RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP YARI School

Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : IX / Genap
Materi Pokok : Fairy Tales
Alokasi Waktu : 2 pertemuan (4 JP)

A. Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi

Membandingkan fungsi sosial, struktur 3.7.1 Menyebutkan fungsi sosial teks
3. 3.7 teks, dan unsur kebahasaan beberapa teks naratif yang berbentuk fairytales.
naratif lisan dan tulis dengan memberi
dan meminta informasi terkait fairytales, 3.7.2 Menganalisi struktur teks naratif
pendek dan sederhana, sesuai dengan yang berbentuk fairytales.
konteks penggunaannya
3.7.3 Menganalisis unsur kebahasaan
teks naratif yang berbentuk fairytales.

3.7.4 Membedakan fungsi sosial,

struktur teks, dan unsur kebahasaan
beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi
terkait fairytales, pendek dan sederhana,
sesuai dengan konteks penggunaannya
Menangkap makna secara kontekstual 4.7.1 Menyusun teks Narrative acak
 4. 4.7 terkait fungsi sosial, struktur teks, dan
4.7.2 Membacakan fairytales dengan
unsur kebahasaan teks naratif, lisan dan
pelafalan dan intonasi yang tepat.
tulis, sangat pendek dan sederhana,terkait
4.7.3 Menentukan fungsi sosial, struktur
fairy tale teks, dan unsur kebahasaan teks naratif,
lisan dan tulis, sangat pendek dan
sederhana,terkait fairy tale secara lisan
4.7.4 Menuliskan moral value
fairytales yang dipelajari.
Fokus Penguatan Karakter :Religius, Toleransi, Tanggung Jawab

C. Tujuan Pembelajaran

Pertemuan Pertama
Melalui serangkaian kegiatan pembelajaran mengamati, menanya,mengumpulkan
informasi, mengolah informasi dan mengkomunikasikan hasil mengolah informasi dalam
penugasan induvidu dan kelompok, diharapkan peserta didik mampu:
1. Menyebutkan fungsi sosial teks naratif yang berbentuk fairytales.
2. Menganalisis unsur kebahasaan teks naratif yang berbentuk fairytales.
3. Menganalisis struktur teks naratif yang berbentuk fairytales.
4. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan meminta informasi secara rinci terkait fairytales,
pendek dan sederhana, sesuai dengan konteks penggunaannya

Pertemuan Kedua
Melalui serangkaian kegiatan pembelajaran mengamati, menanya,mengumpulkan informasi,
mengolah informasi dan mengkomunikasikan hasil mengolah informasi dalam penugasan
induvidu dan kelompok, diharapkan peserta didik mampu:
1. Menyusun teks narrative acak dengan benar.
2. Membacakan fairytales dengan pelafalan dan intonasi yang tepat.
3. Menuliskan rangkuman dan nilai moral fairytales yang dipelajari dengan tepat.

D. Materi Pembelajaran
1. Materi pembelajaran regular
 Fungsi sosial (Faktual)
Mendapatkan/memberikan hiburan, mengambil teladan nilai-nilai luhur
 Struktur teks (Struktural)
Dapat mencakup:
- Orientasi
- Evaluasi
- Krisis
 - Resolusi
- Reorientasi
 Unsur kebahasaan (Metakognitif)
- 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
 Topik
Cerita yang memberikan keteladanan dan dapat menumbuhkanperilaku yang termuat di KI

2.Materi pembelajaran pengayaan

Apabila peserta didik telah mencapai kompetensi yang ditentukan, maka peserta didik perlu
diberikan materi tambahan berupa menulis sebuah fairytale pendek dan sederhana yang mereka
ketahui.

3. Materi pembelajaran remedial

Pembelajaran remedial diberikan kepada siswa yang belum mencapai KKM berupa
pembelajaran ulang atau penugasan terkait unsur kebahasaan (tatabahasa dan kosakata).

