NARRATIVE TEXT

A. Identitas Sekolah

Penyusun : I Putu Kusuma Negara, S.Pd, M.Pd

Santuan Pendidikan : SMA Negeri 1 Abang
Tahun Pelajaran : 2023/2024
Jenjang : SMA
Mata Pelajaran : Bahasa Inggris Tingkat Lanjut

B. Identitas Umum

Materi Pokok : Narrative Text (Fairy Tales)

Capaian Pembelajaran : Pada akhir Fase F, peserta didik menggunakan teks lisan,
tulisan, dan visual dalam bahasa Inggris untuk
berkomunikasi sesuai dengan situasi, tujuan, dan
pemirsa/pembacanya. Jenis teks naratif dalam bentuk teks
legenda menjadi rujukan utama dalam mempelajari bahasa
Inggris di Unit ini. Peserta didik menggunakan kemampuan
bahasa Inggris untuk mengeksplorasi teks legenda dalam
berbagai macam topik termasuk isu kesadaran lingkungan
dan konteks budaya. Pada fase ini, bukan hanya kemampuan
berbahasa peserta didik yang semakin berkembang tetapi
juga kemampuan berpikir, kreatif, komunikatif, dan percaya
diri demi terwujudnya profil pembelajar Pancasila.

FASE JENJANG KELAS PERKIRAAN MODA ALOKASI

JUMLAH SISWA PEMBELAJARAN WAKTU
F SMA XI 33 SISWA Luring 20 JP
(10 x 45menit)

C. Kompetensi Awal
1. Peserta didik telah mengetahui atau membaca tentang beberapa cerita narrative
terutama yang berupa Fairy Tales.
2. Peserta didik telah menguasai beberapa action verbs, sequence words, Simple Past
Tense

D. Profil Pelajar Pancasila

1. Beriman dan bertaqwa kepada Tuhan Yang Maha Esa: peserta didik mengawali kegiatan
pembelajaran dengan melakukan doa bersama.
2. Berpikir kritis untuk memecahkan masalah: peserta didik mengajukan pertanyaan atau
permasalahan terkait dengan materi yang sedang dipelajari atau permasalaha yang
dialami
 3. Mandiri: peserta didik secara mandiri dapat menyelesaikan latihan-latihan yang diberikan
oleh guru.
4. Kreatif: peserta didik mampu mengumpulkan informasi dari berbagai sumber terkait teks
naratif.
E. Sarana Dan Prasarana
Sarana : Buku Siswa dan Buku Guru Bahasa Inggris Tingkat Lanjut Kementrian,
Kebudayaan, Riset, dan Teknologi Republik Indonesia 2021 SMA Kelas XI.
Prasarana : Komputer/Laptop, handphone, koneksi internet, LCD Proyektor, Layar, Papan
Tulis dan Spidol.

F. Terget Peserta Didik

Peserta didik reguler/tipikal: umum, tidak ada kesulitan dalam mencerna dan memahami
materi ajar.

G. Model Pembelajaran
Model Pembelajaran : Genre-Based Learning
Pendekatan Pembelajaran : Pendekatan Kontekstual
Metode Pembelajaran : Diskusi, Praktek dan Presentasi

KOMPONEN INTI
A. Tujuan Pembelajaran
1. Mengidentifikasi karakteristik dari teks naratif, termasuk fungsi social dan struktur teks.
2. Mengidentifikasi ciri-ciri kebahasaan dari teks naratif, difokuskan pada past tense, action
verbs, dan sequence words.
3. Memahami informasi implisit dan explisit seperti ide pokok dan informasi detail teks
naratif.
4. Menulis teks naratif dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
5. Mempresentasikan teks naratif secara lisan baik dalam bentuk monolog maupun dialog
yang telah ditulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
B. Pemahaman Bermakna
1. Murid mampu memahami cerita naratif berupa cerita rakyat dari dalam maupun luar
negeri
2. Murid mampu memahami cerita naratif berupa cerita rakyat dari suatu daerah memiliki
makna penting sehingga perlu dilestarikan dan bilaperlu dimodifikasi seiring kemajuan
zaman dengan tidak menghilangkan esensi penting cerita.
3. Murid mampu memahami bahwa tujuan akhir dari cerita naratif berupa cerita rakyat
adalah untuk mendukung budaya lokal sehingga memiliki manfaat bagi masyarakat.
C. Pertanyaan Pematik
 1. Apa yang kalian pikirkan ketika mendengar sebuah cerita rakyat? (What do you think
when you heard about fairy tales?)
2. Apakah kalian suka membaca, mendengar, atau menonton cerita rakyat? (Do you like
reading, listening, or watching fairy tales?)
3. Apakah kalian dapat menyebutkan cerita rakyat yang pernah kalian baca, dengar, atau
tonton? (Can you mention some fairy tales you have ever read, heard, or watched?)
4. Apakah kalian dapat menceritakan secara singkat cerita rakyat tersebut? (Can you tell a
brief about the story?)

D. Persiapan Pembelajaran
1. Menyiapkan tes asesmen diagnostic non kognitif dan asesmen diagnostic kognitif
2. Guru menyiapkan perencanaan pembelajaran.
3. Guru menyiapkan administrasi pembelajaran seperti Agenda/Jurnal mengajar, Absensi
murid.
4. Guru menyiapkan administrasi penilaian murid.
5. Guru dan murid melakukan kesepakatan kelas.

E. Kegiatan Pembelajaran

Pertemuan ke-1
Langkah-Langkah Pembelajaran
Pendahuluan
● Guru membuka pembelajaran dengan salam dan berdoa sebelum
(10 Menit)
memulai pembelajaran.
● Persiapan
● Guru menanyakan kabar dan memeriksa kehadiran peserta didik
● Apersepsi sebagai sikap disiplin.
● Motivasi ● Guru meminta peserta didik mempersiapkan perlengkapan alat
tulis dan media/alat yang akan digunakan saat proses
pembelajaran.
● Guru memberikan informasi tentang ruang lingkup materi, tujuan
pembelajaran, dan langkah pembelajaran yang akan dilaksanakan.
● Mereview kembali materi pelajaran yang telah dipelajari pada
semester sebelumnya.
● Guru mempersilahkan siswa untuk duduk berpasangan atau
berkelompok sesuai dengan minat dan gaya belajar.

