A. Kompetensi Inti
KI-1 :Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 :Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleran,
gotong royong), santun, dan percaya diri dalam berinteraksi secara efektifdengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI-3 :Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI-4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
C. Tujuan Pembelajaran
1. Melalui tayangan PPT dan video animasi Peserta didik dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks
Narrative lisan dan tulis dengan memberi dan meminta informasi terkait Fairy tale pendek dan sederhana dengan benar.
( C1)
2. Melalui tayangan PPT dan Video animasi Peserta didik dapat membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan teks
Narrative lisan dan tulis dengan memberi dan meminta informasi terkait Fairy tale pendek dan sederhana dengan benar. (C2)
3. Melalui kegiatan diskusi kelompok Peserta didik dapat menganalisis berbagai informasi terkait fungsi sosial, struktur teks dan unsur
kebahasaan yang ada didalam teks Narrative lisan dan tulis dengan memberi dan meminta informasi terkait Fairy tales pendek dan
sederhana dengan benar (C4)
4. Melalui kegiatan diskusi kelompok peserta didik dapat menyusun paragraf yang telah diacak menjadi sebuah teks narrative yang benar
sesuai struktur teks narrative(fairy tale) . (P3)
5. Melalui kegiatan diskusi kelompok peserta didik dapat mengkomunikasikan secara lisan dengan bahasa sendiri terkait poin-poin penting
dalam teks narrative yang telah disusun dengan memperhatikan fungsi sosial dan struktur teks serta unsur kebahasaan teks narrative (Fairy
tale) dengan benar. (P3)
D. Materi Pembelajaran
Narrative Text (Fairy tale)
Fungsi social : to entertain the readers
Generic Structure : Orientation, Complication, resolution
Language Features :
1. Using simple past tense
2. Using Adverb of time
3. Using Time Conjunction
4. Using Specific Character/not in general
5. Using Action Verb
6. Using Direct Speech
G. Sumber Belajar :
1. Buku Peserta didik : Wachidah, Sitti.dkk. 2018. Bahasa Inggris Think Globally Act
Locally. Jakarta: Kemendikbud
2. Buku Referensi : Saefurrahman. 2019. Pendalaman Materi Bahasa Inggris: EnglishFor
Practical Use. Jakarta: Kemendikbud.
3. Pengalaman peserta didik dan guru.
4. Hansel and gretel
https://youtu.be/gFANz6Rt1MU?si=KWGc1oTGWfu0wyMe
Jack and the beanstalk
https://youtu.be/rKB1_wBueFM?si=yySHYKglRw72-7ZB
Little Red Riding hood
https://youtu.be/aEGH88b3yCQ?feature=shared
Kegiatan Pembelajaran
I. PENDAHULUAN
Sintak ALOKASI
PBL WAKTU
GURU SISWA
B. Apersepsi
Pada awal bagian ini, guru memberi Peserta didik menjawab pertanyaan
apersepsi dengan menunjukan yang diberikan oleh guru .
sebuah quiz melalui media word wall
dengan memberikan beberapa
pertanyaan yang akan mengacu
kepada materi yang akan dipelajari.
a) What is the title of this story?
b) what is the similarity among those
stories?
c) do you know what kind of this
text?
https://wordwall.net/resource/62874046
.
C. Motivasi :
Peserta didik menyimak penyampaian
Guru memberikan informasi
guru terkait materi yang akan
materi yang akan dipelajari.
dipelajari.