E. Metode Pembelajaran
Pembelajaran dengan PENDEKATAN SCIENTIFIC
Metode GBA (Genre Based Approach)

F. Media dan Bahan

1. Media
a. Picture series
b. Power Point.
c. video
d. Foto copy bahan ajar

G. Sumber Belajar

1. Kementerian Pendidikan dan Kebudayaan. 2015. Bahasa Inggris When English Rings a Bell
SMP/MTs Kelas IX Jakarta: Politeknik Negeri Media Kreatif
2. Internet:(diunduh pada tanggal 1 Juli 2019)
https://www.google.co.id/search?
q=picture+series+of+bawang+merah+and+bawang+putih+story&safe=strict&source=lnms&tbm
=isch&sa=X&ved=0ahUKEwj4tsGt4aHeAhVQfH0KHbKVBm0Q_AUIDigB&biw=1366&bih=
657#imgdii=XlietZmWxfWdjM:&imgrc=7MNbL--EfRwkdM:
3. https://www.youtube.com/watch?time_continue=27&v=JdgD2NS-VAw
H. Langkah- Langkah Pembelajaran

PERTEMUAN PERTAMA
Pendahuluan (10’) (PPK Berbasis Budaya Sekolah)
1. Guru memberisalam(greeting).
2. Peserta didik mengucapkan salam sesuai budaya sekolah(PPK)
3. Guru mengajak peserta didik memulai kegiatan pembelajaran dengan berdoa bersama. (PPK
religious)
4. Guru memeriksa kehadiran peserta didik
5. Guru mengecek penguasaan kompetensi yang sudah dipelajari dan dikembangkan pada
pertemuan sebelumnyadengan cara memberikan pertanyaan.
6. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan dipelajari(4 C;
Critical thinking)
7. Guru menyampaikan kompetensi yang akan dicapai
8. Guru menyampaikan garis besar cakupan materi dan kegiatan yang akan dilakukan

9. Guru menyampaikan lingkup penilaiandan teknik penilaian yang akan digunakan, yaitu jurnal
pada sikap, lisan dan penugasan pada pengetahuan dan praktek pada keterampilan (Literasi)

Kegiatan Inti (60’)(PPK Berbasis Kelas)

1. BKOF (building knowledge of the field (10 menit)

- Guru memperlihatkan gambar (lampiran 1)
- Siswa mengamati gambar yang diperlihatkan oleh guru
- Guru memancing siswa untuk bertanya tentang gambar dengan memberikan
pernyataan:
“The girl was angry to her sister. She asked her sister to do all the house chores.”
- Siswa bertanya terkait gambar.
- Guru beserta siswa menjawab pertanyaan yang dilontarkan oleh siswa.
- Guru bersama-sama dengan siswa membahas tentang gambar dan memberi tahukan
topik yang akan dipelajari yaitu Narrative Text terkait “Bawang Merah Bawang
Putih” dengan melontarkan beberapa pertanyaan penggiring.
Based on you observation, where and when the situation happened?
Can you explain the characters that shown in the picture?
Can you predict the relationship among the characters?
Can you predict why did the writer write the story?

2. MoT (Modelling of the Text) (20 menit)

- Guru memperlihatkan teks Narrative “ Bawang Merah Bawang Putih” (lampiran 2)
- Guru menjelaskan tentang teks kepada siswa terutama ciri kebahasaan.
 Underlined verbs that you can found in paragraph one?
  Based on your observation, what kind of tense that used in the text?
 So, please attention to all the text and find the other words that show the
characteristic of past tense.
- Siswa menggaris bawahi kata yang menunjukkan simple past tense. (baik nominal
ataupun verbal)
- Guru dan siswa membahas jawaban siswa serta mereview tentang simple past tense.
- Siswa diminta menemukan kosa kata baru yang mereka temukan dan bersama-sama
dengan guru mencari makna dari kata-kata tersebut (vocabulary bilding).
- Guru memberikan pertanyaan kepada siswa untuk membangun pemahaman siswa
terhadap teks. (lampiran 3)
- Guru membimbing siswa untuk mengumpulkan data terkait text Narrative per
paragraph dengan mengisi table. (lampiran 4)
- Guru menjelaskan fungsi social dan generic structure narrative teks. (lampiran 5)

