Rencana Pelaksanaan Pembelajaran (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMP Negeri 204

Jakarta Mata pelajaran : Bahasa Inggris
Materi Pokok : Narrative Text
Kelas/Semester : IX /Ganjil
Alokasi Waktu : 4 x 40 menit
(4JP)
A. Kompetensi Inti
(KI) KI3:
Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan
metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan,
kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.
KI4:
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif,
kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.
B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator Pencapaian Kompetensi (IPK) Nilai PPK
3.3 Membandingkan fungsi 3.3.1 Mengidentifikasi isi cerita teks  Religius
sosial, struktur teks, dan unsur fairytales yang didengar atau dibaca  Mandiri
kebahasaan beberapa teks (C4)  Gotong royong
naratif lisan dan tulis dengan 3.3.2 Membacakan dongeng dengan  Integritas
memberi dan meminta ucapan, dan tekanan kata yang benar
informasi terkait fairytales, (C1)
pendek dan sederhana, sesuai 3.3.3 Mengidentifikasi informasi dari isi
dengan konteks teks yang sedang dibacakan. (C4)
penggunaannya 3.3.4 Menyebutkan bagian-bagian cerita
yang memuat pesan yang disebutkan
kata-kata dan ungkapan yang yang
tepat sesuai cerita (C2)
4.3 Menangkap makna secara 4.3.1 Melengkapi ringkasan cerita  Religius
kontekstual terkait fungsi dengan kata-kata dan ungkapan  Mandiri
sosial, struktur teks, dan unsur yang yangtepat sesuai cerita (C3)  Gotong royong
kebahasaan teks naratif, lisan 4.3.2 Membacakan ringkasan dengan  Integritas
dan tulis, sangat pendek dan suara nyaring dalam kelompok
sederhana, terkait fairytales masing- masing (C1)
4.3.3 Menuliskan dengan tulisan tangan
makna cerita terkait fairytales,
sangat pendek dan sederhana (C6)
C. Tujuan Pembelajaran
Peserta didik secara tekun dapat mengidentifikasi struktur teks naratif, informasi rinci dan
moral value dari cerita fairytales, dan dapat menceritakan kembali cerita fairytales yang
dibaca dengan tepat.
RPP BAHASA INGGRIS KELAS 9 | MARTHA YULI KRISMAHERYANTI, S.Pd. | SMPN 204 JAKARTA
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D. Materi Pembelajaran
Konseptual
 Definition
Narrative text is a story with complication or problematic events and it tries to find
the resolutions to solve the problems.
 The Purpose
= to amuse or to entertain the reader with a story.
 Generic Structures
1. Orientation
Sets the scene: where and when the story happened and introduces the
participants of the story: who and what is involved in the story.
2. Complication
Tells the beginning of the problems which leads to the crisis (climax) of the
main participants.
3. Resolution
The problem (the crisis) is resolved, either in a happy ending or in a sad
(tragic) ending
4. Re-orientation/Coda
This is a closing remark to the story and it is optional. It
consists of a moral lesson, advice or teaching from the writer
Faktual
Narrative text can be in a form of legends, folklores, folktales, fables, fairytales, myth or
other fiction stories. For example a story about fox and a cat below:
One day a cat and a fox were having a conversation. The fox, who was a conceited
creature, boasted how clever she was. 'Why, I know at least a hundred tricks to get
away from our mutual enemies, the dogs,' she said. 'I know only one trick to get away
from dogs,' said the cat. 'You should teach me some of yours!' 'Well, maybe someday,
when I have the time, I may teach you a few of the simpler ones,' replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking grew
louder and louder - the dogs were coming in their direction! At once the cat ran to the
nearest tree and climbed into its branches, well out of reach of any dog. 'This is the
trick I told you about, the only one I know,' said the cat. 'Which one of your hundred
tricks are you going to use?' The fox sat silently under the tree, wondering which trick
she should use. Before she could make up her mind, the dogs arrived. They fell upon the
fox and tore her to pieces.
Prosedural
Peserta didik dapat mengidentifikasi struktur teks naratif, informasi rinci dan moral
value dari cerita fairytales, dan dapat menceritakan kembali cerita fairytales yang dibaca
dengan tepat.
melalui proses yang bertahap, yaitu
1. mempelajari dan memahami contoh teks yang diberikan
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2. merumuskan pertanyaan
3. menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari teks yang
telah dipelajari
4. menyimpullkan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks yang
telah dipelajari
5. menyusun teks lisan dan tulis, untuk menceritakan kembali cerita pada narrative
text
Metakognitif
Mengarahkan siswa untuk mengontrol dan memonitor proses belajarnya, kemajuan

sendiri dan menggunakan strategi berbeda untuk belajar dan mengingat serta
mengembangkan pengetahuan yang dimiliki dengan mengisi jurnal belajar.
E. Metode Pembelajaran
Metode Pembelajaran: Project Based Learning
F. Media/Alat, Bahan, dan Sumber Belajar