Guru menyampaikan tujuan
Peserta didik mendengarkan tujuan
pembelajaran.
pembelajaran
Guru menyampaikan manfaat
Peserta didik menyimak manfaat dari
dari materi apa yang akan
materi apa yang akan dipelajari
dipelajari
Fase 1. II. Kegiatan Inti 60 menit
Orientasi peserta
GURU SISWA
didik pada masalah
Guru menayangkan sebuah video (Fairy Tale) Peserta didik bersama-sama mengamati
kepada peserta didik dengan judul “ Hansel Video dan PPT “ Hansel and Gretel”
and Gretel” Peserta didik menjawab pertanyaan dari
https://youtu.be/gFANz6Rt1MU?si=KWGc1o guru terkait mengidentifikasi fungsi sosial,
TGWfu0wyMe struktur teks dan unsur kebahasaan dari
teks Hansel and Gretel
Fase 4
Mengembangkan Guru mendorong peserta didik untuk berfikir kritis dalam
dan menyajikan pengerjaan LKPD 2 yaitu menyusun paragraf acak mejadi sebuah
teks narrative berjudul “beauty and the beast” dengan benar dan Secara Berkelompok peserta didik
hasil karya
sesuai dengan struktur teks Narrative. menyusun paragraf acak menjadi sebuah
teks Narrative yang benar sesuai fungsi,
Guru meminta perwakilan kelompok yang struktur dan unsur kebahasaan dari teks
terpilih untuk mengkomunikasikan secara lisan
dengan bahasa sendiri terkait poin –poin penting Narrative berjudul “ Beauty and the beast”
dalam cerita Beauty and the beast yang telah pada LKPD 2
disusun sebelumnya pada LKPD 2 dengan Perwakilan kelompok menampilkan hasil
memperhatikan fungsi sosial, struktur teks dan diskusi kelompoknya didepan kelas dengan
unsur kebahasaan . cara mengkomunikasikan secara lisan
poin-poin penting cerita “beauty and the
beast” yang telah disusun pada LKPD 2
dengan dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan
Fase 5 Menganalisis
dan mengevaluasi Peserta didik berpartisipasi aktif
Guru mendorong peserta didik untuk memberikan tanggapan atas penampilan
proses
berpartisipasi aktif memberikan tanggapan kelompok lain berupa pertanyaan atau
pemecahan masalah
atas penampilan kelompok lain berupa saran saran
atau pertanyaan Peserta didik menyimak penilaian dan
Guru memberikan penilaian dan feedback atas feedback dari guru atas hasil kerja setiap
hasil kerja setiap kelompok kelompok
Guru meminta peserta didik untuk Peserta didik mengumpulkan LKPD 2
mengumpulkan LKPD 2 Peserta didik bertanya terkait pembelajaran
Guru memberi kesempatan kepada siswa untuk
bertanya terkait pembelajaran jika massih
terdapat hal yang belum dipahami.
Evaluasi dan rencana tindak III.Penutup 10 menits
lanjut
Guru merefleksi penguasaan materi yang Peserta didik mejawab soal evaluasi yang diberikan
telah dipelajari dengan memberikan soal guru
evaluasi (Assessment of learning)
Guru memberikan lembar penilaian diri Peserta didik menyimak refleksi
kepada peserta didik. (Assessment as pembelajara.
Learning)
Guru memberikan pertanyaan refleksi
pembelajaran melalui tayangan PPT
Guru mengarahkan peserta didik untuk
membuat kesimpulan materi yang sudah
dipelajari.
Peserta didik menerima tugas dan sekilas
rencana pertemuan selanjutnya (tindak
lanjut).
Peserta didik diberi semangat dalam belajar,
mengerjakan tugas, dan mengulangi
pelajaran di rumah.
Peserta didik bersama guru mengakhiri
kegiatan belajar mengajar dengan doa syukur
dan salam, guru menunjuk salah satu siswa
untuk memimpin doa dengan mengucapkan
syukur kehadirat Tuhan Yang Maha Esa
I. PENILAIAN
1. Kompetensi Sikap
a. Teknik penilaian : observasi/ pengamatan
b. Bentuk : catatan hasil observasi
c. Instrumen : jurnal (terlampir)
2. Kompetensi Pengetahuan:
a. Teknik penilaian : Tertulis
b. Bentuk : tugas kelompok.
