RANCANGAN PERANGKAT PEMBELAJARAN DARING

SMA NEGERI 12 BANDA ACEH

KELAS X SEMESTER GENAP

MARLINA, S.Pd.I
No. UKG: 201901127610

PENDIDIKAN PROFESI GURU DALAM JABATAN

UNIVERSITAS SYIAH KUALA BANDA ACEH
ANGKATAN 1 TAHUN 2021
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA Negeri 12 Banda Aceh

Kelas / Semester : X / II (Genap)
Materi Pembelajaran : Narrative Text
Sub Tema : Legends
Alokasi Waktu : 2 x 45 Menit/Pertemuan
Jumlah Pertemuan : 1 x Pertemuan (Pertemuan ke 3)

1) Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan

2) Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.8 Membedakan fungsi sosial,

struktur teks, dan unsur 3.8.4 Menentukan struktur teks naratif tertulis
kebahasaan beberapa teks sederhana tentang legenda rakyat
naratif lisan dan tulis dengan
memberi dan meminta
informasi terkait legenda rakyat,
sederhana, sesuai dengan
konteks penggunaannya

4.8 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks naratif, lisan
dan tulis sederhana terkait
legenda rakyat
4.8.4 Mengemas paragraph acak menjadi sebuah
teks narrative terkait legenda rakyat dengan
memperhatikan fungsi social, struktur text
dan unsur kebahasaan teks narrative terkait
legenda rakyat sederhana.
4.8.5 Menyimpulkan informasi rinci terkait teks
narrative legenda rakyat sederhana
3) Tujuan Pembelajaran
Melalui kegiatan pembelajaran menggunakan model Problem Based Learning
dengan pendekatan sciencetific, peserta didik dapat:

1. Setelah mengamati materi teks narrative melalui tayangan slide Powerpoint

peserta didik diharapkan dapat Menentukan fungsi social dan struktur teks
narrative terkait legenda rakyat sederhana sesuai dengan konteks
penggunaannya
2. Setelah mengamati materi teks narrative berupa slide series of pictures peserta
didik mampu Mengemas paragraph acak menjadi sebuah teks narrative terkait
legenda rakyat dengan memperhatikan fungsi social, struktur text dan unsur
kebahasaan teks narrative terkait legenda rakyat sederhana.
3. Setelah Mengemas paragraph acak berdasarkan series of pictures yang diamati,
peserta didik diharapkan mampu menyimpulkan informasi rinci terkait teks
legenda rakyat sederhana

4) Penguatan Pendidikan Karakter (PPK):

1. Religiusitas
 Membiasakan peserta didik membaca surah Alfatihah dan berdoa
sebelum memulai kegiatan pembelajaran agar mendapatkan ridha
Allah dan diberikan kemudahan dalam menyerap ilmu yang
dipelajari
 Membiasakan peserta didik bersyukur kepada Allah atas kesempatan
dapat mempelajari bahasa Inggris
2. Nasionalisme
 Membiasakan peserta didik untuk mencintai dan menghargai budaya
daerah/nusantara melalui pemilihan cerita legenda dari daerah
sendiri atau Nusantara sehingga akan membangkitkan rasa
nasionalisme
3. Kedisiplinan
 Membiasakan peserta didik patuh pada tata tertib atau aturan yang
berlaku disekolah dan melaksanakan setiap pekerjaan yang menjadi
tanggung jawabnya
5) Materi Pembelajaran
THE LEGEND OF TOBA LAKE IN SERIES OF PICTURES
6) MODEL, PENDEKATAN, DAN METODE PEMBELAJARAN:

1. Pendekatan : Scientific Approach

2. Model : Problem Based Learning
3. Metode : Tanya Jawab dan diskusi

7) Media dan Bahan

a) Media
 Worksheet atau lembar kerja siswa
 Power Point
 Google Meet
 WhatsApp Group

b) Bahan
- LCD, infocus - Speaker
- Laptop - Internet

c) Sumber Belajar
1. Buku Siswa : Eudia Grace, Th. M.Sudarwati, 2013, Pathway To
English, For SMA/MA grade x, Jakarta, Erlangga, Hal 165
2. Buku Referensi : Prasetya Adi Nugroho, Dedi Gunarto, 2013, Big Bank
Soal-soal Bahasa Inggris, Jakarta Selatan, Wahyu Media
3. Situs Internet : -
 https://www.youtube.com/watch?v=tqRn7slkTr8
 www.Britishcourse.org
 www.englishtips.org
 https://www.youtube.com/watch?v=6v3Ja1DGFdk