Kegiatan Inti Building Knowledge of the Field (BKOF)

(70 menit) ● Guru memutar sebuah video berjudul Cinderella dan meminta
siswa menyampaikan apa yang mereka ketahui tentang video
yang di putar.
● Guru meminta siswa menyebutkan cerita rakyat yang mereka
ketahui.
Modelling of the Text (MOT)
● Guru memberikan contoh teks naratif (Cinderella)
 ● Guru mengajak siswa untuk mempelajari teks naratif yang sudah
disiapkan
● Melalui proses ekplorasi konsep dan diskusi kelas, guru
memperkuat pemahaman siswa terkait karakteristik, generic
structure dan fungsi sosial sebuah teks naratif
● Guru memberikan kesempatan kepada siswa untuk menemukan
dan mendiskusikan kosa kata (vocabularies) baru yang mereka
temukan pada cerita yang disajikan
● Guru memberikan kesempatan kepada siswa untuk
mengidentifikasi unsur kebahasaan dari teks naratif, difokuskan
pada noun phrase, past tense, action verbs, and sequence words

Penutup
● Peserta didik menyimpulkan materi yang telah dipelajari dengan
(10 Menit)
merespon pertanyaan guru yang sifatnya menuntun dan menggali.
● Guru mengajak peserta didik merefleksi pembelajaran yang
dialami hari ini, apa yang menarik dari pembelajaran hari ini?
Mengapa? Apa hambatan yang ditemui dalam mempelajari materi
hari ini?
● Guru menyampaikan materi pada pertemuan berikutnya.

● Guru menutup kegiatan pembelajaran dengan mengucapkan

salam dan doa

Pertemuan ke -2
Langkah-Langkah Pembelajaran
Pendahuluan
● Guru membuka pembelajaran dengan salam dan berdoa sebelum
(10 Menit)
memulai pembelajaran.
● Persiapan
● Guru menanyakan kabar dan memeriksa kehadiran peserta didik
● Apersepsi sebagai sikap disiplin.
● Motivasi ● Guru meminta peserta didik mempersiapkan perlengkapan alat
tulis dan media/alat yang akan digunakan saat proses
pembelajaran.
● Guru memberikan informasi tentang ruang lingkup materi, tujuan
pembelajaran, dan langkah pembelajaran yang akan dilaksanakan.
● Mereview kembali materi pelajaran yang telah dipelajari pada
pertemuan sebelumnya.
● Guru mempersilahkan siswa untuk duduk berpasangan atau
berkelompok sesuai dengan minat dan gaya belajar.
Kegiatan Inti Stimulation (pemberian rangsangan)
(70 menit)
● Guru mengajak siswa mencermati sebuah teks naratif berjudul Briar
Rose ( LKS Halaman 33

Problem statemen (Identifikasi Masalah)

 ● Guru memberi kesempatan murid untuk merumuskan masalah terkait
teks yang mereka baca.
● Beberapa pertanyaan yang diajukan murid dirangkum menjadi
beberapa permasalahan yaitu:
Apa saja unsur kebahasaan sebuah narrative text?
Bagaimana penggunaan Noun Phrase dalam narrative text?
Apa fungsi social sebuah narrative text?

Data Collection (Pengumpulan Data)

● Guru membagikan lembar kerja murid

● Murid mendiskusikan dengan kelompoknya

● Murid mencatat hasil diskusi kelompok di lembar kerja murid

Data Processing (Pengolahan Data)

● Guru mendiskusikan hasil diskusi kelompok

● Hasil diskusi kelompok dituliskan dalam lembar kerja murid

Verification (Pembuktian)
● Murid melakukan pembuktian untuk membuktikan benar atau
tidaknya hasil diskusi kelompok yang sudah mereka lakukan.
● Guru meminta beberapa kelompok untuk menyampaikan hasilnya di
depan kelas sesuai dengan cara yang mereka sukai.

Generalization (menarik kesimpulan/generalisasi)

● Murid melakukan proses menarik kesimpulan tentang unsur
kebahasaan dan social function sebuah narrative text

Penutup
● Peserta didik menyimpulkan materi yang telah dipelajari dengan
(10 Menit)
merespon pertanyaan guru yang sifatnya menuntun dan menggali.
● Guru mengajak peserta didik merefleksi pembelajaran yang
dialami hari ini, apa yang menarik dari pembelajaran hari ini?
Mengapa? Apa hambatan yang ditemui dalam mempelajari materi
hari ini?
● Guru menyampaikan materi pada pertemuan berikutnya.

● Guru menutup kegiatan pembelajaran dengan mengucapkan

salam dan doa

Pertemuan ke-3
Langkah-Langkah Pembelajaran
Pendahuluan
● Guru membuka pembelajaran dengan salam dan berdoa sebelum
(15 Menit)
memulai pembelajaran.
● Persiapan
● Guru menanyakan kabar dan memeriksa kehadiran peserta didik
● Apersepsi sebagai sikap disiplin.
 ● Motivasi ● Guru meminta peserta didik mempersiapkan perlengkapan alat
tulis dan media/alat yang akan digunakan saat proses
pembelajaran.
● Guru memberikan informasi tentang ruang lingkup materi, tujuan
pembelajaran, dan langkah pembelajaran yang akan dilaksanakan.
● Mereview kembali materi pelajaran yang telah dipelajari pada
pertemuan sebelumnya sebagai prasyarat pengetahuan pada materi
yang akan dipelajari.
● Guru mempersilahkan siswa duduk berkelompok sesuai dengan
minat dan gaya belajar.

Kegiatan Inti Stimulation (pemberian rangsangan)

(60 menit)
● Guru mengajak siswa membaca cerita rakyat berjudul Rapunzel
( LKS Halaman 38)
● Murid memahami dengan cermat.
Problem statement (Identifikasi Masalah)
● Guru memberikan kesempatan kepada murid untuk mengemukakan
beberapa keterangan waktu, tempat dan bagaimana cerita tersebut
disampaikan.
Data Collection (Pengumpulan Data)
Joint Construction of the Text
● Guru membagikan lembar kerja dan meminta murid untuk menggali
informasi tentang penggunaan keterangan waktu, tempat, dan cara
dalam sebuah cerita
● Murid mengumpulkan data berdasarkan gaya belajar masing-masing,
dengan membaca, menonton dan mendengarkan video
● Murid mencatat hasil pengumpulan data dan informasinya di lembar
kerja murid
Data Processing (Pengolahan Data)
● Murid mendiskusikan dan mengolah data yang telah dikumpulkan
melalui diskusi kelompok atau tanya jawab dengan guru sesuai minat
murid
● Hasil pengolahan data dituliskan dalam lembar kerja murid yang
dibuat sesuai dengan minat mereka
Verification (Pembuktian)
● Murid melakukan pemeriksaan secara cermat untuk membuktikan
benar atau tidaknya informasi yang mereka peroleh.
● Guru meminta beberapa siswa untuk menyampaikan hasilnya di
depan kelas dengan berbagai cara yang mereka sukai.