c. Instrumen : uraian (terlampir)
3. Kompetensi keterampilan
a. Teknik penilaian : produk
b. Bentuk : tugas
c. Instrumen penilaian : lembar kerja (terlampir)
4. Remedial
a. Pembelajaran remedial dilakukan bagi peserta didik yang capaian KD nya belum tuntas
b. Tahapan pembelajaran remedial dilaksanakan melalui remidial teaching (klasikal), atau tutor sebaya, atau tugas dan diakhiri
dengan tes.
c. Tugas remedial, dilakukan sebanyak 3 kali yaitu dengan cara menugaskan kepada peserta didik untuk membenahi tugas
yang telah dikerjakan sehingga memenuhi ketentuan yang ditetapkan.
5. Observas diskusi Kelompok ( Terlampir)
6. Penilaian diri siswa ( Terlampir)
7. Pengayaan
Bagi peserta didik yang sudah mencapai nilai ketuntasan diberikan pembelajaran pengayaansebagai berikut:
d. Siswa yang mencapai nilai diberikan materi masih dalam cakupan KD dengan pendalamansebagai pengetahuan
tambahan.
e. Siswa yang mencapai nilai diberikan materi melebihi cakupan KD dengan pendalamansebagai pengetahuan tambahan.
BAHAN AJAR
NARRATIVE TEXT
Narrative text adalah hasil dari imajinasi penulis, maupun cerita yang beredar di masyarakat dan belum terbukti kebenarannya.
Tujuan dari text ini sudah jelas, yaitu entertain atau menghibur pembaca. Berikut beberapa contoh Narrative text, yaitu :
1. Fairytale (dongeng)
2. Folktale (cerita rakyat)
3. Myth (mitos)
4. Fable (Fabel)
5. Legend (legenda)
Language feature atau ciri-ciri kebahasaan yang ada dalam narrative text yaitu :
1. Past tense (example: killed, drunk, etc)
2. Adverb of time (example: once upon a time, one day, etc)
3. Time conjunction (example: when, then, suddenly, etc)
4. Specific character, the character of the story are specific, not general (example: Cinderella, snow white, etc)
5. Action verb, a verb that show an action (example: killed, dug, walked, etc)
6. Direct speech that used to make the story lively. (example: Snow White said, "My name is snow white")
Once upon a time, in a small village, there lived a poor woodcutter and his two children, Hansel and Gretel. Hansel and Gretel’s world was turned
upside down when their mother passed away. Their father, seeking companionship, remarried a woman who turned out to be cruel and heartless. In
a desperate act of cruelty, the stepmother led the children deep into the forest and abandoned them. Left alone, Hansel and Gretel relied on their wit
and the breadcrumbs Hansel had cleverly dropped along the way.
Unfortunately, their breadcrumbs were devoured by hungry birds, leaving the children lost and without a way back home. As they ventured deeper
into the forest, hunger and exhaustion began to take hold. But just when all hope seemed lost, a miraculous sight appeared before their weary eyes—
a cottage made entirely of chocolate, candies, and cake. The siblings, driven by their desperate hunger, couldn’t resist indulging in the delectable
treats.
Unbeknownst to them, the cottage belonged to a wicked witch who lured children into her home with the intention of consuming them. Hansel and
Gretel’s initial delight quickly turned into a terrifying ordeal as the witch captured them and locked them in a cage. The witch’s sinister plan
involved making a soup out of Hansel, her first victim. As the pot of water began to boil, Gretel summoned all her courage and devised a daring
plan to save herself and her brother.
Gretel, seizing an opportunity, quietly escaped her cage and, with a sudden burst of bravery, gave the wicked witch a powerful shove. The witch,
overwhelmed by the unexpected force, tumbled into the boiling water intended for Hansel. The siblings were finally free from the clutches of the
wicked witch, but their trials were far from over.