Media/Alat
Bahan Ajar Sumber Belajar
Pembelajaran
Laptop Video  Internet
Proyektor Quizizz  Buku Penunjang Kurikulum 2013 Mata
Speaker (https://quizizz.com/admin/presentati Pelajaran Bahasa Inggris When English
on/6335a70a1caf45001d17311d?sour Rings The Bell, Kelas IX, Kemendikbud,
ce=lesson_share ) Revisi Tahun 2016
Lembar Kerja Peserta Didik  Duoulala: NARRATIVE TEXT:
Definition, Purposes, Generic
Structures and Example of Narrative
Text
 Princess and the Frog | Fairy Tales and
Bedtime Stories for Kids | Princess
Story
- YouTube
 https://www.youtube.com/watch?v=wCYcgu
uDBCo&t=1765s
G. Langkah – Langkah Pembelajaran

Kegiatan Pembelajaran
TPACK Pertemuan 1
Kegiatan Awal (5)
 Berdoa sebelum memulai pembelajaran (Religius)
 Memberikan motivasi.
PK  Berdiskusi hal hal yang telah diketahui terkait materi yang akan diberikan
 Menyampaikan tujuan pembelajaran, cakupan materi, langkah kegiatan dan penilaian
Kegiatan Inti (65)
 Pertanyaan Mendasar
Peserta didik menebak judul cerita dari potongan gambar yang diberikan
guru melalui Quizizz. (Critical Thinking)
TCK Peserta didik menjawab pertanyaan guru melalui Quizizz.
Peserta didik diberikan daftar vocabulary yang akan mereka dengar.
Peserta didik mencocokkan vocabulary dengan arti katanya dalam
Bahasa Indonesia.
Peserta didik diberikan sebuah comic-strip acak.
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TCK Peserta didik menyusun urutan gambar pada comic-strip sambil
mendengarkan audio dari cerita yang diberikan.
Peserta didik melengkapi bagian rumpang pada cerita dengan mendengarkan
audio dari guru.
Peserta didik menganalisis struktur teks dan moral value dari cerita sambil
melihat video fairytales. (Critical Thinking)
 Mendesain Perencanaan Produk

Guru menyampaikan langkah – langkah kegiatan dan proyek yang
akan dilakukan: story-telling.
Peserta didik membentuk kelompok dengan jumlah 3 orang. (Gotong
Royong)(Collaboration)
Peserta didik menyusun puzzle gambar cerita yang akan dibuatkan
ringkasannya. (Mandiri)(Creativity)
Peserta didik menuliskan fairytales yang dipilih dan mulai meringkas jalan
PK ceritanya. (Mandiri)(Creativity)
 Menyusun Jadwal Pembuatan

Guru menyampaikan alokasi waktu dan produk akhir proyek yang
berupa video story-telling dan akan diunggah melalui akun social media
peserta didik.
Time Allocation Product
This meeting Summary of story
CK Next meeting Poster of story-telling
posted on social media
 Memonitor Keaktifan dan Perkembangan Proyek

