RPP Mode Luring

RENCANA PELAKSANAAN PEMBELAJARAN

PEMBELAJARAN BERDIFERENSIASI

Satuan Pendidikan : SMA Negeri 1 Toroh

Mata Pelajaran : Bahasa Inggris Wajib
Kelas/ Semester : X/ Genap
Materi Pokok : KD 3.8 : Teks Narrative (Legenda rakyat)
Alokasi Waktu : 2 x 45’

A. TUJUAN PEMBELAJARAN

1. Murid mampu membedakan fungsi sosial, struktur dan kebahasaan teks berbentuk naratif secara
lisan atau tertulis terkait legenda rakyat.
2. Murid mampu menangkap makna secara kontekstual terkait fungsi sosial, struktur bahasa teks naratif
lisan dan tertulis terkait legenda rakyat.

B. KEGIATAN PEMBELAJARAN
1. Kegiatan Pendahuluan (15 menit)

a) Orientasi: Melakukan salam pembuka, berdoa dan menanyakan kehadiran.

b) Apersepsi(Memberikan Stimulus): Mengajak murid bermain tebak gambar tokoh cerita legenda rakyat
Indonesia. Misalnya menunjukkan video,suara atau gambar Malin Kundang, Timun Mas, . Guru
bertanya: Who is he? Where did he come from? How was the characters? Murid yang menjawab cepat
dan benar akan diberikan pujian”Good Job”. Guru juga akan mengajak murid untuk menyimpulkan
tentang permainan tebak gambar tokoh legenda rakyat tadi. What do you think about the game? Are
you happy? What do you learn from the game? Murid akan menjawab dengan ragam jawaban. Guru
akan mencatat dan menggunakan informasi yang diperoleh dari permainan melalui video, suara dan
gambar untuk memetakan sejauh mana pengetahuan murid tentang materi teks naratif terkait legenda
rakyat.
c) Motivasi: Menyampaikan tujuan pembelajaran dan KD yang akan dipelajari dan meminta siswa
menyimak video cerita legenda Malin Kundang.

2. Kegiatan Inti
Kegiatan 1 (5 menit)
a) Lakukan kegiatan think-write-share (memetakan kebutuhan belajar murid)
b) Murid diminta menuliskan apa saja yang murid ketahui tentang teks naratif bentuk legenda rakyat yang
pernah dilihat baik bentuk lisan maupun tulisan. Murid diberikan waktu untuk menuangkan gagasan
secara tertulis. Murid diminta mereview materi simple past minggu lalu yang berkaitan dengan teks
naratif. Murid diminta untuk membagikan hasil tulisannya tersebut kepada temannya. Berikan apresiasi
kepada murid yang telah berusaha mengingat kembali pelajaran yang telah dilaluinya.
c) Guru akan menggunakan hasil pekerjaan tertulis tadi untuk memetakan kebutuhan belajar murid.
Kegiatan 2 (5 menit) (Proses)
a) Membandingkan legenda rakyat tertulis sesuai gaya belajar murid: audio(mendengar paparan guru) dan
video (menyimak video melalui HP) serta kinestetik(membaca teks di LK)
b) Guru akan meminta murid untuk menganalisis teks naratif tertulis
c) Guru minta murid untuk menjawab pertanyaan dari teks yang dibaca secara mandiri ataupun kelompok
dengan cara belajar sesuai keinginan mereka. Anak dapat membuka google translate untuk
menterjemakhan kata sulit atau membuka kamus. Anak juga boleh berdiskusi dalam menjawab
pertanyaan. Anak dapat membuka video cerita legenda yang telah disiapkan guru, teks tertulis yang ada di
LK yang dibagikan guru atau menggunakan rekaman suara yang telah disiapkan guru. Murid juga boleh
melihat bermain peran dengan membaca teks . Saat kegiatan itu guru dapat membuat catatan penilaian.
Guru akan bertanya “Why do you use simple past to answer the questions? How do you know the generic
structure of narrative text? How do you know the moral value from the text?
d) Di akhir kegiatan guru akan melakukan refleksi dengan mengajukan pertanyaan:
 How is the structure of narrative text?
 What is the function of narrative text?
 What sentence can be used in narrative text?
Kegiatan 3 (10 menit) (Produk)
a) Memilih legenda rakyat yang ada di daerah Grobogan.
b) Membagi murid dalam kelompok kecil 4 orang untuk mendiskusikan teks naratif legenda rakyat
yang ada di daerah Grobogan untuk mendeskripsikan situasi atau fakta dalam kehidupan nyata.
c) Guru akan mengelompokkan murid berdasarkan pemetaan kebutuhan murid dengan memilih
produk: video vlog(bagi kelompok visual), poster (bagi kelompok audio) dan artikel (bagi
kelompok kinestetik)

d) Berikan pertanyaan untuk memandu proses berpikir murid:

1. Bagaimana cara menggunakan teks naratif legenda rakyat untuk mewakili nilai moral dalam
konteks kehidupan sehari-hari?
2. Bagaimana murid dapat menjelaskan arti teks naratif legenda rakyat dalam konteks kehidupan
masyarakat?
 e) Berikan contoh nyata penggunaan teks naratif dalam kehidupan sehari-hari misalnya:
1. Dari teks naratif kita dapat belajar tokoh-tokoh yang bersifat baik, dan mencoba belajar atas
sikap buruk yang ada dalam cerita legenda.
2. Kita juga bisa belajar nilai moral yang disampaikan dari cerita naratif seperti balasan atas
kebaikan, kesengsaraan akibat sifat buruk/jahat, dll.
3. Kita juga bisa belajar untuk menghargai budaya local peninggalan legenda yang ada di daerah
kita sebagai kearifan local.
f) Berikan waktu murid untuk berdiskusi dan memikirkan tentang penulisan teks menggunakan
kalimat simple past. Setelah itu bagikan LK yang berisi teks naratif dan pertanyaan yang harus
dijawab.

Kegiatan 4
a) Mengurutkan generic structure dari teks naratif legenda rakyat.
b) Murid akan bekerja mandiri dalam menjawab secara mandiri tentang generic struktur teks, dan
pesan moral pada teks naratif di LK

3. Kegiatan Penutup (5 menit)

a) Sebagai penutup pembelajaran, mintalah murid melakukan refleksi.
b) Pertanyaan pemandu untuk proses refleksi murid:
1. Is it interesting studying narrative text?Why?
2. What is narrative text?
3. What is the function of narrative text?
4. How we can find out the generic structure of narrative text?
5. Do you think it is important studying narrative text?
6. Are getting challenge after doing this material?
7. What will you do after studying this material?
8. How do you increase your competence in learning narrative text?
c) Berikan tugas mencari cerita legenda di desa masing-masing dalam bentuk video vlog, poster atau
artikel(Murid boleh bertanya/wawancara dengan masyarakat/penduduk, browsing dari internet dan
mendengarkan tuturan dari sesepuh desa) (Produk)
d) Berikan apresiasi atas semua usaha murid selama mengikuti pembelajaran materi ini.
C. PENILAIAN PEMBELAJARAN
1. Tes Tertulis: Menjawab soal esai teks naratif
2. Tes Praktik: Mencari dan menuliskan teks naratif legenda di desa masing-masing
Penilaian akan kebutuhan siswa dilakukan melalui observasi saat pembelajaran. Penilaian sikap juga
dilakukan sesuai dengan mengisi rubrik penilaian sikap. Penilaian pengetahuan melalui tes
mengerjakan lima soal pilihan ganda dan 5 soal paragraph acak. Penilaian keterampilan berbicara juga
dilakukan saat presentasi hasil tugas menulis legenda asli desa masing-masing.

Mengetahui Toroh, Januari 2023

Kepala Sekolah, Guru Mapel,

Dra. Sri Puji Astuti, MM Lestari, S.Pd.

NIP. 19681017 199702 2 002 NIP. 19780520 200801 2 021
Lampiran 1

Lembar Kerja Siswa

KD 3.8 Narrative Text (Legenda Rakyat)

Tujuan Pembelajaran:

1. Murid mampu membedakan fungsi sosial, struktur dan kebahasaan teks berbentuk naratif secara
lisan atau tertulis terkait legenda rakyat.
2. Murid mampu menangkap makna secara kontekstual terkait fungsi sosial, struktur bahasa teks naratif
lisan dan tertulis terkait legenda rakyat.
A. Remember
1. Do you remember our last material?
2. What is simple past?
3. How to write simple past sentences?
4. Do you think it is related with our material today?
5. Can you guess what material will we study now?
B. Guessing the character of Legend
Look at the pictures below!
Task 1
Answer these questions below!
1. Do know the picture above?
2. Have you ever read the legend?
3. Who are the character of the stories?
4. What do you think about the characters?
5. Can you learn something from the legend?
Narrative text
A text that tell about stories happened in the past, such as Legend, Myth, Fable, Sage and Fairy Story. The
Generic structure of Narrative are:
a. Orientation: tell the participant and setting of story.
b. Complication: the problem appear
c. Resolution: the problem solve
d. Reorentation: the end of story such as happy, sad or boring.
The function of narrative text:
1. To entertain
2. To amuse
3. To give information
4. To teach moral value
The sentence using in narrative text is Simple Past. It is used Verb 2 and to be : was or were.
There lived Malin kundang and his mother. He loved his mother so much. He was diligent boy.
The adverbial of time:
Yesterday
Last…: Last night, Last week, etc
…ago: Two hours ago, a day ago, a year ago, long time ago
Once upon time
Task 2
Question for explore your idea!
1. Do you know Grobogan Legend?
2. Do you know about the legend in your village?
3. What can you learn from the legend in your village?
Task 3
Read the text below!

Answer these questions!

1. What is the title of the text?
2. Who are the participants in the story?
3. How was the characters of Malin Kundang?
4. Why Malin Kundang left her mother?
5. How can Malin Kundang become rich man?
6. What did he do when he met his mother as a rich man?
7. Why Malin Kundang curse into a stone?
8. What can we learn from the story?
9. Find 2 simple past from the text!
10. What will you do after learning Malin Kundang ?

Bagi yang suka melihat video silahkan buka link : https://www.youtube.com/watch?v=HBA118_nBdA

Penilaian

LEMBAR OBSERVASI

Deskripsi Penilaian

VVV : Cakap
VV : Berkembang
V : Awal

Kriteria

Mengidentifikasi Menentukan urutan Mempresentasikan

No Nama fungsi dan generic structure hasil tulisan teks
siswa
struktur naratif
kebahasaan
naratif teks

Tgl Hasil Tgl Hasil Tgl Hasil

Observasi Observasi observasi Observasi Observasi Observasi

4 dst
 Penilaian Sikap

Instrumen dan Rubrik Penilaian Sikap

Nama Komuni Kerjasa Nilai Akhir

Kreatif Kritis
N Peserta katif ma (Modus)
o didik/
Kelomp 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
ok
1.
2.
3.
4.
N

Keterangan:
A = jika empat indikator
terlihat.
B = jika tiga indikator terlihat.
C = jika dua indikator terlihat
D = jika satu indikator
terlihat

Indikator Penilaian Sikap:

Komunikatif
a. Berkomunikasi secara efektif dan efisien
b. Menyampaikan pesan dengan baik
c. Penggunaan bahasa yang secara sosial dapat diterima dan memadai
d. Berkomunikasi yang tidak menyinggung perasaan orang lain

Kerjasama
a. Membantu teman lain yang mengalami kesulitan
b. Memberikan kontribusi pemikiran
c. Mengajak teman lain untuk melakukan tugas secara bersama
d. Berbagi bersama dalam menangani permasalahan

Kreatif
a. Memiliki rasa ingin tahu yang tinggi
b. Berwawasan masa depan dan penuh imajinasi
c. Mampu memproduksi gagasan-gagasan baru
d. Mampu menemukan masalah dan mampu memecahkannya.
Kritis
a. Menanyakan dan menjawab pertanyaan
b. Mencari cara-cara yang dapat dipakai untuk mengatasi masalah-masalah
c. Berusaha mendapatkan informasi sebanyak mungkin dari sumber lain
d. Berpikir terbuka, yaitu berbicara secara kongkret.