NOTE: Situs tersebut diakses dan diunduh dari tanggal 30 April – 2 Mei 2021
4. Lingkungan : SMA Negeri 12 Banda Aceh
7) Langkah-langkah Pembelajaran
Pertemuan Ke 1:
TAHAP ALOKASI
KEGIATAN PEMBELAJARAN
PEMBELAJARAN WAKTU
A. Kegiatan Pendahuluan (15 menit) (SYNCRONOUS ON GOOGLE MEET)
Orientasi 1. Guru membuka kegiatan pembelajaran dengan
salam pembuka, saling menyapa dan menanyakan 5 menit
tentang kesiapan mereka mengikuti PBM daring
seperti apakah suara guru terdengar jelas atau tidak
2. Guru memeriksa kehadiran peserta didik melalui
Video Conference dan
3. Mengingatkan peserta didik untuk mengisi link
absen: http://gg.gg/http-bit-ly-absenbahasainggris
4. Peserta didik berdoa sebelum memulai kegiatan.
5. Peserta didik menyiapkan diri untuk memulai
kegiatan pembelajaran

Apersepsi 6. Guru mengingatkan peserta didik agar tetap 5 menit

menerapkan protocol kesehatan dimasa pandemic
Covid 19
7. Peserta didik menyimak persepsi dari guru tentang
materi sebelumnya dan mengaitkan dengan
pengalamannya sebagai bekal dalam mempelajari
materi berikutnya
8. Peserta didik bertanya jawab dengan guru berkaitan
dengan materi sebelumnya
9. Peserta didik menyimak apersepsi dengan
mengingat kembali materi yang telah dipelajari
sebelumnya
Tahap 1: Penyampaian tujuan dan motivasi 5 menit
siswa
10. Peserta didik menyimak penjelasan guru tentang
semua kegiatan yang akan dilakukan dan tujuan
kegiatan belajar serta motivasi yang disampaikan
guru
11. Memberikan gambaran tentang manfaat
mempelajari materi yang akan dipelajari
12. Memberitahukan materi pelajaran yang akan
dibahas pada pertemuan saat itu.
13. Memberitahukan tentang indikator, dan tujuan
pembelajaran pada pertemuan yang berlangsung
14. Menjelaskan mekanisme pelaksanaan pengalaman
belajar sesuai dengan langkah-langkah
pembelajaran.
B. Kegiatan Inti (65 menit)

Tahap 2: Mengorganisasikan Peserta didik untuk

siap belajar
SINTAK 15. Peserta didik membentuk 4 kelompok, dengan
PEMBELAJARAN masing-masing kelompok terdiri dari 5 orang.
16. Setiap masing-masing kelompok dibagikan lembar
kerja(LKPD)

Creativity Thinking and Innovation

Orientasi peserta didik
kepada masalah
15. Peserta didik m e n g a m a t i m a t e r i ya n g
d i t a ya n g k a n m e l a l u i p o w e r p o i n t b e r u p a
slide series of pictures tentang legenda
Danau toba

