Rencana Pelaksanaan Pembelajaran

Naratif Text
Legend

Nama Mahasiswa : Heni Verti Paska Siagian,S.Pd

Nomor Peserta : 201800350241

Bidang Studi : BAHASA INGGRIS

PENDIDIKAN PROFESI GURU (PPG)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS NEGERI MEDAN

2022
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Sekolah : SMK NEGERI 1RAYA

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Genap
Materi Pokok : Teks Naratif; Informasi Terkait Legenda Rakyat
Skill : Reading
Alokasi Waktu : 2 Pertemuan x 45 ( 4JP)

A. Kompetensi Inti
 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan
perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif,
dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif
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 prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari
yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metode sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.8 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan
meminta informasi terkait legenda rakyat,
sederhana, sesuai dengan konteks
penggunaannya
4.8 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan dan
tulis sederhana terkait legenda rakyat
3.8.1 Menganalisis fungsi sosial, struktur teks dan
unsur kebahasaan beberapa teks naratif lisan dan
tulis dengan memberi dan meminta informasi
terkait legenda rakyat, sederhana, sesuai dengan
konteks penggunaannya
3.8.2 Membandingkan fungsi sosial, struktur teks dan
unsur kebahasaan beberapa teks naratif lisan dan
tulis dengan memberi dan meminta informasi terkait
legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
4.8.1. Mencermati teks naratif terkait legenda rakyat
sederhana
4.8.2. Menganalisis pesan moral dari beberapa teks naratif
tulis sederhana terkait legenda rakyat
4.8.3. Mendemostrasikan teks naratif terkait legenda
rakyat, sederhana dengan memperhatikan fungsi
sosial, struktur teks dan unsur kebahasaan, secara
benar dan sesuai konteks .

C. Tujuan Pembelajaran
Melalui Pembelajaran teks naratif informasi terkait legenda rakyat dengan pendekatan Scientific approach
dengan menggunakan model pembelajaran promblem based learning peserta didik diharapkan mampu:
1. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
2. Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
3. Mencermati teks naratif terkait legenda rakyat sederhana
4. Menganalisis pesan moral dari beberapa teks naratif tulis sederhana terkait legenda rakyat
5. Mendemostrasikan teks naratif terkait legenda rakyat, sederhana dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks Menceritakan teks naratif terkait
 legenda rakyat, sederhana dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan,
secara benar dan sesuai konteks

D. Materi Pembelajaran
 A legend is a story about human events or actions that has not been proved nor documented in real history. Legends
are retold as if they are real events and were believed to be
 Fungsi Sosial :To entertain or to amuse the readers about the interesting story (in general)
 The Generic Structure:ORIENTATION (INTRODUCTION)
This is the introduction of what is inside the text. It tells about the text talks in general, who involves in the text, when
and where it happens. It should include the characters of the story
 COMPLICATION
It tells what happens with the participants. It explores the conflict the participants.
RESOLUTION
This phase tells how the participants solve the problems aroused by the conflict. It is not matter whether
the participants succeed or fail. The point is the conflict becomes ended. The problem must be resolved.
RE-ORIENTATION
It tells the conclusion of the story. It usually include the lesson from the story
 Unsur Kebahasaan
- Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
- Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Cerita legenda Malin kundang, Danau toba, Batu gantung yang dapat menumbuhkan perilaku yang
termuat di KI
 Menangkap makna tersurat dan tersirat dari cerita legenda rakyat.
Untuk menentukan makna tersurat dan tersirat peserta didik harus terlebih dahulu membaca teks dengan
cermat dan memahami isi teks. Untuk lebih memehami isi teks dengan mengali informasi dengan beberapa
pertanyaan dengan menggunakan questions word ( what, where, when, who, why dan how) Makna tersurat
adalah makna yang tertulis langsung secara jelas di dalam teks Sedangkan makna tersirat yaitu makna yang
tidak terlihat secara langsung dan tidak ada dalam teks, karena, makna itu di dapatkan tidak langsung
terbuka dari melihat teks bacaaan,

A. Langkah-langkah Pembelajaran
1. Pertemuan Ke-1 (4 x 45 Menit) Nilai
Kegiatan Pendahuluan (15 Menit) Karakter
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur  Religius
kepada Tuhan YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
https://forms.gle/evn9AkRNur67fcCm TPACK

● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan

pembelajaran.
Motivasi ● memberikan motivasi yang membangun sehingga siswa tertarik
menyiapkan dirinya untuk mengikuti proses pembelajaran
Apersepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan
dengan pengalaman peserta didik dengan materi/tema/kegiatan
sebelumnya

Pemberian Acuan
● Menyampaikan tujuan pembelajaran pada pertemuan yang
berlangsung.
Kegiatan Inti ( 150 Menit )
Nilai
Sintak Model
Kegiatan Pembelajaran Karakter
Pembelajaran
Stimulation KEGIATAN LITERASI
(stimullasi/ A. Observing (Mengamati)
pemberian  Siswa mengamati gambar/video terkait materi tentang
rangsangan) narrative text yang ditayangkan oleh guru TPACK
https://www.youtube.com/watch?v=fxGSPrFmDkY&t=113s
Siswa menulis berbagai informasi yang didapatkan dari
gambar/video terkait materi yang dipelajari
 Siswa menyampaikan berbagai informasi yang diamati dari
gambar/video terkait materi yangdipelajari
 Guru meberikan umpan balik terhadap hasil pengamatan siswa
dari gambar/video terkait materi yang dipelajari.
Fase 1 : Orientasi CRITICAL THINKING (BERPIKIR KRITIK)
peserta didik kepada B. Questioning (Menanya)
masalah  Guru mengajukan berbagai jenis pertanyaan kepada siswa
terkait materi ajar.
 Melaui video yang disajikan dan akan dijawab melalui kegiatan
belajar, contohnya
 After watching the video what information that can you get/
Disiplin
 Can you tell us where was the story happened?
 How many character in the video, and who is the main
caharacter?
 What happened with the main character? Did the story end
happily or sad story
Fase 2 : KEGIATAN LITERASI
Mengorganisasikan C. Exploring/Collecting Data (Mengumpulkan Data)
peserta didik Peserta didik dalam bentuk kelompok mengumpulkan informasi
yang relevan untuk menjawab pertanyan yang telah diidentifikasi
melalui kegiatan:
→ Menganalisis dan mendengarkan materi
TPACK Disiplin
 Peserta didik menoton vidio legenda Malin kundang

Folklore - Malin Kundang - English Version - ( EF - English First

Version ).mkv

 Peserta didik menggali informasi dari buku-buku,

internet ataupun sumber lainnya tentang fungsi sosial
dan unsur kebahasaan sebuah legenda rakyat dalam
kelompok
 Peserta didik berdiskusi dan membagi tugas untuk
mencari informasi yang dibutuhkan
( Critical thingking-collaboration,creativity 4C) Bekerjasama

COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
 Peserta didik dan guru secara bersama-sama
membahas contoh yang diberikan guru mengenai
materi fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks narative terakait dengan
legenda rakyat Malin Kundang
 Peserta didik menyimak penjelasan guru tentang
defenisi,fungsi sosial, unsur kebahasaan dari naratif
teks( Integrasi IT Power Point)
Fase 3 : COLLABORATION (KERJASAMA) dan CRITICAL
Membimbing THINKING (BERPIKIR KRITIK)
penyelidikan D. Associating (Menalar)
individu dan Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
kelompok pengamatan dengan cara :
 Peserta didik secara berkelompok menonton vidio
https://www.youtube.com/hashtag/batugantung

https://www.youtube.com/watch?v=MkRX1xgA-mk
legenda danau toba
 Guru membimbing penyelidikan yang dilakukan
peserta didik.Setelah menganalisis, peserta didik
berdiskusi untuk menganalisis fungsi sosial,
struktur generic (generic structure) dan unsur
kebahasaanya berdasarkan LK 1 (LK.1
:Evaluasi Aspek Pengetahuan)
→ Peserta didik membandingkan hasil analisis fungsi Bekerja sama
sosial, struktur teks, dan unsur kebahasaan beberapa
 teks narative teks tentang legenda rakyat (Lampiran 2
LKPD: Activity 2)
 Peserta didik Membaca teks legenda rakyat
Legenda,Malin Kundang, Danau Toba dan Hanging
stone (Lampiran 3 LKPD: Activity 3)