Guru berkeliling kelas dan memonitor perkembangan proyek kelompok.
Peserta didik mempresentasikan hasil perencanaan summary kepada guru.
Kegiatan Akhir (5)
 Guru memberikan umpan balik pada pertemuan ini.
PK  Guru menyampaikan agenda berikutnya.
 Guru mengajak peserta didik untuk melakukan refleksi.
Refleksi (5)
PK  Guru bertanya tentang yang sudah dipelajari, bagian yang sulit dan bagian yang
ingin dipelajari lebih dalam.
Pertemuan 2
Kegiatan Awal (5)
 Berdoa sebelum memulai pembelajaran (Religius)
PK  Memberikan motivasi.
 Berdiskusi hal hal yang telah diketahui terkait materi yang akan diberikan
 Menyampaikan tujuan pembelajaran, cakupan materi, langkah kegiatan dan penilaian
Kegiatan Inti (65)
 Memonitor Keaktifan dan Perkembangan Proyek
Guru memantau perkembangan kegiatan peserta didik dan membimbing jika ada
yang kesulitan.
TCK Peserta didik membuat poster yang berisi story-telling fairytales pilihan mereka.
(Gotong royong) (Creativity/Critical Thinking/Collaboration)
Peserta didik mengupload poster mereka ke social media.
 Menguji Hasil
4
TCK Peserta didik melihat poster fairytales kelompok lain menggunakan social media
mereka. (Integritas/Gotong Royong)(Communication)
Peserta didik mempresentasikan hasil poster yang telah dibuat di depan kelas.
(Communication)
CK Peserta didik menuliskan moral value yang didapat dari fairytales pilihan
kelompok lain. (Critical Thinking)
 Evaluasi Pengalaman Belajar

Peserta didik bersama guru menyimpulkan hasil story-telling yang telah dibuat.
Kegiatan Akhir (5)
 Guru memberikan umpan balik pada pertemuan ini.
PK  Guru menyampaikan agenda berikutnya.
 Guru mengajak peserta didik untuk melakukan refleksi.
Refleksi (5)
PK  Guru bertanya tentang bagian yang masih sulit dan bagian yang sudah dipahami.
H. Instrumen/Teknik Penilaian
Teknik
Kompetensi Indikator Instrumen
Penilaian
Sikap Menunjukkan sikap Observasi Tugas
 Religius
 Nasionalis Rubrik Penilaian
 Gotong Royong Sikap
 Mandiri
 Integritas
Pengetahuan 3.3.5 Mengidentifikasi isi cerita teks Tertulis Tes tertulis

fairytales yang didengar atau dibaca (C4)
3.3.6 Membacakan dongeng dengan
ucapan, dan tekanan kata yang benar (C1)
3.3.7 Mengidentifikasi informasi dari isi
teks yang sedang dibacakan. (C4)
3.3.8 Menyebutkan bagian-bagian cerita
yang memuat pesan yang disebutkan kata-
kata dan ungkapan yang yang tepat sesuai
cerita (C2)
Keterampilan 4.3.4 Melengkapi ringkasan cerita dengan Lisan Penugasan
kata-kata dan ungkapan yang yangtepat
sesuai cerita (C3)
4.3.5 Membacakan ringkasan dengan
suara nyaring dalam kelompok masing-
masing (C1)
4.3.6 Menuliskan dengan tulisan tangan
makna cerita terkait fairytales, sangat pendek
dan sederhana (C6)
Mengetahui, Jakarta, 30 September 2022

Kepala SMP Negeri 204 Jakarta. Guru Mata Pelajaran.
E. Suherman, S.Pd. Martha Yuli Krismaheryanti, S.Pd.

NIP.196802111992031013 NIP. 199207012020122025
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BAHAN AJAR
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Presentation (Canva)
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MEDIA PEMBELAJARAN
YouTube
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LEMBAR KERJA PESERTA DIDIK
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PENILAIAN HARIAN
The following text is for questions number 1 – 3.
Once a man sold his well to a farmer. Next day when a farmer went to draw the water from
that well, the man did not allow him to draw the water from it. He said, “I have sold you
the well, not the water, so you cannot draw the water from the well.”
The farmer became very sad and came to the Emperor’s court. He described everything to the
Emperor and asked for the justice. The Emperor called Birbal and handed over this case to
him. Birbal called the man who sold the well to the farmer. Birbal asked, “Why don’t you let
him use the water of the well. You have sold the well to the farmer.” The man replied,
“Birbal, I have sold the well to the farmer, not the water. He has no right to draw the water
from the well.”
Then Birbal smiled and said to him, “Good, but look, since you have sold the well to this
farmer, and you claim that water is yours, then you have no right to keep your water in the
farmer’s well. Either you pay rent to the farmer to keep your water in his well, or you take
that out of his well immediately.”
The man understood, that his trick has failed. Birbal has outwitted him.
1. What is the text about?

A. A farmer and witty birbal
B. A smart man and a farmer
C. An emperor and a witty birbal
D. A farmer and an emperor
2. Why didn’t the man let the farmer use the water from the well?
A. Because the man needed the water for himself
B. Because there was no water in the well
C. Because the man obeyed what the emperor said
D. Because the man thought that he had sold the well but the water was not involved
3. What is the moral value of the text?