3. JCoT (Join construction of the Text) (30 menit)

- Guru membagi siswa dalam kelompok.
- Guru memberikan contoh lain terkait Narrative Teks (Lampiran 6)
- Dengan bimbingan guru, siswa diminta untuk menentukan fungsi social, generic
structure dan unsur kebahaasaan dari teks yang mereka dapat.
Here are some others story from another country, so please mention the social
function, generic structures and language features of the texts.
- Siswa menyampaikan hasil diskusi mereka di depan kelas, kelompok lain
memperhatikan dengan seksama dan memberikan tanggapan.
- Guru bersama siswa membahas tanggapan tersebut dan memberikan penguatan.

Penutup (10’) (PPK berbasis kemasyarakatan)

1. Guru memfasilitasi pesertadidik membuat butir-butir simpulan mengenai struktur teks dan unsur
kebahasaan teks interpersonal tentang kemauan melakukan sesuatu.(Literasi)
2. Gurubersama-sama peserta didik melakukan identifikasi kelebihan dan kekurangan kegiatan
pembelajaran
3. Guru member iumpan balik peserta didik dalam proses dan hasil pembelajaran dengan cara
menunjukkan hal-hal positif tentang pesertadidik selama proses pembelajaran dan pemahaman
mereka tentang topik yang dibahas.
4. Guru memberitahukan kegiatan belajar yang akan dikerjakan pada pertemuan berikutnya Peserta
didik melakukan salam sesuai budaya sekolah.
PERTEMUAN KEDUA
Pendahuluan (10’) (PPK Berbasis Budaya Sekolah)
1. Guru memberisalam(greeting).
2. Peserta didik mengucapkan salam sesuai budaya sekolah(PPK)
3. Guru mengajak peserta didik memulai kegiatan pembelajaran dengan berdoa bersama. (PPK
religious)
4. Guru memeriksa kehadiran peserta didik
5. Guru mengecek penguasaan kompetensi yang sudah dipelajari dan dikembangkan pada
pertemuan sebelumnyadengan cara memberikan pertanyaan.
6. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan dipelajari(4 C;
Critical thinking)
7. Guru menyampaikan kompetensi yang akan dicapai
8. Guru menyampaikan garis besar cakupan materi dan kegiatan yang akan dilakukan

9. Guru menyampaikan lingkup penilaiandan teknik penilaian yang akan digunakan, yaitu jurnal
pada sikap, lisan dan penugasan pada pengetahuan dan praktek pada keterampilan (Literasi)

Kegiatan Inti (60 menit)

4. ICoT (Independent Conctruction of the Text)

- Siswa diberikan picture series dan siswa teks narrative acak.
- Siswa menyusun teks acak menjadi teks narrative yang baik dan benar.
- Guru menayangkan sebuah video untuk mengecek hasil kerja siswa.
Okay students, to check your work is correct or not, please see this video.
Before that, please change your answer with other friend in front of or in the back of you.
- Siswa dan guru memahami teks narrative yang telah di acak bersama-sama.
- Siswa menentukan fungsi social, language features dan generic structures dari teks yangb telah
disusun.
- Siswa membaca nyaring teks narrative yang telah tersusun.
- Siswa menuliskan moral value dari teks yang telah dipelajari.
- Siswa membacakan moral value dari teks yang telah dipelajari.

Penutup (10’) (PPK berbasis kemasyarakatan)

5. Guru memfasilitasi pesertadidik membuat butir-butir simpulan mengenai struktur teks dan unsur
kebahasaan teks interpersonal tentang kemauan melakukan sesuatu.(Literasi)
6. Gurubersama-sama peserta didik melakukan identifikasi kelebihan dan kekurangan kegiatan
pembelajaran
7. Guru member iumpan balik peserta didik dalam proses dan hasil pembelajaran dengan cara
menunjukkan hal-hal positif tentang pesertadidik selama proses pembelajaran dan pemahaman
mereka tentang topik yang dibahas.
8. Guru memberitahukan kegiatan belajar yang akan dikerjakan pada pertemuan berikutnya Peserta
didik melakukan salam sesuai budaya sekolah.
Penilaian
o Sikap spiritual
No. Teknik Bentuk Instrumen Waktu Keterangan
Instrumen Penilaian Pelaksanaan
1 Observasi Jurnal Lihat Lampiran Saat Penilaian untuk dan
pembelajaran pencapaian
berlangsung pembelajaran
(assessment for and
of learning)

