MODUL AJAR

(Rencana Pelaksanaan Pembelajaran)

1. Identitas Modul Ajar

Instansi : SMKN 2 Bandar Lampung
Nama Guru : Rizki Amalia, S.Pd
Modul : Bahasa Inggris
Fase/Kelas :E/X
Materi : Narrative Text – Past Event
Tahun Pelajaran : 2022/2023
Elemen : Membaca - Memirsa
Alokasi Waktu : 8 JP (@45 menit)

2. Tujuan Pembelajaran
Peserta didik mampu menemukan ide pokok, informasi rinci, tersurat dan tersirat, dan tujuan penulis dari teks naratif
terkait kejadian lampau

3. Dimensi Profil Pelajar Pancasila

Setelah mempelajari materi ini peserta didik dapat meningkatkan Iman dan Taqwa pada Tuhan YME, menjadi pelajar
yang mandiri, kreatif, berkebhinekaan global, gotong royong serta bernalar kritis

4. Target Peserta Didik

a. Kategori Peserta Didik : Peserta didik reguler dengan kompetensi rata-rata / sedang
b. Jumlah peserta Didik : 36 Orang

5. Model Pembelajaran
- Problem Based Learning & Cooperative Learning

6. Pengetahuan/ Keterampilan Prasayarat

Peserta didik sudah menguasai bentuk verb 1 dan verb 2

7. Pertanyaan Pemantik
Peserta didik disajikan ganmbar legenda Malin Kundang yang disiapkan oleh guru
a. What can you see from the picture?
b. Do you know the story of Malin Kundang?
c. What happened to him?
d. Do you know other Indonesian legend besides Malin Kundang?

8. Bahan Ajar
NARRATIVE TEXT
 SIMPLE PAST TENSE

9. Pemahaman Bermakna
Peserta didik menggunakan pengetahuan dan keterampilannya dalam bertanya dan merespon untuk menceritakan
kejadian di masa lampau

10. Indikator Keberhasilan

Peserta didik mampu memberikan informasi terkait materi narrative text – past event dengan menggunakan kata -kata
sendiri

11. Asesmen
a. Formatif:
- Observasi keterlibatan siswa dalam kegiatan pembelajaran dan menyelesaikan tugas yang diberikan untuk
- Pertanyaan langsung terkait materi pembelajaran. (Lembar pertanyaan terlampir).
b. Sumatif:
- Penilaian individual performance (Rubik penilaian terlampir)

12. Sarana Dan Prasarana

a. Alat dan bahan
- Seperangkat alat tulis
- Laptop/ Komputer
- HP
b. Materi dan Sumber
- Buku guru dan buku siswa
- Slide Power Point
- Internet
- Sumber lainnya yang berkaitan
c. Media
- Aplikasi Platform (Whats App, You Tube)