Generalization (menarik kesimpulan/generalisasi)

● Murid melakukan proses menarik kesimpulan tentang apa yang sudah
mereka pelajari
 Penilaian
● Murid menjawab soal Latihan tentang materi yang sudah diberikan di
(40 menit)
LKS

Penutup
● Peserta didik menyimpulkan materi yang telah dipelajari dengan
(10 Menit)
merespon pertanyaan guru yang sifatnya menuntun dan menggali.
● Guru mengajak peserta didik merefleksi pembelajaran yang
dialami hari ini, apa yang menarik dari pembelajaran hari ini?
Mengapa? Apa hambatan yang kalian temui dalam mempelajari
materi hari ini?
● menyampaikan materi pada pertemuan berikutnya.

● Guru menutup kegiatan pembelajaran dengan mengucapkan

salam dan doa

Pertemuan ke-4
Langkah-Langkah Pembelajaran
Pendahuluan
● Guru membuka pembelajaran dengan salam dan berdoa sebelum
(10 Menit)
memulai pembelajaran.
● Persiapan
● Guru menanyakan kabar dan memeriksa kehadiran peserta didik
● Apersepsi sebagai sikap disiplin.
● Motivasi ● Guru meminta peserta didik mempersiapkan media/alat yang akan
digunakan saat proses pembelajaran.
● Guru meminta siswa yang memilih presentasi/story telling melalui
video untuk mengumpulkan videonya.
● Guru memberikan informasi tentang teknis presentasi/story telling
Kegiatan Inti
● Guru mempersilahkan siswa mempresentasikan/story telling teks
(115 menit)
narasi yang sudah dipersiapkan baik secara langsung atau melalui
pemutaran video yang sudah dikumpulkan
● Guru memberikan siswa kesempatan untuk memilih sendiri giliran
untuk presentasi terutama bagi siswa yang memilih presentasi
secara langsung
Penutup
● Peserta didik menyimpulkan kegiatan pembelajaran dengan
(10 Menit)
merespon pertanyaan guru yang sifatnya menuntun dan menggali.
● Guru mengajak peserta didik merefleksi pembelajaran yang
dialami hari ini, apa yang menarik dari pembelajaran hari ini?
Mengapa? Apa hambatan yang kalian temui dalam mempelajari
materi hari ini?
● Guru menyampaikan materi pada pertemuan berikutnya.

● Guru menutup kegiatan pembelajaran dengan mengucapkan

salam dan doa

F. ASESMEN
Asesmen non kognitif  Apa yang sedang kamu rasakan saat ini?
 Bagaimana perasaanmu saat belajar sendiri di rumah?
 Hal apa yang paling menyenangkan dan tidak menyenangkan?
 Apa yang kamu inginkan dalam pembelajaran hari ini?
Asesmen kognitif Terlampir
Asesmen Formatif  Kuis
 Unjuk kerja
 Penilaian harian
Asesmen Sumatif Penilaian Akhir Semester
G. PENGAYAAN DAN REMEDIAL
Pengayaan diberikan kepada peserta didik yang menguasai materi ini dengan sangat baik,
yaitu dengan cara memberikan ragam soal yang tingkatannya lebih tinggi.
Remedial diberikan kepada peserta didik yang belum menguasai materi dengan baik,
yaitu dengan cara memberikan pengulangan materi dasar serta materi spesifik yang
kurang dikuasai oleh peserta didik .
H. Refleksi Guru dan Murid
Refleksi Murid
Guru membagikan refleksi kepada murid melalui google form dengan pertanyaan dan
pilihan jawaban sebagai berikut.
Bagaimana perasaan kalian setelah mengikuti kegiatan pembelajaran hari ini?

A. (Sangat Senang)

B. (Senang)

C. (Biasa saja)

D. (Bosan)

E. (Lelah)

F. (Sedih)

G . (Ingin Menangis)

Refleksi Guru
Setelah menyelesaikan proses pembelajaran, guru melakukan refleksi dengan mencatat
hal-hal yang sudah disampaikan kepada murid, hasil pembelajaran yang dicapai, maupun
bagian yang belum diselesaikan serta membuat rencana perbaikan proses pembelajaran
pada masa yang akan datang.

Mengetahui, Amlapura, September 2023

Kepala SMA Negeri 1 Abang Guru Mata Pelajaran Bahasa Inggris
 I Putu Suweta, S.Pd, M.Pd. I Putu Kusuma Negara, S.Pd, M.Pd
NIP. 19810116 200312 1 005 NIP. 198012062008011015

LEMBAR KERJA
PERTEMUAN 1
SOCIAL FUNCTION, GENERIC STRUCTURE,

Tujuan
1. Mengidentifikasi karakteristik dari teks naratif, termasuk fungsi social dan struktur teks.

Alat dan Bahan

1. Video
2. LK

Definition and Social Function

Narrative text is a type of text that tells a story or describes a sequence of events. The
purpose of a narrative text is to entertain or inform the reader by presenting a series of events in a

Social Function of Narrative Text

The purpose of a narrative text is to tell a story or recount a series of events in an
engaging and entertaining way for the reader. Some narrative texts may also have didactic or
instructive purposes, such as teaching moral lessons or sharing information about historical
events or specific cultural traditions. Narrative texts also have social functions, which include
entertaining, providing information, and of course, educating the readers.
Generic Structure of Narrative Text
1. Orientation
Orientation sets the stage for the story. Ideally, the orientation should answer the
questions “who,” “where, and “when.” So, when reading the orientation part, we should be
able to identify the character and setting (both time and place) of the story.
2. Complication
This section contains the problems that occur within a story. It is divided into three parts,
namely:
 Rising action: Problems begin to emerge
 Climax: Peak of the problem
 Falling action: The tension of the problem begins to decrease, and the solution starts to
emerge
3. Resolution
The resolution is the part of the narrative where the conflict or problem introduced earlier
in the story is resolved or addressed. This may involve characters finding a solution to their
issues, overcoming obstacles, or experiencing personal growth. The resolution helps tie up
loose ends, providing closure for the reader and allowing them to see how the events of the
story have impacted the characters.
4. Re-orientation / Evaluation
 Re-orientation, also known as evaluation, is an optional component of a narrative text
that serves to reflect on the story and its events, reinforcing the moral lesson or theme. This
section typically appears at the end of the story, providing a summary or commentary on the
characters’ experiences and the consequences of their actions. It helps the reader understand
the significance of the story and encourages them to consider the message or lesson the author
intended to convey. The points mentioned above are the basic components of a narrative text
structure, but it is important to note that not all narrative texts follow this exact
structure. Some narratives may include additional elements, such as flashbacks, multiple
perspectives, or non-linear timelines. Nevertheless, the basic structure described above
provides a useful framework for understanding and analyzing narrative texts.