A. Stealing is not a good thing, you can always use your brain and ease out of the
difficult situations.
B. Don’t try to cheat because you will end up paying for it regardless of how smart
you think you are.
C. One who desires more, loses all. One should remain satisfied with what one gets.
D. Do not just blindly walk in to anything without thinking.
Once upon a time there was a traveler who went to a distant town. It almost midnight when
he got the town. He came to an inn but the inn was locked. He tried to knock at the door.
“Who are you? What do you want?” asked a voice from inside the inn. “The door cannot
be unlocked at such an odd hour.”
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The traveler needed a rest, food and shelter. He begged, “ Please, unlock the door. How cold
it is outside.”
The innkeeper replied,” it’s strange lock and can be opened only with a silver key.”
Because of his needs and the terrible condition outside, the traveler finally obeyed about what
innkeeper said and passed a silver coin through a slit in the door. Then he got the door
unlocked and entered into the inn.
“I have left one of my bags outside”said the traveler.” Will you please bring it in?”
No sooner the inkeeper had gone out and the traveler locked the door from inside. The greedy
inkeeper was outside and shut on. He requested to unlock the door to the traveler.
The traveler replied, “ I’m helpless, it’s a strange lock and can be opened only with a silver
key.”
The inkeeper was required to push a silver coin though the slit. The traveler got back his
silver coin and unlock the door.
(Taken from : Angel’s Moral Stories)
4. What is the story about?

A. A traveler going to a distant town
B. A wicked traveler and a helpless traveler
C. A greedy inkeeper and a smart traveler
D. a traveler who came from a distant town
5. It can be referred from the text that ….

A. Inn was unlocked when the traveler came
B. The traveler finally got back his silver coin from the innkeeper
C. The traveler brought all of his bags inside
D. The silver coin was given after the door opened
6. What is the moral value of the story above?

A. Revenge is a bad thing to apply in every condition
B. We should prepare well when we travel
C. Don’t underestimate to someone
D. Smart person always beats greedy person
7. The traveler finally obeyed about what innkeeper said and passed a silver coin through
a slit in the door..his needs and the terrible condition outside.
A. because
B. since
C. for
D. due to
Many thousands of years ago, a man and his wife lived in the Philippines, they were called
Angngalo and Angngarab. One morning, they went to gather some shellfish. Inside one, they
found a pearl. It was an unusual yellow colour and very large. Angngalo gave it to
Angngarab. “Oh!” she said, “I can find many more pearls than you!” Soon they were
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quarrelling and shouting at each other. They ran along the seashore looking for shellfish.
Before, they had a big pile in front of them. They pulled open the shells and looked in them
for pearls. “I’ve got more pearls than you!” shouted Angngalo.
“No, you haven’t!” answered Angngarab. “Anyway, my pearls are bigger than yours!” Soon,
they were fighting. They threw the shells and pearls at each other. (That is why there are so
many shells and pearls in the Philippines) They rolled on the ground and stamped their feet.
There was aloud “Boom!” and “Crack!”. The mountains and hills began to split. The water in
the rivers and lakes flooded the land. They still continued fighting. Suddenly, there was a
great storm, with thunder lighting. The land broke into several parts. Luzon was in the north,
the Visayan Islands were in the middle, and Mindanao in the south. Because of this, there are
now over seven thousand islands in the Philippines.
8. What is the text about?

A. a story about pearls
B. A legend of Philippines archipelago
C. A legend of seven thousand islands
D. Two friends who never stopped arguing
9. What can we learn from the story?

A. There will be consequence over an action
B. Anger will never be a solution of a problem
C. A litre of salt means nothing compared to the sea
D. True friends will come in need not when they need
10. What did Angngalo and Angngarab argue upon?

A. The pile of shell they got
B. The pearl they searched for
C. The place to find pearl
D. The amount of pearls they found
Once upon a time, old and poor Mr. Haktak found a large brass pot in his garden. He decided
to put his purse in it. Then, he carried it home. Mrs. Haktak was very happy with that pot.
Suddenly, her hairpin fell into the pot. Mrs. Haktak reached and pulled out two hairpins and
two purses. What a magic pot! Then they began to drop items into it and soon had two of
everything.
One day, Mr. Haktak went to a market. At home, Mrs. Haktak did house works then rested
for a while. She stooped over that pot to look inside. At that moment, Mr. Haktak kicked the
door open because his hands were full of packages. Bang! Mrs. Haktak lost her balance and
fell into that pot. Mr. Haktak found that he had two of Mrs. Haktak. This presented a
problem.
Finally, Mr Haktak got an idea. He fell into that pot and soon there were two Mr. Haktak.
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Two new Haktaks became husband and wife. All of them became friends and built two
identical houses with identical furniture.
11. Why is the text written?