o Sikap sosial
No. Teknik Bentuk Instrumen Waktu Keterangan
Instrumen Penilaian Pelaksanaan
1 Observasi Jurnal Lihat Lampiran Saat Penilaian untuk dan
pembelajaran pencapaian
berlangsung pembelajaran
(assessment for
and of learning)

o Pengetahuan
No. Teknik Bentuk Instrumen Waktu Keterangan
Instrumen Penilaian Pelaksanaan
1 Lisan Pertanyaan Saat Penilaian untuk
(lisan) dengan pembelajaran pembelajaran
jawaban terbuka berlangsung (assessment for
learning)
2. Penugasan Tugas tertulis Lihat lampiran 2b Saat Penilaian untuk
berbentuk isian pembelajaran pembelajaran
berlangsung (assessment for
learning)

o Keterampilan
No. Teknik Bentuk Instrumen Instrumen Waktu Keterangan
Penilaian Pelaksanaan
1 Praktik Tugas (keterampilan Saat Penilaian untuk,
berbicara, pembelajaran sebagai, dan/atau
menyimak,dan berlangsung pencapaian
membaca) dan/atau setelah pembelajaran
usai (assessment for, as,
and of learning)
2 Portofolio Sampel produk terbaik Saat Penilaian untuk
dari praktik dan produk pembelajaran pembelajaran dan
usai sebagai data untuk
penulisan deskripsi
pencapaian
keterampilan
 RUBRIK PENILAIAN

Rubric penilaian Kelompok

Penilaian proyek
Nama proyek:
Alokasi waktu:
Pembimbing:

Nama: (kelompok)
Kelas :
  No. Aspek
No. Aspek Skor (1-5) Keterangan
1 Perencanaan

2 Pelaksanaan
a.      Isi
b.      Struktur teks
c.       Kosakata
d.      Kalimat
e.       Mekanik
3 LAPORAN PROYEK
           Presentasi hasil

Instrumen penilaian pengetahuan

Answer the question below.

            Acceptable scoring/One correct answer (tiap jawaban benar skor 1).

            Nilai siswa       = skor diperoleh X 100
                                       Skor maksimal

Rubric penilaian reading aloud

LEMBAR PENILAIAN READING ALOUD

Nama siswa                    : _________________________
Kelas                              : _________________________

ASPEK SKOR TOTAL

50 60 70 80
1. Fluency
2. Accuracy
3. Pronunciation
4. Intonation
 
 Keterangan untuk :
1. Fluency 50 : Bila terjadi hesitasi
60 : Lancar, tetapi masih ada hesitasi
70 : Lancar
80 : Sangat lancar
2. Accuracy 50 : Semua ucapan tidak dapat dipahami
60 : Sebagian kecil ucapan sudah dapat dipahami
70 : Sebagain besar ucapan sudah dapat dipahami
80 : Semua ucapan dapat dipahami
3. Pronunciation 50 : Hampir semua ucapan tidak benar
60 : Sebagian kecil ucapan sudah benar
70 : Sebagian besar ucapan benar
80 : Semua ucapan benar
4. Intonation 50 : Tekanan/irama semua kata salah
60 : Tekanan/irama sebagian kecil kata benar
70 : Tekanan/irama sebagian besar kata benar
80 : Tekanan/irama semua kata, frasa, kalimat
benar

Rubrik penilaian writing

Siswa menulis teks narrative sesuai dengan gambar

Indikator Pencapaian Penilaian

Kompetensi Teknik Bentuk Instrumen

a. Menulis teks narrative Tes tulis Uraian a.Write  a simple narrative

sederhana text

a. Rubrik Penilaian
Aspek Skor Keterangan

Langkah retorika 4 Berstuktur sesuai jenis deskripsi secara

maksimal
3
Berstuktur minimal sesuai jenis deskripsi
2
Pilihan teks tidak jelas
1
Tidak berstuktur dan sulit dipahami
Tata Bahasa 4 Benar dan tepat