Petunjuk Kerja
Read the narrative text the discuss some questions bellow!

Once upon a time, there was a beautiful girl named Cinderella. She used to live with her stepmother,
stepsisters, and her father. Her father used to stay out of the town on business, and her own mother
died long ago. The behaviour of the stepmother and stepsisters towards Cinderella was very mean
and self-centred, and they used to make her do all the household chores, like cleaning the house,
cooking, ironing clothes, etc.

Stepmother used to boss her and give her orders all the time, “why are you sitting, Cinderella? Who
will make the preparations for the dinner? You need to clean my room also after that.”

Even stepsisters used to make her do their work too, and they used to create unnecessary complaints
about Cinderella to their mother so that she would ask her to do extra work.
“She needs to arrange our room’s bedding, Mumma, and she has not put laces to my new dress also,”
said one of the stepsisters.

However, Cinderella, being a kind-hearted girl, never replied back and kept doing all the work in
silence. Days passed and turned into years, but her miseries never ended.

One day, everyone in the town got an invitation from the palace for the royal ball. The king and
queen wanted their son to choose his wife and future queen; therefore, everyone was invited. The
invitation read like, ” The king and queen request the honour of your presence at the Royal Ball. The
king wants to choose the bride for the prince, and the future king. Be there with your family to have a
gala time.”

The letter reached Cinderella’s house too. Cinderella’s stepmother instantly ordered Cinderella to
design beautiful ball gowns for her and her daughters.
Cinderella thought in her mind, “I will make beautiful gowns for everyone. I hope mama will take
me along too.”
But, on the final day, the stepmother and stepsisters gave her more household work to complete and
at last left her home, citing her incompetence in finishing the work on time as the reason.
“We are getting late, Cinderella. You cannot do one work on time. Right now, you cannot come with
us as there is so much left to do,” said the stepmother.

Her stepsisters also secretly tore her dress to add to her agony.
Left alone in the house, sad Cinderella cried and said, seeing the sky, “Dreams never come true,
never.”

At the same time, a fairy appeared before her and said, “Don’t be afraid, my child; I am your fairy
godmother. I know you want to join others at the royal ball, and I can make it happen, my dear.”

She waved her magic wand and converted Cinderella’s torn dress into a beautiful gown. She
transformed a nearby pumpkin into a colossal coach and turned six rats into four horses to pull the
coach and the driving coachmen. She also gave her a beautiful pair of glass slippers matching her
dress. Now, Cinderella was all set to join the others.

Cinderella was so thankful and said,” thank you fairy godmother. Now, I can join my sisters and
enjoy the ball.”

But before she left, the fairy godmother gave her one warning, “My dear, you need to be back before
midnight because my magic won’t work after that. You will be back in your original look.”

Cinderella nodded yes and left for the ball to join the others.
At the party, everyone was stunned to see Cinderella, as she was the most beautiful girl at the ball.
The prince fell in love the moment he laid eyes on her. He instantly came and asked her to dance
with him.
He said, “I have not seen anyone more beautiful than you. Will you care for a dance with me.”

It was like a dream come true for Cinderella. She said yes instantly.

All the girls, including her stepsisters, were jealous of her. The prince and Cinderella conversed and
danced the entire night until she realised the clock was reaching midnight. She rushed back home,
leaving the prince in dismay. The prince ran after her but in vain. As she was rushing back, one of
her glass slippers dropped on the stairs of the palace.

The next day, the prince decided to search the entire kingdom for the girl who would fit the glass
slipper as he wanted to marry that girl.

“Search every house and find me the girl whose foot will fit inside this slipper, as she would be my
bride for life,” said the prince.

The soldiers searched all the houses one by one but in vain. At last, they knocked on Cinderella’s
house. They asked the stepsisters and Cinderella to wear the shoes one by one. The evil stepsisters
tried hard to squeeze their feet inside the slipper but were useless. Then it was Cinderella’s chance to
try the shoe, which was the perfect fit. The prince was called and immediately recognised Cinderella
from the ball night.

Prince said, ” I was looking for you everywhere. Why did you leave me like this? Now, I will not let
you go. Will you marry me?”

Ecstatic Cinderella said yes instantly. Later, they got married in a grand ceremony and lived happily
ever after.

Lembar Kerja Siswa

1. The best title for the text :

2. The story is about :
Generic structure
3. Orientation :
 LKS PERTEMUAN 2

Tujuan
1. Memahami Unsur kebahasaan dari teks narrative ( Noun Phrase).

Using noun phrases

A noun phrase definition is that it is a phrase (a group of words) headed by a noun. The noun in
a noun phrase can be preceded or followed by any number of modifiers. A noun phrase can have
all the functions that a noun can have in a sentence. For example, it can be a subject, object, or
subject complement. A noun phrase is consisted of at least two words. However, there is no limit
on how long a noun phrase should be.

Noun Phrase Examples

Here are some examples of noun phrases.

 the man
o This is a noun phrase as it is a group of words headed by the noun man. The is a
modifier that has preceded the noun man.
 a tree
o This is a noun phrase headed by the noun tree. It is preceded by one modifier a.
 a thoughtful man
o In this noun phrase, there are two modifiers (a and thoughtful) before the
noun man. man heads the noun phrase.
 my neighbors upstairs
o my neighbors upstairs is a noun phrase headed by the noun neighbors. It is
preceded by the modifier my and followed by the modifier upstairs.
 my Japanese neighbors across from me
o This is a noun phrase headed by the noun neighbors. The noun neighbors is
preceded by two modifiers (my and Japanese) and followed by three modifiers
(across, from, and me).
 their leather boots
o Their leather boots is a noun phrase headed by the noun boots. The noun boots is
preceded by two modifiers (their and leather).

