Topic : Narrative text ( Short story )

Grade : XI SMA

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi (IPK)
Membedakan fungsi sosial, struktur teks, Menganalisis fungsi sosial, struktur teks, unsur kebahasaan
dan unsur kebahasaan beberapa teks naratif teks naratif lisan dan tulis dengan memberi dan meminta
lisan dan tulis dengan memberi dan informasi terkait cerita pendek (C4)
meminta informasi terkait cerita pendek,
sesuai dengan konteks penggunaannya Membuat resume fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif lisan dan tulis dengan memberi dan
meminta informasi terkait cerita pendek (C6)

Menangkap makna secara kontekstual Membuat teks naratif lisan dan tulis dengan memberi dan
terkait dengan fungsi sosial, struktur teks, meminta informasi terkait cerita pendek dengan
dan unsur kebahasaan teks naratif,lisan dan memperhatikan fungsi sosial, struktur teks, dan unsur
tulis, terkait cerita pendek kebahasaan, secara benar dan sesuai konteks. (C6)

Menyajikan teks naratif lisan dan tulis dengan memberi dan

meminta informasi terkait cerita pendek dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks. (C6)

B. Tujuan Pembelajaran
Adapun tujuan dari kegiatan pembelajaran menggunakan model Project Based Learning
yang dipadukan dengan metode mind mapping , dan pendekatan saintifik adalah sebagai
berikut:
1. Peserta didik mampu menentukan fungsi sosial, struktur teks, unsur kebahasaan teks
naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek.

2. Peserta didik dapat membuat resume fungsi sosial, struktur teks dan unsur kebahasaan
teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek .

3. Peserta didik dapat membuat teks naratif lisan dan tulis dengan memberi dan meminta
informasi terkait cerita pendek dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar dan sesuai konteks.
4. Setelah membuat teks naratif (cerita pendek), peserta didik dapat menyajikan teks
naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks

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.

C. Materi Pembelajaran
1. Materi Pembelajaran Reguler

Narrative text is a type of text in the form of fantasy stories, fabricated true stories, or fairy tales.
Narrative text tells a story that has a chronological sequence of events that are interconnected. The
purpose of narrative text is to entertain the reader.

 Struktur Teks
 Orientation, adalah struktur yang berisi pengenalan latar cerita yang berkaitan
dengan waktu, suasana, dan tempat yang berkaitan dengan cerpen.
  Complication, berisi urutan kejadian yang dihubungkan secara sebab akibat, pada
struktur ini anda mendapatkan karakter atau watak pelaku cerita karena beberapa
kerumitan mulai bermunculan.
 Resolution, pada struktur ini pengarang mengungkapkan solusi yang yang dialami
tokoh.
 Coda, merupakan nilai nilai atau pelajaran yang dapat dipetik dari suatu teks oleh
pembacanya.
b. Konsep
 Teks narrative terkait cerita pendek
c. Prinsip
 Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja,
kejadian/peristiwa yang sedang banyak dibicarakan
 Simple Past dan Past Perfect tense
 Penyebutan kata benda
 Modal auxiliary verbs.
 Ejaan dan tulisan yang jelas dan rapi
 Rujukan kata
d. Prosedur
 Membuat teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait
cerita pendek, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks
2. Materi pembelajaran remedial
 Teks narrative terkait cerita pendek
3. Materi pembelajaran pengayaan
 Kata-kata terkait dengan nilai moral, kejadian/peristiwa yang terjadi.

D. Metode Pembelajaran
 Pendekatan : Saintifik
 Metode : Mind mapping, diskusi kelompok, tanya jawab, penugasan
 Model : Project Based learning

E. Media/alat, Bahan, dan Sumber Belajar

1. Media/alat:
 Laptop,
 Handphone,
 Bahan Tayang (foto, PPT/video)
 Aplikasi Pembelajaran: Zoom/Google Meet, Google Classroom, Google form, Kahoot dan
WA
2. Sumber Belajar
1. Sudarwati, T. Eudia Grace. 2017. Pathway to English untuk SMA/MA Kelas XI
Kurikulum 2013 yang disempurnakan, Kelompok Peminatan. Jakarta: Penerbit Erlangga.
2. Short movie ‘The Peacock and the Crane’ dari YouTube :
https://www.youtube.com/watch?v=4ZFZaJurU6c
3. Buku dan sumber lain yang relevan

F. Langkah-langkah Pembelajaran

1. Pertemuan Ke-1 (2 x 45 menit)

Kegiatan Pendahuluan (15 Menit)
Guru :

Orientasi (Menunjukkan sikap disiplin sebelum memulai proses pembelajaran, menghayati dan
mengamalkan ajaran agama yang dianut serta membiasakan membaca dan memaknai (Literasi).

