Teks Narrative

RENCANA PELAKSANAAN PEMBELAJARAN
BERORIENTASI HOTS
SMP BAHASA INGGRIS

NARRATIVE TEXT (PAPUA FOLKTALES)
YULI SULISTIYOWATI
NIP. 19800701 200909 2 002
SMP MUHAMMADIYAH JAYAPURA
DIREKTORAT JENDERAL GURU DAN TENAGA KEPENDIDIKAN

KEMENTRIAN PENDIDIKAN DAN KEBUDAYAAN
JAKARTA
NOVEMBER 2019
RPP ON2 PKP-Y. Sulistiyowati Page 1

RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMP Muhammadiyah Jayapura

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IX/Genap
Pertemuan ke- : 1 (satu)
Materi Pokok : Narrative Text (Fairy tales)
Tahun Pelajaran : 2019/2020
Alokasi Waktu : 2 JP x 40 menit
A. Kompetensi Inti
 KI-1: Menghargai dan menghayati ajaran agama yang dianutnya.
 KI-2: Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi dan gotong royong), santun, percaya diri dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
KOMPETENSI INTI 3 KOMPETENSI INTI 4

(PENGETAHUAN) (KETERAMPILAN)
Memahami pengetahuan (faktual, Mencoba, mengolah, dan menyaji
konseptual, dan prosedural) dalam ranah konkret (menggunakan,
berdasarkan rasaingin tahunya mengurai, merangkai, memodifikasi,
tentang ilmu pengetahuan, teknologi, dan membuat) dan ranah abstrak
seni, budaya terkait fenomena dan (menulis, membaca,
kejadian tampak mata menghitung,menggambar, dan
mengarang) sesuai dengan yang
dipelajari di sekolah dan sumberlain
yang sama dalam sudut pandang / teori
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
INDIKATOR PENCAPAIAN
KOMPETENSI DASAR (KD)
KOMPETENSI (IPK)
3.7 Membandingkan fungsi sosial, 3.7.1 Menganalisis fungsi sosial teks
struktur teks, dan unsur naratif lisan dan tulis dengan
kebahasaan beberapa teks naratif memberi dan meminta
lisan dan tulis dengan memberi
informasi terkait fairy tales,
dan meminta informasi terkait
fairy tales, pendek dan sederhana, pendek dan sederhana, sesuai
sesuai dengan konteks dengan konteks
penggunaannya penggunaannya.
3.7.2 Menganalisis Struktur teks
naratif lisan dan tulis dengan
memberi dan meminta

pendek dan sederhana, sesuai
dengan konteks
penggunaannya.
3.7.3 Menganalisis Unsur
Kebahasaan teks naratif lisan
dan tulis dengan memberi dan
meminta informasi terkait fairy
tales, pendek dan sederhana,
sesuai dengan konteks
penggunaannya.
3.7.4 Membandingkan fungsi sosial
teks naratif lisan dan tulis
dengan memberi dan meminta
dengan konteks
penggunaannya.
3.7.5 Membandingkan struktur teks
teks naratif lisan dan tulis
dengan memberi dan meminta
dengan konteks
penggunaannya.
3.7.6 Membandingkan unsur
kebahasaan teks naratif lisan
dan tulis dengan memberi dan
meminta informasi terkait fairy
tales, pendek dan sederhana,
sesuai dengan konteks
penggunaannya.
4.7. Menangkap makna secara 4.7.1 Menceritakan ulang teks naratif

kontekstual terkait fungsi sosial,
struktur teks, dan unsur lisan sangat pendek dan
kebahasaan teks naratif lisan sederhana terkait fairy tales
dan tulis sangat pendek dan 4.7.2 Meringkas teks naratif tulis
sederhana, terkait fairy tales
sangat pendek dan sederhana
terkait fairy tales

C. Tujuan Pembelajaran
Melalui pendekatan saintifik dengan menggunakan model pembelajaran
Discovery Learning, peserta didik dapat menganalisis, membandingkan
fungsi sosial, struktur teks serta unsur-unsur kebahasaan beberapa teks
naratif fairy tales dan menceritakan ulang dan meringkas teks naratif
dengan terampil.
Fokus Penguatan Karakter: Percaya diri, kerjasama
D. Materi Pembelajaran
1. Materi Pembelajaran Reguler
1.1. Fungsi sosial teks Narrative
 Menghibur pembaca
 Mengambil teladan nilai-nilai luhur/ pesan moral
1.2. Struktur teks Narrative

 Orientation (Orientasi)
 Complication (Konflik/ Krisis)
 Resolution (Resolusi)
1.3. Unsur-unsur kebahasaan teks Narrative

 Kalimat deklaratif dan interogatif dalam simple past tense
 Frasa adverbia: a long time ago, once upon a time, in the
end, happily ever after
 Nomina singular dan plural dengan atau tanpa a, the,
this, those, my, their, dsb.
 Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan
tulisan tangan
2. Materi Pembelajaran Pengayaan

Menyadur sebuah teks narrative dengan tema Papua Folktale dengan
menggunakan bahasa sendiri lalu menentukan fungsi sosial, pesan moral,
struktur teks, dan unsur kebahasaan berupa conjuction dan daftar kata
kerja bentuk past.
3. Materi Pembelajaran Remedial

Mengidentifikasi dan menerapkan fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif dengan benar.
E. Metode Pembelajaran
Pendekatan : Saintifik
Model Pembelajaran : Discovery Learning
Metode : Diskusi, Tanya jawab, Penugasan, Presentasi

F. Media Pembelajaran
Media:
1. Lembar Kerja Siswa
2. Video Animasi
Alat/Bahan:
1. Laptop
2. LCD Proyektor
3. Whiteboard
4. Kertas Plano
5. Spidol
6. Sticky notes
7. Lem
G. Sumber Belajar
1. Kementerian Pendidikan dan Kebudayaan. Buku Siswa Mata Pelajaran
Bahasa Inggris Kelas IX. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
2. Pusat Perbukuan. Contextual Teaching and Learning Bahasa Inggris SMP/
MTs Kelas IX Edisi 4. Jakarta: Departemen Pendidikan Nasional.
3. Wigati Yektiningtyas-Modouw. Antologi Cerita Papua Dwi Bahasa – Seri
1 Pelangi Papua. 2018. UNY Press. Yogyakarta.
6. Wigati Yektiningtyas-Modouw. Asal Mula Nama Kota Abepura. 2018.
Yogyakarta-LPPM Uncen-LP4. Yogyakarta
H. Kegiatan Pembelajaran
Fokus Indikator Pencapaian Kompetensi pada pertemuan ini:
3.7.7 Menganalisis fungsi sosial teks naratif lisan dan tulis dengan
memberi dan meminta informasi terkait fairy tales, pendek dan
sederhana, sesuai dengan konteks penggunaannya.
3.7.8 Menganalisis Struktur teks naratif lisan dan tulis dengan memberi
dan meminta informasi terkait fairy tales, pendek dan sederhana,
sesuai dengan konteks penggunaannya.
3.7.9 Menganalisis Unsur Kebahasaan teks naratif lisan dan tulis dengan
3.7.10 Membandingkan fungsi sosial teks naratif lisan dan tulis dengan

3.7.11 Membandingkan struktur teks teks naratif lisan dan tulis dengan
3.7.12 Membandingkan unsur kebahasaan teks naratif lisan dan tulis
dengan memberi dan meminta informasi terkait fairy tales, pendek
dan sederhana, sesuai dengan konteks penggunaannya.
Aloka
Tahap si
Kegiatan Pembelajaran
Pembelajaran Wakt
u
A. Kegiatan Pendahuluan
Orientasi - Guru mengucapkan salam dan bertegur sapa 3’
dengan peserta didik.
- Peserta didik berdoa sebelum
memulai kegiatan.
- Peserta didik bersama-sama menyanyikan
lagu Indonesia Raya (jika pembelajaran
dimulai pada jam pertama).
- Guru memeriksa kehadiran peserta didik
Apersepsi - Mengaitkan materi dengan pengalaman peserta 3’

didik atau dengan tema sebelumnya (buku
cerita yang pernah mereka baca/ peristiwa
diwaktu lampau)
- Mengingatkan kembali materi prasyarat (simple
past tense)
- Mengajukan pertanyaan pendahuluan:
1. When you were a child, did your parents
tell you stories?
2. What story did you like most?
3. Now, do you like reading stories or watching
movies?
4. What was the last story you read?
5. Do you enjoy reading the stories or watching
the movies?
Motivasi - Menginformasikan materi yang akan dipelajari 3’
- Memberikan gambaran tentang manfaat
mempelajari materi yang akan dipelajari
- Menyampaikan tujuan dan strategi
pembelajaran
- Menyampaikan teknik penilaian yang akan
dipakai dalam pembelajaran ini.

Aloka
Tahap si
Pembelajaran Wakt
u
- Menyampaikan penilaian sikap yang akan
ditekankan dalam pembelajaran ini.
B. Kegiatan Inti
Stimulation
(pemberian 1. Peserta didik dibagi dalam beberapa 10’
rangsangan) kelompok (masing-masing terdiri dari 4-6
orang).
2. Peserta didik mengamati dan menyimak
tayangan video / bacaan (jika listrik sedang
bermasalah) tentang salah satu cerita rakyat
Papua yang berjudul The Origin of Abepura’s
Name.
3. Peserta didik bersama guru melakukan tanya
jawab secara lisan terkait dengan informasi
tertentu dari isi cerita yang ditayangkan.
 What is the title of the story?
 How many characters are there in the
story?
 Who is the main character in the story?
 What problem did the character face?
 How did she solve the problem?
 etc.
4. Dengan bimbingan guru, peserta didik
menjelaskan informasi tertentu terkait topik
dan fungsi sosial dari video yang ditayangkan.
Guru memberikan penguatan konsep kepada
peserta didik terkait materi yang dipelajari.
Problem 1. Masing-masing kelompok diberikan dan 6’
statement membaca teks narrative yang berbeda
(identifikasi untuk dianalisis.
masalah) 2. Guru melakukan penilaian sikap melalui
observasi saat peserta didik melakukan
kegiatan dalam kelompok.
Data collection 1. Peserta didik menuliskan kosa kata sulit pada 10’
(pengumpulan sticky notes dan menempelkannya di papan
data) tulis nanti akan dicari bersama-sama dengan
guru jika peserta didik membawa kamus maka
peserta didik dalam kelompok harus mencari
arti kosa kata sulit tersebut di kamus.

Aloka
Tahap si
Pembelajaran Wakt
u
2. Peserta didik mengumpulkan informasi yang
relevan dari isi teks untuk menentukan fungsi
sosial dari cerita tersebut dalam kelompok
dengan bimbingan guru.
3. Peserta didik mencari dan mengumpulkan
informasi tentang struktur teks naratif dari
teks tersebut.
4. Peserta didik menentukan unsur kebahasaan
dari teks naratif dengan menggaris bawahi
kata hubung, dan kata kerja dalam bentuk past
(relevan dengan pencarian kosakata sulit pada
kegiatan sebelumnya).
Data 1. Peserta didik bersama sama dalam kelompok 10’

processing dengan bimbingan guru mengolah informasi
(pengolahan dari hasil identifikasi tentang fungsi sosial dan
Data) struktur teks naratif sebagai bahan presentasi
dengan cara:
- Menentukan salah satu anggota
kelompok untuk menjadi juru bicara
(speaker) yang bertugas
mempreentasikan hasil kerja
kelompoknya.
- Berlatih mempresentasikan hasil kerja
kelompok dengan membaca isi cerita
tersebut (story telling) kepada anggota
kelompok dengan pelafalan dan
intonasi yang tepat.
- Berlatih menjelaskan fungsi sosial dan
struktur teks dari cerita tersebut di
dalam kelompok masing-masing.
- Menempelkan hasil kerja kelompok di
dinding kelas.
1. Juru bicara tiap kelompok mempresentasikan

Verification hasil kerja di depan hasil kerjanya selama 3 40’
(pembuktian) menit.
2. Kelompok lainnya menyimak isi penjelasan
dari presentasi kelompok lainnya.

Aloka
Tahap si
Pembelajaran Wakt
u
3. Berlangsung Tanya jawab dalam waktu 2
menit setiap kelompok
4. Dengan bimbingan guru, peserta didik
membandingkan fungsi sosial, struktur teks
dan unsur kebahasaan dari masing-masing
teks naratif yang telah dianalisis sebelumnya
dengan cara saling mengunjungi hasil kerja
kelompok lainnya. (window shopping)
Generalization 1. Peserta didik dengan bimbingan guru,
(menarik menyimpulkan hasil observasi mereka dari 10’
kesimpulan) seluruh kelompok yang mereka kunjungi
dengan membandingkan:
- Fungsi sosial dan Struktur teks, dari
beberapa teks narrative yang telah mereka
pelajari. Sampai pada menemukan pesan
moral di tiap-tiap ceritanya.
2. Guru memberikan apresiasi terhadap hasil
pekerjaan dan penampilan peserta didik
3. Peserta didik menuliskan kembali hasil
kesimpulan dalam buku catatan masing-
masing sebagai bahan belajar.
4. Peserta didik menjawab beberapa
pertanyaan terkait fungsi sosial dan
struktur teks narrative dari lembar soal
yang disediakan oleh guru.
C. Kegiatan Penutup
1. Peserta didik, dengan bimbingan guru, 5’
membuat resume tentang poin-poin penting
yang muncul dalam kegiatan pembelajaran
yang baru dilakukan.
2. Peserta didik menyampaikan kesulitan yang
mereka hadapi saat pembelajaran di dalam
kelas.
3. Guru memberikan apresiasi kepada seluruh
peserta didik yang telah bekerjasama dengan
baik dalam kelompok.
4. Peserta didik diberi tugas mencari contoh teks
naratif lain dan membacanya di rumah sebagai
tugas mandiri.

Aloka
Tahap si
Pembelajaran Wakt
u
5. Guru menginformasikan kegiatan yang akan
dilaksanakan pada pertemuan berikutnya.
I. Penilaian Hasil Pembelajaran
1. Teknik Penilaian (terlampir)
a. Sikap
Penilaian sikap dalam pembelajaran KD ini meliputi :
1. Penilaian Observasi Guru
b. Keterampilan
Teknik Penilaian keterampilan dalam pembelajaran KD ini adalah
kinerja proses yang meliputi:
1. Penilaian unjuk kerja
2. Penilaian presentasi
c. Pengetahuan
Teknik Penilaian pengetahuan dalam pembelajaran KD ini meliputi:
1. Penugasan
2. Tes Tulis
2. Pembelajaran Remedial dan Pengayaan

a. Remedial
Bagi peserta didik yang belum mencapai kriteria ketuntasan minimal
(KKM) setelah dilakukan penilaian maka akan diberikan
pembelajaran tambahan (Remedial Teaching) terhadap IPK yang
belum tuntas kemudian dilakukan penilaian lagi dengan ketentuan:
- Soal yang diberikan berbeda dengan soal sebelumya namun
setara.
- Nilai akhir yang akan diambil adalah nilai awal di tambah dengan
nilai remedial dibagi dua.
CONTOH PROGRAM REMIDIAL
Sekolah : ………………………………………………………………
Kelas/Semester : ………………………………………………………………
Mata Pelajaran : ………………………………………………………………
Ulangan Harian Ke : ………………………………………………………………
Tanggal Ulangan Harian : ………………………………………………………………
Bentuk Ulangan Harian : ………………………………………………………………
Materi Ulangan Harian : ………………………………………………………………
(KD / Indikator) : ………………………………………………………………
KKM : ………………………………………………………………

Indikator
Nama Bentuk Nilai
Nilai yang
No Peserta Tindakan Setelah Ket
Ulangan Belum
Didik Remedial Remedial
Dikuasai
1
2
3
4
5
6
7
8
9
10
Dst
b. Pengayaan
Guru memberikan penguatan dan apresiasi seperlunya karena
peserta didik telah mencapai KKM (Kriteria Ketuntasan Minimal).
Guru memberikan materi pengayaan berupa penugasan untuk
meningkatkan keterampilan membaca dan / atau mendongeng
cerita naratif lain dengan cara mencari di internet tentang berbagai
macam teks naratif untuk kemudian dianalisa dan dibandingkan
fungsi sosialnya, struktur teksnya, dan unsur kebahasaannya.
Jayapura, November 2019
Mengetahui Guru Mata Pelajaran,

Kepala SMP Muhammadiyah
Abepura,
Abu Nawas, M.Pd. Yuli Sulistiyowati, M.Pd

NIP. 19681231 199803 1 021 NIP. 19800701 200909 2 002
Catatan Kepala Sekolah:
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LAMPIRAN

MATERI BAHAN AJAR

Activity 1
Answer the following questions. Discuss the answers with your friend next
to you.
1. When you were still a little child, did your parents tell you stories?
3. Now, do you like to watch movies, or read story books?
4. Have you seen the Cinderella movie? How about the Princess and the Frog?
Activity 2
Watch the video with the title The Origin of Abepura’s Name
Here is in the form of written text.
THE ORIGIN OF ABEPURA’S NAME
According to an old story, the ancestors of Hebeibulu were originally

from Papua New Guinea. They left their place because of tribal war. They
looked for a new place to live
They travelled around the slopes and through the valleys of Fonem
Mountain. They then arrived at Umabo Mountain. They felt comfortable in that
area. They then began to make huts to settle in. their chief was named
Yakohireuw and his brother was Hiriew.
One day, they wanted to move to a new place. They argued about the
destination. Finally they separated.
Yakohireuw went to the west. Hiriew walked to the north.
The place where they separated is now called Abepura. It is from the
word “Abe”. “A” means “word/opinion” and “be” means “two”. So, Abepura
means a place where once two different opinions were discussed.
Yakohireuw became one of the tribes in Sentani. Hiriew became one of
the tribes in Tobati. Sentani people have a good relationship with Tobati
people.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 3 Pelangi Papua.
Explanation:
Narrative Text
When we tell a story, we use a narrative text. A narrative text can be a fairy tale,
fable, folktale, legend, myth, romance, science fiction, or others.
The Social Function

The social functions of narrative text are:
- to entertain the listeners or readers;
- to give moral lesson/ moral value.

The Generic Structures
 In the orientation, you tell the listeners or readers the characters, the
place, the time (if possible) and other things to make your readers
understand the story.
 In the complication, you tell the listeners or readers the problem that
happened in the story. Usually you should tell the steps starting from how
the problem arises up to the climax.
 Finally, in the resolution, you tell the listeners or readers the anti-climax or
the answer to the problem.
 Re-Orientation (optional) it tells you about how the story is ended
whether it is happy ending or ending for worse.
Activity 3
To analyze the social function of the text
The social function of the text is to entertain or to amuse the reader
Activity 4
To analyze the generic structure of the text
The Origin of Abepura’s Name Generic structure/ text

structure
According to an old story, the ancestors of Orientation sets the scene Hebeibulu were origina
They travelled around the slopes and Complication tells the

through the valleys of Fonem Mountain. They crisis that arises. In telling
then arrived at Umabo Mountain. They felt the crisis, it starts by telling
comfortable in that area. They then began to when the problem begins to
make huts to settle in. their chief was named occur. Then, it increases.
Yakohireuw and his brother was Hiriew. And finally, it reaches the
climax.
One day, they wanted to move to a new
Complication place. They argued about the destination. Finally

they separated.
Yakohireuw went to the west. Hiriew Complication
walked to the north.
The place where they separated is nowResolution called Abepura. It is from the word “Ab
means “word/opinion” and “be” means “two”. So,

Abepura means a place where once two different opinions were discussed.
Yakohireuw became one of the tribes in Re-Orientation

Sentani. Hiriew became one of the tribes in
Tobati. Sentani people have a good relationship
with Tobati people.
Activity 5
To analyze the language feature of the text by underlining and making a list of
the conjunctions in the text and the verb past appears in the text.
Activity 6
Distribute the text to every group. Here are the texts
Text for group 1
The Origin of Wamena’s Name
According to the story, there was a place that had valleys, fertile,
prosperous, and was surrounded by beautiful rivers and high mountains. It was
said that the place was occupied by people who still hold animistic beliefs. May
people who lived there believe that the place was full of gifts. Like gardening
and raising wam (pig, a word of Dani tribe).
In their life, the girls were given special duties to take care of pigs. They
worked every day. One day as usual, the girls took care of the pigs at the edge of
a river. They kept on eye on the pigs all day. When these girls wanted to bathe
in the river, suddenly there was a white man appeared at the edge of the river.
The girls were startled and ran into the jungle because they were afraid of him.
Among the girls, there was one brave girl who dared to approach the
white man. She was curious and did not care about what would happen later.
The white man knew if the girl was actually afraid of him. Thus, he kept the
distance and made some hand gestures telling the young girl not to be afraid.
But the girl did not understand it. Finally, the white man approaches and
greeted her by shaking the hand of the girl. After shaking hands, the white man
asked the girl, “What is the name of this place?” When the white man was asking
the place, suddenly appeared a little pig and the girl pointed spontaneously to
the little pig and said ”wamena” which meant “little pig”. The white man directly
recorded it in his agenda and told the story to other people.

So, there had been a misunderstanding between the girl and the white
man but it was not realized by both of them. Not long afterwards there came a
group of Dutch people who came to the place by airplane. They came
continuously, so that the area was controlled by the Dutch. Dutch people began
settling in the area and named the place Wamena, which means little pig. This
name was a result of the misunderstanding between the girl and the white man.
Now Wamena is the name of the town as the capital of Jaya Wijaya Regency.
Source: Antologi Cerita Papua Dwi Bahasa
Activity 7
Fill in this column based on the text you have read.
The title of the text

The social function of the text
- The moral value of the story
The generic structure of the text

-
Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
The language feature of the text
- Conjunctions
- Verb past
Group 2
The Origin of Salt in Kurulu, Wamena
In a village called Sali, there lived a grandmother. She lived alone in a

small hut. Nobody liked her because she was dirty and stink. She was very sad
since she was treated badly by the villagers. She finally left her village. She was
hurt.
She wandered alone. She went to the jungle, crossed the river, climbed
the mountain, passed through the valleys. She just followed where the wind
blew.
Finally, she stopped in a village named Kurulu, near Wamena. She was
lucky. In the village she was very welcome by all people. They gave her food
and a hut to stay.

But at night, the grand mother left the village silently. She went to the
jungle. But magically, she changed to become a well. It was located in between
two big stones.
Early in the morning, villagers did not see the grandmother. They then
were busy seeking her. They checked her in every corner of the hut and the
yard. They could not find her. They only found a well in between two big stones
– a well that they never found before. They then took the water and tasted it.
The water was salty.
Finally the villagers utilized the water to cook. They used stem of the
banana bunch to take the water. They dried the stem for some time. After it
was dried the stem would produce salt for cooking food.
The people believed that the well was the essence of the old lady.
Activity 7

- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Paragraph 7
- Conjunctions
- Verb past
Group 3
The Legend of Youtefa Bay
Once upon a time there was an ondoafi lived in Mer Mountain. The
ondoafi had traditional wealth from his parents: beads, glass bracelet, there tifas
and an axe stone. He was still single. Ondoafi always saw a fire smoke when he
got up every morning. The fire smoke appeared from the west, the east, the
north, and the south of the island. The ondoafi thought that he had to save his
wealth and to unite four villages became a big village.
One day, the ondoafi went down from the mountain to the valley bringing
his wealth along. Then he built a traditional house namely mau. From his
house, the ondoafi sang a ria song while he was bearing a tifa. The sound of the

tifa echoed around the whole island. Suddenly, many people from the east,
west, south, and north of the island came into that place. The ondoafi and the
people gathered and made agreement to build a big village named Tbatie
(Tobati).
One day, the people inaugurated the ondoafi as Ondoafi Yai. Ondoafi Yai
married two girls from Malo ethnic, from Skouw Yambe. From their marriage,
Ondoafi Yai had six children: Three children from the first wife and another
three children from the second wife.
One day, Ondoafi Yai and his sons invited all people from the four
directions to gather in a traditional para-para (a traditional meeting place)
named Ria Reetj. From that meeting Ondoafi Yai and the people agreed to divide
the big village into two areas: Tobati Laut and Tobati Darat.
Then unfortunately, there was a tribal war between two villages. The war
destroyed both villages. In the war, each tribe used magic. Suddenly the storms
and the thunder came. This caused the Ria Valley sank.
Now the place is famous with with Youtefa Bay. There are two villages:
Injros and Tbatie living there.

Activity 7


- Paragraph 1
- Paragraph 2
-
Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Conjunctions
- Verb past

Group 4
The Legend of Sentani Lake
Long time ago, when the Wali tribe wandered, they lived in a hill, named
Wali Mokho. In that hill they did not find water. They heard the sound of
swishing water, even though they knew that they did not have source of water
because there was no rivers around the hill. The lowland plain is always
covered by fog.
One day, both the ondoafi’s sons, named Wali and Haphoye went to the
Cyclop’s mountain to look for the source of the water swishing. After they
arrived at the top of the mountain, they found a hut. Wali asked to his younger
brother to hide, and then he went to the hut to know who lived at the hut. When
he arrived there, he saw that the dwellers of the hut were an old married couple.
The grandmother said: “Why did you come here silently? So far, there
were no people visited us”. Then Wali approached the hut, and the
grandmother gave him a bunch of bananas. The old grandmother was
suspicious something because Wali are only the upper part of the bananas and
left the under part of the bananas. The grandmother asked Wali: “With whom
do you come here?” “ I come here alone,” answered Wali. “From the way you eat
the bananas, I know that you hide somebody, Why do your younger brother
hide?” call him!” said the grandmother. Then Wali called his younger brother.
The grandfather asked Wali and Hapyohe about their purpose. The two
brothers told them that they wanted to look for the source of the water near the
mountain. The grandfrather asked them to see the first pool. The two brothers
wanted to take the water from the pool, but the grandfather forbade them
because his wife used the water for cleaning the dishes. Then they went to the
second pool. The grandfather forbade them again to take water from the pool,
because the water was used specially for their animals.
The grandfather asked them to go to the third pool. The grandfather
forbade them again to take the water, because the water was used by his wife
and children for bathing. Then the grandfather invited them to the last pool.
“You can take the water from this pool, as much as you like!, but remember,
during the trip you are not allowed to shoot animals that you meet on the way
home, because they just want to say good bye to the water that you take!”, the
grandfather said. Wali and Haphoye agreed. Then they asked permission to
take the water and went home.
On the way home, they saw a cassowary, Haphoye wanted to shoot it.
Wali forbade and reminded him about the grandfather’s command. Haphoye
canceled his plan.
Then they went down the mountain, suddenly, they saw a striped wild
big pig. The two brothers could not stand to stop their desire to shoot the
tempting wild pig. The two brothers put the water on the ground and then shot

the pig. At the same moment, the water poured out and flew. The longer the
water poured out, the wider the pool it became. The water flooded all the
valleys. Finally it became a big lake, and now we know it as Sentani Lake.
Activity 7

The- generic
Paragraph 1
structure of the text
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Paragraph 7
- Conjunctions
- Verb past

LEMBAR KERJA PESERTA DIDIK (LKPD)/ STUDEN TS WORKSEET
NARRATIVE TEXT

Activity 1
Answer the following questions. Discuss the answers with your friend next
to you.
1. When you were still a little child, did your parents tell you stories?
3. Now, do you like to watch movies, or read story books?
4. Have you seen the Cinderella movie? How about the Princess and the Frog?
Activity 2
Watch the video with the title The Origin of Abepura’s Name
Here is in the form of written text (it is read if there is a trouble in

electricity or in in focus).
THE ORIGIN OF ABEPURA’S NAME
According to an old story, the ancestors of Hebeibulu were originally

from Papua New Guinea. They left their place because of tribal war. They
looked for a new place to live
They travelled around the slopes and through the valleys of Fonem
Mountain. They then arrived at Umabo Mountain. They felt comfortable in that
area. They then began to make huts to settle in. their chief was named
One day, they wanted to move to a new place. They argued about the
destination. Finally they separated.
Yakohireuw went to the west. Hiriew walked to the north.
The place where they separated is now called Abepura. It is from the
word “Abe”. “A” means “word/opinion” and “be” means “two”. So, Abepura
means a place where once two different opinions were discussed.
Yakohireuw became one of the tribes in Sentani. Hiriew became one of
the tribes in Tobati. Sentani people have a good relationship with Tobati
people.
Activity 3
To analyze the social function of the text
The social function of the text is

Activity 4
Analyze the generic structure of the text above and fill this table!

According to an old story, the ancestors of
Hebeibulu were originally from Papua New
Guinea. They left their place because of tribal war.
They looked for a new place to live
One
Theyday, they wanted
travelled aroundto the
move to a and
slopes new
place. They
through theargued
valleysabout the destination.
of Fonem Mountain. Finally
They
they separated.
then arrived at Umabo Mountain. They felt
comfortable in that area. They then began to
The place where
Yakohireuw they separated is now
make huts to settlewent to the
in. their chiefwest.
was named
called Abepura. It is from the word “Abe”. “A”
means “word/opinion” and “be” means “two”. So,
Abepura means a place where once two different
opinions were discussed.
Yakohireuw became one of the tribes in Sentani. Hiriew became one of the tribes in Tobati. Sen
Activity 5
Analyze the language feature of the text by underlining and making a list of the
conjunctions in the text and the verb past appears in the text.
Verb past: ______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Conjuction: ____________________________________________________________________________
___________________________________________________________________________________________

Activity 6
Distribute the text to every group. Here are the texts
Text for group 1
The Origin of Wamena’s Name
According to the story, there was a place that had valleys, fertile,
prosperous, and was surrounded by beautiful rivers and high mountains. It was
said that the place was occupied by people who still hold animistic beliefs. May
people who lived there believe that the place was full of gifts. Like gardening
and raising wam (pig, a word of Dani tribe).
In their life, the girls were given special duties to take care of pigs. They
worked every day. One day as usual, the girls took care of the pigs at the edge of
a river. They kept on eye on the pigs all day. When these girls wanted to bathe
in the river, suddenly there was a white man appeared at the edge of the river.
The girls were startled and ran into the jungle because they were afraid of him.
Among the girls, there was one brave girl who dared to approach the
white man. She was curious and did not care about what would happen later.
The white man knew if the girl was actually afraid of him. Thus, he kept the
distance and made some hand gestures telling the young girl not to be afraid.
But the girl did not understand it. Finally, the white man approaches and
greeted her by shaking the hand of the girl. After shaking hands, the white man
asked the girl, “What is the name of this place?” When the white man was asking
the place, suddenly appeared a little pig and the girl pointed spontaneously to
the little pig and said ”wamena” which meant “little pig”. The white man directly
recorded it in his agenda and told the story to other people.
So, there had been a misunderstanding between the girl and the white
man but it was not realized by both of them. Not long afterwards there came a
group of Dutch people who came to the place by airplane. They came
continuously, so that the area was controlled by the Dutch. Dutch people began
settling in the area and named the place Wamena, which means little pig. This
name was a result of the misunderstanding between the girl and the white man.
Now Wamena is the name of the town as the capital of Jaya Wijaya Regency.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 4 Pelangi Papua-Wigati Y.
Modouw.

Activity 7
Read and analyze the text above then fill this table below!


-
Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Conjunctions
- Verb past

Group 2
In a village called Sali, there lived a grandmother. She lived alone in a

small hut. Nobody liked her because she was dirty and stink. She was very sad
since she was treated badly by the villagers. She finally left her village. She was
hurt.
She wandered alone. She went to the jungle, crossed the river, climbed
the mountain, passed through the valleys. She just followed where the wind
blew.
Finally, she stopped in a village named Kurulu, near Wamena. She was
lucky. In the village she was very welcome by all people. They gave her food
and a hut to stay.
But at night, the grand mother left the village silently. She went to the
jungle. But magically, she changed to become a well. It was located in between
two big stones.
Early in the morning, villagers did not see the grandmother. They then
were busy seeking her. They checked her in every corner of the hut and the
yard. They could not find her. They only found a well in between two big stones
– a well that they never found before. They then took the water and tasted it.
The water was salty.
Finally the villagers utilized the water to cook. They used stem of the
banana bunch to take the water. They dried the stem for some time. After it
was dried the stem would produce salt for cooking food.
The people believed that the well was the essence of the old lady.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 3 Pelangi Papua –
Wigati Yektiningtyas – Modouw.

Activity 7


-
Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Paragraph 7
- Conjunctions
- Verb past

Group 3
Once upon a time there was an ondoafi lived in Mer Mountain. The
ondoafi had traditional wealth from his parents: beads, glass bracelet, there tifas
and an axe stone. He was still single. Ondoafi always saw a fire smoke when he
got up every morning. The fire smoke appeared from the west, the east, the
north, and the south of the island. The ondoafi thought that he had to save his
wealth and to unite four villages became a big village.
One day, the ondoafi went down from the mountain to the valley bringing
his wealth along. Then he built a traditional house namely mau. From his
house, the ondoafi sang a ria song while he was bearing a tifa. The sound of the
tifa echoed around the whole island. Suddenly, many people from the east,
west, south, and north of the island came into that place. The ondoafi and the
people gathered and made agreement to build a big village named Tbatie
(Tobati).
One day, the people inaugurated the ondoafi as Ondoafi Yai. Ondoafi Yai
married two girls from Malo ethnic, from Skouw Yambe. From their marriage,
Ondoafi Yai had six children: Three children from the first wife and another
three children from the second wife.
One day, Ondoafi Yai and his sons invited all people from the four
directions to gather in a traditional para-para (a traditional meeting place)
named Ria Reetj. From that meeting Ondoafi Yai and the people agreed to divide
the big village into two areas: Tobati Laut and Tobati Darat.
Then unfortunately, there was a tribal war between two villages. The war
destroyed both villages. In the war, each tribe used magic. Suddenly the storms
and the thunder came. This caused the Ria Valley sank.
Now the place is famous with with Youtefa Bay. There are two villages:
Injros and Tbatie living there.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 2 Pelangi Papua. Wigati
Yektiningtyas – Modouw.

Activity 7


-
Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Conjunctions
- Verb past

Group 4
Long time ago, when the Wali tribe wandered, they lived in a hill, named
Wali Mokho. In that hill they did not find water. They heard the sound of
swishing water, even though they knew that they did not have source of water
because there was no rivers around the hill. The lowland plain is always
covered by fog.
One day, both the ondoafi’s sons, named Wali and Haphoye went to the
Cyclop’s mountain to look for the source of the water swishing. After they
arrived at the top of the mountain, they found a hut. Wali asked to his younger
brother to hide, and then he went to the hut to know who lived at the hut. When
he arrived there, he saw that the dwellers of the hut were an old married couple.
The grandmother said: “Why did you come here silently? So far, there
were no people visited us”. Then Wali approached the hut, and the
grandmother gave him a bunch of bananas. The old grandmother was
suspicious something because Wali are only the upper part of the bananas and
left the under part of the bananas. The grandmother asked Wali: “With whom
do you come here?” “ I come here alone,” answered Wali. “From the way you eat
the bananas, I know that you hide somebody, Why do your younger brother
hide?” call him!” said the grandmother. Then Wali called his younger brother.
The grandfather asked Wali and Hapyohe about their purpose. The two
brothers told them that they wanted to look for the source of the water near the
mountain. The grandfrather asked them to see the first pool. The two brothers
wanted to take the water from the pool, but the grandfather forbade them
because his wife used the water for cleaning the dishes. Then they went to the
second pool. The grandfather forbade them again to take water from the pool,
because the water was used specially for their animals.
The grandfather asked them to go to the third pool. The grandfather
forbade them again to take the water, because the water was used by his wife
and children for bathing. Then the grandfather invited them to the last pool.
“You can take the water from this pool, as much as you like!, but remember,
during the trip you are not allowed to shoot animals that you meet on the way
home, because they just want to say good bye to the water that you take!”, the
grandfather said. Wali and Haphoye agreed. Then they asked permission to
take the water and went home.
On the way home, they saw a cassowary, Haphoye wanted to shoot it.
Wali forbade and reminded him about the grandfather’s command. Haphoye
canceled his plan.
Then they went down the mountain, suddenly, they saw a striped wild
big pig. The two brothers could not stand to stop their desire to shoot the
tempting wild pig. The two brothers put the water on the ground and then shot

the pig. At the same moment, the water poured out and flew. The longer the
water poured out, the wider the pool it became. The water flooded all the
valleys. Finally it became a big lake, and now we know it as Sentani Lake.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 2 Pelangi Papua. Wigati
Yektiningtyas – Modouw.
Activity 7

The- generic
Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Paragraph 7
- Conjunctions
- Verb past
Activity 8
Present your work in front of the class confidently, after that, show your result
of your work to another group. The other group will visit your work and they
may ask you something about your work.
Activity 9
Go visit the other group, learn the other group’s work then compare to your work

Activity 10
Make summary of today’s lesson by filling this table below
The purpose of the text: - Generic structure of the

text:
NARRATIVE
TEXT
The conjunction: Verbs
Mention some kinds of narrative texts:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________________________________

PENILAIAN
A. Teknik Penilaian
1. Penilaian Sikap : Observasi guru
2. Penilaian Pengetahuan : Tes tulis
3. Penilaian Keterampilan : Kinerja Proses
B. Rubrik Penilaian
1. Penilaian Sikap
Lembar observasi guru:
Sikap yang dinilai
No. Nama Percaya
Disiplin Keterangan
diri
1
2
3
4
5
Dst
Predikat Deskripsi
Sangat baik dalam bekerjasama dalam kelompok, dan
A percaya diri membaca/ mencari informasi dari
sumber lain dan presentasi.
Baik dalam bekerjasama dalam kelompok, dan
B percaya diri membaca/ mencari informasi dari sumber
lain dan presentasi.
Cukup baik dalam bekerjasama dalam kelompok, dan
C percaya diri membaca/ mencari informasi dari sumber
Kurang baik dalam bekerjasama dalam kelompok, dan
D percaya diri membaca/ mencari informasi dari sumber
2. Penilaian Pengetahuan : Tes

tulis Kisi- kisi penilaian
pengetahuan
Indikator Level
Kompetensi Bentu No.
No Pencapaian Indikator Soal Kognit
Dasar k Soal Soal
Kompetensi if
1 3.7 Membandingk Disajikan teks C5/L Tes 1
Membanding an fungsi naratif yang 3 Tulis
kan fungsi sosial, struktur berbeda pada (Essai)
sosial, teks dan unsur tiap kelompok,
struktur teks, kebahasaan Peserta didik
dan unsur teks tulis dapat
Indikator Level
Kompetensi Bentu No.
No Pencapaian Indikator Soal Kognit
Dasar k Soal Soal
Kompetensi if
kebahasaan berbentuk membandingka
beberapa teks narrative. n fungsi sosial,
naratif lisan struktur teks
dan tulis dan unsur
dengan kebahasaan dari
memberi dan beberapa teks
meminta tersebut dengan
informasi tepat.
terkait fairy
tales, pendek
dan
sederhana,
sesuai dengan
konteks
penggunaann
ya
Rubrik penilaian pengetahuan:

No. Uraian Skor
1 1. Judul Text
 Sangat tepat 20
 Tepat 15-18
 Cukup tepat 10-14
 Kurang tepat 5-9
 Tidak tepat 1
 Tidak menjawab 0
2. Tujuan komunikatif
 Sangat tepat 20
 Tepat 15-18
 Tidak tepat 1
3. Pesan Moral
 Sangat tepat 20
 Tepat 15-18
 Tidak tepat 1
5. Verb dan Conjunction of the text
 Sangat tepat 20
 Tepat 15-18
 Tidak tepat 1

Skor maksimal 1 soal dengan 5 sub bagian x skor 20 = 100

Skor perolehan dengan menjumlahkan semua skor pada tiap butir so
al.
3. Penilaian Keterampilan
Rubrik Penilaian
Aktifitas Kriteria Penilaian Deskripsi Skor
1. Mahir Sangat lancar, 3

topic jelas,
menggunakan
slide presentasi
dan menarik
2. Memuaskan Lancar, topic 2
jelas, dan
menggunakan
Presentasi
slide presentasi
yang kurang
menarik
3. Terbatas Tidak lancer, 1
topic kurang
jelas dan tidak
menggunakan
slide presentasi
Skor maksimum: 3
Nilai Perolehan: skor perolehan : skor maksimal x 100

Format kartu soal
1. Soal Essai
KARTU SOAL
Jenis Sekolah : SMP Nama Penyusun: Yuli Sulistiyowati Unit Kerja: SMP M
Bahan Kelas/Semester : 9/ 2 Jayapura
Mata Pelajaran Kurikulum
: Bahasa Inggris
: 2013
Kompetensi Dasar Buku Sumber
Pelangi Papua, 2018 analisis Penalaran
3.7
membandingkan Rumusan Butir Soal
fungsi sosial,
struktur teks, dan No soal
unsur kebahasaan
1
beberapa teks
naratif lisan dan Text for group 1
tulis dengan The Origin of Wamena’s Name
memberi dan
meminta According to the story, there was a place that had valleys,
informasi terkait fertile, prosperous, and was surrounded by beautiful rivers and
fairy tales, pendek high mountains. It was said that the place was occupied by
dan sederhana, people who still hold animistic beliefs. May people who lived
sesuai dengan there believe that the place was full of gifts. Like gardening and
konteks raising wam (pig, a word of Dani tribe).
penggunaannya In their life, the girls were given special duties to take
care of pigs. They worked every day. One day as usual, the girls
took care of the pigs at the edge of a river. They kept on eye on
the pigs all day. When these girls wanted to bathe in the river,
suddenly there was a white man appeared at the edge of the
river. The girls were startled and ran into the jungle because
they were afraid of him.
Among the girls, there was one brave girl who dared to
approach the white man. She was curious and did not care
about what would happen later. The white man knew if the girl
was actually afraid of him. Thus, he kept the distance and made
some hand gestures telling the young girl not to be afraid. But
the girl did not understand it. Finally, the white man
approaches and greeted her by shaking the hand of the girl.

After shaking hands, the white man asked the girl, “What is the
name of this place?” When the white man was asking the place,
suddenly appeared a little pig and the girl pointed
spontaneously to the little pig and said ”wamena” which meant
“little pig”. The white man directly recorded it in his agenda and
told the story to other people.
So, there had been a misunderstanding between the girl
and the white man but it was not realized by both of them. Not
long afterwards there came a group of Dutch people who came
to the place by airplane. They came continuously, so that the
area was controlled by the Dutch. Dutch people began settling
in the area and named the place Wamena, which means little
pig. This name was a result of the misunderstanding between
the girl and the white man. Now Wamena is the name of the
town as the capital of Jaya Wijaya Regency.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 4 Pelangi Papua.

- The moral value of
the story

- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Conjunctions
- Verb past
KUNCI JAWABAN:
The title of the text The Origin of

Wamena’s Name
The social function of the textTo entertain or to amuse the
reader
- The moral value of the 1. We have to be brave
story 2. Avoid
misunderstanding
The generic structure of the

text
- Paragraph 1 Orientation
- Paragraph 2 Complication
- Paragraph 4 Resolution
The language feature of the
text
- Conjunctions So
- Verb past Realized, dared, knew, etc.
Text for group 2
In a village called Sali, there lived a grandmother. She

lived alone in a small hut. Nobody liked her because she was
dirty and stink. She was very sad since she was treated badly by
the villagers. She finally left her village. She was hurt.
She wandered alone. She went to the jungle, crossed the
river, climbed the mountain, passed through the valleys. She
just followed where the wind blew.
Finally, she stopped in a village named Kurulu, near
Wamena. She was lucky. In the village she was very welcome
by all people. They gave her food and a hut to stay.
But at night, the grand mother left the village silently.
She went to the jungle. But magically, she changed to become a
well. It was located in between two big stones.
Early in the morning, villagers did not see the
grandmother. They then were busy seeking her. They checked
her in every corner of the hut and the yard. They could not find
her. They only found a well in between two big stones – a well
that they never found before. They then took the water and
tasted it. The water was salty.
Finally the villagers utilized the water to cook. They
used stem of the banana bunch to take the water. They dried
the stem for some time. After it was dried the stem would
produce salt for cooking food. The people believed that the well
was the essence of the old lady.
Source: Antologi Cerita Papua Dwi Bahasa – Seri 3 Pelangi
Papua.

Activity 7
the story

- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6

- Conjunctions
- Verb past
KUNCI JAWABAN:
The title of the text The Origin of Salt in

Kurulu, Wamena
The social function of the text To entertain or to amuse the reader
- The moral value of the 1. Don’t treat anybody
story badly
2. Be kind to everyone
need your help.

text
-
- Conjunctions Finally, after it, then, etc.
- Verb past Called, lived, was,
wandered, etc.

Group 3
Once upon a time there was an ondoafi lived in Mer

Mountain. The ondoafi had traditional wealth from his parents:
beads, glass bracelet, there tifas and an axe stone. He was still
single. Ondoafi always saw a fire smoke when he got up every
morning. The fire smoke appeared from the west, the east, the
north, and the south of the island. The ondoafi thought that he
had to save his wealth and to unite four villages became a big
village.
One day, the ondoafi went down from the mountain to
the valley bringing his wealth along. Then he built a traditional
house namely mau. From his house, the ondoafi sang a ria song
while he was bearing a tifa. The sound of the tifa echoed around
the whole island. Suddenly, many people from the east, west,
south, and north of the island came into that place. The ondoafi
and the people gathered and made agreement to build a big
village named Tbatie (Tobati).
One day, the people inaugurated the ondoafi as Ondoafi
Yai. Ondoafi Yai married two girls from Malo ethnic, from
Skouw Yambe. From their marriage, Ondoafi Yai had six
children: Three children from the first wife and another three
children from the second wife.
One day, Ondoafi Yai and his sons invited all people from
the four directions to gather in a traditional para-para (a
traditional meeting place) named Ria Reetj. From that meeting
Ondoafi Yai and the people agreed to divide the big village into
two areas: Tobati Laut and Tobati Darat.
Then unfortunately, there was a tribal war between two
villages. The war destroyed both villages. In the war, each tribe
used magic. Suddenly the storms and the thunder came. This
caused the Ria Valley sank.
Now the place is famous with with Youtefa Bay. There are
two villages: Injros and Tbatie living there.
Activity 7

- The moral value of the
story

- Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Conjunctions
- Verb past
KUNCI JAWABAN:
The title of the text The Legend of Youtefa Bay

The social function of the text To entertain or to amuse the reader.
- The moral value of the 1. War causes division.
story 2. War destroys many
things.

text
- Paragraph 6 Re-orientation
- Conjunctions Then
- Verb past Was, appeared, sang, etc.
Group 4
Long time ago, when the Wali tribe wandered, they lived
in a hill, named Wali Mokho. In that hill they did not find water.

They heard the sound of swishing water, even though they
knew that they did not have source of water because there was
no rivers around the hill. The lowland plain is always covered
by fog.
One day, both the ondoafi’s sons, named Wali and
Haphoye went to the Cyclop’s mountain to look for the source of
the water swishing. After they arrived at the top of the
mountain, they found a hut. Wali asked to his younger brother
to hide, and then he went to the hut to know who lived at the
hut. When he arrived there, he saw that the dwellers of the hut
were an old married couple.
The grandmother said: “Why did you come here silently?
So far, there were no people visited us”. Then Wali approached
the hut, and the grandmother gave him a bunch of bananas. The
old grandmother was suspicious something because Wali are
only the upper part of the bananas and left the under part of the
bananas. The grandmother asked Wali: “With whom do you
come here?” “ I come here alone,” answered Wali. “From the
way you eat the bananas, I know that you hide somebody, Why
do your younger brother hide?” call him!” said the grandmother.
Then Wali called his younger brother.
The grandfather asked Wali and Hapyohe about their
purpose. The two brothers told them that they wanted to look
for the source of the water near the mountain. The grandfrather
asked them to see the first pool. The two brothers wanted to
take the water from the pool, but the grandfather forbade them
because his wife used the water for cleaning the dishes. Then
they went to the second pool. The grandfather forbade them
again to take water from the pool, because the water was used
specially for their animals.
The grandfather asked them to go to the third pool. The
grandfather forbade them again to take the water, because the
water was used by his wife and children for bathing. Then the
grandfather invited them to the last pool. “You can take the
water from this pool, as much as you like!, but remember,
during the trip you are not allowed to shoot animals that you
meet on the way home, because they just want to say good bye
to the water that you take!”, the grandfather said. Wali and
Haphoye agreed. Then they asked permission to take the water
and went home.
On the way home, they saw a cassowary, Haphoye
wanted to shoot it. Wali forbade and reminded him about the
grandfather’s command. Haphoye canceled his plan.

Then they went down the mountain, suddenly, they saw
a striped wild big pig. The two brothers could not stand to stop
their desire to shoot the tempting wild pig. The two brothers
put the water on the ground and then shot the pig. At the same
moment, the water poured out and flew. The longer the water
poured out, the wider the pool it became. The water flooded all
the valleys. Finally it became a big lake, and now we know it as
Sentani Lake.
Activity 7

the story
The- generic
Paragraph 1
- Paragraph 2
- Paragraph 3
- Paragraph 4
- Paragraph 5
- Paragraph 6
- Paragraph 7
- Conjunctions
- Verb past
Kunci jawaban:
The title of the text The Legend of Sentani Lake
The-social
Thefunction of the
moral value oftext
the To entertain or to
1. Carry out amuse the reader
the
story commitment
gently.
2. Do not give up
3. Help others is good
4. Etc.

text
- Paragraph 7 Re-orientation
The language feature of the
text
-Conjunctions Then, finally, etc.
-Verb pastArrived, saw, gave, etc.

Teks Narrative

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Teks Narrative

Diunggah oleh

Hak Cipta:

Format Tersedia

RENCANA PELAKSANAAN PEMBELAJARAN

SMP BAHASA INGGRIS

DIREKTORAT JENDERAL GURU DAN TENAGA KEPENDIDIKAN

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Satuan Pendidikan : SMP Muhammadiyah Jayapura

KOMPETENSI INTI 3 KOMPETENSI INTI 4

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

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4.7. Menangkap makna secara 4.7.1 Menceritakan ulang teks naratif

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Fokus Penguatan Karakter: Percaya diri, kerjasama

1.2. Struktur teks Narrative

1.3. Unsur-unsur kebahasaan teks Narrative

2. Materi Pembelajaran Pengayaan

3. Materi Pembelajaran Remedial

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Apersepsi - Mengaitkan materi dengan pengalaman peserta 3’

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Data 1. Peserta didik bersama sama dalam kelompok 10’

1. Juru bicara tiap kelompok mempresentasikan

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2. Pembelajaran Remedial dan Pengayaan

CONTOH PROGRAM REMIDIAL

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Jayapura, November 2019

Mengetahui Guru Mata Pelajaran,

Abu Nawas, M.Pd. Yuli Sulistiyowati, M.Pd

Catatan Kepala Sekolah:

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Here is in the form of written text.

THE ORIGIN OF ABEPURA’S NAME

According to an old story, the ancestors of Hebeibulu were originally

The Social Function

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The Origin of Abepura’s Name Generic structure/ text

They travelled around the slopes and Complication tells the

Complication place. They argued about the destination. Finally

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Yakohireuw became one of the tribes in Re-Orientation

Text for group 1

The Origin of Wamena’s Name

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The title of the text

The generic structure of the text

The Origin of Salt in Kurulu, Wamena

In a village called Sali, there lived a grandmother. She lived alone in a

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The generic structure of the text

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Source: Antologi Cerita Papua Dwi Bahasa

The title of the text

The generic structure of the text

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The Legend of Sentani Lake

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The title of the text

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