13. Langkah-langkah (pertemuan 1)

a. Pendahuluan (15 menit)
1. Guru beserta peserta didik berdoa bersama dipimpin oleh ketua kelas menurut agama dan kepercayaan masing-
masing
2. Guru kehadiran peserta didik satu persatu .
3. Guru memberikan motivasi pada peserta didik tentang descriptive dan memberikan gambaran kaitan serta
penerapannya dalam kehidupan sehari hari.
4. Guru menyampaikan alur tujuan pembelajaran yang ingin dicapai setelah mempelajari materi narrative text –
past event
b. Kegiatan Inti (150 menit)
1) Mulai dari diri sendiri
Disajikan video pembelajaran tentang narrative text – past event
Diberikan gambar sebuah legenda untuk:
 - Memotivasi peserta didik
- Mengukur pengetahuan awal peserta didik
- Mengaitkan pada materi pembelajaran
2) Eksplorasi konsep
- Peserta didik mencari infromasi rinci (generic structure, social function, language features dan contoh lain)
tentang da dari sumber lain (internet, youtube, website dll)
- Peserta didik dengan dipandu oleh guru, melakukan drill pengucapan kosakata yang berkaitan denga materi
narrative text – past event
3) Ruang Kolaborasi
- Guru membagi kelompok peserta didik dimana kelompok tersebut terdiri dari 3 orang
- Peserta didik mengidentifikasi video yang diberikan
- Peserta didik menemukan informasi rinci berupa generic structure, social function, language features dari
materi narrative text – past event
4) Refleksi terbimbing
- Peserta didik melakukan refleksi hasil diskusi maupun materi dari pembelajaran narrative text – past event
dimana point-point yang harus direfleksikan ditentukan oleh guru (terbimbing)
- Peserta didik mengemukakan hal yang didapatkan pada pembelajaran yang sudah dilakukan
5) Demonstrasi Kontekstual
- Peserta didik diberi beberapa gambar kemudian mendeskripsikan apa yang dilihatnya dengan kata-katanya
sendiri
6) Elaborasi Pemahaman
- Peserta didik mengevaluasi apa yang telah didapat tentang narrative text – past event
c. Kegiatan Penutup (15 menit)
1) Koneksi antar materi
- Peserta didik diminta untuk dapat mencari keterhubungan antar materi yang dipelajari, menanyakan hal
yang tidak dipahami pada guru dan mengokomunikasikan kendala yang dihadapi selama mengerjakan tugas
mandiri maupun kelompok. Membuat rangkuman/simpulan pelajaran tentang poin-poin penting yang
muncul dalam kegiatan pembelajaran yang telah dilakukan.
2) Aksi Nyata
- Peserta didik memberikan contoh manfaat narrative text – past event dalam kehidupan sehari hari
- Guru memberikan penguatan dan motivasi kepada peserta didik

Langkah-langkah (pertemuan 2)
a. Pendahuluan (15 menit)
1. Guru beserta peserta didik berdoa bersama dipimpin oleh ketua kelas menurut agama dan kepercayaan masing-
masing
2. Guru kehadiran peserta didik satu persatu .
3. Guru memberikan motivasi pada peserta didik tentang descriptive dan memberikan gambaran kaitan serta
penerapannya dalam kehidupan sehari hari.
4. Guru menyampaikan alur tujuan pembelajaran yang ingin dicapai setelah mempelajari materi descriptive
diberikan.
b. Kegiatan Inti (150 menit)
1. Mulai dari diri sendiri
- Diberikan gambar untuk memotivasi peserta didik untuk mempelajari simple past
- Diberikan gambar untuk peserta didik membandingkan gambar tersebut terkait simple past
2. Eksplorasi konsep
- Peserta didik mencari infromasi tentang bagaimana membuat kalimat simple past terkait narrative text
(internet, youtube, website dll)
- Peserta didik dengan dipandu oleh guru, melakukan drill pengucapan kosakata yang berkaitan dengan materi
simple past
3. Ruang Kolaborasi
- Guru membagi kelompok peserta didik dimana kelompok tersebut terdiri dari 3 orang
- Peserta didik berdiskusi untuk mengidentifikasi language features yang dipakai untuk membandingkan
penampilan fisik seseorang dengan menggunakan pola simple past
4. Refleksi terbimbing
 - Peserta didik melakukan refleksi hasil diskusi maupun materi dari pembelajaran simple past dimana point-
point yang harus direfleksikan ditentukan oleh guru (terbimbing), mengemukakan hal yang didapatkan pada
pembelajaran yang sudah dilakukan
5. Demonstrasi Kontekstual
- Peserta didik secara individu diberi tugas untuk membandingkan gambar dengan menggunakan pola simple
past terkait narrative text berdasarkan contoh dengan kata-katanya sendiri.
6. Elaborasi Pemahaman
- Peserta didik memahami apa yang telah didapat tentang simple past
c. Kegiatan Penutup (15 menit)
7. Koneksi antar materi
- Peserta didik diminta untuk dapat mencari keterhubungan antar materi yang dipelajari, menanyakan hal yang
tidak dipahami pada guru dan mengokomunikasikan kendala yang dihadapi selama mengerjakan tugas
mandiri maupun kelopok. Membuat rangkuman/simpulan pelajaran tentang poin-poin penting yang muncul
dalam kegiatan pembelajaran yang telah dilakukan
8. Aksi Nyata
- Peserta didik menanyakan hal yang belum dipahami pada guru
- Peserta didik mengemukakan kendala yang dihadapi selama proses pembelajaran
- Peserta didik memberikan contoh manfaat materi simple past dalam kehidupan sehari hari