Inside the witch’s cottage, Hansel and Gretel discovered a hidden treasure. Filled with joy and relief, they gathered the riches and set off on their
journey back home. Upon their return, they were greeted with tears of joy by their loving father, who had mourned their absence and regretted the
actions of his cruel wife. The family was reunited, and they never again experienced the pangs of hunger or the torment of abandonment.
The story of Hansel and Gretel serves as a timeless reminder of the power of courage, perseverance, and the triumph of good over evil. It teaches us
that even in the darkest of times, there is always hope, and with determination and resourcefulness, we can overcome the most daunting challenges.
Conclusion: The tale of Hansel and Gretel captivates our hearts and minds with its message of resilience and triumph. It reminds us that even when
faced with seemingly insurmountable obstacles, we can find the strength within ourselves to overcome adversity. Hansel and Gretel’s story teaches
us the importance of family, courage, and the enduring power of love. Let their journey inspire us to never lose hope and to always believe in our
ability to overcome any challenge that comes our way.
The moral of the story “Hansel and Gretel” encompasses several important lessons:
1. Courage in the face of adversity: Hansel and Gretel display immense bravery when confronted with challenging circumstances. Despite being
abandoned in the forest and captured by a wicked witch, they remain resilient and resourceful. The moral teaches us the importance of summoning
courage when faced with difficult situations, believing in our abilities, and persevering against all odds.
2. The strength of sibling love and loyalty: Throughout the story, Hansel and Gretel support and protect each other. Their unbreakable bond serves
as a reminder of the power of love and loyalty within families. The moral encourages us to cherish and value our relationships with siblings and
loved ones, always being there for each other in times of need.
3. The consequences of greed and deception: The wicked witch in the story represents greed and deception. She lures unsuspect ing children into her
home with the intention of consuming them. This cautionary aspect of the tale teaches us to be wary of those who may try to deceive us and reminds
us of the consequences that can arise from succumbing to greed and selfishness.
4. Resourcefulness and quick thinking: Hansel and Gretel’s cleverness and quick thinking are instrumental in their survival. From dropping
breadcrumbs to marking their path in the forest to Gretel’s plan to defeat the witch, their resourcefulness teaches us the value of thinking creatively
and using our intelligence to navigate challenging situations.
5. Good triumphing over evil: The ultimate victory in the story is the defeat of the wicked witch. This highlights the age-old moral theme of good
triumphing over evil. It serves as a reminder that, no matter how powerful or menacing evil may seem, there is always hope for justice and a brighter
future.
In summary, the moral of “Hansel and Gretel” encourages us to be courageous, loyal to our loved ones, cautious of deceit, resourceful in the face of
adversity, and hopeful in the belief that good will prevail over evil. These timeless lessons can guide us in navigating life’s challenges and making
virtuous choices
kLAMPIRAN 2
MEDIA PEMBELAJARAN
Apersepsi
Word Wall
llhttps://wordwall.net/resource/62874046
ll Kegiatan inti
v 1
On her way Little Red Riding Hood met a wolf. Hello!” said the wolf. “Where are you going? “ I’m going to see my grand mother. She lives in a house behind
the hills.” The wolf got the wicked idea. The wolf ran to Granny’s house, and ate Granny up. . He got into Granny’s bed. After sometime Little red riding hood
reached the house. She saw the wolf lying in her granny’s bed
“Granny, what big eyes you have!” so that I can see see you better !” said the wolf.
“Granny, what big ears you have!” “so that I can hear you better!” said the wolf.
“Granny, what a big nose you have!” “so that I can smell you better !” said the wolf.
“Granny, what big teeth you have!” “so that I can eat you better!” shouted the wolf.
Nearby A woodcutter was in the forest and he heard the scream. He heard a loud scream, and ran to the house, just to see the wolf attacking the little girl . He
hit the wolf over the head and this made The wolf opened his mouth wide and shouted – and Granny jumped out.