(CREATIVITY)


Peserta didik Menganalisis pesan moral dari beberapa
teks naratif tulis sederhana terkait legenda rakyat
(Lampiran 4 LKPD: Activity 4)
Fase 4 : COMMUNICATION (BERKOMUNIKASI)
Mengembangkan dan E. Communicating (Mengkomunikasikan)
menyajikan hasil Peserta didik menyimpulkan hasil pekerjaannya dengan cara :
→Mendemostrasikan teks naratif terkait legenda rakyat, sederhana Percaya diri
karya
dengan memperhatikan fungsi sosial, struktur teks dan unsur
Fase 5 : kebahasaan, secara benar dan sesuai konteks .
Menganalisa dan → Mengemukan pendapat, komentar, atau pujian terkait hasil
mengevaluasi hasil pekerjaaan yang sudah dibuat oleh temannya
proses pemecahan
Masalah
Catatan : Selama materi Teks Naratif; Informasi Terkait Legenda Rakyat , dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar berlangsung, guru mengamati sikap
siswa dalam pembelajaran yang meliputi sikap: jujur, disiplin, percaya diri, dan bekerjasama

Nilai
Kegiatan Penutup (10 Menit) Karakter
Peserta didik :
● Membuat resume (rangkuman) (CREATIVITY) dengan Disiplin
bimbingan guru tentang point-point penting yang muncul dalam Jujur
kegiatan pembelajaran tentang materi teks narative tentang
Guru : legenda rakyat

● Memberikan tugas formative test sebagai tugas rumah Menghargai

https://forms.gle/PVcWaPz9zCTPkBg1A prestasi
● Menyampaikan materi selanjutnya Religius
 Guru dan peserta didik berdoa bersama
 Guru mengucapkan salam penutup

F. Penilaian (Sikap, Pengetahuan dan Keterampilan)

 Penilaian Sikap : Pengamatan/ Observasi
 Penilaian Pengetahuan : Penugasan Tertulis
 Penilaian Keterampilan : Unjuk Kerja

G. Media Pembelajaran
1. Media
 Worksheet atau lembar kerja (siswa)
 Lembar penilaian
 Slide PPT
 Vidio legenda Rakyat
2.Alat/Bahan
 spidol, papan tulis
 Laptop & infocus
3.Sumber Belajar
 https://travel.detik.com/travel-news/d-5075943/cerita-malin-kundang-dalam-bahasa-inggris-lengkap-
kesimpulannya
 https://literarydevices.net/legend/
 https://www.youtube.com/watch?v=9XX6KNAsWL4
  https://indonesiantale.blogspot.com/search/label/Legends%20and%20Myths?&max-results=10
https://
 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran bahasa inggris.
Jakarta: Kementerian Pendidikan dan Kebudayaan.
 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran bahasa
inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan
 teks pelajaran yang relevanwww.youtube.com/watch?v=cm7rZ16cCr0
 https://www.google.com/search?q=legenda+danau+toba+dalam+bahasa+inggris&rlz=1C1GCEA_enI
D949ID949&oq=&aqs=chrome.4.69i59i450l8.1904491j0j7&sourceid=chrome&

H. PembelajaranRemedial dan Pengayaan

a. Remedial
 Remedial dapat diberikan kepada peserta didik yang belum mencapai KKM maupun kepada peserta
didik yang sudah melampui KKM. Remidial terdiri atas dua bagian : remedial karena belum
mencapai KKM dan remedial karena belum mencapai Kompetensi Dasar
 Guru memberi semangat kepada peserta didik yang belum mencapai KKM (Kriteria Ketuntasan
Minimal). Guru akan memberikan tugas bagi peserta didik yang belum mencapai KKM (Kriterian
Ketuntasan Minimal), misalnya sebagai berikut.
 Fungsi social teks naratif
b. Pengayaan
 Pengayaan diberikan untuk menambah wawasan peserta didik mengenai materi pembelajaran yang
dapat diberikan kepada peserta didik yang telah tuntas mencapai KKM atau mencapai Kompetensi
Dasar.
 Pengayaan dapat ditagihkan atau tidak ditagihkan, sesuai kesepakatan dengan peserta didik.
 Direncanakan berdasarkan IPK atau materi pembelajaran yang membutuhkan pengembangan lebih
luas misalnya
 Membuat teks naratif

Pematang Raya, September 2022

Mengetahui
Kepala Sekolah SMK NEGERI 1 Raya Guru Mata Pelajaran

Dra.ERLINDA SARAGIH HENI VERTI PASKA SIAGIAN, S.Pd

NIP.19631110199003 2007

BAHAN AJAR NARRATIVE TEXT

(LEGEND)
 Nama Mahasiswa : Heni Verti Paska Siagian, S.Pd
Nomor Peserta : 201800350241
Bidang Studi : BAHASA INGGRIS

PENDIDIKAN PROFESI GURU (PPG)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS NEGERI MEDAN

2022

FORMAT BAHAN AJAR

HALAMAN
JUDUL........................................................................................................... i
DAFTAR ISI....................................................................................................................ii
1. PENDAHULUAN
1.1. Deskripsi
Singkat................................................................................................ 1

1.1. Petunjuk
Belajar.................................................................................................. 1

2. INTI
2.1. Tujuan
Pembelajaran........................................................................................... 1
2.2. Pokok
Materi....................................................................................................... 1
2.3. Uraian
Materi...................................................................................................... 1
2.4. Forum
Diskusi.................................................................................................... 9
3. PENUTUP
3.1. Rangkuman...................................................................................... 9
3.2. Tesformatif..................................................................................... 10
 DAFTARPUSTAKA....................................................................................... 12

I. PENDAHULUAN

1.1. Deskripsi Singkat

A legend is a story about human events or actions that has not been proved nor documented in real
history. Legends are retold as if they are real events and were believed to be historical accounts.

1.2. Petunjuk belajar

Untuk memudahkan peserta didik mempelajari modultentang Teks Naratif; Informasi Terkait
Legenda Rakyat ini perhatikanlah hal-hal berikut:
Bacalah modul ini dengan teliti
 Bacalah referensi lain yang dapat menambah pengetahuan dan wawasan
 Kerjakan setiap latihan sesuai dengan petunjuk yang diberikan
 Konsultasi dengan guru apabila menemui kesulitan
 Gunakan kamus bila diperlukan

2. INTI
2.1. Tujuan Pembelajaran
Melalui Pembelajaran teks naratif informasi terkait legenda rakyat dengan pendekatan Scientific
approach dengan menggunakan model pembelajaran promblem based learning peserta didik
diharapkan mampu:
1. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan
dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai
dengan konteks penggunaannya
2. Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana,
sesuai dengan konteks penggunaannya
3. Mencermati teks naratif terkait legenda rakyat sederhana
4. Menganalisis pesan moral dari beberapa teks naratif tulis sederhana terkait legenda rakyat
5. Mendemostrasikan teks naratif terkait legenda rakyat, sederhana dengan memperhatikan
fungsi sosial, struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks
Menceritakan teks naratif terkait legenda rakyat, sederhana dengan memperhatikan fungsi
sosial, struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks

2.2. Pokok Materi :Teks Naratif; Informasi Terkait Legenda Rakyat

2.3. Uraian Materi
A legend is a story about human events or actions that has not been proved nor documented in real
history. Legends are retold as if they are real events and were believed to be historical accounts.
Legend can relate to everyone and connect us with other culture. They are often passed into our
culture as myths or legends and are used to teach us about morals.
Legends are about people and their actions or deeds. The people lived in more recent times and are
mentioned in history.

1.The social Function of Legend

 to present the story of human actions in such a way that they are perceived by the the listeners or
readers to be true (inliterature).
 To entertain or to amuse the readers about the interesting story(in general)

2. Characteristics of Legend
 A legend is a set in specific place or time
 The main character is often heroic
 The main character is a human, not a God
 A legend is a fictional story
 Usually there is some historical truth at the heart of every
 Heroes perform great deeds with their strength and their intelligence. Exaggeration is usually
involved in retelling deeds.
  Heroes often give up dreams of happiness to help others
 The hero is real but some parts of the story are not completely true. They have been stretched or
expanded upon.
 Handed down through generation
 The story was told orally and turned into literary masterpieces

3.Generic Structure
ORIENTATION (INTRODUCTION)
This is the introduction of what is inside the text. It tells about the text talks in general, who
involves in the text, when and where it happens. It should include the characters of the story.