14. Refleksi Guru dan Peserta Didik

a. Pertanyaan Kunci Untuk Refleksi Guru
1. Manajemen Kelas
- Apakah semua siswa aktif berkegiatan?
- Apakah pembagian waktunya cukup?
- Apakah siswa yang memiliki hambatan ketika berkegiatan, dapat teratasi dengan baik (kembali berkegiatan
dan mengikuti prosesnya)
- Apakah metode pembelajaran yang digunakan sudah tepat?
- Adakah metode pembelajaran lain yang lebih tepat untuk kegiatan pembelajaran ini?
- Apakah menemukan kendala lainnya?
- Adakah strategi lain untuk menjawab kendala yang timbul?
2. Ketercapaian Kompetensi
- Apakah semua siswa mampu mencapai kompetensi yang diharapkan?
- Apakah semua siswa mampu mengikuti proses kegiatan belajar dengan baik?
- Adakah perubahan sikap dan keterampilan siswa selama proses kegiatan belajar?
b. Pertanyaan Kunci Untuk Refleksi Peserta Didik
- Apakah kamu suka dengan kegiatan pembelajaran ini?
- Adakah hal menarik lainnya?
- Cara belajar yang bagaimana yang paling membantumu dalam mempratekkan pembelajaran?
- Kesulitan apa saja yang kamu temui dalam belajar mendeskripsikan kampung halaman?
- Apakah kamu menemukan kesulitan dalam memahami instruksi/perintah?

15. Pengayaan / Remedial

a. Pengayaan
Pengayaan diberikan pada peserta didik yangmemperoleh nilai >72,dengan memberikan tugas mencari gambar
lain lainnya berupa makalah atau materi pelajaran selanjutnya dibuku penunjang atau internet.
b. Remedial
Apabila 75% siswa mendapat nilai dibawah KKM maka pembelajaranremedial dilakukan secara klasikal, dengan
meninjau kembali LKPD atau buku ajar jika diperlukan maka buku ajar dan LKPD akan di perbaiki sesuai dengan
kemampuan peserta didik. Sedangkan jika 75% siswa telah memperoleh nilai diatas KKM, maka pembelajaran
remedial dilakukan secaraindividu dengan melakukan tes.

Bandar Lampung, Juli 2022

Guru Mata Pelajaran,

Rizki Amalia, S.Pd

NIP. 19810316 200804 2 002
LAMPIRAN
A. Lembar Aktivitas

B. PENILAIAN
Lembar Penilaian
INSTRUCTIONS: Read the following text then answer the questions by choosing the correct choice.
The following text is for questions 1 – 5
Long, long ago, when the gods and goddesses used to mingle in the affairs of mortals, there was a small kingdom on
the slope of Mount Wayang in West Java. The King, named Sang Prabu, was a wise man. He had an only daughter,
called Princess Teja Nirmala, who was famous for her beauty but she was not married. One day Sang Prabu made up
his mind to settle the matter by a show of strength. After that, Prince of Blambangan, named Raden Begawan had won
the competition. Unfortunately, the wicked fairy, Princess Segara fell in love with Raden Begawan and used magic
power to render him unconscious and he forgot his wedding. When Sang Prabu was searching, Raden Begawan saw
him and soon realized that he had been enchanted by the wicked fairy. The fairy could not accept this, so she killed
Raden Begawan. When Princess Teja Nirmala heard this, she was very sad. So a nice fairy took her to the Kahyangan.
1. Which one of the following statements is false 2. Why the wicked fairy did used her magic to make
about Sang Prabu? Raden Begawan unconscious?
A. Sang Prabu was a father of his only daughter A. She didn’t like Raden Begawan
B. Sang Prabu was a king of a kingdom in West B. She didn’t want Raden Prabu marry the
Java princess
C. Sang Prabu was taken to Kahyangan by a C. She wanted Teja Nirmala to forget about her
wicked fairy wedding
D. Sang Prabu was a wise man D. She didn’t want the prince of Blambangan
E. Sang Prabu didn’t have a son marry the princess
E. She didn’t want the prince of Blambangan feel
love with her
3. What do you think will happen if gods or A. The wicked fairy
goddesses cannot mingle in the affairs of people B. The nice fairy
in the earth at that time? C. Princess Nirmala
A. Princess Segara will have married with Raden D. Prince Teja
Begawan E. The prince of Blambangan
B. Sang Prabu will not hold strength competition 5. The similarity between fairy and human
C. Raden Begawan will not die according to the text.
D. Teja Nirmala will stay in the Kahyangan The place they live
E. Wicked Fairy will not take Raden Begawan’s B. The jealousy that they posses
life C. The way they don’t feel a love
4. So a nice fairy took her to the Kahyangan. D. The strength they have
(Paragraph 2) The word her in the sentence refers E. Their life that is immortal
to…

