KUTIPAN SILABUS

Nama Sekolah : SMA Negeri … SAMARINDA

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / Genap
Kompetensi Inti :

KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, dan prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri dan mampu menggunakan metode sesuai kaidah keilmuan.
Materi
Indikator Pencapaian Kegiatan Alokasi Sumber
Kompetensi Dasar Pokok/Materi Penilaian
Kompetensi Pembelajaran Waktu Belajar
Pembelajaran
3.8.1 Mengidentifikasi fungsi - Buku Bahasa
3.8 Membedakan fungsi sosial,  Fungsi Sosial - Menyimak guru Tes lisan, tulis 8 X 45
Inggris Kelas X
sosial, struktur teks, membacakan legenda,
struktur teks, dan unsur Mendapat hiburan, dan penugasan Menit
dan unsur kebahasaan sambil dilibatkan dalam Kurikulum 2013
kebahasaan beberapa teks menghibur, mengajarkan
(Adjective, Past Tense, tanya jawab tentang isinya (16 JP) Revisi 2016,
naratif lisan dan tulis
Adverb of past time) nilai-nilai luhur, - Didiktekan guru Kemendikbud
dengan memberi dan
dari cerita naratif (C1) mengambil teladan menuliskan legenda -
meminta informasi terkait
legenda rakyat, sederhana, 3.8.2 Menentukan unsur tersebut dalam buku
sesuai dengan konteks kebahasaan (Adjective,  Struktur Teks catatan masing-masing,
penggunaannya. Past tense, Adverb of Dapat mencakup: sambil bertanya jawab
Past Tense) teks naratif terkait fungsi sosial,
terkait legenda rakyat - Orientasi struktur teks, dan unsur
(C3) - Komplikasi kebahasaan yang ada
3.8.3 Menjelaskan informasi - Resolusi - Dalam kelompok masing-
dari cerita legenda - Orientasi ulang masing berlatih
rakyat tertulis membacakan legenda tsb
sederhana berdasarkan  Unsur Kebahasaan dengan intonasi, ucapan
struktur teks naratif - Kalimat-kalimat dan tekanan kata yang
(C2) benar, dengan saling
dalamsimple past tense,
3.8.4 Menentukan Sturktur past continuous, dan mengoreksi
teks Naratif tertulis lainnya yang relevan - Membaca satu legenda
sederhana tentang - Kosa kata: terkait lain, bertanya jawab
legenda rakyat (C3) karakter, watak, dan tentang isinya, dan
 Materi
Indikator Pencapaian Kegiatan Alokasi Sumber
Kompetensi Dasar Pokok/Materi Penilaian
Kompetensi Pembelajaran Waktu Belajar
Pembelajaran
3.8.5 Menjelaskan unsur setting dalam legenda kemudian mengidentifikasi
kebahasaan (Direct - Adverbia penghubung kalimat-kalimat yang
and Indirect Speech) dan penujuk waktu memuat bagian-bagian
teks naratif terkait - Ucapan, tekanan kata, legenda yang ditanyakan
legenda rakyat (C2) intonasi, ejaan, tanda - Melakukan refleksi tentang
3.8.6 Menentukan unsur baca, dan tulisan tangan proses dan hasil belajar.
kebahasaan (Direct
and Indirect speech)  Topik
teks naratif terkait Cerita legenda yang dapat
legenda rakyat (C3) menumbuhkan perilaku yang
termuat di KI
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
naratif, lisan dan tulis
sederhana terkait legenda
rakyat.
4.8.1 Menafsirkan makna secara 4.8.1.1 Menunjukkan pesan
kontekstual terkait fungsi moral secara tertulis,
sosial, sturktur teks, dan kontekstual terkait
unsur kebahasaan teks legenda rakyat (P1)
naratif lisan dan tulis 4.8.1.2 Menunjukkan makna
sederhana terkait legenda kontekstual secara
rakyat tertulis terkait
legenda rakyat
berdasarkan struktur
teks naratif (P1)
4.8.1.3 Mengulangi is cerita
legenda rakyat secara
kontekstual
berdasarkan unsur
kebahasaan (Direct
dan Indirect Speech)
teks naratif
sederhana (P1)
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMA NEGERI .. SAMARINDA

Mata Pelajaran : BAHASA INGGRIS
Kelas / Semester : X / GENAP
Materi Pokok : NARRATIVE TEXT
Sub-Materi : Generic Structure of Narrative Text
Topic : Folktales (Legend)
Alokasi Waktu : 2 x 45menit (Pertemuan Ke-9)

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, dan
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan mampu
menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar
Kompetensi Dasar Indikator Pencapaian
Kompetensi
Pertemuan ke-8
3.8.1 Mengidentifikasi fungsi sosial, struktur teks dan
unsur kebahasaan (Adjective, Action Verb (Past
Tense) dan Adverb of time) dari carita naratif (C1)
3.8.2 Menentukan unsur kebahasaan (Adjective, Action
Verb (Past Tense) dan Adverb of time) teks naratif
terkait legenda rakyat (C3)
3.8. Membedakan fungsi sosial,
struktur teks, dan unsur Pertemuan Ke-9
kebahasaan beberapa teks naratif 3.8.3 Menjelaskan informasi dari cerita legenda rakyat
lisan dan tulis dengan memberi
tertulis sederhana berdasarkan struktur teks naratif
dan meminta informasi terkait
(C2)
legenda rakyat, sederhana, sesuai
dengan konteks penggunaannya. 3.8.4 Menentukan struktur teks naratif tulis sederhana
tentang legenda rakyat (C3)