3 Tekadang kurang tepat tapi tidak mempengaruhi

arti
2
Kurang tepat dan mempengaruhi arti
1
Sulit dimengerti

Kosa kata 4
Benar dan tepat
3
Tekadang kurang tepat tapi tidak mempengaruhi
2 arti

1 Kurang tepat dan mempengaruhi arti

Sulit dimengerti

4
Kejelasan makna
3 Sangat jelas dan sangat efektif

2 Cukup jelas dan efektif

1 Jelas dan tidak efektif

Kurang jelas

4
Hubungan antar Sangat jelas
gagasan 3
Cukup jelas
2
Kurang jelas
1
Tidak jelas
Lampiran 2
BAWANG PUTIH AND BAWANG MERAH

Once upon a time, in East Java, lived a beautiful girl named Bawang Putih. Her father has
passed away, and she lived with her stepmother and stepsister. Before her father passed away,
her stepmother and stepsister were very kind to her. On the contrary, two days after her father
passed away, they treated their badly. She had to do all the house work. Her stepsister was
Bawang Merah. She was very lazy, and she always got dress every time. But, Bawang Putih was
more beautiful than her.

One day, Bawang Putih went to river to wash a lot of clothes. Then, she looked a goldfish
cried and needed help. Seeing the condition Bawang Putih felt sorry and helped it. Bawang Putih
was very surprised, the goldfish could speak. Then, the fish helped her in washing by magic and
they become a best friend. Unfortunately, her stepsister knew it. And her stepmother asked
Bawang Merah to catch it. After that, they cooked it, and ate it! When Bawang Putih knew the
fish was her friend, she took the bones and buried it sadly. Several days later, grew a beautiful
tree, with beautiful flowers on the burial.

Surprisingly, a Prince came to see it and need it to be a medicine for his father. Bawang
Merah tried to pull it but she couldn’t. Everybody also tried, but they also couldn’t. Then, the
Prince looked at Bawang Putih and felt in love with her and asked her to pull the tree.
Miraculous! The tree could pull by her and she gave it to the prince. The prince asked her to be
his wife. Bawang Putih only smiled and nodded. The Prince married her, and Bawang Putih has
forgiven her stepmother and stepsister. Finally, they lived happily ever after.
Lampiran 3
Questions:
1. When and where did the story happen?
2. Who were the characters that involve in the story?
3. What happened with Bawang Putih after her father passed away?
4. What is the main idea of paragraph 2?
5. Seeing the condition Bawang Putih felt sorry and helped it. What is the meaning of the “sorry” in
the text?
6. Why Bawang Putih was surprised after met the goldfish?
7. Can you explain why the stepmother asked Bawang Merah to catch the goldfish?
8. Can you expalain what happened to the fish after that?
9. “Surprisingly, a Prince came to see it and need it to be a medicine for his father”. The word it
refers to…
10. What did happen after Bawang Putih pull the flowers?
11. Which part do you like? Why?
12. What you learnt from the story?

Lampiran 4
Setting Time:

Place:

Characters

Plot/events

Problem

solution

Lampiran 5: Materi Ajar

 BAWANG PUTIH AND BAWANG MERAH

Once upon a time, in East Java, lived a beautiful girl named Bawang Putih.
Her father has passed away, and she lived with her stepmother and stepsister. Before
her father passed away, her stepmother and stepsister were very kind to her. On the
contrary, two days after her father passed away, they treated their badly. She had to Orientation
do all the house work. Her stepsister was Bawang Merah. She was very lazy, and she
always got dress every time. But, Bawang Putih was more beautiful than her.

One day, Bawang Putih went to river to wash a lot of clothes. Then,
she looked a goldfish cried and needed help. Seeing the condition Bawang Putih felt
sorry and helped it. Bawang Putih was very surprised, the goldfish could speak.
Then, the fish helped her in washing by magic and they become a best Complication
friend. Unfortunately, her stepsister knew it. And her stepmother asked Bawang
Merah to catch it. After that, they cooked it, and ate it! When Bawang Putih knew the
fish was her friend, she took the bones and buried it sadly. Several days later, grew a
beautiful tree, with beautiful flowers on the burial.