A long time ago, there lived on the island of Bali a giant-like creature named Kbo Iwo. The people of Bali used to say
that Kbo Iwo was everything, a destroyer as well as a creator. He was satisfied with the meal, but this meant for the
Balinese people enough food for a thousand men. Difficulties arose when for the first time the barns were almost
empty and the new harvest was still a long way off. This made Kbo Iwo wild with great anger. In his hunger, he
destroyed all the houses and even all the temples. It made the Balinese turn to rage. So, they came together to plan
steps to oppose this powerful giant by using his stupidity. They asked Kbo Iwo to build them a very deep well, and
rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo, he began to dig a deep hole.
One day he had eaten too much, he fell asleep in the hole. The oldest man in the village gave a sign, and the villagers
began to throw the limestone they had collected before into the hole. The limestone made the water inside the hole
boiling . Kbo Iwo was buried alive. Then the water in the well rose higher and higher until at last it overflowed and
formed Lake Batur. The mound of earth dug from the well by Kbo Iwo is known as Mount Batur.
6. Which the following fact is true about Kbo Iwo? A. There will be no Bali island
A. Kebo Iwo ate a little amount of meat B. Bali People will never be angry
B. Kebo Iwo is a destroyer that cannot make C. All Bali people will live in a prosperous way
anything D. We are not able see the beauty of Lake Batur
C. Kebo Iwo was angry because his food was E. Mount Batur will not be a sacred place now
stolen by Balinese people 9. “So, they came together to plan steps to oppose
D. Kebo Iwo destroyed all the house but not the this powerful giant……”. The antonym of the word
temple “oppose “ is….
E. Kebo eat food was equal for food of A. Support
thousand people B. Defeat
7. Why did Kbo Iwo feel angry to the Balinese C. Turn Against
people? D. Beat
A. Because Balinese people ate his meal E. Change
B. Because Balinese people took his food so his 10. What is mount batur?
barns was empty A. A lake build by Kbo Iwa
C. Because Balinese people didn’t give him food B. A well dug by Kbo iwa
D. Because Balinese people were in hunger C. The mountain build by Kbo Iwa
E. Because Balinese people turned to rage D. A mound of earth dug from the well by Kbo
8. According to the story, if Kbo Iwa is never existed iwa
in Bali island, what do you think will happen? E. A home build by Balinese people to Kbo Iwa