Pertemuan Ke-10
3.8.5 Menjelaskan unsur kebahasaan (Direct and indirect
speech) teks naratif terkait legenda rakyat
3.8.6 Menentukan unsur kebahasaan (Direct and Indirect
Speech)
 4.8. Menangkap makna secara Pertemuan Ke-8
kontekstual terkait fungsi sosial, 4.8.1.1 Menunjukkan pesan moral secara tertulis,
kontekstual terkait legenda rakyat (P1)
struktur teks, dan unsur
kebahasaan teks naratif, lisan dan Pertemua Ke-9
tulis sederhana terkait legenda 4.8.1.2 Menunjukkan makna kontekstual secara tertulis
rakyat. sederhana berdasarkan struktur teks naratif (P1)

Pertemuan Ke-11
4.8.1 Menafsirkan makna secara 4.8.1.3 Mengulangi isi cerita legenda rakyat secara
kontekstual terkait fungsi sosial, kontekstual berdasarkan unsur kebahasaan (Direct
struktur teks, dan unsur kebahasaan and Indirect Speech)
teks naratif, lisan dan tulis sederhana
terkait legenda rakyat (P1)

C. Tujuan Pembelajaran
Pertemuan Ke-8
Melalui kegiatan tanya jawab dan diskusi kelompok peserta didik dapat mengidentifikasi fungsi sosial dan
unsur kebahasaan (Adjective, Action Verb (Past tense), Adverb of Time) serta mampu menangkap pesan
moral dari teks naratif terkait legenda rakyat.

Pertemuan Ke-9
Melalaui kegiatan diskusi dan tanya-jawab peserta didik dapat menjelaskan informasi terkait legenda
rakyat dan menentukan struktur teks naratif, dan juga melalui pendeketan ilmiah peserta didik dapat
menangkap makna kontekstual tertulis berdasarkan struktur teks naratif sederhana terkait legenda rakyat.

Pertemuan Ke-10
Melalui Proses diskusi, peserta didik mampu menentukan dan menjelaskan unsur kebahasaan teks naratif
Direct and Indirect Specch terkait legenda rakyat sesuai dengan konteks penggunaannya.

Pertemuan Ke-11
Melalui proses diskusi dan role play peserta didik mampu menceritakan kembali legenda rakyat secara
kontekstual berdasarkan unsur kebahasaan (Direct and Indirect Speech) teks naratif sederhana

D. Materi Pembelajaran
Generic Structure of Narrative Text

1. Orientation: It is about the opening paragraph. Who is involved in the story or

where and when the story happened.
a. Characters
b. Setting of Place
c. Setting of Time
2. Complication : It tells the beginning of the problem which leads to crisis (where
the problems of the story developed)
3. Resolution: It is where the problem is resolved. It can be a happy ending or a
sad tragic one
(Resource: https://englishhatamara.blogspot.com)
E. Metode Pembelajaran
1. Pendekatan : Scientific approach
2. Model : Cooperative Learning : Numbered Head Together
3. Teknik : Tanya-jawab dan diskusi kelompok

F. Media Pembelajaran
1. Kartu warna
2. Laptop / infocus
3. Worksheet/Lembar Kerja Peserta Didik

G. Sumber-Sumber Pembelajaran
1. Buku Siswa Bahasa Inggris kelas X Kurikulum 2013 edisi 2016 (Chapter XIII)
2. Kamus Bahasa Inggris
3. Website (https://englishhatamara.blogspot.com)

H. Langkah - Langkah Pembelajaran

Deskripsi Alokasi
Kegiatan
Guru Peserta Didik Waktu

Pertemuan ke-9 (2x45)

1) Memberikan salam kepada peserta 1) Merespon salam dari guru

didik
2) Mengintruksikan peserta didik 2) Berdoa sesuai dengan
PENDAHULUAN

untuk berdoa. kepercayaan masing-masing.

3) Mengecek kehadiran peserta didik 3) Merespon guru dalam
memeriksa kehadiran 7 Menit
4) Membahas sekilas tentang materi 4) Mendengarkan dan ikut
yang pernah dipetajari merespon sekilas tentang materi
yang pernah dipetajari
5) Menjelaskan tentang tujuan 5) Menyimak penjelasan guru
pembalajaran tentang tujuan pembalajaran
INTI 1) Membagikan kartu berwarna kepada 1) Menerima kartu yang diberikan 2 Menit
peserta didik dengan masing-masing oleh guru
angka di belakang kartu
2) Mengintruksikan peserta didik untuk 2) Berdiri dan menyimak guru
berdiri di tempat masing-masing dan menyebutkan salah satu angka 3 Menit
memulai membaca teks lalu untuk memulai membaca teks
menyebut salah satu angka beserta naratif “Malin Kundang”
warna kartu (contoh: Red-One) untuk (Observing)
melanjutkan

3) Sekali-kali mengoreksi bacaan 3) Setelah selesai membaca

peserta didik yang keliru beberapa kalimat, peserta didik 7 Menit
diberi kesempatan untuk
menyebut satu angka beserta
warna kartu untuk melanjutkan
bacaan teks naratif “Malin
Kundang” sampai bagian akhir
teks (Observing)
4) Membagi peserta didik dalam 3 4) Duduk melingkar dengan teman 3 Menit
kelompok sesuai dengan waran kartu kelompok sesuai dengan nama
yang mereka terima (kelompok kartu yang diberikan kelompok
tersebut diberi nama: Orientation; tersebut diberi nama:
Complication; Resolution) Red: Orientation;
Yellow: Complication;
Green: Resolution