COMPLICATION
It tells what happens with the participants. It explores the conflict the participants.
RESOLUTION

This phase tells how the participants solve the problems aroused by the conflict. It is not matter
whether the participants succeed or fail. The point is the conflict becomes ended. The problem
must be resolved.
RE-ORIENTATION
It tells the conclusion of the story. It usually include the lesson from the story
4.Grammar and language features
There are some language features that should be considered when you read or create a type of a
legend:
The use of Adjective that form the noun phrase. Example: thestrong crocodile
Time connectives and conjunction. Example: A long time ag
 The use of adverb and adverbial phrases to indicate the location of the incident or events.
Example: In the river
The use of action verbs in the past tense. Example: They curved her.
People then always talked
The used of saying verbs that mark remarks. Example : He said angrily
The use of thinking verbs that mark the thoughts, perceptions or feelings of the characters in
the story. Example: The man thenlooked so curious.
The use of dialogue to elicit an emotional response from the reader
 2

Contoh Naratif teksThe Legend Of Malin Kundang

Long time ago, in a small village near the beach in West Sumatera, lived a woman and her son,
Malin Kundang. Malin Kundang’s father had passed away when he was a baby, and he had to live hard
with his mother.
Malin Kundang was a healthy, dilligent, and strong child. He usually went to the sea to catch fish, and
brought it to his mother, or sold it in the town.

One day, when Malin Kundang was sailing as usual, he saw a merchant’s ship which was being
raided by a small band of pirates. With his brave and power, Malin Kundang defeated the pirates. The
merchant was so happy and asked Malin Kundang to sail with him. Malin Kundang agreed.

Many years later, Malin Kundang became a wealthty merchant, with a huge ship, loads of trading
goods, many ship crews, and a beautiful wife. In his journey, his ship landed on a beach. The villagers
reconigzed him,
and the news ran fast in the town: Malin Kundang became a rich man and now he is here. His
mother, in deepful sadnees after years of loneliness, ran to the beach to meet her beloved son again.

When the mother came, Malin Kundang, in front of his well dressed wife, his crews and his own
gloriness, denied to meet that old, poor and dirty woman. For three times she begged Malin Kundang and
for three times yelled at him. At last Malin Kundang said to her “Enough, old woman! I have never had a
mother like you, a dirty and ugly peasant!” Then he ordered his crews to set sail.
Enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize. Malin
Kundang just laughed and set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for
Malin Kundang to apologized. He was thrown by the wave out of his ship, fell on a small island, and
suddenly turned into stone.

Hikmah dari Legenda Malin Kundang dalam Bahasa Inggris

legenda malin kundang dalam bahasa inggris ini menceritakan akibat yang terjadi bila durhaka kepada
orang tua, khususnya ibu kita sendiri. Sosok ibu merupakan sosok yang harus dihormati, lebih daripada
ayah. Berbuat baiklah kepada kedua orang tua khususnya ibu maka niscaya kelimpahan rezeki sudah di
depan mata, dan durhakalah kepada beliau maka azab pedih sudah menanti anda sebagaimana kisah
Legenda Malin Kundang dalam bahasa inggris.
 Text 2. Gunung Padang
Read the text carefully and fill the table below correctly!

Once upon a time, there was the richest man lives in West Java. He was
the one owner of the fields in the whole area. The villagers were just as labourers
to him, so they called him as "Pak Kikir" or "Mr. Kikir" (a stingy man). Pak Kikir
had a son. His son had a different character with him. He was a humble and kind
boy. He always helped the villagers.

One day, Pak Kikir celebrated a Thanksgiving party. He thought this

party could be effect to the harvest of his fields. All the villagers got invitation.
The villagers were happy because they thought that they could find many
delicious foods in that party. But it was out of what they already imagined. Pak
Kikir just put out small food.
"Huh.... The miserly man. I can't imagine flow stingy he is."
“The Lord is never blessing him," Said some of the villagers in that party.
At the same time, there is an old woman came to Pak Kikir. She asked for his
mercy. "Give me a plate of rice please...” Says the old woman.
“What! I must work hard to get the place of rice!” Said Pak Kikir.
"Have a mercy on me, please..."
"No....... get out of my face! The old women crying and leave the party.
However, Pak Kikir's son was sad about that. So he gave his lunch snipe
at for the old woman. After that, the old lady walks to a mountain. When she
arrived at the top, she saw Pak Kikir's house. The best home in that area. She
said, "Remember this Pak Kikir! Your gluttonous will sink you! And the Lord
will never bless you!"
Then the old woman jabbed her stick to the land, Then the water from
the trace jabbed. Time after time the water became the flood. The villagers and
Kikir's Son ran to save themselves to the mountain. While they are running, PakKikir tries to
keep his prosperity. The flood was getting fast, and Pak Kikir sankwith his money. The villagers
and the son were saved. They were sad with thisaccident. They decided to find a new area. The
villagers elected Pak Kikir's sonas their leader.
This boy taught the villagers how to be a good farmer, how to handle the fields and water
balance. Then the villagers called this boy as Anjuran (a Suggestion). The villagers obeyed their
leader said. Some years later, the villagers changed the name to be Cianjur. It meant full of
water. Now, Cianjur known as the best area to produce rice in West Java Province-Indonesia.
The social function of the text are to present the story of human actions in such a way that they
are perceived by the the listeners or readers to be true, and entertain or to amuse the readers
about the interesting story Cianjur.

Determining the Generic structure of text

Generic structure Paragraph
Orientation 1
Complication 2
Resolution 3
Re-orientation 4

Determining the grammar language features of the text

Grammar and language Feature Example in this text

The use of Adjective that form The old women, The richest man
the noun
phrase.
The use of time connectives Once upon a time
and
conjunction
The use of Adverb and On a village
adverbial
phrases to indicate the location
of the
incident or events.
The use of thinking verbs that He was a humble and kind
mark the Boy, Pak Kikir's son was sad
thoughts, perceptions or
feelings of the
characters in the story
The use of saying verbs that Celebrated, so they called him, He always
mark helped the villagers
Remarks
 Text 2. DANAU TOBA

A long time ago, lived a young man named Toba. He had two excellent abilities in terms of
fishing and farming. When fishing, Toba was very astute and did not require a long time to get the fish.
Just thrown the hook into the river, and he got the big fish.
One afternoon, he went fishing to a river that was wide enough. Within seconds after he threw
the hook into the river, the fish immediately grabbed the bait and he got a big fish for dinner
He immediately went home and along the way he continued pleased because of having enough
fish for a dinner. He immediately moved the fish from the creel to the tub filled with water. He wanted
the fish stay fresh when cooked so the taste was remarkably good. After putting fish inside the tubs, he
prepared seasoning and firewood which needed in the process of ripening. Unfortunately, firewood in
the house was out and he immediately looked for firewood in the forest.
Several hours later, he went home and carrying firewood pretty much to cook the fish.
However, when he got home, he was surprised because the fish was lost. He even found pieces of gold,
and a beautiful girl who was sitting in his room.
His wife and him got are blessed a boy named Samosir. His child was very agile, intelligent, but
spoiled. When his child reached an age, there are task which should be performed every day, namely
delivering the food into his rice fields. One time, his child felt very lazy to deliver food to the field and
made his wife scolded.
Finally, his child forced usher these foods into the field. Because so upset, his child ate most of
the food at the trip, then bring it to the field with just a little food. When food given to the Toba, of
course he surprised and asked about it to his son.
Furthermore, the beautiful girl told to Toba that she was the fish which arrested by him, and
pieces of gold was the part of constitutes fish. He then asked that pretty girl to marry him. The beautiful
girl agreed to his request, but he should not bring up the past of that beautiful girl. Toba approved it and
they were married.