A long time ago, very few people lived in the New Territories. There were only a few villages. If the people wanted to
go from one village to another, they often had to pass through wild and unsafe forest. One day, a farmer’s young wife
went to the next village to visit her own mother and brother. She brought along her baby son. When it was time for
her to leave, her brother said “ it is getting dark. Let my son, Ah Tim go with you though the forest.”
So Ah Tim led the way and the young woman followed behind, carrying her baby. When they were in the forest,
suddenly they saw a group of wolves. They began to run to avoid the danger, but Ah Tim kicked against a stone and
fell down. At once the wolves caught him. The young woman cried to the wolves, “ please eat my own son instead.”
Then, she put her baby son on the ground in front of the wolves and took her nephew away. Everyone understood
that this was because the woman was very good and kind. She had offered her own son’s life to save her nephew.
They ran back to the house and called for help. All men in the village fetched thick sticks and went back with her into
the forest. When they got there, they saw something very strange. Instead of eating the woman’s baby the wolves
were playing with him.
11. What separated between one village to another a B. To bring the woman’s nephew
long time ago in the New Territories ? C. For the fire woods.
A. Another village D. For play
B. Mountains E. For building a house for the woman.
C. Forests 17. “ all men in the village fetched thick stick … “ The
D. Hills
word “ fetched” has a similar meaning to :
E. Towers and logs
12. Who was Ah Tim ? A. Received
A. The young woman’s brother B. Caught
B. The young woman’s son C. Got
C. The young woman’s brother and nephew D. Hit
D. The young woman’s brother’s son E. Lifted
E. One of the men who fetched a stick 18. From the passage we learn that the villages were
13. Who walked in front when they were in the A. Located in one huge area
forest ? B. Situated in a large district
A. Ah Tm C. Separated by untamed jungles.
B. The woman D. Wild and unsafe
C. The woman’s son E. Dark and very dangerous
D. Her brother’s nephew 19. The brother let her son go with his aunt as she
E. The baby and his mother left home because ….
14. How could the wolves catch Ah Tim ? A. Ah Tim wanted to see the wolves
A. He was afraid B. His aunt wanted him to come long
B. He was stumbled by a stone C. Ah Tim was bored to live with his parents
C. He ran slowly D. The baby was too cute to be alone
D. The woman cried E. Ah Tim would be a guardian for them
E. The wolves were good runners 20. What is the purpose of the writer by writing the
15. The woman gave her son to the wolves because story above ?
A. She loved her nephew than her son. A. To describe the danger of the villages
B. She thought about how her brother would be B. To entertain the readers of the story
C. She wanted her son was eaten by the wolves C. To tell the villagers’ relationship
D. She was crazy D. To explain how important a relative is
E. She kept a grudge on his brother E. To narrate how the wolves were playing with
16. What did the villagers bring sticks for? the baby.
A. For the weapon to beat the wolves

Rubrik Penilaian
Kriteria untuk mengukur ketercapaian Tujuan Pembelajaran dan asesmennya:
1. Observasi guru selama kegiatan belajar berlangsung
Penilaian Sikap (observasi ineteraktif), Pengetahuan (Lisan saat proses KBM berlangsung) Keterampilan
(Portofolio ).
2. Mengukur pemahaman siswa:
a. mampu menggunakan bahasa Inggris untuk berkomunikasi dengan guru, teman sebaya dan orang lain dalam
berbagai macam situasi dan tujuan teks deskripsi
b. mampu mendeskripsikan penampilan fisik berdasarkan gambar yang diberikan
c. mampu membuat perbandingan terkain deskripsi penampilan fisik berdasarkan gambar yang diberikan
 Kriteria Ketercapaian Tujuan Pembelajaran
Interval Keterangan
0 – 40% Belum mencapai ketuntasan, remedial di seluruh bagian
41 – 60% Belum mencapai ketuntasan, remedial di bagian yang diperlukan
61 – 80% Sudah mencapai ketuntasan, tidak perlu remedial
81 – 100% Sudah mencapai ketuntasan, perlu pengayaan atau tantangan lebih

C. Bacaan Lain Yang Relevan

Common : /ˈkɒmən/ : Occurring, found, or done often; prevalent. (page 13)
Pale: /peɪl/ (of a person, their face, etc.) having skin that is very light in colour; having skin that has less colour than
usual because of illness, a strong emotion, etc. (Page 19)
Offense: /əˈfens/ : an illegal act (page 15)

D. DAFTAR PUSTAKA
https://www.englishwsheets.com/describing-people-1.html
https://www.englishwsheets.com/comparatives-6.html
https://englishstudypage.com/grammar/simple-past-tense-english-grammar/