Rencana Pelaksanaan Pembelajaran

(RPP)

Mata Pelajaran : Bahasa Inggris

Materi Pokok : Narrative Text

Kelas : X/Genap

Alokasi Waktu : 1 Pertemuan (2 X 30 menit)

A. TUJUAN

Dengan menerapkan pendekatan saintifik dengan metode Discovery Learning dan Problem
Based Learning siswa mampu mengetahui, mengidentifikasi, memahami, menerapkan,
menganalisis, menyusun, dan menceritakan teks naratif pendek dan sederhana terkait legenda
rakyat secara lisan dan tulis dengan memperhatikan fungsi social, struktur teks dan unsur
kebahasaan secara benar dan sesuai konteks.

B. KEGIATAN PEMBELAJARAN

Kegiatan Pendahuluan
 Guru memberikan ucapan salam, menyapa siswa (Greetings) dan mengecek kehadiran siswa.
 Guru menampilkan video pembelajaran kepada siswa.
 Guru memberikan pertanyaan kepada siswa terkait video yang ditampilkan.
 Guru dan siswa berdiskusi mengenai video yang ditampikan.

Kegiatan Inti

 Guru mendiktekan teks narrative kepada siswa

 Siswa mengulangi apa yang di bacakan oleh guru sembari mengisi teks yang kosong.
 Guru menanyakan terkait teks narrative yang telah dibacakan.
 Siswa menjawab pertanyaan guru berdasarkan teks yang telah di baca.
 Guru menyuruh siswa untuk membuat kelompok dan menyuruh siswa untuk membuat ending
cerita berdasarkan fersi mereka masing-masing.
 Siswa membacakan hasil kerja nya.
 Guru menjelaskan social function, generic structure, dan language features kepada siswa.
  Guru menyuruh siswa untuk mencari character, setting, problem dan ending dari cerita.
 Guru menyuruh siswa untuk menceritakan kembali cerita folktale berdasarka pertanyaan yang
telah di sediakan kepada teman yang belum membacanya.
 Guru menyuruh siswa untuk menyusun kembali kalimat dengan urutan yang benar hingga
menjadi sebuah cerita yang utuh.
Kegiatan Penutup
 Guru memberikan umpan balik terhadap pencapaian siswa
 Guru memberikan pertanyaan untuk menguji pemahaman siswa
 Guru memberikan teks yang akan di bandingkan dengan mengeluarkan article yang ada pada
teks dan menuliskannya di dalam tabel yang telah disediakan.
 Mengucapkan rasa syukur atas apa yang telah di dapat selama proses pembelajaran.

LAMPIRAN

1. Video Pembelajaran :
https://drive.google.com/file/d/1X1C8haQmJLISh41oNEgOvGg1OVP1_v4b/view?usp=drivesdk

2. Teks

The Old Grandfather and the Grandson

Once upon a time there was an old man who could barely walk. His knees trembled, and he didn’t
hear or see much. Moreover, he had lost all his teeth. When he sat at the dinner table, he could barely
hold the spoon. He spilled the soup on his napkin, and the food continued to flow from his mouth. His
son and his son’s wife felt disgusted by this, and therefore, the grandfather finally had to take a place
behind the oven in the corner of the room. They gave him his food in a clay bowl. In addition, it was
never full, and he would look morosely over to the table, his eyes filled with tears.

One time his trembling hands could not gasp the bowl tightly enough, and it fell to the ground and
broke. The young wife scolded him, while he said nothing and only sighed. So, they bought a wooden
bowl for a penny, and now he had to eat out of it.

One time, as they were sitting at the dinner table, the little four-year-old grandson collected small
wooden sticks on the floor. “What are you doing there?” his father asked.

“Oh,” the child answered, “I’m making a little trough so mother and father can eat out of it when I’m
older and bigger.” Then the husband and wife looked at each other for a while.

Finally, they burst into tears and immediately brought the old grandfather to the table. From then,
they let him eat with them and also said nothing whenever he happened to spill a few things.
3. Social Function and Expression

To entertain, amuse and interest the readers. (Blake Education,1998)

Generic Structure
Orientation:
Opening paragraph where the characters of the
story are introduced contains introducing
characters, places and times of talking stories
(who or what, when and where)
Once upon a time there was an old man who
could barely walk. His knees trembled, and he
didn’t hear or see much. Moreover, he had lost all
his teeth. When he sat at the dinner table, he
could barely hold the spoon. He spilled the soup
on his napkin, and the food continued to flow
from his mouth. His son and his son’s wife felt
disgusted by this, and therefore, the grandfather
finally had to take a place behind the oven in the
corner of the room. They gave him his food in a
clay bowl. In addition, it was never full, and he
would look morosely over to the table, his eyes
filled with tears.

Complication:
The problems in the story developed (problems
arise / begin to occur and develop)
Resolution:
The problems in the story is solved
Re-orientation:
The closing remarks that indicate the end of a
story and moral lessons or values that can be
learned from stories. (optional).
One time his trembling hands could not gasp the
bowl tightly enough, and it fell to the ground and
broke. The young wife scolded him, while he said
nothing and only sighed. So, they bought a
wooden bowl for a penny, and now he had to eat
out of it
One time, as they were sitting at the dinner table,
the little four-year-old grandson collected small
wooden sticks on the floor. “What are you doing
there?” his father asked.
“Oh,” the child answered, “I’m making a little
trough so mother and father can eat out of it when
I’m older and bigger.” Then the husband and
wife looked at each other for a while. Finally,
they burst into tears and immediately brought the
old grandfather to the table. From then, they let
him eat with them and also said nothing
whenever he happened to spill a few things.

Language Features
1. Past tense and past continuous (e.g. lived, allowed, called)
2. Time conjunction (e.g. then, after that, before)
3. Action verb (e.g. run, dance, talk)
4. Direct speech
5. Adverb of time (e.g. in the morning, a week, a year)