The wolf ran away, and Little Red Riding Hood never saw the wolf again.
Task 1 Identifying the social function, Generic structure and Language features of Narrative text ( Little Red
Riding Hood)
No Question .Answer
1 Why did the wolf pretend to be her
granny? ……………………………………………………………………………………..
2. What is the moral lesson from this
story? ……………………………………………………………………………………..
……………………………………………………………………………………..
3 What would happen if the wood cutter
did not hear her scream? ……………………………………………………………………………………..
4 What did the red riding hood do after
seeing her granny was a wolf? ……………………………………………………………………………………..
5 Why do narrative text use simple past …………………………………………………………………………………….
tense
LKPD 1
TASK 3
(COMPARING)
TABLE OF COMPARING
4 Resolution
What did the main
character do to solve the
problem?
5 Language Features
LKPD 2
One day, through the Beast’s magic Once upon a time, there was a girl named
mirror, Beauty saw that her father was Beauty. She lived with her father and her
sick. The Beast allowed her to go home. sisters in a small village. Beauty was a
beautiful girl. She was also hard-working.
Her father was happy to see her.
She always helped her father on the farm.
BEAUTY AND THE BEAST
1. Penilaian Sikap
KISI-KISI PENILAIAN SIKAP SISWA
Nama Sekolah :
Kelas/Semester :
Tahun pelajaran :
Mapel / materi : Bahasa Inggris/ Narrative text ( Recipe)
Nama Guru : Sari Mulya Ramadhan, S.Pd
Sikap Spiritual
a. Teknik Penilaian : Observasi
b. Bentuk Instrumen : Lembar observasi
c. Kisi-kisi:
No. Indikator Butir Instrumen
1. Bersyukur 1. Menyukuri kesempurnaan ciptaan Tuhan dan
2. Menerima segala pemberian Tuhan
2. Berdo’a Berdo’a sebelum dan sesudah belajar.
3. Menghargai Menghargai sesama teman dalam melaksanakan ibadah.
2. Sikap Sosial
a. Teknik Penilaian : Penilaian Diri
b. Bentuk Instrumen : Lembar Penilaian Diri
c. Kisi-kisi:
No. Indikator Butir Instrumen
1. Kejujuran Jujur dalam berbuat dan bertindak
2. Ketelitian Tidak ceroboh dalam melaksanakan kegiatan
3. Tanggung jawab Mengerjakan tugas/kegiatan sesuai dengan ketentuan/perintah
B. JURNAL PERKEMBANGAN PENILAIAN SIKAP SISWA
Sikap yang Dinilai/Diamati : 1. Religius : Berdo’a, Menjalankan ibadah, Memberi salam, Bersyukur, Tawakal, Memelihara hub.baik,
Menghargai orang lain
: 2. Sosial : Jujur, Disiplin, Tanggung jawab,Santun,Percaya diri, Peduli
Tanda Ket
Nama Catatan Butir Sikap Tindak Lanjut Tangan
No Hari /Tgl Siswa
Siswa Perilaku
Religius Sosial
1. Sering datang Kedisiplinan Memberikan pembinaan
terlambat ke agar tidak terlabat
sekolah datang kesekolah
2. Berbohong Kejujuran
Memberikan pembinaan
ketika ditanya
agar tidak berbuat
alasan tidak
bohong
masuk sekolah
Selalu dapat Tanggung
Diberikan penguatan
menyelesaikan jawab
agar kegiatanya tetap
tugas tepat
dilaksanakan dan
waktu dengan
dikembangkan
baik
Catatan : Sikap siswa yang dicatat adalah yang menonjol bersifat (+/-), siswa yang biasa-biasa saja dianggap sikapnya Baik dan tidak ditulis
dijurnal
2. Penilaian Pengetahuan
Assessment for Learning
A. Kisi-kisi Penilaian
Social Function
5 Language 1. What is the 1. to entertain To pupose
Features purpose of the the readers the reader
text?
c. Rubrik Penilaian
Pengetahuan (LKPD)
Task 1
( uraian)
NO INDIKATOR BUTIR INSTRUMENT Skor
1 Mengidentifikasi Informasi 10
didalam text
What is the story about?
