Name : Jihan Fatimatu Zahrok

Nim : 2103046065

Class : PBI 3B

Rencana Pelaksanaan Pembelajaran

Sekolah : MTs Atas Angin Semarang

Matapelajaran : Bahasa Inggris
Kelas/Semester : VIII / 2
Materi Pokok : Teks naratif berbentuk folktale pendek dan sederhana
Alokasi Waktu : 4 JP (meeting 1 & 2)
A. Kompetensi Inti (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong
royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan 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
Kompetensi Dasar Indikator

1.1.Mensyukuri kesempatan dapat mempelajari Sebagai bukti bahwa siswa mensyukuri

bahasa Inggris sebagai bahasa pengantar mendapat kesempatan belajar Bahasa Inggris
komunikasi internasional yang 1.1.1. Siswa semangat dalam mengikuti
pembelajaran Bahasa Inggris.
diwujudkan dalam semangat belajar.

2.3 Menunjukkan perilaku tanggung jawab, 2.3.1. Siswa menunjukkan sikap saling
peduli, kerjasama, dan saling menghargai, menghargai.
dalam melaksanakan komunikasi
fungsional.
3. 14 Memahami fungsi sosial, struktur teks, 3.14.1. Mengidentifikasi kosakata terkait
dan unsur kebahasaan dari teks naratif dengan teks yang akan dibaca.
berbentuk folktale, sesuai dengan konteks 3.14.2. menyebutkan kata-kata (actinal verbs,
 penggunaannya. relational verbs dan conjuction) yang
ada dalam teks.
4.18 Menangkap makna teks naratif lisan dan 4.18.1. Siswa terampil memahami isi teks
tulis, berbentuk folktale pendek dan narratif berbentuk folktale sederhana
sederhana penggunaannya. dan menjawab pertanyaan terkait
dengan teks.
4.18.2. Siswa terampil menganalisa sifat-sifat
atau karakter tokoh dalam cerita.

C. Tujuan Pembelajaran
Kompetensi Sikap Spiritual dan Sikap Sosial

Pertemuan Pertama & Kedua

1. selalu bersemangat dalam mempelajari teks naratif berbentuk folktale sederhana.

2. menunjukkan perilaku percaya diri dan saling menghargai dalam melaksanakan komunikasi
lisan teks naratif berbentuk folktale.
Kompetensi Pengetahuan dan Keterampilan

Pertemuan Pertama & Kedua

1. mengidentifikasi makna kata (vocabulary) dan mengelompokkannya sesuai part of speech nya
(actional verbs, relational verbs, conjuctions).
2. menjelaskan isi teks dan menjawab pertanyaan terkait dengan teks teks naratif berbentuk
folktale pendek dan sederhana dengan tepat.
3. terampil menganalisis sifat – sifat atau karakter tokoh dalam teks naratif berbentuk folktale
pendek dan sederhana dengan tepat.
4. mengidentifi pesan moral dari teks naratif berbentuk folktale pendek dan sederhana dengan
tepat.
5. terampil menyusun penyelesaian permasalahan (resolution) teks narratif berbentuk folktale
sesuai dengan isi bagian teks sebelumnya.
D. Materi Pembelajaran
1. Graphic Organizer of Cinderella

Orientation
Cinderella was a girl who lived with her
step mother and step sisters. She always
did all the household chores.
 Protagonist Complication Antagonist
Cinderella : kind, Her stepmother and step sisters Step mother:
patient, dilligent treated her badly. selfish, unfair,
Fairy Godmother: When there was a party at the ball mean
kind-hearted, of the castle, Cinderella was left at Step sister:
helpful home and prisoned at her room. spoiled, mean,
Resolution:
Cinderella met the prince at the party. They danced and fell in love
each other. At 12 o’clock a.m. Cinderella had to go home. She left one of her
glass shoes when she went away. At the bottom of her shoes, she wrote her
phone number. The prince called Cinderella and told that he wanted to return
her glass shoe. They got in touch through “ Facebook”, “What’sap” and “Line”.
Cinderella told him that she lived with her step mother and step sisters. The
prince came to Cinderella’s house to propose her. Cinderella acepted him.
They married and lived happily ever after.

