, I wonder how many your members are there in the
river. If I know your number exactly, I can distribute my meat evenly,"said the mouse
deer.

"Oh...o, great, good idea! But we are a large group, I can't count it precisely," Mr.
Croco moaned. "Leave it to me, and I can make it for you!" Now, can you ask the
others to line up, from one edge to the other edge of the river? The mouse deer
requested. Then the crocodiles arranged themselves in line from one edge to the other
edge of the river. The mouse deer jumped to the body of one crocodile to the others
while he was counting, 'one, two, three; and so forth up to ten. Then at last he arrived
at grassland, and he thanked to the dumb crocodiles.   
4. Why did mouse deer want to go across the river?
A. Because he was very hungry
B. Because he wanted to cheat Mr. Crocodile
C. He wanted to eat some dying trees
D. He was afraid of the current of the river

5. How many crocodiles were there in the story above?

A. Three crocodiles
B. Ten crocodiles
C. Thirteen crocodiles
D. Not mentioned

6. “ . . . But we are a large group, I can’t count it precisely, “The underlined word has closest mean
ing with . . .
A. Accurately
B. Objectively
C. Definetely
D. Obviously

7. After reading the text, we may conclude that the mouse deer was . . .
A. Very greedy animal
B. Cunning animal
C. Dumb animal
 D. Frightened animal

Read the following text to answer questions number 8 to 10.

The Bear and the Two Friends

Once, two friends were walking through the forest. They knew that anything
dangerous can happen to them at any time in the forest. So they promised each other
that they would remain united in case of danger.

Suddenly, they saw a large bear approaching tern. One of the friends at once climbed
a nearby tree. But the other one did not know how to climb. So being led by his
common sense, he lay down on the ground breathless, pretending to be a dead man.

The bear came near the man lying on the ground. It smelt his ears and slowly left the
place. Because the bear did not touch him, the friend on the tree came down and
asked his friend on the ground, "Friend, what did the bear tell you into your ears?"The
other friend replied, "He advised me not to believe a false friend.

8. What can we get from the story?

A. We have to save ourselves
B. We have to learn how to climb
C. Bear will not harm a dead man
D. True friend always stand by using in ups and downs.

9. “He advised me not to believe a false friend.” (Paragraph 3). The underlined word refers
to . . . .
A. The bear
B. The dead man
C. The friend who cannot climb
D. The friend who climb the tree.

10. Where do you think the story happened?

A. In the river

B. In the park

C. In the woods

D. In the zoo