16. Peserta didik mengidentifikasi sebanyak mungkin

pertanyaaan yang berkaitan dengan pictures yang
ditayangkan.
17. Peserta didik menetapkan permasalahan dalam
bentuk pertanyaan yang berhubungan dengan
gambar (pictures) yang mereka amati
 Collaboration
18. Guru membantu peserta didik mendefinisikan dan
mengorganisasikan pertanyaan/ masalah yang
Mengorganisasikanpeserta
akan dicari jawabannya/ penyelesainnya.
19. Guru Memastikan setiap anggota kelompok
didik untuk belajar
memahami tugas masing-masing
20. Peserta didik berdiskusi dan membagi tugas
untuk mencari data/referensi yang diperlukan
untuk menyelesaikan masalah.
Critical Thinking and Problem Solving
21. Peserta didik mengumpulkan informasi untuk
membangun ide mereka sendiri dalam
memecahkan masalah
22. Peserta didik berdiskusi dalam kelompok untuk
mencari solusi terkait dengan masalah yang telah
diidentifikasi
23. Guru memantau keaktifan peserta didik dalam
Membimbing mengumpulkan data/referensi selama proses
Penyelidikan Kelompok penyelidikan
24. Guru mendorong semangat peserta didik untuk
mengumpulkan data dan informasi dengan
mengajukan beberapa pertanyaan seperti contoh:
1. After you make observation to the pictures, Do
you know what the first event of this story is?
2. Based of your observation, did the story have a
sad ending?
Collaboration
25. Peserta didik saling bertanya dalam kelompoknya
untuk mencari solusi terkait masalah yang telah
dirumuskan
26. Peserta didik dan guru secara bersama-sama
mengingat kembali struktur teks narrative tentang
legenda rakyat
Mengembangkan dan 27. Peserta didik Mengemas paragraph acak menjadi
menyajikan hasil karya teks narrative yang runtut dan benar berdasarkan
pengamatan mereka terhadap materi yang
ditayangkan
28. Setelah peserta didik selesai merumuskan jawaban
terhadap permasalahan, menuliskan hasil diskusi
kelompok mereka kedalam LKPD
29. Setiap kelompok memeriksa hasil kerja kelompok
sebelum dipresentasikan
 Communication
30. Peserta didik yang mewakili tiap kelompok
melakukan presentasi untuk menyajikan hasil
diskusi yang telah mereka buat
31. Peserta didik mengemukakan pendapat atas
presentasi yang dilakukan dan ditanggapi oleh
kelompok yang mempresentasikan
32. Peserta didik bertanya atas presentasi yang
dilakukan dan peserta didik lain diberi
Menganalisa dan kesempatan untuk menjawabnya
Mengevaluasi 33. Peserta didik dan guru memberikan apresiasi
terhadap presentasi yang dilakukan
34. Peserta didik bertanya tentang hal yang belum
dipahami
35. Guru melemparkan beberapa pertanyaan yang
diajukan berkaitan materi yang akan selesai
dipelajari
36. Peserta didik membuat kesimpulan kegiatan
pembelajaran

C. Kegiatan Penutup (10 menit)

 Memberikan umpan balik terhadap proses dan hasil pembelajaran

 Melakukan refleksi pembelajaran hari ini dengan memberikan apreasi atas kesedian
mereka mengikuti kegiatan PBM diantaranya dengan mengucapkan”thank you very
much for your participation, you did a good job today, I am very happy with your
activity in this class, how about you, did you enjoy learning with me?”
 Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individu al untuk
mencari informasi melalui kegiatan literasi melalui internet tentang berbagai bentuk
teks legenda
 Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya
 Mengucapkan syukur kepada Allah atas kesempatan belajar bahasa inggris pada hari
ini, pembelajaran ditutup dengan salam
A. Penilaian Hasil Belajar

1. Penilaian Sikap

Rencana Evaluasi untuk Sikap Spiritual dan Sosial

No Teknik Bentuk Waktu Keterangan

Instrumen Pelaksanaan
1 Observasi Jurnal Saat Penilaian untuk
pembelajaran pencapaian
berlangsung pembelajaran (assesment
for learning
2 Penilaian diri Check List Saat Penilaian sebagai
Pembelajaran pembelajaran (assesment
usai as learning
3 Penilaian antar Angket Setelah Penilaian sebagai
Teman pembelajaran pembelajaran (assesment
usai as learning)

2. Penilaian Pengetahuan

Rencana Evaluasi untuk Aspek Pengetahuan

No Teknik Bentuk Waktu Keterangan

Instrumen Pelaksanaan
1 Lisan Pertanyaan Saat Penilaian untuk
lisan dengan pembelajaran pencapaian pembelajaran
jawaban berlangsung (assesment for learning
terbuka
2 Tulisan Pertanyaan Setelah Penilaian pencapaian
tertulis dalam pembelajaran pembelajaran (assesment
bentuk essay usai af learning
dan pilihan
ganda

3. Penilaian Keterampilan

Rencana Evaluasi untuk Aspek Keterampilan

No Teknik Bentuk Waktu Keterangan

Instrumen Pelaksanaan
1 Portofolio Sampel Saat Data untuk penulisan
pekerjaan pembelajaran deskripsi pencapaian
terbaik dari usai pengetahuan (assesment
penugasan tes of learning)
tertulis
Lampiran 1

BAHAN AJAR
(Pertemuan Ke-3 )

Understanding Narrative Text (legend)