2 Mengidentifikasi Informasi 10
didalam text
2. Where did Little Red Riding Hood’s Granny
live?
Mengidentifikasi Informasi 10
didalam text
3
Whom did she meet on her way to her Granny’s
house?
8 Mengidentifikasi Informasi didalam . “She looked at the wolf.” The underlined word 10
text refers to…..
Rbrik penilaian
Penskoran:
Nilai = 𝑆𝑘𝑜𝑟 𝑝𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛 x 100
𝑆𝑘𝑜𝑟 𝑀𝑎𝑘𝑠i𝑚𝑎𝑙
Pengetahuan (LKPD)
Task 2
( uraian)
NO INDIKATOR BUTIR INSTRUMENT Skor
1 Menganalisis dan Why did the wolf pretend to be her granny? 20
menyimpulkan Informasi
didalam text
2 Menganalisis dan What can we learn from this story? 20
menyimpulkan Informasi
didalam text
Menganalisis dan What would happen if the wood cutter did not hear her 20
menyimpulkan Informasi scream?
3 didalam text
4 Menganalisis dan What did red riding hood do after seeing the granny was 20
menyimpulkan Informasi the wolf?
didalam text
Pedoman penskoran:
𝑵𝒊𝒍𝒂𝒊𝒔𝒊𝒔𝒘𝒂 = 𝑺𝒌𝒐𝒓𝒑𝒆𝒓𝒐𝒍𝒆𝒉𝒂𝒏 X100
𝑺𝒌𝒐𝒓𝒎𝒂𝒌𝒔𝒊𝒎al
Pengetahuan (LKPD)
Task 3
3 Complication
What problem did the
main character face?
4 Resolution
What did the main
character do to solve the
problem?
Social Function
1. What is the purpose of
the text?
a) Disajikan potongan paragraph acak dari cerita Beauty and the Beast. Peserta didk diminta :
Menyusun Paragraph acak tersebut menjadi sebuah teks Narrativeyang benar sesuai struktur Narrative text.
Mengkomunikasikan secara lisan dengan bahasa sendiri terkait poin penting dalam cerita Beauty and the beast.
IPK Kategori
Menyusun Paragraph 1 2 3 4
acak tersebut Tidak dapat menyusun Terdapat kesalahan >1 Terdapat kesalahan 1 Tepat dalam
menjadi sebuah teks teks lisan dan tulis dalam menyusun teks dalam menyusun teks menyusun teks lisan
Narrativeyang benar sederhana terkait fairy lisan dan tulis lisan dan tulis dan tulis sederhana
sesuai struktur tales dengan judul sederhana terkait fairy sederhana terkait terkait fairy tales
Narrative text. “Beauty and the Beast” tales dengan judul fairy tales dengan dengan judul “Beauty
“Beauty and the Beast judul “Beauty and the and the Beast
Beast
Mengkomunikasikan Presentation Presentation Speech is clear Speech is clear
secara lisan dengan shows lack of shows lack Eye contact is Eye contact is
bahasa sendiri terkait interest enthusiasm made made
poin penting dalam Speech is Speech is intermittently Grammar is
cerita Beauty and the difficult to adequate Grammar is conventional
beast. understand Lapses in usually correct Knowledge is
Lack of eye sentence Volume is included
Contact structure and appropriate Volume is
Knowledge is grammar Knowledge is appropriate
minimal The point of partially
Volume is narrative is not included
uneven included
Lacks of fokus Volume is
Lacks of uneven
information
Grammatical
errors
Lampiran Assessment as Learning
a. Lembar Obeservasi Diskusi Kelas
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
2
3
4
5
Penghitungan Nilai
Skor yang diperoleh
𝐍𝐢𝐥𝐚𝐢 = X 100
Skor maksimal
Kode nilai/predikat:
B. Petunjuk Pengisian: Isilah instrument ini dengan memberikan tanda cek (√) pada kolom sesuai dengan keseringan yang kamu lakukan atas setiap butir
pernyataan sikap dengan ketentuan: (1) Pada kolom 4 jika kamu merasa Selalu Melakukan, (2) Pada kolom 3 jika kamu merasa Sering Melakukan (3) Pada kolom 2 jika
kamu merasa Kadang-kadang Melakukan (4) Pada kolom 1 jika kamu merasa Jarang Melakukan