Function of Noun Phrases

In a sentence, a noun phrase can accept all the functions that a noun can have. For example, it
can be a subject, an object, or a subject complement. These functions will be explained in the
succeeding paragraphs.
It is important to know how to write and recognize noun phrases because noun phrases make
sentences and writings more effective. For example, one sentence with one noun phrase can
replace several simple sentences that provide the same amount of information. This adds to the
effectiveness of a piece of writing, e.g., an essay or article.
For example, consider these three sentences.

1. I called my neighbors.
2. My neighbors are Japanese.
3. My neighbors live across from me.

These can be replaced by: I called my Japanese neighbors across from me.
This sentence is more effective than the previous three sentences. It includes the noun phrase my
Japanese neighbors across from me headed by the noun neighbors.
Also, an effective piece of writing includes a variety of sentence types. The use of noun phrases
in writings is one way to create a variety of sentence types.
Furthermore, recognizing noun phrases and their heading nouns helps have the correct subject-
verb agreement, which plays an important role in writing effective sentences. This is especially
important when the noun phrase is the subject of the sentence.
For example, it is easy to violate the subject-verb agreement in the following sentences.

 Incorrect example: The three stains on your scarf is from your coffee.
 Corrected example: The three stains on your scarf are from your coffee.
o The three stains on your scarf is the noun phrase. The noun phrase is headed by
the noun stains, which is a plural noun. Therefore, the correct verb is are. It is
easy to be misled and take the closest noun scarf to the verb as the heading noun.
 Incorrect example: The color of your boots are different.
 Corrected example: The color of your boots is different.
o The color of your boots is the noun phrase of this sentence. The noun color is
heading the noun phrase; therefore, the verb must agree with color. The correct
verb is is. Since boots is the closest noun to the verb, it is easy to write the wrong
verb are.

Petunjuk Kerja (Instruction)

Read the narrative text the discuss some questions bellow! ( also see LKS page 33)
In past times there were a king and a queen, who said every day, "Oh, if only we had a child!"
but they never received one.

Then it happened one day while the queen was sitting in her bath, that a frog crept out of the
water onto the ground and said to her, "Your wish shall be fulfilled, and before a year passes you
will bring a daughter into the world."

What the frog said did happen, and the queen gave birth to a girl who was so beautiful that the
king could not contain himself for joy, and he ordered a great celebration. He invited not only his
relatives, friends, and acquaintances, but also the wise women so that they would be kindly
disposed toward the child. There were thirteen of them in his kingdom, but because he had only
twelve golden plates from which they were to eat, one of them had to remain at home.

The feast was celebrated with great splendor, and at its conclusion the wise women presented the
child with their magic gifts. The one gave her virtue, the second one beauty, the third one wealth,
and so on with everything that one could wish for on earth.

The eleventh one had just pronounced her blessing when the thirteenth one suddenly walked in.
She wanted to avenge herself for not having been invited, and without greeting anyone or even
looking at them she cried out with a loud voice, "In the princess's fifteenth year she shall prick
herself with a spindle and fall over dead." And without saying another word she turned around
and left the hall.

Everyone was horrified, and the twelfth wise woman, who had not yet offered her wish, stepped
foreward. Because she was unable to undo the wicked wish, but only to soften it, she said, "It
shall not be her death. The princess will only fall into a hundred-year deep sleep."

The king, wanting to rescue his dear child, issued an order that all spindles in the entire kingdom
should be burned. The wise women's gifts were all fulfilled on the girl, for she was so beautiful,
well behaved, friendly, and intelligent that everyone who saw her had to love her.

Now it happened that on the day when she turned fifteen years of age the king and the queen
were not at home, and the girl was all alone in the castle. She walked around from one place to
the next, looking into rooms and chambers as her heart desired. Finally she came to an old tower.
She climbed up the narrow, winding stairs and arrived at a small door. In the lock there was a
rusty key, and when she turned it the door sprang open. There in a small room sat an old woman
with a spindle busily spinning her flax.

"Good day, old woman," said the princess. "What are you doing there?"

"I am spinning," said the old woman, nodding her head.

"What is that thing that is so merrily bouncing about?" asked the girl, taking hold of the spindle,
for she too wanted to spin.

She had no sooner touched the spindle when the magic curse was fulfilled, and she pricked
herself in the finger. The instant that she felt the prick she fell onto a bed that was standing there,
and she lay there in a deep sleep. And this sleep spread throughout the entire castle. The king and
queen, who had just returned home, walked into the hall and began falling asleep, and all of their
attendants as well. The horses fell asleep in their stalls, the dogs in the courtyard, the pigeons on
the roof, the flies on the walls, and even the fire on the hearth flickered, stopped moving, and fell
asleep. The roast stopped sizzling. The cook, who was about to pull kitchen boy's hair for having
done something wrong, let him loose and fell asleep. The wind stopped blowing, and outside the
castle not a leaf was stirring in the trees.

Round about the castle a thorn hedge began to grow, and every year it became higher, until it
finally surrounded and covered the entire castle. Finally nothing at all could be seen of it, not
even the flag on the roof.

A legend circulated throughout the land about the beautiful sleeping Little Brier-Rose, for so the
princess was called. Legends also told that from time to time princes came, wanting to force their
way through the hedge into the castle. However, they did not succeed, for the thorns held firmly
together, as though they had hands, and the young men became stuck in them, could not free
themselves, and died miserably.

Many long, long years later, once again a prince came to the country. He heard an old man
telling about the thorn hedge. It was said that there was a castle behind it, in which a beautiful
princess named Little Brier-Rose had been asleep for a hundred years, and with her the king and
the queen and all the royal attendants were sleeping. He also knew from his grandfather that
many princes had come and tried to penetrate the thorn hedge, but they had become stuck in it
and died a sorrowful death.

Then the young man said, "I am not afraid. I will go there and see the beautiful Little Brier-
Rose."

However much the good old man tried to dissuade him, the prince would not listen to his words.

The hundred years had just passed, and the day had come when Little Brier-Rose was to awaken.
When the prince approached the thorn hedge, it was nothing but large, beautiful flowers that
separated by themselves, allowing him to pass through without harm, but then behind him closed
back into a hedge.