5) Mengintruksikan peserta didik untuk 5) Mengikuti intruksi guru untuk: 7 Menit

membaca lagi teks naratif “Malin - Membaca teks naratif “Malin
Kundang” dan meminta peserta didik Kundang”
untuk mengidentifikasi struktur teks - Mengidentifikasi dan
berdasarkan nama kelompok mereka. menentukan struktur teks
Malin Kundang dengan
berdiskusi dengan kelompok
masing-masing
(Experimenting)
- Mengolah hasil informasi
yang telah didiskusikan
dengan teman kelompok
(Associating)

6) Setelah waktu berdiskusi selesai, 6) Menuliskan hasil diskusi di 3 Menit

guru memberikan kesempatan papan tulis (Communicating)
kepada peserta didik untuk
menuliskan jawaban mereka di papan
tulis
7) Mengonfirmasi hasil kerja peserta 7) Menyimak penjelasan guru 10 Menit
didik dan menjelaskan lebih lanjut tentang “Generic Structure of
materi tentang “Generic Structure of Narrative Text” (Observing)
Narrative Text” dengan
mengungkapkan struktur ke-4 dari
teks naratif
8) Mengajak peserta didik untuk 8) Bersama guru menentukan isi 3 Menit
menentukyan isi dari struktur ke-4 dari struktur ke-4 teks naratif;
teks naratif; Re-orientation Re-orientation (Experimenting)

9) Memberi kesempatan kepada peserta 9) Bertanya tentang teks bacaan 3 Menit

didik untuk bertanya dan materi penjelasan guru
(Questioning)

10) Memberikan latihan kepada peserta 10) Mengerjakan:

didik (LKPD 1-3) yang kemudian
dikerjakan oleh peserta didik
(Khusus untuk LKPD 2 Bagian A,
guru mengajak peserta didik untuk
menjawab secara bersama-sama
dengan menyebut “warna dan angka
kartu” yang kemudian dilanjutkan
oleh peserta didik.
- LKPD 1 dikerjakan peserta 35 Menit
didik secara individu
- Untuk LKPD 2 dan LKPD 3
dikerjakan peserta didik
dengan berdiskusi bersama
teman kelompok,
- Khusus untuk LKPD 2
Bagian A, peserta didik
menyimak guru menyebut
satu “warna dan angka kartu
(contoh :Red-One) kemudian
melanjutkan menyebut angka
sampai menemukan peserta
didik yang melakukan
kesalahan dalam menanggapi
 kartu mereka.
- Peserta didik yang melakukan 2 Menit
kesalahan tadi di beri
tanggung jawab untuk
menjawab LKPD 2 Bagian A
(Communicating)
11) Peserta didik mengumpulkan
LKPD yang telah diselesaikan
Total waktu kegiatan inti 78 Menit
1) Mengajak peserta didik untuk 1) Menyimpulkan dan
merefleksikan dan menyimpulkan merefleksikan pembelajaran
PENUTUP

pembelajaran
2) Menginformasikan tentang rencana 2) Memperhatikan informasi
kegiatan pembelajaran untuk tentang rencana kegiatan 5 menit
pertemuan berikutnya. pembelajaran untuk pertemuan
3) Menginstruksikan peserta didik untuk berFikutnya.
berdoa kemudian dilanjutkan dengan 4) Berdoa dan memberi salam
salam penutup penutup

I. Teknik Penilaian
1. Teknik Penilaian
a. Penilaian Sikap : Observasi / Pengamatan
b. Penilaian Pengetahuan : Tes Tertulis Essay (LKPD 1 dan 2)
c. Penilaian Keterampilan : Produk Tertulis “Essay” (LKPD 3)
(Reading Comprehension)
2. Bentuk Penilaian
a. Observasi : Jurnal Guru
b. Tes Tertulis : Essay

3. Instrumen Penilaian (Terlampir)

Samarinda, Maret 2018

Mengetahui,
Kepala SMA Samarinda, Guru Mata Pelajaran,

(…………………………) Suhria, S.Pd.

NIP.
Lampiran 1

BAHAN AJAR
(Pertemuan Ke-9 )

Generic Structure of Narrative Text

Orientation:ItItisisabout
Orientation: aboutthetheopening
openingparagraph.
paragraph.Who
Whoisis
involved inin the
involved the story
story oror where
where and
and when
when the
the story
story
happened.
happened.
Characters
Characters
TheMain
The MainCharacters,
Characters,who
whoparticipate
participatemost
mostininthe
theplot
plot

TheSecondary
The SecondaryCharacters,
Characters,who
whoare
areactually
actuallyaasupport
supportfor
forthe
the
maincharacters
main characters