TEXT 5. Hanging Stone PARAPAT

Once, in a rural village next to Lake Toba North Sumatera, there lived a husband and a wife
with a beautiful daughter named Seruni. Not only was she beautiful, Seruni was also very diligent in
helping her parents in the field. Every day this family worked in this field on the edge of Lake Toba,
and the outcomes are used for their daily needs.
One day, Seruni went to the field alone, because his parents went to a neighboring village.
Seruni was only accompanied by her beloved dog named Toki's. Arriving at the farm, she didn’t work
but he just sat there looking at the natural beauty of Lake Toba as if she had solved a difficult problem.
While the dog, the Toki, came sitting next to her, staring at her face as if he knew what Seruni thought.
Once in a while the dog barked to distract Seruni, but she is not teased.
The last few days Seruni looked glum. He was very sad, because she was given in marriage by
her parents with a young man who was his cousin. Though she had chosen his loved man and she had
promised to live together with him. She was very confused. On the one hand she did not want to
disappoint her parents, and she could not afford to part with her love. Because of being unable to bear
the heavy burden, he was getting hopeless."Yes, Lord! I am not able to live with this burden,
"complained the Seruni.
A few moments later, Seruni moved from his seat. With tears, she walked slowly toward the Lake
Toba. Apparently she wanted to end his life by jumping into the lake's and the Toki, followed his
master from behind while barking.
With a mind raging, Seruni walked toward the cliffs of Lake Toba without paying attention to
the road in its path. Unexpectedly, she suddenly fell into a hole. The rocky ground that made the hole
was getting dark. Seruni girl is very scared."Help.. Help.. Help.., Toki! "Seruni voice asking for help to
her beloved dog.
The Toki understood if Seruni required his help, but he could not do anything except just barking at
the hole. Seruni screamed several times for help, but the Toki really could not afford helping her.
Finally she was getting desperate."Ah, I'd rather die than live a long time to suffer," Seruni
resigned.Rock walls were moving ever closer."Parapat...! Parapat Parapat ... "ordered Seruni to press
her body withthe stone .Being unable to help Seruni, Toki immediately ran home to ask for help.
Arriving at the master's house, he immediately went to Seruni parents."Auggg ...! auggg ...! auggg ...
"Toki's barking while clawing at the ground to tell the parents that the Seruni in danger."Toki ...,
where is Seruni? What happened to her? "Asked the father to the dog's Seruni."Auggg ...! auggg ...!
auggg ...! "he continued barking and ran back and forth to invite them to a place."Sir, it looks like
Seruni in danger," said the mother of Seruni."Mom was right.
 The Toki invites us to follow, "said the father of Seruni."But how do we get there? "Said the
mother."You prepare a torch! I'll be looking for help to neighbors, "cried the father.
Soon, the whole neighborhood had gathered at the home page Seruni's father, carrying the torch. After
that they followed the Toki to the scene. Once they were in the field, the Toki directly toward the
mouth of the hole.
Both parents of Seruni immediately approached the mouth of the hole. What a surprise when
they saw a hole big enough rock on the edge of their field. In the pit was heard the faint sound of a
woman: "Parapat ...! Parapat Parapat stone ...! "
"Sir, listen to that voice! That voice is of our child! Seruni’s mother cried frantically.
"Yes, ma'am! That sounds Seruni! "Replied the father panic.
"But, why would he shout: Parapat, parapatlah stone?" Asked the mother.
"I do not know, mom! It seems like there's something wrong in there, "said the father anxiously.

A Farmer was trying to light up the hole with a torch, but the bottom of the hole was so deep
that it can not be penetrated by torchlight.

"Seruniii ...! Seruniii ...! "Cried the father of Seruni.

"Seruni ... my daughter! The mother and father came to help you! "Her mother shouted.

Several times they yelled, but they did not get a response from Seruni. Only voice drifted Seruni who
sent the stone closer to squeezing.

"Parapat ...! Parapatlah stone ...! Parapat! "

"Seruniiii ... my daughter!" Once again the mother screaming and crying hysterically Seruni.

People in attendance at the place were trying to help. One held ropes to the bottom of the hole, but
the slap was not touched at all. Seruni's father increasingly concerned with the state of her father. He
also decided to follow her foray into the rock pit. Mom, hold the torch!" Command of the
father."Where do you want to go?" Asked the mother.

"I'm following the Seruni into the hole," he replied firmly.

"No dad, it's dangerous!" Prevent the mother.

"Yes sir, the hole was very deep and dark," said people

A moment later, suddenly heard a roar. The earth shook violently as if to an end. Rock hole suddenly
closes itself. The cliffs at the edge of Lake Toba was falling. Seruni's father and mother and all the
people ran thither to escape. They left the mouth of the hole the rock, so that poor Seruni could not
be rescued from the crush of rock.

Some time after the earthquake stopped, suddenly appeared a large rock that resembles a girl's body
and as if hanging on the wall of the cliff at the edge of Lake Toba. Local people believe that the stone
is the embodiment Seruni oppressed in the hole. By those stones were then given the name "Hanging
Rock". (BATU GANTUNG)

2.4. Forum Diskusi

1. Guru meminta peserta didik untuk menganalisis fungsi sosial, struktur teks,
dan unsur kebahasaan dari teks naratif.
Peserta didik mendiskusikan LKPD dari guru secara berpasangan.
2. Guru meminta peserta didik membandingkan fungsi sosial, struktur teks, dan
unsur kebahasaan dari teks naratif.
Peserta didik bersama dengan temannya secara berpasangan mengidentifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks naratif.

3. PENUTUP
3.1 Rangkuman

Bahan ajar merupakan seperangkat materi atau subtansi pembelajaran (teaching material) yang
disusun secara sistematis, menampilkan sosok utuh dari kompetensi yang akan dikuasai peserta
didik dalam kegiatan pembelajaran. Bahan ajar memungkinkan peserta didik dapat mempelajari
suatu kompetensi atau KD secara runtut dan sistematis sehingga secara akumulatif mampu
menguasai semua kompetensi secara utuh dan terpadu.
Setelah mempelajari teks naratif, peserta didik diharapkan mampu menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat serta menangkap makna
teks naratif lisan dan tulis berbentuk legenda sederhana.

2.1. Test formative

Text 1
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.
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.

1.Which the following fact is true about Kbo Iwo?

A. Kebo Iwo ate a little amount of meat
B. Kebo Iwo is a destroyer that cannot make anything
C. Kebo Iwo was angry because his food was stolen by Balinese people
D. Kebo eat food was equal for food of thousand people

2.Why did Kbo Iwo feel angry to the Balinese people?

A. Because Balinese people ate his meal
B. Because Balinese people took his food so his barns was empty
C. Because Balinese people didn’t give him food
D. Because Balinese people were in hunger
3.According to the story, if Kbo Iwa is never existed in Bali Island, what do
you think will happen?
A. There will be no Bali island
B. Bali People will never be angry
C. All Bali people will live in a prosperous way
D. We are not able see the beauty of Lake Batur
4.What is the function of the text?
A. to amuse the reader
B. to tell the reader about Kbo Iwa
C. to tell the history about the beauty of Mount Batur
D. to explain about the early formation of Mount Batur
5.What is mount batur?
A. A lake build by Kbo Iwa
B. A well dug by Kbo iwa
C. The mountain build by Kbo Iwa
D. A mound of earth dug from the well by Kbo iwa

Watch the video carefully and answer these questions.

https://www.youtube.com/watch?v=cm7rZ16cCr0

6.Below are the characters of Bandung Bondowoso, EXCEPT:

A.Powerful
B.Bossy
C.Outstanding
D.Cruel

7.What is the complication of this story?

A.Bandung Bondowoso wanted to marry Roro Jonggrang
B.Bandung Bondowoso wanted to meet the King of Prambanan
C.Roro Jonggrang refused to marry Bandung Bondowoso
D.Roro Jonggrang didn’t want to answer Bandung Bondowoso’s
questions

8.Who helped Bandung Bondowoso to make a thousand temples?

A.Cocks
B.Genies
C.Evils
D.Troops

9.What is the lesson of the story?

A.Never marry to someone that never loves us
B. Don't try to be a sly or tricky person
C.Always ask for help if needed
D.Always be honest

10.How does the story end?