In the courtyard he saw the horses and spotted hunting dogs lying there asleep, and on the roof
the pigeons, perched with their little heads tucked under they wings. When he walked inside the
flies were asleep on the wall, the cook in the kitchen was still holding up his hand as if he wanted
to grab the boy, and the maid was sitting in front of the black chicken that was supposed to be
plucked. He walked further and saw all the attendants lying asleep in the hall, and above them
near the throne the king and the queen were lying. He walked on still further, and it was so quiet
that he could hear his own breath. Finally he came to the tower and opened the door to the little
room where Little Brier-Rose was sleeping.
There she lay and was so beautiful that he could not take his eyes off her. He bent over and gave
her a kiss. When he touched her with the kiss Little Brier-Rose opened her eyes, awoke, and
looked at him kindly.

They went downstairs together, and the king awoke, and the queen, and all the royal attendants,
and they looked at one another in amazement. The horses in the courtyard stood up and shook
themselves. The hunting dogs jumped and wagged their tails. The pigeons on the roof pulled
their little heads out from beneath their wings, looked around, and flew into the field. The flies
on the walls crept about again. The fire in the kitchen rose up, broke into flames, and cooked the
food. The roast began to sizzle once again. The cook boxed the boy's ears, causing him to cry,
and the maid finished plucking the chicken.

And then the prince's marriage to Little Brier-Rose was celebrated with great splendor, and they
lived happily until they died.

Latihan:
Look at the activity 1 page 33 until 35 on your LKS. Answer the question and discuss the answer
 LKS PERTEMUAN 3

Tujuan
1. Memahami Unsur kebahasaan dari teks narrative ( Adverb of Time, Place and manner).

Types of Adverbs
As with all adverbs, they tell us more about the verb. There are 3 different types of adverbs use
in narrative

For example, adverbs can describe when (adverbs of time) or where (adverbs of place)
something happens.

Adverbs of manner express how something happens by simply adding -ly (in most cases).

Instead of a list of adverbs with examples, let’s examine the 5 different types of adverbs
including adverbs of degree, frequency, manner, place, and time.

Adverbs of Time
As with all adverbs, they tell us more about the verb. For adverbs of time, they tell us when the
verb happened or will happen. For example, “afterward”, “every day” and “recently’ are adverbs
of time and describe “when”.

On the other hand, adverbs of time can describe the duration of an event that occurs. Also, it can
show when an action is complete.

ADVERBS OF TIME EXAMPLES:

 We’ll go to the festival tomorrow.

 Yesterday, we played in the basketball tournament.
 She’ll eventually finish studying and go to university.
 They ate popcorn and watched movies all day.

Adverbs of Place
Adverbs of Place describe “where” an action takes place. In addition, we usually find adverbs of
place after the main verb.

For example, “indoors”, “next week” and “still” all describe where something happens. Again,
we often find these adverbs of place after a verb in a sentence.

ADVERBS OF PLACE EXAMPLES:

 If you want to see the hot air balloon, you will have to go outside.
 When she entered the classroom, she sat down.
 I searched everywhere but I couldn’t find him.
 He walks downstairs to meet his father.

Adverbs of Manner
Adverbs of manner express how something happens. In most cases for adverbs of manner, you
can take an adjective and simply add -ly to form an adverb. For example, if you take the sentence
– “The cat is quick (adjective).”
Instead of describing a noun, an adverb describes or modifies a verb. In this case, the noun is the
word ‘cat’. Because adverbs describe verbs, you need to add a verb in the sentence. For example,
you can use the verb “to run” in this form – “The cat runs quickly.”

Adverbs of manner tell us the way or how to do something. However, not all adverbs end with “-
ly”. For example, the words ‘fast’ and ‘well’ describe verbs but do not end in “-ly”.

ADVERBS OF MANNER EXAMPLES:

 The cat runs quickly.

 She plays the violin terribly.
 The horse moved fast.
 She plays the piano well.

Follow the instruction bellow!

1. Make a grup of 4
 2. Find the following information through the book, or internet!

3. Write the result of your discussion and present it infront of the class

Exercise:

1. Work individually, look at page 38 on your LKS, complete activity number 3 and 4
2. Discuss the result

LKS PERTEMUAN 4
WRITING A NARRATIVE TEXT

Tujuan:
 1. Menulis teks naratif dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
2. Mempresentasikan teks naratif secara lisan baik dalam bentuk monolog maupun dialog
yang telah ditulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
Watch the story telling video about Kebo Iwa and then answer these questions:
1. What is your opinion about the video?
2. What is the strengths/positives of the story teller on the video?
3. What is the weaknesses/negatives of the story teller on the video?

Based on your answers, now find and write a legend story from Indonesia that you really
like!

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Writing Rubric
 LKS PERTEMUAN 3
PRESENT A NARRATIVE TEXT

Present your narrative text to your friends and your teacher!

Presentation Rubric (Live)

Presentation Rubric (Video)
Activity Exemplary Proficient Partially Proficient Incomplete Points
Concep 15-20 points 10-14 points 5-9 points 0-4 points
t
The concept describes a clear The concept describes a The team has brainstormed Little effort has been spent on
picture of what students are relatively clear picture of their concept, but has no brainstorming and refining a
trying to achieve including an what they are trying to clear focus. Goals/final concept. The team appears
adequate description of what achieve including what the product are not clearly unclear on their goals and
they are trying to do and team is trying to do overall defined. how the project objectives
generally how each team but without specifics on how will be met.
member’s work will each team member’s work
contribute to will contribute to the final
the final project. project.
Script/ 12-15 points 8-11 points 4-7 points 0-3 points
Storybo
ard The storyboard illustrates the The storyboard includes The thumbnail sketches on There is no evidence of a
video presentation structure thumbnail sketches of each the storyboard are not in storyboard or script.
with thumbnail sketches of video scene and includes text logical sequence and/or do
each scene. Notations of for each segment of the not provide complete
proposed transitions, special presentation, descriptions of descriptions of the video
effects, sound and title tracks background audio for each scenes, audio background,
are included: text, color, scene, and notes about or notes about the dialogue.
placement, graphics, are proposed shots and dialogue.
detailed. Notes about
proposed
dialogue/ narration texts are
included.
Content/ 15-20 points 10-14 points 5-9 points 0-4 points
Organizat
ion The content includes a clear Information presented is a The project does not Content lacks a central
statement of purpose or connected theme with present a clearly stated theme, clear point of view
theme and is creative, accurate and current theme, is vague, and/or and/or logical sequence of
compelling and clearly supporting information some of the supporting information. Much of the
written. A rich variety of contributing to information does not seem supporting information is
supporting information in understanding of the to fit the main idea. irrelevant to the overall
the video contributes to the project’s main idea. Details Citations and facts are message.
understanding of the are logical and persuasive minimal. The viewer is unsure what
project’s main idea. Events information is used the message is. Information
and messages are presented effectively. The content is incorrect, out of date, or
in a logical order. includes a clear point of incomplete. No citations
Includes properly cited view with a progression of included.
sources. ideas and
supporting information.
Includes properly cited
sources.
Quality 12-15 points 8-11 points 4-7 points 0-3 points

The video project was Video was completed and Video was produced, but There was no video, or video
completed and included contained many of the had very little editing. Many was unedited without
most of the suggested suggested elements. poored quality shots remain. transitions or audio support.
elements. The video was Editing was incomplete or Video was fragmented and
well edited and moves poorly done. Some poor choppy with little to no
smoothly from scene to shots remain. Video is still audio reinforcement.
scene with proper use of somewhat choppy. Audio
transitions. and other enhancements
Audio was clear and were utilized, but not for
understandable and other maximum effect.
enhancements were well
used.
Asesmen Sumatif
Choose the best answer!