UtilityCharacters
Utility Characters
(https://oposinet.cvexpres.com/temario-de-ingles-secundaria/temario-2-
(https://oposinet.cvexpres.com/temario-de-ingles-secundaria/temario-2-
ingles-secundaria/topic-32-narrative-texts-structure-and-characteristics/)
ingles-secundaria/topic-32-narrative-texts-structure-and-characteristics/)
SettingofofPlace
Setting Place
planet,country,
planet, country,city,
city,building,
building,field,
field,woods,
woods,vehicle,
vehicle,atatsea,
sea,ininspace.
space.
Anyplace
Any placewhere
whereyou
youcan
canput
putcharacters
charactersand
andaction.
action.
SettingofofTime
Setting Time
Anage
An ageororepoch
epochororaaspecific
specificyear,
year,even
evenaatime
timeofofday
dayororaaseason
season
(ParticularlyininaaLegend
(Particularly Legendstory,
story,ititisisusually
usuallyused
usedpast
pastadverbial
adverbialtoto
noticethe
notice thetime,
time,e.g.
e.g.AAlong
longtime
timeago,
ago,once
onceupon
uponaatime,
time,etc)
etc)
Besides,there
Besides, therearearestill
stillothers
othersitems
itemsthat
thatalso
alsoinclude
includeinin“Orientation”
“Orientation”
ofofaanarrative
narrativetext,
text,such
suchas,
as,nuance/situation;
nuance/situation;social
socialstyle;
style;economical
economical
andcultural
and culturalbackground,
background,etc. etc.
Complication: :ItIttells
Complication tellsthe
thebeginning
beginningofofthe theproblem
problemwhich
whichleads
leadstoto
crisis(where
crisis (wherethe theproblems
problemsofofthethestory
storydeveloped)
developed)
-Problem->->Conflict
-Problem Conflict->->Climax
Climax->->antiantiClimax
Climax->->Solution
Solution
(Resource:https://brainly.co.id)
(Resource: https://brainly.co.id)
Resolution:ItItisiswhere
Resolution: wherethe theproblem
problemisisresolved.
resolved.ItItcancanbebeaahappy
happy
endingororaasad
ending sadtragic
tragiconeone

Coda/Reorientation:Lesson
Coda/Reorientation: Lessonfrom
fromthe
thestory
story(optional)
(optional)
Example :

THELEGEND
LEGENDOF
OFMALIN
MALINKUNDANG
KUNDANG
THE

AAlong longtime timeago,ago,inina asmallsmallvillage

villagenear nearthe the
beach in West Sumatera lived a woman and her son,
beach in West Sumatera lived a woman and her son,
MalinKundang.
Kundang.Malin MalinKundang
Kundangand andhis hismother
motherhad hadtoto
Malin Orientation
live hard because his father had passed away when hehe
live hard because his father had passed away when
wasa ababy.
baby.Malin
MalinKundang
Kundangwas wasa ahealthy,
healthy,diligent,
diligent,and and
was
strong boy. He usually went to sea to catch fish. After
strong boy. He usually went to sea to catch fish. After
gettingfishfishhehewould
wouldbringbringitittotohis hismother,
mother,ororsell sellthe
the
getting
caught fish in the town.
caught fish in the town.
Oneday,day,when whenMalin
MalinKundang
Kundangwas wassailing,
sailing,hehe
One
sawa amerchant’s
merchant’sship shipbeing
beingraided
raidedbybya abandbandofofpirates.
pirates.
saw
With his bravery, Malin Kundang helped the merchant
With his bravery, Malin Kundang helped the merchant
defeatthe thepirates.
pirates.To Tothank
thankhim, him,the themerchant
merchantallowedallowed
defeat
Malin Kundang to sail with him. Malin Kundang agreed
Malin Kundang to sail with him. Malin Kundang agreed
ininthe
thehope
hopetotoget geta abetter
betterlife.
life.He Heleft
lefthis
hismother
motheralone.
alone.
Many years later, Malin Kundang became
Many years later, Malin Kundang became
wealthy.He Hehad hada ahugehugeshipshipand anda alot lotofofcrews
crewswho who
wealthy.
worked loading trading goods. He was also married totoa a
worked loading trading goods. He was also married
beautifulwoman.woman.When Whenhehewas wassailing
sailingononhis histrading
trading
beautiful
journey,his hisship
shiplanded
landedonona acoastcoastnearneara asmall
smallvillage.
village.
journey,
The local people recognized that it was Malin Kundang,
The local people recognized that it was Malin Kundang,
a aboy
boyfromfromthe thearea.
area.The
Thenews newsran ranfast
fastinint thehetown;
town;
“Malin Kundang has become rich and now he is here”. Complication
“Malin Kundang has become rich and now he is here”.
And old old woman,
woman, who who was was Malin
Malin Kundang’s
Kundang’s
And
mother, ran to the beach to meet the new rich merchant.
mother, ran to the beach to meet the new rich merchant.
Shewanted
wantedtotohug hughimhimtotorelease
releaseher hersadness
sadnessofofbeingbeing
She
lonely after a long time. When his mother came near
lonely after a long time. When his mother came near
him,Malin
MalinKundang
Kundangwho whowas waswithwithhis hisbeautiful
beautifulwife wife
him,
and his ship crews denied that she
and his ship crews denied that she was his mother. She was his mother. She
had pleaded Malin Kundang to look at her and admit
had pleaded Malin Kundang to look at her and admit
thatshe
shewas washer hermother.
mother.But Buthehekept keptrefusing
refusingtotododoitit
that
and yelling at her. At last Malin Kundang saidtotoher,her,
and yelling at her. At last Malin Kundang said
“Enough,old oldwoman!
woman!I Ihave haveneverneverhad hada amother
motherlike like
“Enough,
you, a dirty and ugly woman!” After that he ordered his
you, a dirty and ugly woman!” After that he ordered his
crewstotoset setsail
sailtotoleave
leavethe theold oldwoman
womanwho whowas wasthen
then
crews
full of sadness and anger. Finally, feeling enraged, she
full of sadness and anger. Finally, feeling enraged, she
cursedMalind
MalindKundangKundangthat thathehewould
wouldturn turninto
intoa astone
stone
cursed
if he didn’t apologize to her. Malin Kundang just
if he didn’t apologize to her. Malin Kundang just
laughed and set sail.
laughed and set sail.
Suddenly, a a thunderstorm
thunderstorm came came inin the the quite
quite
Suddenly,
seam wrecking his huge ship. He was thrown out totoa a
seam wrecking his huge ship. He was thrown out
smallisland.
island.ItItwas wasreally
reallytootoolate
lateforforhim
himtotoavoid
avoidhis his Resolution
small
curse; he had turned into a stone.
curse; he had turned into a stone.
(BukuBahasa
BahasaInggris
InggrisKelas
KelasXXKurikulum
Kurikulum2013
2013Revisi
Revisi
(Buku
2016,Kemendikbud)
Kemendikbud)
2016,
Lampiran 2