1. Orientation: It is about the opening paragraph. Who is

involved in the story or where and when the story
happened.
a. Characters
1) The Main Characters, who participate most in the plot
2) The Secondary Characters, who are actually a support for
the main characters
3) Utility Characters
(https://oposinet.cvexpres.com/temario-de-ingles-secundaria/temario-2-ingles-
secundaria/topic-32-narrative-texts-structure-and-characteristics/)

b. Setting of Place
Planet,country, city, building, field, woods, vehicle, at sea, in space.
And Any place where you can put characters and action.
c. Setting of Time
An age or epoch or a specific year, even a time of day or a season
(Particularly in a Legend story, it is usually used past adverbial to
notice the time, e.g. A long time ago, once upon a time, etc)
Besides, there are still others items that also include in “Orientation”
of a narrative text, such as, nuance/situation; social style;
economical and cultural background, etc.
2. Complication : It tells the beginning of the problem which leads
to crisis (where the problems of the story developed)
-Problem -> Conflict -> Climax -> anti Climax -> Solution
(Resource: https://brainly.co.id)
3. Resolution: It is where the problem is resolved. It can be a
happy ending or a sad tragic one
4. Coda/Reorientation: Lesson from the story (optional)
 Social Function of Narrative Text (legend)

A legend is intended by the writer:

 To present the story of human actions in

such a way that they are perceived by the
the listeners or readers to be true (in
literature).

 To entertain or to amuse the readers

about the interesting story (in general)

Generic Structures of Narrative Text (legend)

A legend text consists of four main parts:

 ORIENTATION: The first paragraph presents information about

the participant of the story. In literary term, the participant is

called as character. Orientation commonly introduces information

about WHO, WHERE and WHEN.

 COMPLICATION: Paragraph two explores the niche of the story.

That is conflict among the characters of the story. This conflict

will involve physical and psychological conflict. The conflict is

actually the heart of any narrative text. It will drive the

participant to make effort in solving the crisis.

 RESOLUTION: The last paragraph closes the story with solving

the crisis. However it can be better or worse.

 RE-ORIENTATION: It tells the conclusion of the story. It

usually includes the lesson from the story. (Optional)

 Lampiran 2

Students’ Worksheet (LKPD 1)

GROUP:________________
1. __________________
2.___________________
3.___________________
4. __________________
5.___________________

Indikator :
3.8.4 Menentukan struktur teks naratif tertulis sederhana tentang legenda rakyat
4.8.4 Mengemas Paragraph acak menjadi teks narrative tentang legenda rakyat tertulis sederhana
4.8.5 Meyimpulkan informasi rinci terkait teks narrative legenda rakyat sederhana

Alokasi Waktu: 10 menit

DIRECTION: Look at these following pictures, after you observed these pictures then arrange
it to be a correct narrative text, you can use your own words or the jumbled
paragraph provided below (choose one of both)!
 One day, Toba went fishing in a river. After a long waiting, he felt
something pulling his fishing road. He pulled it as strong as he could.
Apparently, there was a big fish hooked at his fishing hook.

Toba brought that big fish home right away. When he arrived at home, he
placed the fish. Then he went out to look for firewood. However, when he
went back home, he did not find the fish. But, how surprised he was seeing a
beautiful girl sitting on a chair. He really fell in love with her

Once upon a time in a village in North Sumatera, there was a farmer named
Toba. He lived alone in a small house. His parents had passed away. To
fulfill his daily needs, Toba got from his rice field and garden. The local
population knew him as a kind guy. In addition, he was also known as
helping – handed man.

Toba’s wife went out from her house. From the distance, she saw her son
already reached the hill. She ran to a river. Suddenly the weather was
changing. Clouds were covering that area, thunders were crushing and rain
was falling down heavily. Toba’s wife jumped into the river, then turned into
a big fish. The water now greatly overflew.

Toba’s wife asked her son to run to the hill which was not far from their
house. Not only that, she also asked him to climb up the highest three in the
hill. Samosir obeyed his mother’s command. He ran fast to reach the hill.
One day, Toba was so angry at Samosir, because Samosir had eaten all his
lunch. Toba hit his son again and again. “You are a crude boy. You are just
an insolent fish descent!”, Toba snapped at his son.

When Toba saw the weather was changing, he tried to save his life.
Unfortunately, it was all too late. The water came to him, took him away, then
he was drowned . No one could see him again. At the moment Toba’s place
became a large lake. People then called it as TOBA LAKE.

Samosir cried and ran home right away. When he arrived home, he sadly told
his mother that he had been hit by his father. He also told her what his father
told him about his mother’s origin. His mother was deeply sad on hearing her
son’s story. Her husband had broken his vow.