E. Metode Pembelajaran
Pendekatan : Scientific approach
Metode : Cooperative Learning
Teknik : Jigsaw

F. Media, Alat, dan Sumber Pembelajaran

Media
Gambar.
Alat/Bahan
Laptop, LCD, whiteboard, spidol.
Sumber Belajar
  Buku grammar: Azar, Betty Schampfer.1989.Understanding and Using English
Grammar.USA:Prentice Hall
 Mukarto. Dkk. 2006. English on Sky. Jakarta: Erlangga

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Langkah-langkah Kegiatan Pembelajaran Waktu
Pertemuan Pertama Instruksi Guru Minutes
Pendahul 1. Siswa merespon salam dari guru Good morning students, how are you 10
uan 2. Siswa menyiapkan diri secara fisik dan today?
psikis untuk mengikuti pelajaran
3. Siswa menjawab pertanyaan-pertanyaan
tentang materi yang sudah dipelajari dan Everyone, have you ever heard about
terkait dengan narrative teks. the story of Cinderella? or another
4. Siswa mengetahui tujuan pembelajaran folktale that you have ever read?
atau kompetensi dasar yang akan dicapai

Inti Observing 30
1. Siswa melihat gambar – gambar ilustrasi Look at this picture! What folktale do minutes
folktale dari berbagai daerah. these pictures represent?
2. Siswa mengidentifikasi dari mana folktale
berasal.
3. Siswa diminta mengingat – ingat alur Do you still remember the story of
cerita Cinderella dibantu dengan beberapa Cinderella?
kosa kata yang digunakan.

Questioning
Siswa diberi kesempatan untuk bertanya
tentang hal-hal yang ingin mereka ketahui
terkait dengan kosakata, isi cerita, dsb.

Exploring

1. Siswa dipandu membuat graphic organizer Everybody, we will try to make

dari teks Cinderella. graphic organizer from the Ciderella
2. Siswa dipandu menyebutkan generic story.
 structure “Orientation dan Complication, Try to identify orientation and
serta menganalisis sifat – sifat para tokoh complication of the text, then identify
dalam teks (antagonis and protagonis). the characters of the story. Try to
3. Siswa dipandu menulis “Resolution” versi arrange the ending of the story. You
baru. are free to determine how the story
ends.

Inti Experimenting 100

1. Siswa dibagi kedalam kelompok. Satu OK, students. Please make a group of
kelompok berisi 3 siswa . three!
2. Setiap siswa dalam 1 kelompok Everyno in the group, will get
mendapat teks yang berbeda. Text A different story. Then, you will be back
(Hansel and Gretel), text B (Rapunzel), to your home group.
text C (Beauty and the Beast). (home
group)
3. Siswa dikelompokkan kembali sesuai
dengan teks yang di peroleh. (ekspert
group)
4. Siswa mengidentifikasi kosakata dalam OK.Now, Please circle the action
teks dengan menandainya (actional verbs. Underlined the relational
verbs, relational verbs, and verbs, and draw a square for
conjuctions). conjuction!
5. Siswa membaca dan memahami teks Let’s check your work!
narrative yang diberikan oleh guru Read the text!
dalam kelompok expert.
6. Siswa membuat Graphic Organizer dari Now,identify the characters from the
teks yang didapat, menuliskan story you read! Write your finding on
Orientation, complication dan your worksheet!
menganalisis karakter protagonist and
antagonist dalam cerita pada kertas
plano yang telah diberikan guru. Then, continue the story. Determine
7. Siswa menyusun resolution dari cerita how the story ends! 10
 didalam teks sesuai dengan ide mereka. After you did your work, please stick it minutes
8. Siswa memajang hasil karyanya on the wall. One of the representative
dikelas. will stay and the others will window
9. Siswa kembali ke kelompok homegroup shop to another group.
untuk saling bertukar hasil diskusi pada
kelompok expert.
10. Siswa melakukan kunjungan karya.
Associating Let’s identify moral value of each
11. Siswa menghubungkan moral value story?
dalam teks dengan kehidupan sehari – Have you ever been in the same
hari. condition?Tell us!