A.It was happy ending
B.It was sad ending
C.Nothing happened to Roro Jonggrang
D.Nothing happened to Bandung Bondowoso
 DAFTAR PUSTAKA

 https://travel.detik.com/travel-news/d-5075943/cerita-malin-kundang-dalam-bahasa-inggris-lengkap-
kesimpulannya
 https://literarydevices.net/legend/
 https://www.youtube.com/watch?v=9XX6KNAsWL4
 https://indonesiantale.blogspot.com/search/label/Legends%20and%20Myths?&max-results=10 https://
 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran bahasa inggris. Jakarta:
Kementerian Pendidikan dan Kebudayaan.
 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran bahasa inggris. Jakarta:
Kementerian Pendidikan dan Kebudayaan
 teks pelajaran yang relevanwww.youtube.com/watch?v=cm7rZ16cCr0
 https://www.google.com/search?
q=legenda+danau+toba+dalam+bahasa+inggris&rlz=1C1GCEA_enID949ID949&oq=&aqs=chrome.4.69i59i450l
8.1904491j0j7&sourceid=chrome

LEMBAR KERJA PESERTA DIDIK

(LKPD)

Nama Mahasiswa : Heni Verti Paska Siagian, S.Pd

Nomor Peserta : 201800350241
Bidang Studi : BAHASA INGGRIS

PENDIDIKAN PROFESI GURU (PPG)

 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS NEGERIMEDAN

2022

LKPD

1. Identitas
Sekolah : SMK NEGERI 1 RAYA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Genap
Materi Pokok : Teks Naratif; Informasi Terkait Legenda Rakyat
Alokasi Waktu : 2 Perttemuan @45 Menit

2. Indikator
Kompetensi Dasar
3.8 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan
memberi dan meminta informasi terkait
legenda rakyat, sederhana, sesuai
dengan konteks penggunaannya
4.8 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks naratif, lisan dan tulis
sederhana terkait legenda rakyat
3. Bahan dan alat
Media
 Video Pembelajaran
 Worksheet atau lembar kerja (siswa)
 Lembar penilaian
Indikator Pencapaian Kompetensi
3.8.3 Menganalisis fungsi sosial, struktur teks dan
unsur kebahasaan beberapa teks naratif lisan
dan tulis dengan memberi dan meminta
informasi terkait legenda rakyat, sederhana,
sesuai dengan konteks penggunaannya
3.8.4 Membandingkan fungsi sosial, struktur teks dan
unsur kebahasaan beberapa teks naratif lisan
dan tulis dengan memberi dan meminta
informasi terkait legenda rakyat, sederhana,
sesuai dengan konteks penggunaannya
4.8.4. Mencermati teks naratif terkait legenda rakyat
sederhana
4.8.5. Menganalisis pesan moral dari beberapa teks
naratif tulis sederhana terkait legenda rakyat
4.8.6. Mendemostrasikan teks naratif terkait legenda
rakyat, sederhana dengan memperhatikan fungsi
sosial, struktur teks dan unsur kebahasaan,
secara benar dan sesuai konteks .

 Alat/Bahan
 Penggaris, spidol, papan tulis
 Laptop & infocus

LKPD 1
 3.8.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif tulis terkait
legenda rakyat pendek dan sederhana.
Peserta didik menonton vidio legenda Malin Kundang
https://youtu.be/QM4i4XxMlso

LKPD 2

3.8.4 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif tulis
terkait legenda rakyat pendek dan sederhana.
Peserta didik secara berkelompok menonton vidio Legenda batu gantung dan Danau toba
https://www.youtube.com/hashtag/batugantung
https://www.youtube.com/watch?v=MkRX1xgA-mk
Peserta didik secara berkelompok,
menganalisis fungsi sosial, unsur teks dan unsur kebahasaannya.
Rubrik Lk 2
1) Determining the Generic structure

Generic structure Paragraph

Orientation
Complication
Resolution
Re-orientation

2) Determining the grammar language features of the text

Grammar and language Feature Example in this text

The use of Adjective that form the noun

phrase.
The use of time connectives and
Conjunction
The use of Adverb and adverbial
phrases to indicate the location of the
incident or events.
The use of thinking verbs that mark the
thoughts, perceptions or feelings of the
characters in the story
The use of saying verbs that mark
Remarks
The use of dialogue to elicit an emotional
response from the reader

LK PD 3
4.8.4 Mencermati teks naratif terkait legenda rakyat sederhana
Text 1
Contoh Naratif teksThe Legend Of Malin Kundang

Long time ago, in a small village near the beach in West Sumatera, lived a woman and
her son, Malin Kundang. Malin Kundang’s father had passed away when he was a baby, and he
had to live hard with his mother.
Malin Kundang was a healthy, dilligent, and strong child. He usually went to the sea to catch fish,
and brought it to his mother, or sold it in the town.

One day, when Malin Kundang was sailing as usual, he saw a merchant’s ship which was
being raided by a small band of pirates. With his brave and power, Malin Kundang defeated the
pirates. The merchant was so happy and asked Malin Kundang to sail with him. Malin Kundang
agreed.

Many years later, Malin Kundang became a wealthty merchant, with a huge ship, loads of
trading goods, many ship crews, and a beautiful wife. In his journey, his ship landed on a beach.
The villagers reconigzed him,
and the news ran fast in the town: Malin Kundang became a rich man and now he is here.
His mother, in deepful sadnees after years of loneliness, ran to the beach to meet her beloved son
again.

When the mother came, Malin Kundang, in front of his well dressed wife, his crews and
his own gloriness, denied to meet that old, poor and dirty woman. For three times she begged
Malin Kundang and for three times yelled at him. At last Malin Kundang said to her “Enough, old
woman! I have never had a mother like you, a dirty and ugly peasant!” Then he ordered his crews
to set sail.
Enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize.
Malin Kundang just laughed and set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too
late for Malin Kundang to apologized. He was thrown by the wave out of his ship, fell on a small
island, and suddenly turned into stone.

Hikmah dari Legenda Malin Kundang dalam Bahasa Inggris

legenda malin kundang dalam bahasa inggris ini menceritakan akibat yang terjadi bila durhaka
kepada orang tua, khususnya ibu kita sendiri. Sosok ibu merupakan sosok yang harus dihormati,
lebih daripada ayah. Berbuat baiklah kepada kedua orang tua khususnya ibu maka niscaya
kelimpahan rezeki sudah di depan mata, dan durhakalah kepada beliau maka azab pedih sudah
menanti anda sebagaimana kisah Legenda Malin Kundang dalam bahasa inggris.
4.8.5 Mencermati teks naratif terkait legenda rakyat sederhana
Text 2

Text 2. DANAU TOBA

A long time ago, lived a young man named Toba. He had two excellent abilities in terms
of fishing and farming. When fishing, Toba was very astute and did not require a long time to
get the fish. Just thrown the hook into the river, and he got the big fish.
One afternoon, he went fishing to a river that was wide enough. Within seconds after he
threw the hook into the river, the fish immediately grabbed the bait and he got a big fish for
dinner
He immediately went home and along the way he continued pleased because of having
enough fish for a dinner. He immediately moved the fish from the creel to the tub filled with
water. He wanted the fish stay fresh when cooked so the taste was remarkably good. After
putting fish inside the tubs, he prepared seasoning and firewood which needed in the process of
ripening. Unfortunately, firewood in the house was out and he immediately looked for firewood
in the forest.
Several hours later, he went home and carrying firewood pretty much to cook the fish.
However, when he got home, he was surprised because the fish was lost. He even found pieces
of gold, and a beautiful girl who was sitting in his room.
His wife and him got are blessed a boy named Samosir. His child was very agile,
intelligent, but spoiled. When his child reached an age, there are task which should be
performed every day, namely delivering the food into his rice fields. One time, his child felt
very lazy to deliver food to the field and made his wife scolded.
Finally, his child forced usher these foods into the field. Because so upset, his child ate
most of the food at the trip, then bring it to the field with just a little food. When food given to
the Toba, of course he surprised and asked about it to his son.
Furthermore, the beautiful girl told to Toba that she was the fish which arrested by him,
and pieces of gold was the part of constitutes fish. He then asked that pretty girl to marry him.
The beautiful girl agreed to his request, but he should not bring up the past of that beautiful girl.
Toba approved it and they were married.
 4.8.6 Mencermati teks naratif terkait legenda rakyat sederhana
Text 3