 Melakukan persiapan dengan salam pembuka dan berdoa untuk memulai pembelajaran
melalui
 Memeriksa kehadiran peserta didik sebagai sikap disiplin melalui
 Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran dengan
mengecek dan kofirmasi melalui kelas.
Apersepsi

 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman

peserta didik dengan materi/tema/kegiatan sebelumnya,
 Membuat teks khusus dalam bentuk poem
 Mengingatkan kembali materi prasyarat dengan bertanya.
 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi

 Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari.

 Apabila materi/tema/ projek ini dikerjakan dengan baik dan sungguh-sungguh, maka peserta
didik diharapkan dapat menjelaskan tentang:
 Fungsi sosial, struktur teks dan unsur kebahasaan narrative dalam bentuk cerita pendek
 Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
 Mengajukan pertanyaan.
Pemberian Acuan

 Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam kehidupan sehari-hari
 Menyampaikan garis besar cakupan materi
 Menyampaikan metode pembelajaran dan teknik penilaian yang akan digunakan
 Membagi peserta didik menjadi 9 Kelompok (dengan setiap anggota kelompok berjumlah
4 orang).

Kegiatan Inti ( 105 Menit)

Sintak Model Pembelajaran Kegiatan Pembelajaran
Stimulation  Peserta didik mengamati tayangan video mengenai short
(stimullasi/ story ‘The Peacock and the Crane’ pada link YouTube
pemberian
rangsangan)

 Peserta didik menyebutkan karakter yang terlibat, alur cerita dan

akhir dari cerita pada video tersebut

Problem  Dari tampilan slide PowerPoint, Peserta didik menyimak teks naratif
Statemen dalam bentuk cerita pendek
(pertanyaan/  Melalui diskusi kelompok, peserta didik menentukan fungsi
identifikasi sosial teks naratif dalam bentuk cerita pendek
masalah)

Data  Melalui diskusi kelompok, peserta didik menganalisis struktur

collection teks naratif dalam bentuk cerita pendek.
(pengumpulan  Melalui diskusi kelompok, peserta didik menemukan
data) unsur kebahasaan teks naratif dalam bentuk cerita pendek.

Data  Bersama kelompok peserta didik membuat resume teks naratif dalam
processing bentuk cerita pendek.
(pengolahan
Data)
Verification (pembuktian)  Peserta didik mempresentasikan hasil resume Peserta didik dan
guru berdiskusi dan melakukan tanya jawab mengenai hasil
resume dari teks .

Generalization (menarik  Peserta didik dan guru melakukan refleksi

kesimpulan)  Peserta didik menyelesaikan uji kompetensi yang terdapat pada
UKBM atau buku pegangan peserta didik atau pada lembar kerja
yang telah disediakan secara individu untuk mengecek
penguasaan peserta didik terhadap materi pelajaran

Kegiatan Penutup (15 Menit)

Guru:

1) Memberikan umpan balik terhadap proses dan hasil pembelajaran.

2) Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.

2. Pertemuan Ke-2 (3 x 45 Menit)

Kegiatan Pendahuluan (15 Menit)
Guru :

Orientasi (Menunjukkan sikap disiplin sebelum memulai proses pembelajaran, menghayati dan
mengamalkan ajaran agama yang dianut serta membiasakan membaca dan memaknai (Literasi).

 Melakukan persiapan dengan salam pembuka dan berdoa untuk memulai pembelajaran
melalui
 Memeriksa kehadiran peserta didik sebagai sikap disiplin .
 Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran .

Apersepsi

 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan

pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya,
 Fungsi sosial, struktur dan unsur kebahasaan teks narrative terkait cerita pendek
 Mengingatkan kembali materi prasyarat dengan bertanya.
 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
 Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari.
 Apabila materi/tema/ projek ini dikerjakan dengan baik dan sungguh-sungguh, maka peserta
 didik diharapkan dapat menjelaskan tentang:
 Teks narrative terkait cerita pendek
 Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
 Mengajukan pertanyaan.
Pemberian Acuan

 Menyampaikan kompetensi yang akan dicapai dan manfaatnya dalam kehidupan sehari-hari
 Menyampaikan garis besar cakupan materi
 Menyampaikan metode pembelajaran dan teknik penilaian yang akan digunakan
Membagi peserta didik menjadi 9 Kelompok (dengan setiap anggota kelompok berjumlah 4 orang).
Kegiatan Inti (105 Menit)
Sintak Model Pembelajaran Kegiatan Pembelajaran
Stimulation  Peserta didik di beri 4 macam judul teks narrative terkait cerita
(stimullasi/ pendek
pemberian  Setiap kelompok memilih satu judul cerita pendek.
rangsangan)

 Peserta didik dan guru bertanya jawab tentang fungsi sosial,

Problem struktur teks dan unsur kebahasaan teks naratif.
statemen
(pertanyaan/
identifikasi
Data  Melalui kolaborasi dan kerjasama kelompok, peserta didik
collection mencari bahan materi (dari internet atau buku pelajaran) untuk
(pengumpulan membuat teks narrative terkait cerita pendek tentang beberapa
data) genre (fable, legend, fairy tale, folklore, dsb).
Mengidentifikasi genre cerita yang akan disusun

 Melalui kolaborasi dan kerjasama kelompok, peserta didik

membuat teks narrative terkait cerita pendek tentang beberapa
genre (fable, legend, myth, folktale,dsb) sesuai minat dan
kesepakatan dengan kelompok dengan mengikuti langkah
berikut ini:
a. Pre-writing
 Menentukan judul cerita pendek yang akan disusun
 Membuat kerangka cerita melalui brainstorming
atau mind mapping
b. Writing
 Membuat elaborasi kalimat berdasarkan
unsur kebahasaan teks naratif
Data  Menyusun kalimat tersebut menjadi beberapa
processing paragraf sesuai struktur teks naratif
(pengolahan c. Revising
Data)  Menambah, mengurangi dan memodifikasi beberapa
kata atau kalimat dalam cerita agar lebih coherent
dan cohesive menggunakan acaun cohesive devices
d. Editing
 Membaca ulang cerita pendek yang telah disusun dan
melakukan editing pada ejaan, tata bahasa dan
bagian lainnya yang perlu diperbaiki untuk
mendapatkan konsistensi karakter dan alur cerita.
e. Publishing
 Menulis cerita pendek yang telah diedit dan
siap dikomunikasikan dengan guru dan teman
dari kelompok lainnya.
 Mencantumkan referensi pada bagian akhir

 Peserta didik mengirim teks naratif dalam bentuk cerita

pendek
Verification (pembuktian)
 Peserta didik mempresentasikan hasil teks naratif dalam
bentuk cerita pendek dengan cara telling story
(audio/video)
 Generalization (menarik
kesimpulan)
 Peserta didik dan guru melakukan refleksi .
 Peserta didik menyelesaikan uji kompetensi yang terdapat pada
UKBM atau buku pegangan peserta didik atau pada lembar kerja
yang telah disediakan secara individu untuk mengecek
penguasaan peserta didik terhadap materi pelajaran .

Kegiatan Penutup (10 Menit)

Guru:

1) Memberikan umpan balik terhadap proses dan hasil pembelajaran.

2) Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.

Lampiran Materi Reguler

I . Choose the right answer from the multiple choice below!

The Old Man and The Durian Tree

     
A long time ago lived an old man whose age was over 80 years old. The was planting a durian tree when he was
observed by a neighbour. ( A durian is a thorny fruit with a very pungent smell. It is known as the King of Fruits
and is very popular in South-east Asia.)
    
The neighbour asked the old man,”Do you expect to eat durian from that tree? The durian tree will take about 8 to
10 years to bear fruit.”
   