A. to amuse the readers
B. to explain how the pot worked
C. to describe how to solve the problem
D. to tell about Mr. and Mrs. Haktak's life
12. What made the couple start to drop items into the pot?
A. They already knew the magic of the pot since the beginning.
B. When Mr. Haktak accidentally made his wife plunged into the pot
C. Mrs. Haktak found two purses in it after she dropped her purse
D. After Mr. Haktak found it in the garden when he trimmed the grass
13. It can be concluded from the story that ....

A. it is better for us to knock on the door first before entering
B. we have to be smart in solving a problem
C. we should be grateful of what we have
D. an idea can suddenly come up to our mind
14. The complication of the story is ....

A. Mr. Haktak did not help Mrs. Haktak with the house works
B. There was a magic pot found in the garden
C. There were two of Mrs. Haktak
D. Mr. Haktak kicked the door after shopping in the market
15. The resolution of the story is in paragraph…

A. 1
B. 2
C. 3
D. none
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Kisi – kisi Penilaian Harian
Level Bentuk Skor

IPK Materi Indikator Soal
Kognitif Soal
Diberikan sebuah
cerita, peserta
3.3.5 Mengidentifikasi didik mampu
isi cerita teks fairytales
menentukan ide Pilihan
yang didengar atau L3 4
dibaca (C4) utama dari ganda
paragraf di cerita
tersebut dengan
benar.
Diberikan sebuah
3.3.6 Membacakan cerita, peserta
dongeng dengan ucapan, didik mampu
Pilihan
dan tekanan kata yang menentukan L2 1
benar (C1) ganda
struktur teks pada
cerita dengan
Narrative benar.
Text
Diberikan sebuah
cerita, peserta
3.3.7 Mengidentifikasi didik mampu
Pilihan
informasi dari isi teks menentukan L1 7
yang sedang dibacakan. ganda
informasi rinci
(C4) dari cerita
dengan tepat.
Diberikan sebuah
3.3.8 Menyebutkan cerita, peserta
bagian-bagian cerita yang didik mampu
Pilihan
memuat pesan yang menentukan L3 3
ganda
disebutkan kata-kata dan moral value dari
ungkapan yang yang cerita yang
tepat sesuai cerita (C2)
dibaca.
Total 15
𝑇𝑜𝑡𝑎𝑙 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖 𝑑𝑎𝑝𝑎𝑡

𝑁𝑖𝑙𝑎𝑖 = 𝑥 100
15
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Rubrik Penilaian Sikap
PPK 1 2 3 4
Belum menunjukkan Mulai menunjukkan Menunjukkan sikap Selalu bersyukur dan
sikap bersyukur dan sikap bersyukur bersyukur dan berdoa mengawali kegiatan
tidak berdoa ketika meskipun tidak ketika memulai kegiatan dengan berdoa terlebih
Religius
memulai kegiatan berdoa ketika dahulu.
memulai kegiatan
Selalu bekerja secara Bekerja sama hanya Bersedia bekerja sama Bersedia bekerja sama
Gotong
individual dengan teman dekat dengan siapa saja dengan siapa saja,
Royong
bersifat terbuka dan
komunikatif
Masih menunggu Bekerja sesuai Memiliki rasa ingin tahu, Memiliki rasa ingin tahu,
pembimbingan dan dengan arahan guru mengetahui apa yang mengetahui apa yang harus
Mandiri arahan guru harus dilakukan secara dilakukan secara mandiri
mandiri dan mampu memantu
teman yang kesulitan
Mengikuti Mulai disiplin dalam Menggikuti pembelajaran Mengikuti pembelajarand

pembelajaran secara mengikuti kegiatan secara disiplin dan an menyelesaikan tugas
tidak bertanggung pembelajaran bertanggung jawab, secara disiplin dan
Integritas
jawab, masih malas – meskipun masih ada bertanggung jawab
malasan tugas yang lalai
dikerjakan
Bersikap tertutup Mulai terbuka dan Menghormati dan Menunjukkan sikap

terhadap perbedaan menerima terhadap menghargai perbedaan toleransi terhadap teman
Nasionalis
yang ada di kelas perbedaan yang ada yang ada di kelas sekelas dan cinta tanah
di kelas air
Instrumen Penilaian
PPK
No Nama Gotong-
Religius Nasionalis Integritas Mandiri
royong
1
𝑇𝑜𝑡𝑎𝑙 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖 𝑑𝑎𝑝𝑎𝑡

𝑁𝑖𝑙𝑎𝑖 = 𝑥 100
20
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Rubrik Penilaian Speaking
Fair Good Very good Excellent

Aspects
(1) (2) (3) (4)
Applying correct
Applying correct Applying correct
Applying incorrect tenses and
Grammar tenses with some tenses with no
tenses complex sentences,
mistakes mistakes
no mistakes
Appropriate to Appropriate to
Appropriate to the task and have the task have
Not appropriate to
the task with coherence coherence
Contents the task and have
some incoherence paragraphs with paragraphs and
no coherence
sentences some jumbled sentences.
sentences.
Applying Applying
Applying basic
Applying correct developed sophisticated
Vocabulary vocabulary, some
diction diction related to diction related to
are still incorrect
the topic. the topic
Show great
Show great eye confidence in
Show great eye
Gestures Have no eye contact with elaborating idea,
contact and body
(Speaking) contact and body some great eye contact
movement
movement inappropriate and body
body movement movement
Fluency Not fluent in Fluent in Fluent in Very fluent in

and delivering the delivering the delivering the delivering the
Intonation message, not message, still not message with message with great
(Speaking) clear and no clear good intonation
intonation intonation
Pedoman Penilaian
Nilai maksimal tiap aspek: 4
Skor maksimal yang diperoleh dari 5 aspek: 20
𝒔𝒌𝒐𝒓 𝒚𝒂𝒏𝒈 𝟐𝟎
𝑵𝒊𝒍𝒂𝒊 = 𝒅𝒊𝒑𝒆𝒓𝒐𝒍𝒆𝒉
RPP BAHASA INGGRIS KELAS 9 | MARTHA YULI KRISMAHERYANTI, S.Pd. | SMPN 204
2
× 𝟏𝟎𝟎
RPP BAHASA INGGRIS KELAS 9 | MARTHA YULI KRISMAHERYANTI, S.Pd. | SMPN 204
2

Rencana Pelaksanaan Pembelajaran (RPP)

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Rencana Pelaksanaan Pembelajaran (RPP)

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMP Negeri 204

B. Kompetensi Dasar dan Indikator

Mengarahkan siswa untuk mengontrol dan memonitor proses belajarnya, kemajuan

F. Media/Alat, Bahan, dan Sumber Belajar

G. Langkah – Langkah Pembelajaran

 Mendesain Perencanaan Produk

 Menyusun Jadwal Pembuatan

 Memonitor Keaktifan dan Perkembangan Proyek

 Evaluasi Pengalaman Belajar

Pengetahuan 3.3.5 Mengidentifikasi isi cerita teks Tertulis Tes tertulis

Mengetahui, Jakarta, 30 September 2022

E. Suherman, S.Pd. Martha Yuli Krismaheryanti, S.Pd.

1. What is the text about?

3. What is the moral value of the text?

The following text is for questions number 4 – 7.

4. What is the story about?

5. It can be referred from the text that ….

6. What is the moral value of the story above?

The following text is for questions number 8 – 10.

8. What is the text about?

9. What can we learn from the story?

10. What did Angngalo and Angngarab argue upon?

The following text is for questions number 11 – 14.

11. Why is the text written?

13. It can be concluded from the story that ....

14. The complication of the story is ....

15. The resolution of the story is in paragraph…

Level Bentuk Skor

𝑇𝑜𝑡𝑎𝑙 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖 𝑑𝑎𝑝𝑎𝑡

Mengikuti Mulai disiplin dalam Menggikuti pembelajaran Mengikuti pembelajarand

Bersikap tertutup Mulai terbuka dan Menghormati dan Menunjukkan sikap

𝑇𝑜𝑡𝑎𝑙 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖 𝑑𝑎𝑝𝑎𝑡

Fair Good Very good Excellent

Fluency Not fluent in Fluent in Fluent in Very fluent in

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