LEMBARKERJA
LEMBAR KERJAPESERTA
PESERTADIDIK
DIDIK11
Nama Peserta Didik : ______________________________

Kelas : ______________________________

Alokasi Waktu : 10 Menit

Indikator : 3.8.3 Menejelaskan Informasi dari cerita legenda rakyat

tertulis sederhana

Readthis
thisfollowing
followingNarrative
NarrativeText!
Text!
Read
Thelegend
legendofofNyiNyiRoro
RoroKidul
Kidulstory
story
The
Onceuponupona atime,time,there
therewas wasa abeautiful
beautifulprincess
princessnamed
namedDewi Dewi
Once
Kadita.Because
Becauseofofher herbeauty,
beauty,she shewas
wascalled
calledDewi
DewiSrengenge.
Srengenge.ItItmeansmeans
Kadita.
the goddess of the sun. Her father was King Munding Wangi. Although
the goddess of the sun. Her father was King Munding Wangi. Although
hehe had
had a a beautiful
beautiful daughter,
daughter, hehe waswas unhappy
unhappy because
because hehe always
always
expected to have a son.
expected to have a son.
Theking
kingdecided
decidedtotomarry
marryDewiDewiMutiara.
Mutiara.He Hehadhada ason
sonfrom
fromher.
her.
The
Dewi Mutiara wanted hor son to become a king in the future. She asked
Dewi Mutiara wanted hor son to become a king in the future. She asked
theKing
Kingtotosendsendhishisdaughter
daughteraway.
away.TheTheKing
Kingdid
didnot
notagree.
agree.
the
DewiMutiara
Mutiaracalled
calleda ablack
blackwizard
wizardtotocurse
curseKadita.
Kadita.She Shewanted
wanted
Dewi
kadita’s beautiful body full of ulcer. Then, Kadita’s body was fullofof
kadita’s beautiful body full of ulcer. Then, Kadita’s body was full
ulcer.ItItsmelled
smelledbad.bad.TheThebeautiful
beautifulprincess
princesscried.
cried.
ulcer.
The King was very sad. No one could curethe theillness
illnessofofhis his
The King was very sad. No one could cure
daughter.The TheKing
Kingdid didnotnotwant
wantherherdaughter
daughtertotobebea arumor,
rumor,sosohehesentsent
daughter.
his daughter away.
his daughter away.
Thepoor
poorprincess
princessdid didnot
notknow
knowwhere
wheretotogo.
go.However,
However,she shehadhada a
The
noble heart. She did not have any bad feelings about her stepmother.
noble heart. She did not have any bad feelings about her stepmother.
Shewalked
walkedfor foralmost
almostsevensevendays
daysandandseven
sevennights.
nights.Then,
Then,she shecame
cametoto
She
the south Ocean. The ocean was so clean and clear. She jumped intothe
the
the south Ocean. The ocean was so clean and clear. She jumped into
water and swam.
water and swam.
Suddenly,theretherewaswasa amiracle.
miracle.TheTheocean
oceanwater
watercured
curedher herillness.
illness.
Suddenly,
She became more beautiful than before. She also had a power toto
She became more beautiful than before. She also had a power
commandthe thewhole
wholeSouthSouthOcean.
Ocean.She Shebecame
becamea afairy
fairycalled
calledNyi
NyiRoroRoro
command
Kidul or the Queen of South Ocean.
Kidul or the Queen of South Ocean.
http://englishstory12.blogspot.co.id.html
http://englishstory12.blogspot.co.id.html
Comprehension Question!
Answer the following questions based on the Information you get by reading “The
What does Dewi Srengege mean?
Legend of Nyi Roro Kidul” story
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
Why The King Munding Waning decided to marry Dewi Mutiara?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
What did Dewi Mutiara do when the King didn’t agree to send King’s daughter away?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
How did the King finally send Dewi Mutiara away?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
Where did Dewi Kadita jump and swim?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
What is the resolution of the story?
______________________________________________________________________________________
______________________________________________________________________________________
________________________________

NILAI :
 LEMBARKERJA
LEMBAR KERJAPESERTA
PESERTADIDIK
DIDIK22
Kelompok : ______________________________
Anggota : 1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
Kelas : ______________________________
Alokasi Waktu : 10 Menit
Indikator : 3.8.4 Menentukan struktur teks naratif tertulis sederhana
tentang legenda rakyat

A. Determine the Generic Structure of every paragraph below

THE LEGEND OF “BATU MENANGIS”

One day, they went down to the village for shopping. The market was far
away from their house. They walked there. The girl got dressed very nice
and walked in front of her mother. While the widow walked behind,
carried a basket and wore dirty clothes. Nobody knew they were mother
and child.

Eventually, the mother’s heart hurt to hear the answer. Mother prayed
to God to punish her ungodly daughter. Suddenly, the girl stopped and
slowly turned to be a stone. The girl cried and apologized to his mother.
But it was too late. A pretty girl was turned into a stone and continued to
tear; it’s called A Crying Stone.

On a hill in the area of Borneo, there lived a poor widow and her
daughter. The girl was really beautiful. However, she was very lazy
and spoiled. She loved to dress up every day, but never helped her
mother.