Surprisingly, a Prince came to see it and need it to be a medicine for his father.
Bawang Merah tried to pull it but she couldn’t. Everybody also tried, but they also
couldn’t. Then, the Prince looked at Bawang Putih and felt in love with her and
asked her to pull the tree. Miraculous! The tree could pull by her and she gave it to Resolution
the prince. The prince asked her to be his wife. Bawang Putih only smiled and
nodded. The Prince married her, and Bawang Putih has forgiven her stepmother and
stepsister. Finally, they lived happily ever after.

Narrative adalah cerita khayal yang bertujuan menghibur pembaca.

Tentu yang namanya cerita khayal itu ya belum tentu keberannya karena bisa
jadi itu hanyalah imaginasi atau cerita fiktif yang dibuat oleh seseorang atau
cerita buatan sekelompok masyarakat yang tida terbukti kebenarannya.
Contoh narrative yaitu, Cinderella, Sangkurian, Snow White, Rabbit and
Crocodile, dsb. Untuk penjelasan lebih rinci silahkan baca penjelasan berikut:
Definition of Narrative Text
A narrative text is an imaginative story to entertain people (teks narasi adalah
cerita imaginatif yang bertujuan menghibur orang).
 Generic Structure of Narrative Text
 Orientation : It is about the opening paragraph where the characters of the
story are introduced.(berisi pengenalan tokoh, tempat dan waktu terjadinya
cerita (siapa atau apa, kapan dan dimana
 Complication : Where the problems in the story developed. (Permasalahan
muncul / mulai terjadi dan berkembang)
 Resolution : Where the problems in the story is solved. Masalah selesai,
secara baik “happy ending” ataupun buruk “bad ending”.
 Coda / reorientation (optional) – lesson from the story

Kadangkala susunan (generic structure) narrative text bisa berisi:

Orientation, Complication, Evaluation, Resolution dan Reorientation. Meski
“Evaluation” dan “Reorientation” merupakan optional; bisa ditambahkan dan
bisa tidak. Evaluation berisi penilaian/evaluasi terhadap jalannya cerita atau
konflik. Sedangkan Reorientation berisi penyimpulan isi akhir cerita.

Language focus:

- 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.
Lampiran 6

A long time ago, there lived an old and poor couple in a village in Japan. They
didn’t wish for gold or fine clothes. They only wished for a child.
One day, the old woman washed clothes in a river. While washing, she was also wishing
for a child. Then, a giant peach came floating down the river. She took it home and would cut
it.There was a human voice from that peach saying not to cut it. Suddenly it split open and a
baby boy jumped out of that peach. Those old people were very happy and named him
Momotaro which means Peach Boy.

Time went by and people in that village were afraid of Oni Monsters who stole their
belongings. When Momotaro was about 15 years old, he wanted to save his village from Oni
Monsters. Momotaro’s parents were very proud of Momotaro. His father gave him a sword;
mother gave him a bag of dumplings.

On the way, Momotaro met a dog, a monkey and a hawk. He shared those dumplings to
them. Those animals joined him to fight Oni Monsters. Being a good leader, Momotaro
encouraged them to work together.

Finally, Momotaro sucessfully forced Oni leader to surrender. Then Momotaro

with his friends took treasure then shared it to all people in the village. Momotaro’s
parents were very happy that Momotaro came back safely.
A story from Spanyol

Once, there was a king of Granada kingdom who decided to marry. To find a
worthy woman, court barber told an idea to the king. “I have a magic mirror. If any
woman who is not kind looks into that mirror, there will many spots on mirror surface.”
Soon, the news was announced to all people in his kingdom. Almost all women wanted to
be Queen of Granada. However, there was no woman coming to have a look into that mirror.
Days and weeks went by, and King was no closer to get his Queen.

Then, barber told King that there was a brave shepherdess on a mountainside. King asked
him to invite that shepherdess to his palace. Also, the royal hall was full of ladies and knights.