Text 1
The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to eat
them both. Each night the children cried and begged the witch to let them go.
Meanwhile, at home, their stepmother was beginning to wish she had never tried to get rid of
the children. “I must find them,” she said and set off into the forest.
Many hours later, when her feet were tired from walking and her lips were dry from thirst,
she came to the cottage belonging to the witch. The stepmother peeped through the window.
Her heart cried out when she saw the two children.
She picked up the broom leaning against the door and crept inside. The witch was putting
some stew in the oven when the stepmother gave her an almighty push. The witch fell into
the oven and the stepmother shut the door.
‘Children, I have come to save you,’ she said hugging them tightly. I have done a dreadful
thing.
I hope in time you will forgive me. Let me take you home and become a family again. They
returned to their home and the stepmother became the best mother anyone could wish to
have, and of course they lived happily ever after!
1. The story is about….
A. Two children went to school for the first time
B. A witch who is really kind
C. A father who begged a witch for money
D. A stepmother who saved her children from a witch
E. Two children saved their stepmother from a witch
2. Which statement is FALSE about the witch?
A. She locked Hansel in a cage
B. She planned to eat Hansel & Gretel
C. She fell into the ocean
D. She hated the children
E. She set Gretel to clean the house
3. “The witch fell into the oven and the stepmother shut the door.” (Paragraph 4). The
underlined word “shut” can be replaced by the word…
A. Marked
B. Painted
C. Opened
D. Polished
E. Closed
4. How did the stepmother find her children?
A. She walked into the forest
B. She got tired and met her children
C. She peeped through the window of the witch’s cottage
D. She fell into the cliff
E. She was pushed against the wall
Text 2
A man in Puerto Rico had a wonderful parrot. There was no other parrot like it.
It was very, very smart. This parrot would say any word-except one. He would not say the
name of the town where he was born. The name of the town was Catano.
The man tried to teach the parrot to say Catano. But the bird would not say the word. At first
the man was very nice, but then he got angry. “You are a stupid bird! Why can’t you say the
word? Say Catano, or I will kill you!” but the parrot would not say it. Then the man got to so
angry that the shouted over and over, “Say Catano, or I’ll kill you!” but the bird wouldn’t
talk.
One day after trying for many hours to make the bird say Catano, the man got very angry. He
picked up the bird and threw him into the chicken house. “You are more stupid than the
chickens. Soon I will eat them, and I will eat you, too.” In the chicken house there are four
old chickens. They were for Sunday’s dinner. The man put the parrot in the chicken house
and left. The next day the man came back to the chicken house. He opened the door and
stopped. He was very surprised at what he saw! He saw three dead chickens on the floor.
The parrot was screaming at the fourth chicken, “Say Catano, or I’ll kill you!
5. Where does the story take place?
A. Indonesia
B. Brazil
C. Puerto Rico
D. New York
E. Jepang
6. From the text we learn that…
A. We have to follow others
B. We have to respect pet owner
C. We have to imitate others
D. We are not allowed to force others
E. We are not allowed to help others
7. Which statement is false according to the text?
A. Catano was the name of the city where the parrot came from
B. The man got angry at the parrot
C. The parrot couldn’t say Catano
D. The man killed the parrot
E. The parrot could say Catano
8. “It was very, very smart”. The underlined word “It “refers to…
A. The chicken
B. The man
C. The Catano
D. The city
E. The bird
Text 3
Once upon a time there lived a little girl named Snow White. She lived with her aunt and
uncle because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow White in the castle because
they both wanted to go to America and they didn’t have enough money to take Snow White.
Snow White didn’t want her uncle and aunt to do that so she decided that it would be best if
she ran away. The next morning she ran away into the woods. She was very tired and
hungry. Then she saw a little cottage. She knocked but no one answered so she went inside
and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they found Snow White
sleeping. Then Snow White woke up. She saw the dwarfs.
The dwarfs said, “What is your name?”
Snow White said, “My name is Snow White.”
Then, Snow White told the dwarfs the whole story.
The dwarfs said, “If you want, you may live here with us.”
Snow White answered, “Oh, could I? Thank you.”
Finally, Snow White and the seven dwarfs lived happily ever after.
9. What type of the text is used by the writer?
A. narrative
B. report
C. anecdote
D. comparative
E. news item
10. To tell the plot, the writers uses…
A. a rhetorical question and an exclamation
B. time sequences
C. contrastive evidences
D. past tense
E. concessive conjunctions
11. Why Snow White ran away to the woods?
A. Her parents passed away
B. Her uncle was angry with her
C. Her uncle and aunt would go to America
D. Snow White was happy to run away
E. Snow White liked playing in the woods.
12. When did Snow White run away to the woods?
A. In the afternoon
B. In the morning
C. In the evening
D. In the full moon
E. In the middle of night
13. Where did Snow White live after she ran away to the woods?
A. She lived in the cave
B. She lived in the lion nest
C. She lived everywhere in the woods
D. She lived in the dwarfs’ cottage
E. She lived on the street
14. According to the text, before she ran away into the woods, why did Snow White live
with her uncle and aunt?
A. because she loved them very much
B. as a result of forcing attitude from them
 C. because her parents were dead
D. because she were afraid of the dwarfs
E. because she ran away from a monster
15. The communicative purpose of this text is…..
A. to inform the readers about important and newsworthy events
B. to entertain readers with fairy tale
C. to share an account of an unusual event
D. to persuade readers to accept his/her opinions
E. to denote or propose something as the case
16. The organization of the text above is…..
A. abstract, orientation, crisis, incident,coda
B. thesis, argument: plot-elaboration, argument: plot-elaboration, argument: plot-
elaboration, conclusion
C. orientation, major complication, resolution, complication, resolution,
complication, major complication
D. description, background events, sources
E. orientation, event, event, event
Text 4
Once upon a time, there was an old woman who lived in a very old hut near a forest with her
only daughter. The daughter’s name is Misna. She is beautiful but she had envious heart.
One day she saw girl of her age passing by her hut. The girl was joining her father hunting.
She dressed in beautiful cloth. His father’s assistants respected her. Misna could not sleep
when she was remembering this. She was very angry with her condition. She hated her
hopeless mother.
In the morning she shouted at her mother. She wanted her mother to buy the most beautiful
gown in the markets for her. Of course her mother could not afford it. Then she cried and
cried. She did not want to eat anything. Her mother was very sad. She decided to sell a
piece of land, the only valuable thing that she had. She bought her beloved daughter a very
beautiful dress.
Misna admired herself. She wanted to show everybody that she was a very beautiful girl.
She asked her mother to bring her to another village. Along the way, she smiled to
everyone. People in the village thought that she was a princess. They gave her a high respect
and invited her to have meal in their house. Misna enjoyed this and told everybody that she
was princess and mother was maid. Her mother was very sad but she kept her felling deep in
the heart.
On the way home Misna met a handsome prince. He was interested in her and wanted to
marry her. Misna told the prince that her mother had died and father went married to another
woman. She was having a long trip with her loyal maid. Listening to this, her mother was
very upset. She cried loudly Misna was very angry to her and told her to be away from her.
Suddenly there was a heavy rain accompanied with big thunders. Everyone run away to save
themselves. Misna was very afraid. She cried. Her mother wanted to help her but she did
not want to at that time a big thunder hit her to dead.
17. “She is beautiful but she had envious heart.” What is the synonym of the word
“envious”?
A. Ambiguous
B. Jealous
C. Fierce
D. Festive
E. Humble
18. When did she ask her mother a beautiful dress?
A. After she saw another girl with beautiful dress
B. on the way home she met a handsome prince
C. after her mother sold a piece of her land
D. when a heavy rain and big thunders came
E. since the villagers invited her to have meal in their house
19. How could her mother buy her a beautiful dress?
A. from her saving
B. by asking her relative some money
C. by robbed a bank
D. from her salary
E. by selling the only land she had
20. What made her mother cried aloud?
A. she told everyone that she was her maid
B. she told the prince that her mother had died
C. she told the prince that she was her maid
D. she wanted her mother to buy the most beautiful gown
E. she was joining her father hunting for a long time