Skor Penilaian
No. Butir Pernyataan Ya/ Diri
Tdk
1 2 3 4
1 Saya terlibat aktif dalam menyelesaikan tugas-tugas kelompok.
2 Saya melakukan tugas sesuai kesepakatan bersama.
3 Saya membantu teman lain tanpa banyak alasan
4 Saya memusatkan perhatian pada tujuan kelompok
5 Saya mencari jalan untuk mengatasi perbedaan pendapat/pikiran antaradiri
sendiri dengan orang lain
6 Saya segera memulai ambil kesempatan melakukan
kegiatan kelompok.
7 Saya berbagi tugas dan pekerjaan pada penyelesaian tugas-tugaskelompok.
CLASS :
DATE :
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 thewell, 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 thefarmer’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.
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
Once upon a time there was a traveler who went to a distant town. It almost midnight whenhe 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 beunlocked at
such an odd hour.” The traveler needed a rest, food and shelter. He begged, “ Please, unlock the door. How coldit 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 whatinnkeeper 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 greedyinkeeper 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 silverkey.”
The inkeeper was required to push a silver coin though the slit. The traveler got back hissilver coin and unlock the door.
(Taken from : Angel’s Moral Stories)
Assessment as Learning
b. Penilaian diri
A. Petunjuk Umum: (1) Instrumen ini untuk mendapatkan informasi mengenai pencapaian kompetensi berdasarkan pengakuan atau refleksi peserta didik atas sikap
Kerjasama.(2) Instrumen ini diisi oleh peserta didik dan untuk memberikan kesempatan menilai dirinya sendiri mengenai Kedisiplinan yang sudah dilakukannya.
B. Petunjuk Pengisian: Isilah instrument ini dengan memberikan tanda cek (√) pada kolom sesuai dengan keseringan yang kamu lakukan atas setiap butir pernyataan
sikap dengan ketentuan: (1) Pada kolom 4 jika kamu merasa Selalu Melakukan, (2) Pada kolom 3 jika kamu merasa Sering Melakukan (3) Pada kolom 2 jika kamu merasa Kadang-
kadang Melakukan (4) Pada kolom 1 jika kamu merasa Jarang Melakukan
Skor Penilaian
No. Butir Pernyataan Ya/ Diri
Tdk
1 2 3 4
1 Saya terlibat aktif dalam menyelesaikan tugas-tugas kelompok.
2 Saya melakukan tugas sesuai kesepakatan bersama.
3 Saya membantu teman lain tanpa banyak alasan
4 Saya memusatkan perhatian pada tujuan kelompok
5 Saya mencari jalan untuk mengatasi perbedaan pendapat/pikiran antaradiri
sendiri dengan orang lain
6 Saya segera memulai ambil kesempatan melakukan
kegiatan kelompok.
7 Saya berbagi tugas dan pekerjaan pada penyelesaian tugas-tugaskelompok.
Aspek :
1. Kritis
2. Gotong Royong
Skor :
1. Jika Kurang Baik
2. Jika Cukup Baik
3. Jika Baik
4. Jika sangat baik
Jurnal Refleksi Peserta
Didik
REFLECTION
Put a tick on emoticons that show your thought upon each statement!
STATEMENT