The old man rested smilingly on his spade. He said,”No, at my age I know, I won’t. All my life, I have been
enjoying durians, but never from a tree whichI have planted before. I wouldn’t have had durians if other men have
not done like what I am doing now. I am just trying to pay the other men who have planted durians for me.” No
wonder, he looked so happy.
   
We should be givers first and getters second in everything we do. We will not only get what we want but we will
be really happy in the end. Because we need to sow first before we can reap.

1. What is the purpose of the text?

     a. To amuse the readers
     b. To critique certain people
     c. To inform about a good event
     d. To describe a specific person

2. What can we learn from the story?

    a. We should be givers first
    b. We should enjoy planting trees
    c. We should be disciplined
    d. We should love our environment

3. What can we conclude from the text?

    a. The old man was kind
    b. The old man didn’t like durians
    c. Someone had asked the man to plant durians
    d. The old man possibly would have time to enjoy the durians.

4. “Do you expect to eat durians from that tree?” the word “expect” means...
    a. Know
    b. Enjoy
    c. Hope
    d. Need
 5. “I am just trying to pay the other men who...(paragraph 3)”. The word “I” refers to...
   a. The neighbour
   b. Durian
   c. The old man
   d. The other men

A Bundle of Sticks

Once upon a time, three neighbours living in a village were having trouble with their crops. Each of
the neighbours had one field, but the crops on their fields were infested with pests and were wilting. Every
day, they would come up with different ideas to help their crops. The first one tried using a scarecrow in
his field, the second used pesticides, and the third built a fence on his field, all to no avail.

One day, the village head came by and called the three farmers. He gave them each a stick and
asked them to break it. The farmers could break them easily. He then gave them a bundle of three sticks,
and again, asked them to break it. This time, the farmers struggled to break the sticks. The village head
said, “Together, you are stronger and work better than you do it alone.” The farmers understood what the
village head was saying. They pooled in their resources and got rid of the pests from their fields.

A. Answer the following questions.

1. What is the purpose of the text?
2. Identify the generic structure of the text
a. Oriention
b. Complication
c. Resolution
d. Coda
3. Write 5 sentences using simple past tense in the text.
4. In group make resume of narrative text using your own words.

Based on the picture below!

1. Make groups consist of four people
2. . Choose one of the genres below!

d. Fables c. Legends a. Fairy Tales b. Folklores

3. Compose a simple narrative text based on the genre you have chosen!
4. Make sure to look at the steps of writing a good text.
5. Brainstorm your ideas by using the following mind mapping (you may use your own mind mapping
format)
6. Refer to cohesive devices in composing your story.
7. Retell the story or narrative text in and record it in audio or video format.

II. Materi pembelajaran remedial

 Teks narrative terkait cerita pendek

The Town Mouse and the Country Mouse

Once upon a time, a Country Mouse had a visit from his cousin in the country. He was so happy. He
loved his cousin and made him heartily welcome. Beans and bacon, cheese and bread, were all he had to
offer, but he offered them freely. The Town Mouse said: "I cannot understand, Cousin, how you can put
up with such poor food as this, but of course you cannot expect anything better in the country; come you
with me and I will show you how to live. When you have been in town a week you will wonder how you
could ever have stood a country life."

Next, the two mice set off for the town and arrived at the Town Mouse's residence late at night. "You
will want some refreshment after our long journey," said the polite Town Mouse, and took his friend into
the grand dining-room. There they found the remains of food, and soon the two mice were eating up
jellies and cakes and all that was nice. Suddenly they heard growling and barking. "What is that?" said
the Country Mouse. "It is only the dogs of the house," answered the other. "Only!" said the Country
Mouse. "I do not like that music at my dinner." Just at that moment the door flew open, in came two
dogs, and the two mice had to run away. "Good-bye, Cousin," said the Country Mouse, "What! Going so
soon?" said the other. "Yes," he replied; "Better beans and bacon in peace than cakes and beer in fear."

A.  Circle T if the statement is True and F if it is False.

______1.  The country mouse visited his cousin in the town.
______2.  The mice ate the remains of a fine feast in the grand dining room.
______3.  The town mouse didn't like music at the dinner.
______4.  Two dogs were growling and barking to the mice.
______5.  The country mouse liked peace than fear.

B.  Answer the following questions based on the text above.

1.  Who came to visit the country mouse?
2.  What did the country mouse offer to his guest?
3.  Where did the two mice go?
4.  When the two mice arrive at the Town Mouse‟s residence?
5.  What did they eat in the grand dining room?

Fill in the blank with Choose the right answer from the option bellow

The Clever Judge

          Once a lion, a fox, and a donkey set off for a day’s hunting, after agreeing that each was to have an equal
share of what was (1) … . After a time, they were able to pull down and kill a fat buck; and the lion asked the
donkey to be so good as to divide the prize. As fairly as he could, the obliging donkey cut up the buck into three
equal parts, and then he invited the lion to take his choice.
          As this, the lion (2) … into a violent rage, sprang on the poor donkey, and killed him with a powerful blow.
          Then the lion told the fox to divide the meat. This the fox did; but he was cunning. He put aside a big heap
for the lion’s share, and (3) … only a small piece for himself.
          On seeing this, the lion looked very pleased. “Master Fox,” he said, “this is indeed a most satisfactory
divisor. Who taught you to be so clever?”
          “The dead donkey has been my teacher,” replied the fox. “From his foolish conduct I have learned to be
wise.”
1.   A. catch                                                                            
      B. caught          
      C. catches
      D. catching
     
2.  A. flowing                                                                        
      B. flow           
      C. flew
      D. flows
   
3.  A. keep                                                                            
      B. keeping             
      C. keeps
      D. kept

1. Materi pembelajaran pengayaan

 Kata-kata terkait dengan nilai moral, kejadian/peristiwa yang terjadi.

Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the name of a shark and Baya was a crocodile.
They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat.
"Yummy, this is my lunch," said Baya. "No way! This is my lunch. You are greedy" said Sura. Then they fought
for the goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in the different places. Sura lived in the water and Baya lived in the land. The
border was the beach, so they would never fight again.

One day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much
food in the sea. Baya was very angry when he knew that Sura broke the promise.

They fought again . They both hit each other . Sura bit baya’s tall . Baya did the same things to sura . He bit very
hard until sura finally gave up and went back to the sea . Baya was happy

Answer the following text below

1. What is the title of a narrative text above?
2. How many characters in the story?
3. Why are they fighting?
4. Anyone who violates the agreement between Sura and Baya?
5. What lessons can we learn in the story?

What Narrative Text Is?

It is important to know that the social function of the narrative text is to inform and entertain. Narrative text will
tell the story with amusing way. It provides an aesthetic literary experience to the reader. Narrative text is written
based on life experience. In literary term, experience is what we do, feel, hear, read, even what we dream.

Narrative text is organized focusing at character oriented. It is build using descriptive familiar language and
dialogue. There are some genres of literary text which fit to be classified as the narrative text. Some of them are:
Folktales, it includes fables, legend, myth, or realistic tales , Mysteries, fantasy, science or realistic fiction.

Commonly, narrative text is organized by the story of grammar. It will be beginning, middle and end of the story.
To build this story grammar, narrative text need plot. This plot will determine the quality of the story. Plot is a
series of episodes which holds the reader’ attention while they are reading the story.

Conflict is the main important element of the plot. This conflict among the characters will drive the story progress.
In this conflict, readers will be shown how the characters face the problem and how they have ability to handle that
problem

This following story is the example of narrative text.

EXERCISE
Read the following story and while reading fill the gaps in the story with appropriate phrases provided below!
the same thing
all the gold
a countryman
second thoughts
the nest of his Goose
an egg of pure gold
an egg all yellow
nothing
The Goose with the Golden Eggs
Well, here is the story. One day (1)__________ was going to (2)__________ found there is (3)__________ and
glittering. When he took it up it was a heavy as lead and he was going to throw it away, because he thought a trick
had been played upon him. But he took it home on (4)_________ , and soon found to his delight that it was
(5)__________. Every morning (6)__________ occurred, and he soon became rich by selling his eggs. As he grew
rich he grew greedy; and thought to get at once (7)_________ the Goose could give, he killed it and opened it but
he found, (8)__________.
Okay, what lesson can you learn from this story? Right. “GREED OF TO’ER REACHES ITSELF”