Toba told her his feeling and asked her to marry him. The beautiful girl told
him that she would only agree to be his wife if he promised to keep the secret
of her origin. Toba agreed, then they were married and lived happily in
Toba’s village.

God blessed Toba and his wife a son. They called him Samosir. They loved
him very much. As his mother always spoiled him with all that he wanted,
Samosir grew to be a bad boy.
A. Arranged the jumbled paragraph to a correct legend of Toba Lake and then determine the
generic structure each paragraph below!

THE LEGEND OF “TOBA LAKE”

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………
...
A.1 After you determine the generic of the text, please construct it in this following Column!

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B. Based on the Text you have arranged above, please answer the
questions by choosing and giving the cross mark to the best answer
according to you.

1.
1. What is the complication in paragraph 6?
A. The mother started crying, felt sad that her husband had broken his promise.
B. His son would help bringing lunch to his father out in the fields.
C. Hi son was a bad boy and he ate his father’s lunch.
D. The boy ran home and asked his mother.
E. The man shouted and be furious.

2. Finally, what did happen to the man?

A. He sunk
B. He turned into a lake
C. He turned into a fish
D. He turned into an island
E. He attacked by earthquake

3. What can we learn from the text above?

A. We must obey our parents
B. We must not break our promise
C. We must not eat our father’s meal
D. We must go fishing to find a golden fish
E. We must run to the hill if there is earthquake

ESSAY
4. What did the main character do to solve the problems in the fourth paragraph?
5. Why did the mother feel deeply sad?
6. What did the mother do after she hears her son’s story?
 KEY ANSWER

A. Paragraph Answer Skor

Once upon a time in a village in North Sumatera, there was a

farmer named Toba. He lived alone in a small house. His
parents had passed away. To fulfill his daily needs, Toba got
Orientation 2
from his rice field and garden. The local population knew him
as a kind guy. In addition, he was also known as helping –
handed man.

One day, Toba went fishing in a river. After a long waiting, he felt
something pulling his fishing road. He pulled it as strong as he could.
Apparently, there was a big fish hooked at his fishing hook. Complication 2

Toba brought that big fish home right away. When he arrived at
home, he placed the fish. Then he went out to look for firewood.
However, when he went back home, he did not find the fish. Compilcation 2
But, how surprised he was seeing a beautiful girl sitting on a
chair. He really fell in love with her

Toba told her his feeling and asked her to marry him. The
beautiful girl told him that she would only agree to be his wife if Anticlimax
2
he promised to keep the secret of her origin. Toba agreed, then
they were married and lived happily in Toba’s village.

God blessed Toba and his wife a son. They called him Samosir.
Complicatication
They loved him very much. As his mother always spoiled him 2
with all that he wanted, Samosir grew to be a bad boy.

One day, Toba was so angry at Samosir, because Samosir had

eaten all his lunch. Toba hit his son again and again. “You are a
2
crude boy. You are just an insolent fish descent!”, Toba snapped Climax
at his son.

Samosir cried and ran home right away. When he arrived home,
he sadly told his mother that he had been hit by his father. He
also told her what his father told him about his mother’s origin. 2
His mother was deeply sad on hearing her son’s story. Her
Climax
husband had broken his vow.
Toba’s wife asked her son to run to the hill which was not far
from their house. Not only that, she also asked him to climb up
2
the highest three in the hill. Samosir obeyed his mother’s Climax
command. He ran fast to reach the hill.

Toba’s wife went out from her house. From the distance, she
saw her son already reached the hill. She ran to a river.
Suddenly the weather was changing. Clouds were covering that
2
area, thunders were crushing and rain was falling down heavily. Climax
Toba’s wife jumped into the river, and then turned into a big
fish. The water now greatly overflew.

When Toba saw the weather was changing, he tried to save his
life. Unfortunately, it was all too late. The water came to him,
took him away, then he was drowned. No one could see him Resolution 2
again. At the moment Toba’s place became a large lake. People
then called it as TOBA LAKE.