Penutup 1. Peserta didik dan guru memberikan umpan Write what you’ve learned today? 10
balik terhadap proses dan hasil
What do feel learning using this
pembelajaran.
2. Siswa menulis jurnal refleksi setelah method?
pembelajaran.
3. Siswa mendengarkan pesan guru untuk
mempersiapkan materi yang akan
dipelajari selanjutnya.
4. Siswa berdoa mengakhiri pelajaran.

H. Penilaian
Pertemuan Pertama dan Kedua
1) Sikap
a. Teknik Penilaian : Penilaian langsung oleh guru melalui pengamatan dan self
assessment (penilaian pribadi)
b. Bentuk Instrumen : Lembar penilaian
c. Kisi-kisi :
No. Sikap/nilai Butir Instrumen
1. Memberikan penilaian terhadap Peserta Lampiran Penilaian Sikap
didik yang ditunjukkan dengan sikap
percaya diri dan kerja sama dan
semangat dan saling menghargai

d. Instrumen
- Students bravely come to present in front of the class
- Students bravely argue, ask, and answer the questions
 - Students argue or do activities without hesitation
- Students are able to make decisions quickly
- Students are not easily hopeless or never give up
e. Rubrik Penilaian Sikap Sosial percaya diri (pengamatan guru):
Directions:
This sheet is filled in by the teacher to assess students’ social attitudes in self-confidence.
Put a check mark (v) in the score column according to the confident attitude performed by
students, with the following criteria:
4 = always, if always doing as stated
3 = often, if often do according to the statement and sometimes do not
2 = sometimes, if sometimes doing and often not doing
1 = never, if never done

Name of students : ……………………..

Class : ……………………..
Date of observation : ……………………..
Subject matter : ……………………..

No Aspect of observation Score

1 Bravely come to present in front of the class 1 2 3 4
2 Bravely argue, ask, and answer the questions
3 Argue or do activities without hesitation
4 Able to make decisions quickly
5 Not easily hopeless or never give up

Scoring rubric:
Final score uses a scale of 1 to 4
Final score calculation using the formula:
Obtained Score x 4
Maximum Score

Example:
Obtained score is 14, maximum score is 4 x 5 statements = 20, them the final score is:
14 x 4 = 2,8
20

Scoring criteria:
Very good : if get a score : 3,33 < score ≤ 4,00
Good : if get a score : 2,33 < score ≤ 3,33
Enough : if get a score : 1,33 < score ≤ 2,33
Less : if get a score : ≤ 1,33
 2) Pengetahuan
a. Teknik Penilaian : Tes Tulis
b. Bentuk Instrumen: Essay
c. Kisi-kisi:
No. Indikator Butir Instrumen
1. Mengelompokkan kata-kata (actional Lembar Kerja
verbs, relational verbs dan conjunction) Circle the actional verbs,
yang ada dalam teks.. underline the relational verbs,
and draw a square for
conjunction!

2. Menghubungkan nilai moral dalam teks Identify the moral values of the
dengan kehidupan sehari-hari siswa. story. Have you ever been in
the same condition? Tell!
3. Menganalisis teks (characters of the In what ways are the witch and
story) Rapunzel are different?
4. Mengevaluasi isi teks Do you think the witch has
done the right thing? Why yes?
Why not?

d. Instrumen

Question Questions
Number
1 Circle the actional verbs, underline the relational verbs, and draw a square for
conjunction in the first paragraph of the story!
2 Identify the moral values of the story. Have you ever been in the same
condition? Tell!
3 In what ways are the witch and Rapunzel are different?
4 Do you think the witch has done the right thing? Why yes? Why not?

e. Rubrik Penilaian

Score Working Result Score Maximum

Number Score

1 If students are able to group words correctly 2

2
If students are able to group words almost correctly 1

If students group words but incorrectly 0,5

If students do not answer the question 0

 2 If students are able to identify the moral values in the 2
story and relate them to the daily lives clearly
2
If students are able to identify the moral values in the 1
story and relate them to the daily lives but unclearly

If students just identify the moral values 0,5

If students do not answer the question 0

3 If students are able to differentiate two characters in the 3

story correctly and clearly
3
If students are able to differentiate two characters in the 2
story almost correctly and clearly