DAFTAR PUSTAKA
1. Modul pembelajaran Bahasa Inggris Fase F:
https://guru.kemdikbud.go.id/perangkat-ajar/toolkits/dzmxGKQJbn?index=5
2. Buku Bahasa Inggris Tingkat Lanjut. Kementrian Pendidikan, Kebudayaan, Riset,
Teknologi. Badana Standar, Kurikulum, dan Asesmen Pendidikan
3. Narrative Text
https://ielc.co.id/en/narrative-text-definition-characteristics-functions-types-and-example/
https://www.youtube.com/watch?v=z6TbxlPr10w
https://mobile-legends.fandom.com/wiki/Kadita/Story

GLOSARIUM
Social Function : Tujuan penulisan teks.
Generic Structure : Sistematika atau alur yang tersaji dalam sebuah teks
Language Feature : Macam-macam gaya penulisan atau Bahasa yang digunakan dalam
sebuah teks
Lampiran: Istrumen Penilaian Sikap

INSTRUMEN PENILAIAN SIKAP

Petunjuk :
Lembaran ini diisi oleh guru untuk menilai sikap murid. Berilah tanda cek (v) pada kolom
skor sesuai sikap spiritual yang ditampilkan oleh murid, dengan kriteria sebagai berikut:
4 = selalu, apabila selalu melakukan sesuai pernyataan
3 = sering, apabila sering melakukan sesuai pernyataan dankadang-kadang tidak melakukan
2 = kadang-kadang, apabila kadang-kadang melakukan dan sering tidak melakukan
1 = tidak pernah, apabila tidak pernah melakukan

Nama : ………………….
Kelas : ………………….
Tanggal Pengamatan : …………………..
Materi Pokok : …………………..

Skor
No Aspek Pengamatan Keterangan
1 2 3 4
1 Mengikuti kegiatan pembelajaran dengan
tepat waktu

2 Mengumpulkan tugas dengan tepat waktu

3 Menggunakan pakaian rapi saat mengikuti

kegiatan pembelajaran

4 Tertib dalam mengikuti kegiatan pembelajaran

5 Menghargai pendapat teman dalam diskusi

 6 Menerima pendapat teman dalam diskusi

7 Memberi solusi dengan santun terhadap

pendapat teman yang bertentangan dalam
diskusi.

8 Bekerjasama dengan teman yang berbeda

status sosial suku dan agama dalam diskusi.

9 Tidak pernah memotong pembicaraan teman

ketika menyampaikan pendapatnya.

10 Bertanggung jawab terhadap apa yang

dikerjakan

Petunjuk Penyekoran :
Peserta didik memperoleh nilai :
Amat Baik : apabila memperoleh skor 30 - 40
Baik : apabila memperoleh skor 20 - 29
Cukup : apabila memperoleh skor 10 - 19
Kurang : apabila memperoleh skor 1 – 9
Lampiran: Istrumen Penilaian Keterampilan
Rubrik Penilaian Projek
Poin diisi
dengan angka Total
No Aspek Skor Terpenuhi
pilihan 1, 2, 3, Poin
dan 4
1 Perencanaan Mengumpulkan sumber informasi
Rancangan jadwal proses pelaksanaan
proyek
Pemilihan media komunikasi
(kampanye)
2 Proses Menganalisis sumber informasi untuk
Pelaksanaan menjawab tiga buah pertanyaan
Proyek Analisis sumber informasi untuk
mengemukakan ide lainnya terkait
sumber energi terbarukan
Kerjasama kelompok
3 Hasil media Daya tarik media (mempunyai nilai seni)
komunikasi Kebenaran isi media sesuai konten
Kemudahan memahami media
4 Presentasi Penggunaan bahasa yang baik dan benar
Penyampaian mudah dipahami
Daya tarik media yang digunakan
Kekompakan

total seluruh aspek

Nilai total = x 100
52