B. The correct structure of The Legend of Toba Lake

2
Once upon a time in a village in North Sumatera, there was a farmer named Toba. He lived
alone in a small house. His parents had passed away. To fulfill his daily needs, Toba got from
his rice field and garden. The local population knew him as a kind guy. In addition, he was also
known as helping – handed man.
One day, Toba went fishing in a river. After a long waiting, he felt something pulling his
fishing road. He pulled it as strong as he could. Apparently, there was a big fish hooked at his
fishing hook. 2
Toba brought that big fish home right away. When he arrived at home, he placed the fish.
Then he went out to look for firewood. However, when he went back home, he did not find the
fish. But, how surprised he was seeing a beautiful girl sitting on a chair. He really fell in love
with her 2
Toba told her his feeling and asked her to marry him. The beautiful girl told him that she
would only agree to be his wife if he promised to keep the secret of her origin. Toba agreed, then
they were married and lived happily in Toba’s village.

God blessed Toba and his wife a son. They called him Samosir. They loved him very
much. As his mother always spoiled him with all that he wanted, Samosir grew to be a 2
bad boy.

One day, Toba was so angry at Samosir, because Samosir had eaten all his lunch.
Toba hit his son again and again. “You are a crude boy. You are just an insolent fish
2
descent!”, Toba snapped at his son.

Samosir cried and ran home right away. When he arrived home, he sadly told his
mother that he had been hit by his father. He also told her what his father told him about
2
his mother’s origin. His mother was deeply sad on hearing her son’s story. Her husband
had broken his vow.
 Toba’s wife asked her son to run to the hill which was not far from their house. Not 2
only that, she also asked him to climb up the highest three in the hill. Samosir obeyed his
mother’s command. He ran fast to reach the hill.

Toba’s wife went out from her house. From the distance, she saw her son already 2
reached the hill. She ran to a river. Suddenly the weather was changing. Clouds were
covering that area, thunders were crushing and rain was falling down heavily. Toba’s
wife jumped into the river, and then turned into a big fish. The water now greatly
overflew.

When Toba saw the weather was changing, he tried to save his life. Unfortunately, it was 2
all too late. The water came to him, took him away, then he was drowned. No one could
see him again. At the moment Toba’s place became a large lake. People then called it as
TOBA LAKE.

Skor Maksimal 16

KEY ANWER FOR IPK. 4.8.5

MULTIPLE CHOICES
1. C. His son was a bad boy and he ate his father’s lunch.
2. A. He sunk
3. B. We must not break our promise

ESSAY
4. The man made the deal and they got married, lived happily and had a son.
5. The mother felt deeply sad because her husband had broken his promise.
6. The mother asked her son to run to the hill which was not far from their house.
Not only that, she also asked him to climb up the highest three in the hill. The
son obeyed his mother’s command. He ran fast to reach the hill and the mother
went out from her house and jumped into the river
 PENILAIAN HASIL PEMBELAJARAN
KOMPETENSI
DASAR
3.8 Membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan beberapa
teks naratif lisan dan tulis
dengan memberi dan
meminta informasi terkait
legenda rakyat, sederhana,
sesuai dengan konteks
penggunaannya
4.8 Menangkap makna
secara kontekstual terkait
fungsi sosial, struktur teks,
dan unsur kebahasaan teks
naratif, lisan dan tulis
sederhana terkait legenda
rakyat
KISI-KISI PENULISAN SOAL
MATERI Indikator Pencapaian Penilaian
Kompetensi No. Tehnik Bentuk Instrumen
Soal
3.8.4 Menentukan struktur teks
narrative tertulis sederhana LKPD 1
tentang legenda rakyat Arranged the jumbled
paragraph to a correct
A Written Essay legend of Toba Lake
and then determine the
generic structure each
paragraph below!
4.8.4 Mengemas Paragraph acak LKPD 1
NARRATIVE TEXT (the menjadi teks narrative A.
Legend of Toba Lake) tentang legenda rakyat B. Look at these
following pictures;
tertulis sederhana
after you observed
Essay / these pictures then
arrange it to be a
A Re-
Written correct narrative text,
arrange you can use your own
words or the jumbled
paragraph provided
below (choose one of
both)!
4.8.5 Meyimpulkan informasi B. 1 LKPD 1
Multiple
rinci terkait teks narrative Written Diberikan sebuah soal
legenda rakyat sederhana Choice tentang struktur teks
B.
KOMPETENSI MATERI Indikator Pencapaian Penilaian
DASAR Kompetensi No. Tehnik Bentuk Instrumen
Soal
narrative terkait the
legend of Toba Lake,
peserta didik diminta
untuk mengenali
sebuah konflik dalam
cerita
1. What is the
complication in
paragraph 6?