If students differentiate two characters in the story but 1

unclearly

If students do not answer the question 0

4 If students are able to answer the question with clear 3

reasons
3
If students are able to answer the question but with 2
unclear reasons

If students just answer the question without the reasons 1

If students do not answer the question 0

Total Maximum Score 10

Score = Obtained Score x 100

Maximum Score

3) Keterampilan
a. Teknik Penilaian : Tes Tulis
b. Bentuk Instrumen: Tes keterampilan membaca
c. Kisi-kisi:
No. Indikator Butir Instrumen
1. Melengkapi Graphic organizer dengan Lembar Kerja.
mengidentifikasi orientatin, Determine the story ending by
complication, tokoh protagonis and arraging a paragraph of
 antagonis dalam cerita. resolution!.

d. Instrumen : (terlampir)
e. Rubrik Penilaian

Aspect Description Score Weighting

Coherence between sentences is correct 4

Coherence Coherence between sentences is almost correct 3 4
(C) Coherence between sentences is not correct 2
Incoherent between sentences 1
High ideas and creativity 4
Medium ideas and creativity 3
Creativity 3
(CR) Less ideas and creativity 2
Very less ideas and creativity and copying the 1
existing ones
Very few grammatical errors 4
Effective choice of words and word forms
Grammar Few grammatical errors 3 2
and Few misuse of vocabularies and word forms, but
Vocabulary not change the meaning
(GV) Numerous grammatical errors 2
Confusing words and word forms
Frequent grammatical errors 1
Very poor knowledge of words, word forms, and
not understanding
Correct spelling, punctuation, and capitalization 4
Mechanics
(M) Occasional errors of spelling, punctuation, and 3
-Spelling capitalization 1
-Punctuation Frequent errors of spelling, punctuation, and 2
-Capitalization capitalization
Dominated by errors of spelling, punctuation, 1
and capitalization

Score : 4C + 3CR + 2GV + 1M x 10

40

Semarang,

Mengetahui
Kepala Sekolah Team Teaching Guru Mata Pelajaran
 Hansel and Gretel

A poor woodcutter and his wife had

two children named Hansel and Gretel. Their
mother died when they were young. Hansel
and Gretel were very sad. Soon their father
remarried but their stepmother was very
cruel. One day, she took the children deep
into the forest and left them there. Clever Hansel had some breadcrumbs in his pocket
and had dropped them on the way so that they could find their way back home. Alas!
The birds ate all the crumbs and they couldn’t find the path that led back home.

Hansel and Gretel went deeper and deeper into the forest. They were hungry
and tired. Finally, after walking for a long time, they saw a cottage made of chocolate,
candies, and cake. “Look, Hansel! A chocolate brick!” shouted Gretel in delight and
both ate it hungrily.
 Now, a wicked witch lived there. When she saw Hansel and Gretel, she wanted
to eat them. She grabbed the children
and locked them in a cage. The witch
decided to make a soup out of Hansel
and eat him first. She began boiling a
huge pot of water for the soup. Just
then, Gretel crept out of her cage. She
gave the wicked witch a mighty push
from behind and the witch fell into the boiling water. She howled in pain and died
instantly. Hansel and Gretel found treasure lying around the cottage. They carried it
home with them. Their stepmother had died and their father welcomed them back
with tears of joy. They never went hungry again!Rapunzel

There once lived a couple who longed to have a child. As the wife waited for the
child to be born, she wanted some rapunzel lettuce which grew in the garden next
door. She wanted it so much that she become sick. Because of that her husband stole it
for her. Unfortunately, the owner who was a witch caught him. She permitted the man
to take all the lettuce, but in return, he must give the witch his child. The poor man
agreed.
As soon as the child was born, the witch took it. She called the baby girl
Rapunzel. Rapunzel grew to be so beautiful that the witch decided no one else must
ever see her. So, when Rapunzel reached the age of twelve, the witch shut her in a
tower deep in the forest. The tower was very tall, and had no door. When the witch
came to visit, she called, “Rapunzel, Rapunzel, let down your hair.” Then the girl threw
her long braid out the window, and the witch climbed it to the top of the tower.
One day, a prince was riding through the forest when he heard Rapunzel singing
to amuse herself. The prince wondered the singer, that made him came everyday to
the tower. He learned from the witch how to reach the tower. As soon as the wich
gone, he climbed the long braid to the top. He visited Rapunzel every night and they
fell in love each other. Until once, the witch noticed and became angry. The witch
tricked the prince when he visited Rapunzel. He leapt from the tower window. He fell
in a thornbush, and the thorns scratched his eyes. The prince was blinded.
For a long time, the prince wanderes blindly through the forest, weeping. Then
oneday he heard someone singing a sad beautiful song. He recognized the voice at
once and run towards it, calling out Rapunzel’s name. Rapunzel rushed into the prince’s
arm and cried tears of joy. As her tears fell on the prince’s eyes, a strange happened.
The prince could see again.
Rapunzel and the prince found their way back to the kingdom. Soon, hey were married
and lived happily ever after.
Document Analysis Guide Used to Assess Planning Competence