Hanging Stone PARAPAT

Once, in a rural village next to Lake Toba North Sumatera, there lived a husband and a wife with
a beautiful daughter named Seruni. Not only was she beautiful, Seruni was also very diligent in helping
her parents in the field. Every day this family worked in this field on the edge of Lake Toba, and the
outcomes are used for their daily needs.
One day, Seruni went to the field alone, because his parents went to a neighboring village. Seruni was
only accompanied by her beloved dog named Toki's. Arriving at the farm, she didn’t work but he just sat
there looking at the natural beauty of Lake Toba as if she had solved a difficult problem. While the dog,
the Toki, came sitting next to her, staring at her face as if he knew what Seruni thought. Once in a while
the dog barked to distract Seruni, but she is not teased.
The last few days Seruni looked glum. He was very sad, because she was given in marriage by
her parents with a young man who was his cousin. Though she had chosen his loved man and she had
promised to live together with him. She was very confused. On the one hand she did not want to
disappoint her parents, and she could not afford to part with her love. Because of being unable to bear the
heavy burden, he was getting hopeless."Yes, Lord! I am not able to live with this burden, "complained
the Seruni.
A few moments later, Seruni moved from his seat. With tears, she walked slowly toward the Lake Toba.
Apparently she wanted to end his life by jumping into the lake's and the Toki, followed his master from
behind while barking.
With a mind raging, Seruni walked toward the cliffs of Lake Toba without paying attention to the road in
its path. Unexpectedly, she suddenly fell into a hole. The rocky ground that made the hole was getting
dark. Seruni girl is very scared."Help.. Help.. Help.., Toki! "Seruni voice asking for help to her beloved
dog.
The Toki understood if Seruni required his help, but he could not do anything except just
barking at the hole. Seruni screamed several times for help, but the Toki really could not afford helping
her. Finally she was getting desperate."Ah, I'd rather die than live a long time to suffer," Seruni
resigned.Rock walls were moving ever closer."Parapat...! Parapat Parapat ... "ordered Seruni to press her
body withthe stone .Being unable to help Seruni, Toki immediately ran home to ask for help. Arriving at
the master's house, he immediately went to Seruni parents."Auggg ...! auggg ...! auggg ... "Toki's barking
while clawing at the ground to tell the parents that the Seruni in danger."Toki ..., where is Seruni? What
happened to her? "Asked the father to the dog's Seruni."Auggg ...! auggg ...! auggg ...! "he continued
barking and ran back and forth to invite them to a place."Sir, it looks like Seruni in danger," said the
mother of Seruni."Mom was right. The Toki invites us to follow, "said the father of Seruni."But how do
we get there? "Said the mother."You prepare a torch! I'll be looking for help to neighbors, "cried the
father.
Soon, the whole neighborhood had gathered at the home page Seruni's father, carrying the torch. After
that they followed the Toki to the scene. Once they were in the field, the Toki directly toward the mouth
of the hole.
Both parents of Seruni immediately approached the mouth of the hole. What a surprise when they saw a
hole big enough rock on the edge of their field. In the pit was heard the faint sound of a woman: "Parapat
...! Parapat Parapat stone ...! "
"Sir, listen to that voice! That voice is of our child! Seruni’s mother cried frantically.

"Yes, ma'am! That sounds Seruni! "Replied the father panic.

"But, why would he shout: Parapat, parapatlah stone?" Asked the mother.

"I do not know, mom! It seems like there's something wrong in there, "said the father anxiously.

A Farmer was trying to light up the hole with a torch, but the bottom of the hole was so deep that it can
not be penetrated by torchlight.

"Seruniii ...! Seruniii ...! "Cried the father of Seruni.

"Seruni ... my daughter! The mother and father came to help you! "Her mother shouted.

Several times they yelled, but they did not get a response from Seruni. Only voice drifted Seruni who
sent the stone closer to squeezing.

"Parapat ...! Parapatlah stone ...! Parapat! "

"Seruniiii ... my daughter!" Once again the mother screaming and crying hysterically Seruni.

People in attendance at the place were trying to help. One held ropes to the bottom of the hole, but
the slap was not touched at all. Seruni's father increasingly concerned with the state of her father. He
also decided to follow her foray into the rock pit. Mom, hold the torch!" Command of the
father."Where do you want to go?" Asked the mother.

"I'm following the Seruni into the hole," he replied firmly.

"No dad, it's dangerous!" Prevent the mother.

"Yes sir, the hole was very deep and dark," said people

A moment later, suddenly heard a roar. The earth shook violently as if to an end. Rock hole suddenly
closes itself. The cliffs at the edge of Lake Toba was falling. Seruni's father and mother and all the
people ran thither to escape. They left the mouth of the hole the rock, so that poor Seruni could not be
rescued from the crush of rock.

Some time after the earthquake stopped, suddenly appeared a large rock that resembles a girl's body
and as if hanging on the wall of the cliff at the edge of Lake Toba. Local people believe that the stone is
the embodiment Seruni oppressed in the hole. By those stones were then given the name "Hanging
Rock". (BATU GANTUNG)

LKPD 4. Menganalisis Moral value pada cerita diatas.

Text Moral Value

Text 1. The legend of Danau Toba

Text 2. Legend Hanging stone

TEST FORMATIF

Test formative

Text 1
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
TEST FORMATIF
all the houses and temples he had destroyed. After they fed Kbo Iwo, he began
to dig a deep hole.
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.

1. Which the following fact is true about Kbo Iwo?

A. Kebo Iwo ate a little amount of meat
https://www.youtube.com/watch?v=cm7rZ16cCr0
B. Kebo Iwo is a destroyer that cannot make anything
C. Kebo Iwo was angry because his food was stolen by Balinese people
6.
D. Below
Kebo eat are food
the characters
was equaloffor Bandung
food ofBondowoso, EXCEPT:
thousand people
A. Powerful
2. Why did Kbo Iwo feel angry to the Balinese people?
B.
A. Bossy
Because Balinese people ate his meal
C.
B. Outstanding
Because Balinese people took his food so his barns was empty
D.
C. Cruel
Because Balinese people didn’t give him food
D. Because Balinese people were in hunger
7.
3. What is thetocomplication
According the story, if of
KbothisIwastory?
is never existed in Bali Island, what do
A.
youBandung
think will Bondowoso
happen? wanted to marry Roro Jonggrang
B.
A. Bandung
There will Bondowoso
be no Bali wanted
island to meet the King of Prambanan
C.
B. Bali People will never betoangry
Roro Jonggrang refused marry Bandung Bondowoso
D.
C. All Bali people will live in atoprosperous
Roro Jonggrang didn’t want answer Bandung
way Bondowoso’s
questions
D. We are not able see the beauty of Lake Batur
4. What is the function of the text?
8.
A. Who helpedthe
to amuse Bandung
reader Bondowoso to make a thousand temples?
A. Cocks
B. to tell the reader about Kbo Iwa
B.
C. Genies
to tell the history about the beauty of Mount Batur
C.
D. Evils
to explain about the early formation of Mount Batur
D. Troops
5. What is mount batur?
A. A lake build by Kbo Iwa
9.
B. What
A wellis dug
the lesson
by Kbo ofiwa
the story?
A. Never marry to someone
C. The mountain build by Kbo thatIwa
never loves us
B.
D. A mound of earth dug fromperson
Don't try to be a sly or tricky the well by Kbo iwa
C. Always ask for help if needed
D. Always be honest

10. How does the story end?

A. It was happy ending
B. It was sad ending
C. Nothing happened to Roro Jonggrang
D. Nothing happened to Bandung Bondowoso
4. Daftar Pustaka

 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran bahasa inggris. Jakarta: Kementerian
Pendidikan dan Kebudayaan.