2 LKPD 1
Diberikan sebuah soal
tentang struktur teks
narrative terkait the
legend of Toba Lake,
peserta didik diminta
Multiple
Written untuk mengenali
Choice sebuah kesimpulan
dari cerita, atau
bagaimana cerita
tersebut berakhir
2. Finally, what did
happen to the man?
3 LKPD 1
Diberikan sebuah soal
tentang isi teks
Multiple
Written narrative terkait the
Choice legend of Toba Lake,
peserta didik diminta
untuk menetukan nilai
KOMPETENSI MATERI Indikator Pencapaian Penilaian
DASAR Kompetensi No. Tehnik Bentuk Instrumen
Soal
moral yang terdapat
dalam cerita
3. What can we learn
from the text above?
4 LKPD 1
Diberikan sebuah soal
tentang struktur teks
narrative terkait the
legend of Toba Lake,
peserta didik diminta
Written Essay untuk mengenali
solusi dari sebuah
conflict (resolution)
dari paragraph tertentu
4. What is the
resolution of the
fourth paragraph?
5 LKPD 1
Diberikan sebuah soal
tentang isi teks
narrative terkait the
legend of Toba Lake,
peserta didik diminta
Written Essay untuk menemukan
informasi detil yang
terdapat dalam teks
4. What did the
mother do after she
hears her son’s story?
 Rubrik Penilaian Soal Multiple Choice Dan Essay

Lembar Kerja Peserta Didik 1

Keterangan
No. Soal Uraian Skor
- Pilihan jawaban Benar PG
10
1
- Tidak Menjawab
0
- Pilihan jawaban Benar PG
10
2
- Tidak Menjawab
0
- Pilihan jawaban Benar PG
10
3
- Tidak Menjawab
0
- Isi benar, tata bahasa benar Essay

- Isi benar, tata bahasa kurang benar 4

3
4
- Isi dan tata bahasa kurang tepat 2
0
- Tidak Menjawab

- Isi benar, tata bahasa benar Essay

2
- Isi dan tata bahasa kurang tepat
5 1
0
- Tidak Menjawab

- Isi benar, tata bahasa benar Essay

- Isi benar, tata bahasa kurang benar 4

3
6
- Isi dan tata bahasa kurang tepat 2
0
- Tidak Menjawab

Setiap jawaban peserta didik tentang Generic Structure dan Susunan teks yang benar adalah sebagai
berikut:
Uraian Skor

Jawaban / urutan benar 2

Jawaban / urutan salah 1

Tidak menjawab 0

Skor Perolehan
Nilai Siswa = x 100
Skor Maksimal
1. Sikap
- Penilaian Observasi
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik
terkait dalam proses pembelajaran maupun secara umum. Pengamatan langsung dilakukan oleh
guru. Berikut contoh instrumen penilaian sikap
Aspek Perilaku yang Dinilai
Jumlah Skor
No Nama Siswa Kode Nilai
BS JJ TJ DS Skor Sikap

1 Amanda Rinjuni, 75 75 50 75 275 68,75 C

2 ... ... ... ... ... ... ...
Dst

Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggun Jawab
• DS : Disiplin

Catatan :
1. Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai

- Penilaian Diri
Seiring dengan bergesernya pusat pembelajaran dari guru kepada peserta didik, maka peserta
didik diberikan kesempatan untuk menilai kemampuan dirinya sendiri. Namun agar penilaian
tetap bersifat objektif, maka guru hendaknya menjelaskan terlebih dahulu tujuan dari
penilaian diri ini, menentukan kompetensi yang akan dinilai, kemudian menentukan kriteria
penilaian yang akan digunakan, dan merumuskan format penilaiannya Jadi, singkatnya format
penilaiannya disiapkan oleh guru terlebih dahulu. Berikut Contoh format penilaian :

Jumlah Skor Kode

No Pernyataan Ya Tidak
Skor Sikap Nilai
Selama diskusi, saya ikut serta
1 50
mengusulkan ide/gagasan.
Ketika kami berdiskusi, setiap
2 anggota mendapatkan kesempatan 50
250 62,50 C
untuk berbicara.
Saya ikut serta dalam membuat
3 50
kesimpulan hasil diskusi kelompok.
4... 100

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 4 x 100 = 400
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (250 : 400) x 100 = 62,50
 4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat juga digunakan untuk menilai kompetensi pengetahuan dan
keterampilan

- Penilaian Teman Sebaya

Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya sendiri. Sama
halnya dengan penilaian hendaknya guru telah menjelaskan maksud dan tujuan penilaian,
membuat kriteria penilaian, dan juga menentukan format penilaiannya. Berikut Contoh format
penilaian teman sebaya :

Nama yang diamati : ______________________

Pengamat : ________________________

Jumlah
No Pernyataan Ya Tidak Skor SikapKode Nilai
Skor
1 Mau menerima pendapat teman. 100
Memberikan solusi terhadap
2 100
permasalahan.
Memaksakan pendapat sendiri 450 90,00 SB
3 100
kepada anggota kelompok.
4 Marah saat diberi kritik. 100
5 ... 50

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50 untuk pernyataan yang positif, sedangkan untuk
pernyataan yang negatif, Ya = 50 dan Tidak = 100
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 5 x 100 = 500
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (450 : 500) x 100 = 90,00
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

1. Penilaian Pengetahuan

Tabel Penilaian Aspek Pengetahuan

Aspek yang
No Kriteria Skor 1-5 Skor 1-4
Dinilai
Sangat memahami 5 4

Memahami 4 3
Tujuan
1 Cukup memahami 3 2
Komunikatif
Kurang memahami 2 1
Hampir tidak
memahami
Tidak memahami 1
Struktur teks yang digunakan sangat
5 4
runtut
Keruntutan
2 Struktur teks yang digunakan runtut 4 3
Teks
Struktur teks yang digunakan cukup runtut 3 2
 Struktur teks yang
digunakan kurang 2 1
Struktur teks yang
runtut
digunakan hampir
Struktur teks yang
tidak runtut
digunakan tidak 1
runtut
Sangat variatif dan tepat 5 4

Variatif dan tepat 4 3

Pilihan
3 Cukup variatif dan tepat 3 2
Kosakata
Kurang variatif dan
2 1
tepat Hampir tidak
Tidak variatif dan variatif dan tepat
1
tepat
Pilihan tata bahasa sangat tepat 5 4

Pilihan tata bahasa tepat 4 3

Pilihan Tata
4 Pilihan tata bahasa cukup tepat 3 2
Bahasa
Pilihan tata bahasa
2 1
kurang tepat Pilihan tata bahasa
Pilihan tata bahasa hampir tidak tepat
1
tidak tepat

2. Penilaian Keterampilan

a. Penilaian Presentasi

Nama peserta didik: ________ Kelas: _____

Kurang
No. Aspek yang Dinilai Baik
baik
1. Organisasi presentasi (pengantar, isi, kesimpulan)
2. Isi presentasi (kedalaman, logika)
3. Koherensi dan kelancaran berbahasa
4. Bahasa:
Ucapan
Tata bahasa
Perbendaharaan kata
5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)
Skor yang dicapai
Skor maksimum 10
Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1

Skor Penilaian
No. Huruf Rentang angka
1. Sangat Baik (A) 86-100
2. Baik (B) 71-85
3. Cukup (C) 56-70
4. Kurang (D) ≤ 55
8) Pembelajaran Remedial Dan Pengayaan
Pembelajaran Remedial dan Pengayaan Pembelajaran remedial dilakukan segera setelah
kegiatan penilaian.
1. Remedial
 Peserta didik yang belum mencapai KKM (70) diberi tugas untuk membuat teks
Narrative terkait legenda rakyat sederhana sesuai dengan konsep
penggunaanya dalam bahasa Inggris selama 1minggu. Setelah satu minggu
guru mengevaluasi kemajuan kompetensi peserta didik dalam menangkap
makna dan Mengemas teks Narrative yang ditentukan. Kemudian guru
melaksanakan penilaian remedial.

2. Pengayaan
 Bagi peserta didik mempunyai nilai di atas 70 diberi pengayaan berupa tugas mandiri
untuk membaca, menuliskan dan Mengemas teks narrative terkait legenda rakyat
yg ditentukan
 Memberikan apresiasi terhadap hasil kerja peserta didik (misal: dipajangkan di
mading, digandakan, dijadikan contoh dalam pembelajaran berikutnya, dsb.)

Banda Aceh, Januari 2021

Mengetahui Guru Bidang Studi

Kepala Sekolah

Dra. Ramlah Zaini, M.Si Marlina, S.Pd.I

NIP. 19661202 199302 2 006 NIP. 19820216 201407 2001