Kategori nilai sikap:

Sangat baik : apabila
memperoleh nilai akhir 4 Baik
: apabila
memperoleh nilai akhir 3
Cukup : apabila
memperoleh nilai akhir 2
Kurang : apabila
memperoleh nilai akhir 1
 Penilaian Pengetahuan
Mata pelajaran : Bahasa Inggris
Kelas / semester : X/Genap
Materi : Teks Narrative (The Legend of the King of Medang
Kamulan)
Bentuk soal : Pilihan Ganda
IPK INDIKATOR SOAL LEVEL NO.
KOGNITIF SOAL
Menganalisis fungsi sosial, Disajikan Teks L1/C1-2 1
struktur teks, dan unsur NarrativeLegend, peserta
kebahasaan pada teks naratif didik diharapkan dapat
sederhana berbentuk menemukan informasi
legenda rakyat, sesuai tersirat dalam cerita The
dengan konteks Legend of the King of
penggunaannya. (C4) Medang Kamulan
Disajikan tesk narrative, L3/C4 2
peserta didik menemukan
informasi tersirat The
Legend of the King of
Medang Kamulan
Dari teks narrative The L3/C4 3
King of Medang Kamulan
yang sudah ditonton,
peserta didik menganalisis
informasi yang tidak
tersirat
Dari teks narrative The L3/C4 4
Legend of the King of
Medang Kamulan yang
sudah ditonton, peserta
didik mengidentifikasi
lawan kata dari kata2
yang ada dalam cerita
Dari teks narrative The L3/C4 5
legend of the King
Medang Kamulan yang
sudah tonton diceritakan,

Keterangan: *)

Level kognitif 1 = pengetahuan/pemahaman (C1-2)Level

kognitif 2 = aplikasi/penerapan (C3)
Level kognitif 3 = penalaran (C4-6)
 Kunci Pedoman Penskoran

No Soal Kunci / Kriteria Sko

jawaban r
1 2
2 2
3 2
4 2
5 2
Keterangan
Skor : Benar 2
Salah 0
Nilai

Kunci Pedoman Penskoran jumbled paragraph

No Soal Kunci / Kriteria Sko
jawaban r
1 5 2
2 1 2
3 2 2
4 3 2
5 4 2
 Rubrik Penilaian Presentasi

Nilai
No Unjuk
Kerja 1 2 3 4
1. Persiapan :

a. Menyiapkan alat tulis

b. Menyiapkan lembar kerja penyesuaian,
lembar soal dan bukti pendukung (bukti
memorial)
Nilai Optimum
2 Pelaksanaan :
.
1. Menganalisis teks bacaan dan video yang
disajikan atau diberikan
2. Menentukan narrative atau menggaris
bawahi mana kalimat atau contoh yang
termasuk teks naratif Mendiagnosis letak
masalah-masalah yang akan dicatat dalam
teks or video yang diberikan
3. Memperbaiki kesalahan kalimat
berkaitan dengan kebahasaan
beberapa teks teks naratif
Nilai Optimum
3 Penutup :
.
Menyajikan didepan kelas setelah perbaikan
Nilai Optimum

1. Penilaian Keterampilan
 Penilaian Berbicara

86 – 100 (Excellent) 71 – 85 (Very good) 51 – 70 (Good) 20 – 50 (enough)