While entering the village, people looked at them. The young men were
so fascinated by the girl’s beauty. However, she was in contrast to the
woman walking behind her. It made people wonder. Some young men
asked her whether the woman was her mother. But the girl arrogantly
replied that the widow was her maid. More people asked her along the
way to the market. She gave the same answer that the widow was her
slave
 B. Arrange every paragraph into a good
B. Arrange every paragraph into a good
narrative text
narrative text

https://www.sibolga.me/2018/02/legenda-
THE LEGEND OF
batu-menangis-kalimantan.html BATU MENANGIS

NILAI:
 LEMBARKERJA
LEMBAR KERJAPESERTA
PESERTADIDIK
DIDIK33
Kelompok : ______________________________
Anggota : 1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
Kelas : ______________________________
Alokasi Waktu : 15 Menit
Indikator : 4.8.1.2 Menunjukkan makna kontekstual secara tertulis
terkait legenda rakyat berdasarkan struktur teks naratif

A. Read this following story and complete the following chart to find out the structure of “Strong
Wind” Story

Strong
Once there was a great warrior named
Strong Wind. He lived with his sister in a tent on
the shore of the Atlantic Ocean. Strong Wind
had an amazing power. He was able to make
himself invisible. His sister could see him, but no
one else could. He said he would marry the first
woman who could see him as he came home at the
end of the day.
Many women came to the tent to watch
for him. When his sister saw him coming, she
would ask, ‘Do you see him?’
Each girl would answer,’Oh,yes! I see him!’
Then Strong Wind’s sister would ask,
‘What is he pulling his sled with?’
And the girl would answer, ‘with a rope’ or
‘with a wooden pole.’
Then Stong Wind’s sister would know that they
were lying, because their guesses were wrong.
Many tried and lied and failed. For Strong Wind
would not marry anyone who was untruthful.
A chief lived in the village. His wife had
died, but he had three daughters. One was much
younger than the other two. She was gentle and
kind and beautiful, but her sisters were jealous
of her and treated her badly. They cut off her
long black hair and they made her wear rags.
They also buned her face with coals from the
fire to make her look ugly. And they lied to their
father and said that she had done these things
Wind
to herself. But she remained kind and gentle and
went about her work with a patient heart.
The two older sisters also went to try and
see Strong Wind. When he was coming Strong
Wind’s sister asked them, ‘Do you see him?’
‘Oh, yes! I see him!’ each of them
answered.
‘What is his bow made out of?’ asked
Strong Wind’s sister.
‘Out of iron,’ answered one. ‘Out of strong
wood,’ answered the other.
‘You have not seen him,’ said Strong
Wind’s sister.
Strong Wind himself heard them and
knew that they had lied. They went into the tent
but still they could not see him. They went home
very sad.
One day the youngest daughter went to
try and see Strong Wind. She was wearing rags,
and her face was covered in burns. As she went
along the road, people pointed and laughed at
her, but still she continued on her way. When she
got to Strong Wind’s tend she waited.
When Strong Wind was comin g, his
sister asked the girl, ‘Do you see him?’
‘No,’the girl answered. ‘I do not see him.’
Strong Wind’s sister was surprised
because the girl had told the truth. ‘Now do you
see him?’ asked Strong Wind’s sister.
 ‘Yes,’ answered the girl. ‘Now I do see him. and all the burns went away. Her hair grew long
He is magnificent.’ and black again. The sister dressed the girl in
‘What is his bow made of?’ asked Strong fine clothes. Strong Wind came and the girl
Wind’s sister. became his wife.
‘The rainbow,’ answered the girl. The girls’ two older sisters were very
‘And what is the bowstring made of?’ angry, but Strong Wind turned them into aspen
asked Strong Wind’s sister trees. Ever since that day, the leaves of the
‘Of stars,’ answered the girl. aspen tree tremble with fear whenever he comes
Then Strong Wind’s sister knew that the near, because they know he remembers their
girl could really see him. He had let her see him lying and their meanness.
because she had told the truth.
‘You really have seen him,’ said Strong
Wind’s sister. Then the sister washed the girl,
Details
Generic Structure of
Purposes (The sentences of the story that show
Narrative
the structure)
To introduce the setting and character - There was a great warrior named
strong wind
- He lived with his sister in a tent by
Orientation the sea
(Character and Setting) - His sister could see him but no one
else could
- He would marry the first woman who
could see him
1………………………………………..
……………………………………… ………………………………………...
……………………………………… 2…………………………………………
Problem/
……………………………………… …………………………………………
Conflict
…………………………………….. 3 ………………………………………..
…………………………………………

4 ……………………………………….
…………………………………….. ……………………………………….
Climax ……………………………………..
Complication: 5 ……………………………………….
……………………………………….
6 ……………………………………….
……………………………………
Anti-climax ………………………………………...
……………………………………
…………………………………………
……………………………………
7 ……………………………………….
…………………………………… ………………………………………..
Solution ……………………………………
………………………………………..
……………………………………
 8 ……………………………………….
…………………………………… ……………………………………….
……………………………………
Resolution ……………………………………….
……………………………………

B. After reading the Strong Wind story, write down the lesson or the moral message of that
story with simple sentences

Acording to me, the moral message of The Strong Wind is _____________________

Acording to me, the moral message of The Strong Wind is _____________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________
______________________________________________________

N I L A I:
 KUNCIJAWABAN
KUNCI JAWABAN

LEMBAR KERJA PESERTA DIDIK 1

Nomor
Jawaban Skor
Soal
1. Dewi Srengenge means the goddess of the sun 2
Because, although he had a beautiful daughter, he always
2. 4
expected to have a son
Dewi Mutiara called a black wizard to curse Kadita. She wanted
3. 4
Kadita’s beautiful body full of ulcer
Because the King was very sad, no one could cure the illness of
4. 4
his daughter. The King did not want her daughter to be a rumor.
5. The South Ocean 2
6. There was a miracle; the ocean water cured her illness. She
became more beautiful than before. She also had a power to 4
command the whole south ocean
Skor Maksimal 20

LEMBAR KERJA PESERTA DIDIK 2

A. Paragraph Answer Skor

One day, they went down to the village for shopping. The market was far
away from their house. They walked there. The girl got dressed very nice
and walked in front of her mother. While the widow walked behind, Complication 2
carried a basket and wore dirty clothes. Nobody knew they were mother
and child.