King told that shepherdess to look into the mirror. Shepherdess answered that everyone
made mistakes. However she wasn’t afraid to look into the mirror. Many ladies surrounded her
and found that it wasn’t a magic mirror. Those ladies complained and felt being tricked.

Finally, King stated that there was no trick. King wanted to find a bride who was
confident about her character like that shepherdess.
A story from China

Once upon a time, old and poor Mr. Haktak found a large brass pot in his garden.
He decided to put his purse in it. Then, he carried it home. Mrs. Haktak was very happy
with that pot.
Suddenly, her hairpin fell into the pot. Mrs. Haktak reached and pulled out two hairpins
and two purses. What a magic pot! Then they began to drop items into it and soon had two of
everything.

One day, Mr. Haktak went to a market. At home, Mrs. Haktak did house works then
rested for a while. She stooped over that pot to look inside. At that moment, Mr. Haktak kicked
the door open because his hands were full of packages. Bang! Mrs. Haktak lost her balance and
fell into that pot. Mr. Haktak found that he had two of Mrs. Haktak. This presented a problem.
 Finally, Mr Haktak got an idea. He fell into that pot and soon there were two Mr.
Haktak. Two new Haktaks became husband and wife. All of them became friends and
built two identical houses with identical furniture.

Jurnal Sikap Spiritual

Nama
Tindak
No Waktu Peserta Catatan Perilaku Butir Sikap Ttd
Lanjut
Didik
1. 

2. 
4

Deskripsi Sikap Spiritual

No Nama Deskripsi Nilai Sikap Spiritual

2
 Jurnal Sikap Sosial
Nama
No Tanggal Peserta Catatan Perilaku Butir Sikap Ttd Tindak Lanjut
Didik
1.

2.

3.

Deskripsi Sikap Sosial

No Nama Deskripsi Nilai Sikap Sosial

2
LAMPIRAN UNTUK ICOT (PERTEMUAN KEDUA)
Pay attention to the picture series below!
1 3

4 5 6

7 8 9

10 11 12

13
Match the following sentences or paragraph with the suitable picture series!
And make a good narrative text !
So she tried the porridge from the second bowl
which was too cold.
Inside the house she came across a kitchen
table with three bowls of porridge laid out. She
tasted the porridge in the first bowl and found
it was too hot
Finally she tried the third bowl and found that
it was just right so she ate it all up.
By now Goldilocks was very tired so she
looked for somewhere to sleep. The first bed
she found was too hard, the second was too
soft...
...but the third bed was perfect and she fell into
a deep sleep.
Then the three bears spotted that someone had
been sitting in their chairs. “Who's been sitting
in my chair?” howled Daddy Bear, “Who's
been sitting in my chair?” wondered Mummy
Bear. Baby Bear cried “ Who's been sitting in
my chair and broken it up into pieces?”
The three bears ran up the stairs to check their
bedrooms and saw that someone had been
sleeping in their beds. “Who's been sleeping in
While out walking, she lost her way and found
herself at the house of the three bears.
Once upon a time there lived a little girl whose
name was Goldilocks. One day she decided to
go for a walk in the forest
When she had finished the porridge Goldilocks
felt tired and went to find somewhere to sit
down. The first chair she found was too big,
the second chair was still too big, but the third
chair felt just right.
Just then the bears came back to their house
from walking in the forest. When they came in
to the kitchen they saw that someone had been
eating their porridge. “Who's been eating my
porridge?” growled Daddy bear “Who's been
eating my porridge?” asked Mummy bear.
Finally Baby Bear cried “Who's been eating
my porridge, and eaten it all up?”
As she sat down the chair broke into many
pieces.
Goldilocks was woken up by their shouting
and was so scared she jumped out of the bed
and ran out of the open window back into the
forest. She ran home to her mother and vowed
she would never again go for a walk in the
forest alone
my bed?” roared Daddy Bear and “Who's been
sleeping in my bed?” growled Mummy Bear.
Finally Baby Bear cried, “Someone has been
sleeping in my bed and they are still in it!”