 Kementerian Pendidikan dan Kebudayaan. 2016. Buku siswa Mata Pelajaran bahasa inggris. Jakarta:
Kementerian Pendidikan dan Kebudayaan
 Buku teks pelajaran yang relevan
 https://www.teachstarter.com/au/unit-plan/introduction-historical-recounts-unit-plan/
 https://dera.ioe.ac.uk/4930/3/nls_y5booster_hisrecount.pdf
 http://ppg.spada.ristekdikti.go.id/mod/page/view.php?id=62398
 https://englishadmin.com/2018/02/6-contoh-recount-text-peristiwa-sejarah-dan-arti.html
 https://www.google.com/search?
q=legenda+danau+toba+dalam+bahasa+inggris&rlz=1C1GCEA_enID949ID949&oq=&aqs=chrome.4.6
9i59i450l8.1904491j0j7&sourceid=chrome

PENDIDIKAN PROFESI GURU (PPG)

MEDIA PEMBELAJARAN
(TEACHING MEDIA)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS NEGERIMEDAN

 2022

MEDIA PEMBELAJARAN
(TEACHING MEDIA)

Sekolah : SMK NEGERI 1Raya

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Genap
Materi Pokok : Teks Naratif; Informasi Terkait Legenda Rakyat
Alokasi Waktu : 2 Pertemuan @45 Menit
A. Kompetensi Inti
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan
metakognitif 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 prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.8 Membedakan fungsi sosial, struktur teks, 3.8.5 Menganalisis fungsi sosial, struktur teks
dan unsur kebahasaan beberapa teks dan unsur kebahasaan beberapa teks naratif
naratif lisan dan tulis dengan memberi lisan dan tulis dengan memberi dan
dan meminta informasi terkait legenda meminta informasi terkait legenda rakyat,
rakyat, sederhana, sesuai dengan konteks sederhana, sesuai dengan konteks
penggunaannya penggunaannya
3.8.6 Membandingkan fungsi sosial, struktur teks
dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan meminta
informasi terkait legenda rakyat, sederhana,
sesuai dengan konteks penggunaannya
5. 4.8 Menangkap makna secara 4.8.7. Mencermati teks naratif terkait legenda
kontekstual terkait fungsi sosial, struktur rakyat sederhana
teks, dan unsur kebahasaan teks naratif, 4.8.8. Menganalisis pesan moral dari beberapa teks
lisan dan tulis sederhana terkait legenda naratif tulis sederhana terkait legenda rakyat
rakyat 4.8.9. Mendemostrasikan teks naratif terkait legenda
rakyat, sederhana dengan memperhatikan
fungsi sosial, struktur teks dan unsur
kebahasaan, secara benar dan sesuai konteks .

C. Tujuan Pembelajaran
1. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
2. Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan
tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
 3. Mencermati teks naratif terkait legenda rakyat sederhana
4. Menganalisis pesan moral dari beberapa teks naratif tulis sederhana terkait legenda rakyat
5. Mendemostrasikan teks naratif terkait legenda rakyat, sederhana dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks Menceritakan teks naratif terkait
legenda rakyat, sederhana dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan,
secara benar dan sesuai konteks

MEDIA PEMBELAJARAN

https://www.youtube.com/watch?v=MkRX1xgA-m
DANAUTOBA
https://www.youtube.com/hashtag/batugantung
MALIN KUNDANG
 https://www.youtube.com/hashtag/batugantung

PERANGKAT PENILAIAN

(ASSESMENT)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS NEGERIMEDAN

2022

PERANGKAT PENILAIAN
 (ASSESSMENT)

Sekolah : SMK NEGERI 1 Raya

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Genap
Materi Pokok : Teks Naratif; Informasi Terkait Legenda Rakyat
Alokasi Waktu : 2 Pertemuan @45 Menit

A. KOMPETENSI INTI
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan
metakognitif 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 prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metode sesuai kaidah keilmuan.

B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI

Kompetensi Dasar Indikator Pencapaian Kompetensi
3.8 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberi dan
meminta informasi terkait legenda rakyat,
sederhana, sesuai dengan konteks
penggunaannya
4.8 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan
dan tulis sederhana terkait legenda
rakyat
3.8.7 Menganalisis fungsi sosial, struktur
teks dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan
memberi dan meminta informasi
terkait legenda rakyat, sederhana,
sesuai dengan konteks penggunaannya
3.8.8 Membandingkan fungsi sosial, struktur
teks dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberi
dan meminta informasi terkait legenda
rakyat, sederhana, sesuai dengan konteks
penggunaannya
4.8.10. Mencermati teks naratif terkait legenda
rakyat sederhana
4.8.11. Menganalisis pesan moral dari beberapa
teks naratif tulis sederhana terkait
legenda rakyat
4.8.12. Mendemostrasikan teks naratif terkait
legenda rakyat, sederhana dengan
memperhatikan fungsi sosial, struktur teks
dan unsur kebahasaan, secara benar dan
sesuai konteks .

C. Tujuan Pembelajaran

1. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
2. Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya
3. Mencermati teks naratif terkait legenda rakyat sederhana
4. Menganalisis pesan moral dari beberapa teks naratif tulis sederhana terkait legenda rakyat
5. Mendemostrasikan teks naratif terkait legenda rakyat, sederhana dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks Menceritakan teks naratif terkait
legenda rakyat, sederhana dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan,
secara benar dan sesuai konteks
D. RUBRIK PENILAIAN

AFECTIVE/PENILAIAN SIKAP

Indikator penilaian Sikap:

Disiplin :
a. Masuk kelas tepat waktu
b. Mengerjakan tugas tepat waktu
c. Membawa buku tulis, kamus dan buku teks
d. Tertib dalam mengikuti pelajaran

Jujur
a. Menyampaikan sesuatu sesuai dengan keadaan yang sebenarnya
b. Tidak menutupi kesalahan yang terjadi
c. Tidak menyontek atau melihat data/ pekerjaan orang lain
d. Mencantumkan sumber belajar dari yang dikutip/ dipelajari

Tanggung jawab
a. Pelaksanaan tugas piket secara teratur
b. Peran serta aktif dalam kegiatan diskusi kelompok
c. Mengerjakan tugas sesuai yang ditugaskan
d. Merapikan kembali ruang, alat dan peralatan belajar yang telah dipergunakan

Kerjasama
a. Saling membantu sesama anggota dalam kelompok (mau menjelaskan kepada anggota
kelompok yang belum jelas).
b. Setiap anggota ikut memecahkan masalah dalam kelompok sehingga mencapai kesepakatan.
c. Menghargai kontribusi setiap anggota kelompok.
d. Setiap anggota kelompok mengambil giliran dan berbagi tugas.

Skala
4 = jika empat indikator direalisasikan
3 = jika tiga indikator direalisasikan
2 = jika dua indikator direalisasikan
1 = jika satu indikator direalisasikan

S = Score
n = total of axpects achieved
S= x100
KategoriNo kriteria
A= Excellent : Jika level skor siswa 89 – 100
B = Good : Jika level skor siswa 77 – 88
C = Fair : Jika level skor siswa 65 – 76
D = Poor : Jika level skor siswa < 65

Tabel Penilaian Sikap Siswa

No Nama Siswa Aspek Perilaku yang Jumlah Skor Kode
Dinilai Skor (n) sikap Nilai
DS JJ TJ BS
1
2
3
4
5
6
7
8
9
 10

Keterangan
DS = Disiplin TJ = Tanggung Jawab
JJ = Jujur BS = Bekerjasama

COGNITIVE/PENILAIAN PENGETAHUAN
Read the text carefully and fill the table below correctly!

Once upon a time, there was the richest man lives in West Java. He was
the one owner of the fields in the whole area. The villagers were just as labourers
to him, so they called him as "Pak Kikir" or "Mr. Kikir" (a stingy man). Pak Kikir
had a son. His son had a different character with him. He was a humble and kind
boy. He always helped the villagers.
One day, Pak Kikir celebrated a Thanksgiving party. He thought this
party could be effect to the harvest of his fields. All the villagers got invitation.
The villagers were happy because they thought that they could find many
delicious foods in that party. But it was out of what they already imagined. Pak
Kikir just put out small food.
"Huh.... The miserly man. I can't imagine flow stingy he is."
“The Lord is never blessing him," Said some of the villagers in that party.
At the same time, there is an old woman came to Pak Kikir. She asked for his
mercy. "Give me a plate of rice please...” Says the old woman.
“What! I must work hard to get the place of rice!” Said Pak Kikir.
"Have a mercy on me, please..."
"No....... get out of my face! The old women crying and leave the party.
However, Pak Kikir's son was sad about that. So he gave his lunch snipe
at for the old woman. After that, the old lady walks to a mountain. When she
arrived at the top, she saw Pak Kikir's house. The best home in that area. She
said, "Remember this Pak Kikir! Your gluttonous will sink you! And the Lord
will never bless you!"
Then the old woman jabbed her stick to the land, Then the water from
the trace jabbed. Time after time the water became the flood. The villagers and
Kikir's Son ran to save themselves to the mountain. While they are running, PakKikir tries to keep his
prosperity. The flood was getting fast, and Pak Kikir sankwith his money. The villagers and the son were saved.
They were sad with thisaccident. They decided to find a new area. The villagers elected Pak Kikir's sonas their
leader.
This boy taught the villagers how to be a good farmer, how to handle the fields and water balance. Then
the villagers called this boy as Anjuran (a Suggestion). The villagers obeyed their leader said. Some years later,
the villagers changed the name to be Cianjur. It meant full of water. Now, Cianjur known as the best area to
produce rice in West Java Province-Indonesia.
1) Determining the Generic structure

Generic structure Paragraph

Orientation 1
Complication 2
Resolution 3
Re-orientation 4

2) Determining the grammar language features of the text

Grammar and language Feature Example in this text

The use of Adjective that form the noun phrase.

The use of time connectives and
conjunction
The use of Adverb and adverbial
phrases to indicate the location of the
incident or events.
 The use of thinking verbs that mark the thoughts,
perceptions or feelings of the characters in the
story
The use of saying verbs that mark
remarks
The use of dialogue to elicit an emotional response
from the reader

Table Rubrik Penilaian Pengetahuan Siswa

No Aspek yang Kriteria Skor
dinilai 1-4
Sangat bisa menentukan fungsi social dari teks naratif 4
/Legenda sesuai dengan konteks/ isi teks
Bisa menentukan fungsi social dari Legenda sesuai 3
Tujuan dengan konteks/ isi teks
1 Komunikatif/ Cukup bisa menentukan fungsi social dari Legenda 2
Fungsi social sesuai dengan konteks/ isi teks
teks natatif Kurang bisa menentukan fungsi social dari Legenda 1
legenda rakyat. sesuai dengan konteks/ isi teks
Sangat bisa menentukan bagian-bagian struktur teks 4
Legenda dengan runut dan penjabaran yang lengkap
dari teks
Bisa menentukan bagian-bagian struktur Legenda 3
2 Struktur dengan runut dan penjabaran yang cukup lengkap dari
Legenda teks
Cukup bisa menentukan bagian-bagian struktur 2
Legenda dengan runut dan tanpa penjabaran lengkap
dari teks
Kurang bisa menentukan bagian-bagian struktur 1
Legenda dengan runut dan penjabaran yang lengkap
dari teks
Sangat bisa menentukan unsur kebahasaan teks 4
legenda dengan penjabaran yang lengkap dari teks
Unsur Bisa menentukan unsur kebahasaan Legenda dengan 3
3 Kebahasaan penjabaran yang cukup lengkap dari teks
Legenda Cukup bisa menentukan unsur kebahasaan Legenda 2
dengan penjabaran dari teks
Kurang bisa menentukan unsur kebahasaan Legenda 1
tanpa penjabaran lengkap dari teks

Aspek Pengetahuan Total

NO Nama Siswa yang dinilai Skor (n) Skor
1 2
1
2
3
4
5
6
7
8
9
10

LEMBAR PENILAIAN PENGETAHUAN -TERTULIS

(Pilihan Ganda)

Pilih Satu Jawaban yang paling tepat !

1.
a.
 b.
c.
d.
e.
dst.

Kunci Jawaban Piliahan Ganda dan Pedoman Penskoran

Alternatif
Penyelesaian Skor
Jawaban
1 1
2 1
3 1
4 1
.... 1
10 1
Jumlah 10

Keterangan :
S = Score
n = total of skill aspects achieved

Kategori :
A= Excellent : Jika level skor siswa 89 – 100
B = Good : Jika level skor siswa 77 – 88
C = Fair : Jika level skor siswa 65 – 76
D = Poor : Jika level skor siswa < 65

Test formative

Text 1
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.
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.

1. Which the following fact is true about Kbo Iwo?

A. Kebo Iwo ate a little amount of meat
B. Kebo Iwo is a destroyer that cannot make anything
C. Kebo Iwo was angry because his food was stolen by Balinese people
D. Kebo eat food was equal for food of thousand people
2. Why did Kbo Iwo feel angry to the Balinese people?
A. Because Balinese people ate his meal
B. Because Balinese people took his food so his barns was empty
C. Because Balinese people didn’t give him food
D. Because Balinese people were in hunger
3. According to the story, if Kbo Iwa is never existed in Bali Island, what do
you think will happen?
A. There will be no Bali island
B. Bali People will never be angry
C. All Bali people will live in a prosperous way
D. We are not able see the beauty of Lake Batur
4. What is the function of the text?
A. to amuse the reader
B. to tell the reader about Kbo Iwa
C. to tell the history about the beauty of Mount Batur
D. to explain about the early formation of Mount Batur
5. What is mount batur?
A. A lake build by Kbo Iwa
B. A well dug by Kbo iwa
C. The mountain build by Kbo Iwa
D. A mound of earth dug from the well by Kbo iwa

Watch the video carefully and answer these questions.

https://www.youtube.com/watch?v=cm7rZ16cCr0

6. Below are the characters of Bandung Bondowoso, EXCEPT:

A. Powerful
B. Bossy
C. Outstanding
D. Cruel

7. What is the complication of this story?

A. Bandung Bondowoso wanted to marry Roro Jonggrang
B. Bandung Bondowoso wanted to meet the King of Prambanan
C. Roro Jonggrang refused to marry Bandung Bondowoso
D. Roro Jonggrang didn’t want to answer Bandung Bondowoso’s
questions

8. Who helped Bandung Bondowoso to make a thousand temples?

A. Cocks
B. Genies
C. Evils
D. Troops

9. What is the lesson of the story?

A. Never marry to someone that never loves us
B. Don't try to be a sly or tricky person
C. Always ask for help if needed
D. Always be honest

10. How does the story end?

A. It was happy ending
B. It was sad ending
C. Nothing happened to Roro Jonggrang
D. Nothing happened to Bandung Bondowoso

Rubrik Penilaian Reading Skill

Aspek yang
No Kriteria Skor
Dinilai
1 Pengucapan Hampir sempurna 5
(pronounciation) Ada beberapa kesalahan namun tidak 4
mengganggu makna
Ada beberapa kesalahan dan mengganggu 3
makna
Banyak kesalahan dan mengganggu 2
makna
Terlalu banyak kesalhan dan mengganggu 1
makna
2 Intonasi Hampir sempurna 5
(intonation) Ada beberapa kesalahan namun tidak 4
mengganggu makna
 Ada beberapa kesalahan dan mengganggu 3
makna
Banyak kesalahan dan mengganggu 2
makna
Terlalu banyak kesalhan dan mengganggu 1
makna
3 Kelancaran Sangat lancar 5
(fluency) Lancar 4
Cukup lancar 3
Kurang lancar 2
Tidak lancar 1
4 Ketepatan Sangat tepat 5
makna Tepat 4
(accuracy) Cukup tepat 3
Kurang tepat 2
Tidak tepat 1

Score 16.

S = n x 100
20
1. Pengayaan
Bagi peserta didik yang telah mencapai target pembelajaran sebelum waktu yang telah dialokasikan berakhir,
perlu diberikan kegiatan pengayaan.
Siswa ditugaskan untuk membaca ulang sebuah teks dengan kata-katanya sendiri untuk menambah perolehan
nilai sebelumnya.
2. Remedial
Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang telah dialokasikan, perlu
diberikan kegiatan remedial
Program Remedil dilaksanakan apabila hasil ulangan Peserta didik belum tuntas.
a. 20% dilaksanakan remidi pribadi ( per-orangan)
b. 20 s.d. 50% dilaksanakan remidi kelompok
c. > 50% dilaksanakan pelajaran ulang tentang KD itu.