Eventually, the mother’s heart hurt to hear the answer. Mother prayed to
God to punish her ungodly daughter. Suddenly, the girl stopped and
slowly turned to be a stone. The girl cried and apologized to his mother.
But it was too late. A pretty girl was turned into a stone and continued to Resolution 2
tear; it’s called A Crying Stone.

On a hill in the area of Borneo, there lived a poor widow and her
daughter. The girl was really beautiful. However, she was very lazy
Orientation 2
and spoiled. She loved to dress up every day, but never helped her
mother

While entering the village, people looked at them. The young men Complication 2
were so fascinated by the girl’s beauty. However, she was in
contrast to the woman walking behind her. It made people wonder. (Climax)
Some young men asked her whether the woman was her mother.
But the girl arrogantly replied that the widow was her maid. More
people asked her along the way to the market. She gave the same
answer that the widow was her slave.

B. The correct structure of The Legend of Batu Menangis

On a hill in the area of Borneo, there lived a poor widow and her daughter. The girl was 2
really beautiful. However, she was very lazy and spoiled. She loved to dress up every day,
but never helped her mother.

One day, they went down to the village for shopping. The market was far away from their
house. They walked there. The girl got dressed very nice and walked in front of her
2
mother. While the widow walked behind, carried a basket and wore dirty clothes. Nobody
knew they were mother and child.

While entering the village, people looked at them. The young men were so fascinated by 2
the girl’s beauty. However, she was in contrast to the woman walking behind her. It
made people wonder. Some young men asked her whether the woman was her mother.
But the girl arrogantly replied that the widow was her maid. More people asked her
along the way to the market. She gave the same answer that the widow was her slave.

Eventually, the mother’s heart hurt to hear the answer. Mother prayed to God to punish 2
her ungodly daughter. Suddenly, the girl stopped and slowly turned to be a stone. The
girl cried and apologized to his mother. But it was too late. A pretty girl was turned into a
stone and continued to tear; it’s called A Crying Stone.
Skor Maksimal 16

LEMBAR KERJA PESERTA DIDIK 3

A. Read this following story and complete the following chart to find out the structure of “Strong
Wind” Story

Details
Generic Structure of
Purposes (The sentences of the story that show the
Narrative
structure)
- There was a great warrior named strong wind
To introduce the setting and - He lived with his sister in a tent by the sea
Orientation
character - His sister could see him but no one else could
(Character and Setting)
- He would marry the first woman who could
see him
- Strong Wind would marry the first woman
who could see him as he come home at the
end of the day, but most of women who came
Problem to his tent lied
Conflict To start and show the conflict - There were three sisters, but the youngest one
was hated by her two sisters.
- The two older sisters also went to try an see
Strong Wind but they also lied to and Strong
Wind heard them
- The youngest daughter went to try and see
Complication:
To show the climax Strong Wind. As she went along the road
people pointed and laughed at her.
Climax
- Because she had told the truth, Strong Wind’s
sister washed the girl, and all the burns went
away and the girl became Strong Wind’s wife
To show the condition after
Anti-
climax - The girl’s two older sisters were very angry
climax
To show the solution
Solution - Strong Wind turned them into aspen tress
- Ever since that day, the leaves of the aspen
To show the condition after tress tremble with fear whenever he comes
Resolution problem solved near, because they know he remembers their
lying and their meanness

B. After reading the Strong Wind story, write down the lesson or the moral message of that
story with simple sentences

Accordingtotome,
According me,the
themoral
moralmessage
messageofofThe
TheStrong
StrongWind
Windstory
storyisiswhen
whenwewedodo
somethinggood
something goodsuch
suchasasbebekind
kindandandbebetrue
truetotoeach
eachother,
other,ititwill
willcause
cause
somethinggood
something goodforforourselves,
ourselves,either.
either.InInthe
theother
otherhand,
hand,when
whenwe wecommit
commit
something bad, then we will be revenged by something
something bad, then we will be revenged by something worse. worse.
 INSTRUMEN PENILAIAN

Indikator Pencapaian Kompetensi Penilaian

Teknik Bentuk Instrumen
3.8.2 Menjelaskan fungsi sosial, struktur
teks, dan unsur kebahasaan LKPD 1
beberapa teks naratif lisan dan tulis
terkait legenda rakyat, sederhana, Written Essay Read carefully and answer these
sesuai dengan konteks following questions!
penggunaannya
3.8.3 Menentukan struktur teks LKPD 2
(Generic Structure) beberapa A. Determine the Generic
teks naratif lisan dan tulis dengan Structure of every paragraph
Essay /
below
memberi dan meminta informasi Written Re- B. Re-arrange these following
terkait legenda rakyat, sederhana, arrange paragraphs into a good narrative
sesuai dengan konteks text
penggunaannya
4.8.1 Menafsirkan makna secara LKPD 3
kontekstual terkait fungsi sosial,
struktur teks, dan unsur A. Read this following story
kebahasaan teks naratif, lisan dan and complete the following
tulis sederhana terkait legenda chart to find out the structure of
rakyat “Strong Wind” Story
Written Essay
B. Write down the lesson or the
moral message of The Strong
Wind story with simple
sentences

1. Sikap
- Penilaian Observasi
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait
dalam proses pembelajaran maupun secara umum. Pengamatan langsung dilakukan oleh guru. Berikut
contoh instrumen penilaian sikap
Aspek Perilaku yang Dinilai Jumla Skor Kode
No Nama Siswa
BS JJ TJ DS h Skor Sikap Nilai
1 ……. 75 75 50 75 275 68,75 C
2 …….. ... ... ... ... ... ... ...

Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggun Jawab
• DS : Disiplin

Catatan :
1. Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
 00,00 – 25,00 = Kurang (K)
5. Format di atas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai

- Penilaian Diri
Seiring dengan bergesernya pusat pembelajaran dari guru kepada peserta didik, maka peserta didik
diberikan kesempatan untuk menilai kemampuan dirinya sendiri. Namun agar penilaian tetap bersifat
objektif, maka guru hendaknya menjelaskan terlebih dahulu tujuan dari penilaian diri ini, menentukan
kompetensi yang akan dinilai, kemudian menentukan kriteria penilaian yang akan digunakan, dan
merumuskan format penilaiannya Jadi, singkatnya format penilaiannya disiapkan oleh guru terlebih
dahulu. Berikut Contoh format penilaian :

Jumlah Skor Kode

No Pernyataan Ya Tidak
Skor Sikap Nilai
Selama diskusi, saya ikut serta
1 50
mengusulkan ide/gagasan.
Ketika kami berdiskusi, setiap
2 anggota mendapatkan 50
kesempatan untuk berbicara. 250 62,50 C
Saya ikut serta dalam membuat
3 kesimpulan hasil diskusi 50
kelompok.
4 ... 100

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 4 x 100 = 400
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (250 : 400) x 100 = 62,50
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat juga digunakan untuk menilai kompetensi pengetahuan dan keterampilan

- Penilaian Teman Sebaya

Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya sendiri. Sama halnya
dengan penilaian hendaknya guru telah menjelaskan maksud dan tujuan penilaian, membuat kriteria
penilaian, dan juga menentukan format penilaiannya. Berikut Contoh format penilaian teman sebaya :

Nama yang diamati : ...

Pengamat : ...

Jumlah Skor Kode

No Pernyataan Ya Tidak
Skor Sikap Nilai
1 Mau menerima pendapat teman. 100
Memberikan solusi terhadap
2 100
permasalahan.
Memaksakan pendapat sendiri 450 90,00 SB
3 100
kepada anggota kelompok.
4 Marah saat diberi kritik. 100
5 ... 50

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50 untuk pernyataan yang positif, sedangkan untuk pernyataan
yang negatif, Ya = 50 dan Tidak = 100
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 5 x 100 = 500
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (450 : 500) x 100 = 90,00
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
 50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

Rubrik Penilaian Soal Essay

Lembar Kerja Peserta Didik 1

No. Soal Uraian Skor

- Isi benar, tata bahasa benar 2
1 - Isi dan tata bahasa kurang tepat 1
- Tidak Menjawab 0
- Isi benar, tata bahasa benar 4
- Isi benar, tata bahasa kurang benar 3
2
- Isi dan tata bahasa kurang tepat 2
- Tidak Menjawab 0
- Isi benar, tata bahasa benar 4
- Isi benar, tata bahasa kurang benar 3
3
- Isi dan tata bahasa kurang tepat 2
- Tidak Menjawab 0
- Isi benar, tata bahasa benar 4
- Isi benar, tata bahasa kurang benar 3
4
- Isi dan tata bahasa kurang tepat 2
- Tidak Menjawab 0
- Isi benar, tata bahasa benar 2
5 - Isi dan tata bahasa kurang tepat 1
- Tidak Menjawab 0
- Isi benar, tata bahasa benar 4
- Isi benar, tata bahasa kurang benar 3
6
- Isi dan tata bahasa kurang tepat 2
- Tidak Menjawab 0

Lembar Kerja Peserta Didik 2

Setiap jawaban peserta didik tentang Generic Structure dan Susunan teks yang benar adalah sebagai berikut:
Uraian Skor
Jawaban / urutan benar 2
Jawaban / urutan salah 1
Tidak menjawab 0

Lembar Kerja Peserta Didik 3

A. Setiap jawaban peserta didik tentang Purpose dan Details yang benar adalah sebagai berikut:
Uraian Skor
Jawaban benar 2
Jawaban salah 1
Tidak menjawab 0

B.
Instruksi Uraian Skor
write down the lesson - Isi pesan sesuai dan susunan kalimat baik 7
or the moral message - Isi pesan sesuai dan susunan kalimat kurang baik 6
- Isi pesan kurang sesuai dan susunan kalimat baik 5
of that story with - Isi pesan kurang sesuai dan susunan kalimat kurang 4
simple sentences baik
- Isi pesan tidak sesuai dan kalimat baik 3
 - Isi pesan tidak sesuai dan kalimat kurang baik 2
- Tidak ada jawaban 0

Skor Perolehan
Nilai Siswa = x 100
Skor Maksimal

PERANGKAT PEMBELAJARAN

SEKOLAH MENENGAH ATAS (SMA KELAS X-GENAP)

SIKLUS II
 SUHRIA
PENDIDIKAN BAHASA INGGRIS

PROGRAM PENDIDIKAN PROFESI GURU SM-3T 2018

UNIVERSITAS MULAWARMAN