Teacher’s Planning Competence

Term of : Teacher, Class :

Planning

Lesson Plan No : Date of :

Teaching

Aspect Indicator Score Description of

Competence
1. Formulating 1. Learning indicators are
objectives and relevant with basic
indicators competence
2. Learning indicators are
achievable and measurable 7 6 indicators are covered
3. Learning indicators use
operational verbs
4. The number of indicators are
sufficient
5. Objectives are relevant to
indicators
6. Objectives are achievable
and measurable
7. Objectives are sufficient
8. Objectives comprise ABCD
components (Audience,
Behavior, Condition,
Degree
9. Objectives use operational
verbs
2. Preparing 1. Preparing materials for
materials regular learning.
2. Preparing materials for
enrichment learning
3. Preparing materials for 7
remedial learning 6 indicators are covered
4. Materials are appropriate
with students’ cognitive
development
5. Materials are appropriate
with students’ emotional
development
6. Materials are sufficient for
language exposure
7. Materials are conceptually
correct
8. Materials are linguistically
accurate
9. Materials are presented in
context
 10. Materials integrate
Indonesian values and
cultures
3. Planning the 1. The main activities 10 5 indicators are covered
activities implement scientific
approach, project-based
learning, problem-based
learning, inquiry/discovery
learning, genre-based
approach, task-based
instruction, etc.
2. Activities are learner centred
3. Activities are relevant with
the chosen method
4. Activities are relevant with
students’ characteristics
5. Activities are sufficient to
achieve the objectives of
learning
4. Determining 1. Using relevant multi sources
learning of learning
sources, media
2. Employing IT-based 5 2 indicators are covered
learning media
3. Media are appropriate with
objectives
4. Media are appropriate with
materials
5. Designing 1. Assessment techniques are
assessment appropriate with indicators 9 indicators are covered
and evaluation 2. Assessment instruments are 9
instruments appropriate with indicators
3. Designing instruments for
assessing attitudes
4. Designing instruments for
assessing knowledge
5. Designing instruments for
assessing skills
6. Preparing appropriate
scoring rubric for assessing
attitude
7. Preparing appropriate
scoring rubric for assessing
knowledge
8. Preparing appropriate
scoring rubric for assessing
skill
9. The instruments for
assessing knowledge
comprise LOTS and LOTS
10. There are clear instructions
 6. Allocating time There is a proportional
distribution of time in the pre, Time allocation is only
main, and post activities 4 proportional for
opening and closing

7. Remedial and 1. Remedial program is planned

enrichment appropriately
program
2. Enrichment program is 5 Either remedial or
planned appropriately enrichment program is
planned
8. Overall 1. The lesson plan meets the 10 The lesson plan meets
arrangement standardized components all the indicators
2. The lesson plan is arranged
based on Basic Competence
and school context
Total Score: 31 indicators x 10
= 310 : 43 = 7.20

Score:

1. Formulating objectives and indicators: 6 indicators

2. Preparing materials: 6 indicators
3. Planning the activities: 5 indicators
4. Determining learning sources, media: 2 indicators
5. Designing assessment and evaluation instruments: 9 indicators
6. Allocating time: 1 indicator
7. Remedial and enrichment program: 1 indicator
8. Overall arrangement: 1 indicators

Total Score: 31 indicators x 10 = 310 : 43 = 7.20