• Uses a • Uses a variety of • Uses limited • Uses only
variety of vocabulary and vocabulary and basic
vocabulary expression, but expressions vocabulary
and makes some errors • Uses a variety of and
expressions in words choice structures with expressions
• Uses a variety of • Uses variety of frequent errors, or • Uses basic
structures with only grammar structures, uses basic structures, makes
occasional but make some structures with only frequent errors
grammatical errors errors occasional errors • Hesitates too often
• Speaks smoothly, • Speaks with some • Speaks with some when speaking,
with little hesitation hesitation, but it hesitation, which which often
that does not does not usually often interferes interferes with
interfere with interfere with with communication
communication communication communication • Purpose isn‟t clear;
• Stays on task and • Stays on task most of • Tries to needs a lot of help
communicates the time and communicate, but communicating;
effectively; almost communicates sometimes does not usually does not
always responds effectively; respond appropriately respond
appropriately and generally responds or clearly appropriately or
always tries to appropriately and • Pronunciation and clearly
develop the keeps trying to intonation errors • Frequent problems
interaction develops the sometimes make it with pronunciation
• Pronunciation and interaction difficult to and intonation
intonation are almost • Pronunciation understand the learne
always very and intonation are
clear/accurate usually
clear/accurate with a
few
problem areas
Soal Tes (Penilaian Individu)
In the Kingdom of Medang Kamulan, in Java, came a young when man, by the name of Aji Saka to fight
Dewatacengkar, the cruel King of The Country who had a habit to eat human flesh of his own people. Aji Saka
himself he came from Bumi Majeti.
One day he told his two servants, by the name of Dara and Sembodo, that he was going to java. He told them that
while he was away, both of them have to guards his Heirloom / Pusoko. No one except Aji Saka himself not a
allowed to take the Pusoko. In the big battle, Aji Saka could successfully push Dewata Cengkar to fall to the South
Sea. Dewata Cengkar did not die, he became a Bajul Putih (White Crocodile). Aji Saka became a ruler of
Medangkamulan.
Meanwhile a woman of the village of Dadapan, found an egg. She put the egg in her Lumbung (Rice Barn).
After a certain period the egg vanished, instead a snake found in the rice barn. The villagers would like to kill the
snake, but the snake said : “I’m the son Aji Saka, bring me to him”.
Aji Saka told the snake, that he would be recognized as his son, if the could kll the Bajul Putih in the South
Sea. After a long stormy battle which both sides demonstrating physical strength and showing skillfull ability of
fighting, the snake could kill Bajul Putih.
As had been promised the snake was recognized as Aji Saka’s son and he was given a name Jaka Linglung (a stupid
boy).
In the palace Jaka Linglung greedily ate domestic pets of the palace. He was punished by the King,
expelling him to live in the Jungle of Pesanga. he was tightly roped until he could not move his head. He was
instructed only to eat things which fall to his mouth.
One day, a group of 9 (nine) village boys were playing around in that Jungle. Suddenly it was raining
heavily. They had to find a shelter, luckily there was a cave. Only 8 (eight) boys went inside the cave, the other one
who was suffering from very bad skin disease, sting and dirty, he had to stay out of the cave. All of a sudden, the
cave was falling apart. The 8 (eight) boys vanished, only the one who stayed outside was safe. The cave in fact was
the mouth of Jaka Linglung.
1. Who was Dewata Cengkar ?
A. a young wise man
B. The cruel king
C. White crocodile
D. Bajul Putih
E. Jaka linglung
2. Where did the woman put the egg ?
A. In a rice barn
B. In the south sea
C. In the palace
D. In the jungle of pasanga
E. Inside the cave
3. Where did Aji Saka come from ?
A. Medang Kamulan
B. South Sea
C. Jungle of Pesanga
D. Bumi Majeti
E. Dadapan Village
55. Who was Jaka Linglung ?
A. A greedy pet belong to Aji Saka
B. The cruel king
C. A stupid boy
D. The snake was recognized as Dewata Cengkar’s son
E. The snake was recognized as Aji Saka’s son
56. Why did the king punish Jaka linglung to live in the jungle of Pesanga? because ……
A. Jaka linglung greedily ate human flesh of the village
B. Jaka linglung greedily ate domestic pets of the palace
C. Jaka linglung put the egg in the rice born
D. Jaka linglung could kill Bajul Putih
E. Jaka linglung pushed Dewata Cengkor to fall to the South sea

Arrange the jumbled paragraph!

One day, the window and her daughter went to the market for shopping to the village. It was why the widow
could not lift the heavy things, so she persuaded her daughter. The widow dressed ugly in the other hand the
daughter dressed beautifully. When a man asked about who the old woman, the daughter answered
1 that she was her servant. Hearing that statement, the widow was so sad but she accepted that because
she did not want her daughter felt so embarrassed in front of many people.

In some minutes later, there was a man coming closer the daughter and asked about her and her
2 mother. She told that her mother was her servant. Again and again the widow was so sad. In the way
home, there was man whoasked about who she and her mother were. She answered she was her boss
and her mother was her servant. In the three times, the widow could not defend not only her tear butalso
her patient.
The widow raised her hand and prayed to God. “Oh My God, I do not defend with my daughter’s mock.
3
My daughter was so rebel to me. I am so sad. Oh My God, punish her, this rebel daughter, punish her!!”
 By the God Power, the body of her daughter became a stone slowly. It started from her feet until her chest.
Before her head became a stone, she cried and asked to her mother for forgiving her and she promised to be a
kind daughter. She cried and yelled loudly, but the widow did not do anything because the God granted
4
1
r
her pray. she only could hug the stone sadly. The eyes of stone removed the tears. It was why many
people called that stone “the crying stone”

5 Once upon the time, in Kalimantan Province, there was a jungle which was lived by an old widow with
5 her daughter. They lived in the small and decrepit hut. It meant that they lived in the poor after the
husband had passed away since their daughter was still baby. Her daughter had a beautiful face so that many
people liked her.

The answer: