MODUL AJAR

Chapter 3: Stories to Tell

INFORMASI UMUM

A. Identitas Modul

Nama Penyusun : Hervina Junita, [Link]

Nama Sekolah : MTs Nurul Falah Air Molek

Tahun Pelajaran : 2025/2026

Fase/Kelas : D/IX

Alokasi Waktu : 18 x 40 menit

Jumlah Pertemuan : 6 pertemuan

B. Capaian Pembelajaran

Capaian Pembelajaran (CP) Chapter 3 terdiri atas 3 elemen, yaitu:

1. Menyimak - Berbicara
Pada akhir Fase D, peserta didik menggunakan Bahasa Inggris untuk
berinteraksi dan saling bertukar ide, pengalaman, minat, pendapat, dan pandangan
dengan guru, teman sebaya dan orang lain dalam berbagai macam konteks familiar
yang formal dan informal. Dengan pengulangan dan penggantian kosa kata, peserta
didik memahami ide utama dan detail yang relevan dari diskusi atau presentasi
mengenai berbagai macam topik yang telah familiar dan dalam konteks kehidupan di
sekolah dan di rumah. Mereka terlibat dalam diskusi, misalnya memberikan pendapat,
membuat perbandingan dan menyampaikan preferensi. Mereka menjelaskan dan
memperjelas jawaban mereka menggunakan struktur kalimat dan kata kerja sederhana
2. Membaca - Memirsa
Pada akhir Fase D, peserta didik membaca dan merespon teks familiar dan
tidak familiar yang mengandung struktur yang telah dipelajari dan kosakata yang
familiar secara mandiri. Mereka mencari dan mengevaluasi ide utama dan informasi
spesifik dalam berbagai jenis teks. Teks ini dapat membentuk cetak atau digital,
termasuk diantaranya teks visual, multimodal atau interaktif. Mereka mengidentifikasi
tujuan teks dan mulai melakukan inferensi untuk memahami informasi tersirat dalam
sebuah teks.
3. Menulis - Mempresentasikan
Pada akhir Fase D, peserta didik mengomunikasikan ide dan pengalaman
mereka melalui paragraf sederhana dan terstruktur, menunjukan perkembangan dalam
penggunaan kosa kata spesifik dan struktur kalimat sederhana. Menggunakan contoh,
mereka membuat perencanaan, menulis, dan menyajikan teks informasi, imajinasi,
dan persuasi dengan menggunakan kalimat sederhana dan majemuk untuk menyusun
argumen dan menjelaskan atau mempertahankan suatu pendapat.
C. Tujuan Pembelajaran
3.1 Memahami cerita yang disajikan dalam teks cerita fantasi.
3.2 Mengidentifikasi informasi penting dalam cerita cerita fantasi.
3.3 Mengaplikasikan unsur kebahasaan simple past tense yang tepat sesuai dengan
konteks.
3.4 Menyusun dan mengidentifikasi informasi multimodal untuk melengkapi teks fiksi
fantasi
3.5 Mengidentifikasi ciri-ciri dan unsur pembentuk cerita fantasi.
3.6 Menulis cerita fantasi sederhana.
3.7 Memahami cerita yang disajikan dalam cerita fiksi ilmiah.
3.8 Mengidentifikasi informasi penting dalam cerita fiksi ilmiah.
3.9 Memahami dan menggunakan unsur kebahasaan direct dan indirect speech dengan
benar.
3.10 Menulis cerita fiksi ilmiah sederhana.
3.11 Memahami dan mengidentifikasi informasi penting dalam cerita rakyat.
3.12 Memahami narrative text.
3.13 Menganalisis unsur-unsur utama dalam sebuah teks naratif.

D. Kata Kunci
● Story
● Fantasy
● Magic
● Direct speech
● Indirect speech
● Past tense
● Narrative text
● Setting
● Character
E. Profil Pelajar Pancasila
1. Beriman, bertakwa kepada Tuhan yang Maha Esa dan berakhlak mulia terhadap
lingkungan sekitar dan teman.
2. Berkebinekaan global
3. Bernalar kritis dalam mengidentifikasi dan menganalisis teks deskripsi dan
mengaitkan dengan yang terjadi dalam kehidupan nyata dalam bentuk kegiatan
sekolah dan ekstrakurikuler.
4. Mandiri dalam kegiatan pembelajaran dan mengerjakan tugas individu.
5. Gotong-royong dengan berkolaborasi bersama teman dalam kegiatan kelompok.
6. Kreatif dalam mengerjakan tugas individu maupun kegiatan kelompok.
F. Sarana dan Prasarana
1. Komputer/Laptop
2. LCD proyektor
3. Speaker
4. Handphone
5. Papan tulis
6. Spidol
7. LKPD
8. Buku Guru dan Buku Peserta didik
 G. Target Peserta Didik: Regular/tipikal
H. Model Pembelajaran: Discovery/Inquiry Learning dan Cooperative Learning
I. Moda Pembelajaran: Tatap muka
J. Asesmen/Penilaian
● Individu: Tertulis dan Lisan.
● Kelompok: Tertulis dan performa presentasi
● Sikap: Melakukan observasi selama kegiatan berlangsung dan menuliskannya pada
jurnal, baik sikap positif dan negatif, melakukan penilaian antarteman, dan mengamati
refleksi peserta didik.

K. Materi Ajar
1. Fantasy Fiction
2. Simple Past Tense
3. Science Fiction
4. Direct and Indirect Speech
5. Folklore
6. Narrative Texts

LANGKAH-LANGKAH PEMBELAJARAN

Unit 1

PERTEMUAN 1

Topik

My Imagination 1

Tujuan Pembelajaran

3.1 Memahami cerita yang disajikan dalam teks cerita fantasi.

3.2 Mengidentifikasi informasi penting dalam cerita cerita fantasi.

Pemahaman Bermakna

● Peserta didik dapat memahami cerita yang disajikan dalam cerita teks fantasi.

● Peserta didik dapat mengidentifikasi informasi penting yang tercantum dalam cerita
teks fantasi.

Model Pembelajaran

Discovery/Inquiry Learning/Cooperative Learning

Pertanyaan Pemantik

1. What is your favorite story?

2. Is it a fantasy, or it’s just fiction?

 3. So, what is fantasy stories in your opinion?

Kegiatan Pendahuluan (15 menit)

● Guru memberikan salam

● Guru membuka pembelajaran dan melakukan doa bersama. – “Before we
start our lesson today, let’s pray together. Pray begin.” “Finish.”
● Guru membuka pelajaran dengan mengecek kehadiran dan menanyakan kabar
peserta didik.— “Good morning/afternoon everyone!” “How’s your day?”
“Let me check your attendance.” etc.
● Guru mengulas kembali materi chapter 2. Bila memungkinkan, Bahasa Inggris
dapat digunakan secara penuh atau sebagian besar. Bila memungkinkan guru
dapat menggunakan Bahasa Indonesia pada bagian-bagian penting dalam
Chapter 2. — “Good morning, everyone. In Chapter 2 we have learned a
lot about past experiences. Can anybody tell me how can we retell past
experiences?”
● Guru menjelaskan tujuan Chapter 3. Penggunaan Bahasa Inggris dan Bahasa
Indonesia dapat disesuaikan dengan tingkat kemampuan Bahasa Inggris
peserta didik -- “Today we are coming to a new topic. It is about fantasy
stories.”
● Guru memberikan pertanyaan pemantik untuk peserta didik sebagai acuan
pemebelajaran chapter baru – What is your favorite story?

● Peserta didik diberikan kesempatan untuk menjawab pertanyaan yang

diberikan berdasarkan kosakata yang mereka miliki.

Kegiatan Inti (55 menit)

● Peserta didik diajak mengingat kembali cerita-cerita fantasi yang disukai.

● Peserta didik berdiskusi tentang apa yang menarik dari cerita-cerita fantasi
yang dijelaskan. Guru memantik diskusi dan mengarahkan peserta didik untuk
dapat mengekspresikan perasaannya terhadap cerita-cerita fantasi tersebut.
● Guru mengajak peserta didik untuk menyimpulkan hasil diskusi.
● Peserta didik diajak untuk melihat gambar dalam Unit 1 Part 1 — Let’s Start
hlm 85 buku Bahasa Inggris 3 untuk SMP/MTs Kelas IX terbitan PT. Grafindo
Media Pratama. Lalu, Guru memantik rasa ingin tahu peserta didik dengan
cara kreatif seperti membayangkan apa yang terjadi sebelum, ketika, dan
setelah gambar ini dibuat.
● Guru menyiapkan peserta didik untuk menyimak rekaman audio dalam Unit 1
Part 2 — Let’s Listen hlm 85.
● Peserta didik menyimak rekaman audio yang sudah disiapkan sebelumnya.
Guru dapat mengulang rekaman audio jika diperlukan agar peserta didik dapat
lebih jelas memahami teks cerita yang dimainkan.
● Guru memastikan pemahaman peserta didik terhadap cerita dengan bertanya
perihal informasi umum dan spesifik tentang teks yang dibahas seperti plot,
karakter, setting, dan lain sebagainya.
● Peserta didik diminta menjawab secara bersama-sama pertanyaan dalam Unit
1 Part 2 — Let’s Listen bagian B hlm 86.
Kegiatan Penutup (10 menit)

● Guru memberikan feedback kepada peserta didik sesuai dengan kebutuhannya

dan memberikan apresiasi sebaik-baiknya. “Excellent!”, “Very good!”,
“Nice!”, etc.
● Guru dan peserta didik mengulas kembali apa yang sudah dipelajari selama
awal pembelajaran hingga akhir pembelajaran.
● Guru bersama peserta didik melakukan refleksi pembelajaran. “What have
you learnt today?”
● Guru menginformasikan kegiatan pembelajaran pada pertemuan berikutnya.
“Next meeting, we are going to learn …”
● Guru menutup pembelajaran dengan mengucap syukur dan salam.

PERTEMUAN 2

Topik

My Imagination 2

Tujuan Pembelajaran

3.3 Mengaplikasikan unsur kebahasaan simple past tense yang tepat sesuai dengan konteks.
3.4 Menyusun dan mengidentifikasi informasi multimodal untuk melengkapi teks fiksi
fantasi.

Pemahaman Bermakna

● Peserta didik dapat mengetahui dan menggunakan unsur kebahasaan simple past tense
dalam konteks yang sesuai
● Peserta didik dapat mengonstruksi dan mengidentifikasi informasi multimodal untuk
memperkaya penceritaan teks fiksi fantasi

Model Pembelajaran

Discovery Learning

Pertanyaan Pemantik

1. Can you imagine what kind of setting does your favorite fantasy story take place in?

Kegiatan Pendahuluan (15 mnit)

● Guru memberikan salam

● Guru membuka pembelajaran dan melakukan doa bersama
● Guru mengecek kehadiran peserta didik – “Let me check your attendance”, “Who
is missing today?” etc.
● Guru membuka pelajaran dengan menyapa peserta didik dan menanyakan kabar. –
“Good morning/afternoon everyone!”, “How’s your day?”, etc.
● Guru memberikan apersepsi dengan menggiatkan kembali peserta didik tentang
materi pembelajaran sebelumnya. Selain itu guru memantik pemahaman peserta didik
 dengan meminta peserta didik merespon ke gambar-gambar yang disajikan. — What
do you see? What kind of story do you imagine when seeing this picture?
● Peserta didik diberikan kesempatan untuk menjawab pertanyaan yang diberikan.
● Guru memberikan penguatan atas jawaban peserta didik dan menghubungkannya
dengan pembelajaran yang akan dipelajari. “Today we are going to ….,”, etc.

Kegiatan Inti (55 menit)

● Guru menyiapkan peserta didik untuk membaca bersama-sama teks cerita ”Kinan
Magic Mirror” dalam Part 4 — Let’s Read hlm 87 buku Bahasa Inggris 3 untuk
SMP/MTs Kelas IX terbitan PT. Grafindo Media Pratama.
● Peserta didik bersama-sama membaca teks cerita ’Kinan Magic Mirror’
● Guru memastikan pemahaman peserta didik terhadap alur cerita yang disajikan
melalui beberapa pertanyaan.
● Guru menyajikan beberapa kartu berisi gambar acak, seperti rumah, kasur, kursi,
naga, pisau, gua bawah tanah, dll. Peserta didik diminta untuk memilih beberapa
objek yang dapat menjelaskan apa yang terjadi di dalam cerita.
● Guru memantik peserta didik untuk menjelaskan hubungan antara objek yang dipilih
dengan cerita. Peserta didik diarahkan untuk menggunakan past tense karena mereka
menjelaskan kejadian yang terjadi di masa lampau.
● Peserta didik diajak memilih cerita lain, dan mereka diminta memilih beberapa objek
dari kumpulan kartu yang sama untuk menjelaskan cerita mereka.
● Guru memantik peserta didik untuk menjelaskan hubungan antara objek yang dipilih
dengan cerita. Peserta didik diarahkan untuk menggunakan past tense karena mereka
menjelaskan kejadian yang terjadi di masa lampau.

Kegiatan Penutup (10 menit)

● Guru memberikan feedback kepada peserta didik sesuai dengan kebutuhannya dan
memberikan apresiasi sebaik-baiknya. “Excellent!”, “very good!”, “Nice!”, etc.
● Guru dan peserta didik mengulas kembali apa yang sudah dipelajari selama awal
pembelajaran hingga akhir pembelajaran.
● Guru bersama peserta didik melakukan refleksi pembelajaran. “What have you learnt
today?”
● Guru menginformasikan kegiatan pembelajaran pada pertemuan berikutnya. “Next
meeting, we are going to learn …”
● Guru menutup pembelajaran dengan mengucap syukur dan salam.

PERTEMUAN 3

Topik

My Imagination 3

Tujuan Pembelajaran

3.5 Mengidentifikasi ciri-ciri dan unsur pembentuk cerita fantasi.

3.6 Menulis cerita fantasi sederhana.
Pemahaman Bermakna

● Peserta didik dapat mengidentifikasi ciri-ciri dan unsur pembentuk cerita fiksi fantasi
● Peserta didik dapat menulis cerita fantasi sederhana

Model Pembelajaran

Discovery/Cooperative Learning

Kegiatan Pendahuluan (15 mnit)

● Guru memberikan salam

● Guru membuka pembelajaran dan melakukan doa bersama
● Guru mengecek kehadiran peserta didik. – . “Let me check your attendance”, “Who
is missing today?” etc.
● Guru membuka pelajaran dengan menyapa peserta didik dan menanyakan kabar. –
“Good morning/afternoon everyone!”, “How’s your day?”, etc.
● Guru memberikan apersepsi dengan menggiatkan kembali peserta didik tentang
materi pembelajaran sebelumnya.
● Peserta didik dapat menjawab sesuai dengan pemahaman mereka.
● Guru menyampaikan pembelajaran yang akan dipelajari hari ini dimana melanjutkan
materi sebleumnya.

Kegiatan Inti (55 menit)

● Guru membahas kembali teks-teks cerita fantasi yang telah dibaca sebelumnya. Guru
mengajak peserta didik untuk melihat kesamaan dan perbedaan dari semua teks yang
disajikan.
● Peserta didik bersama guru mendiskusikan perbedaan dan persamaan dari setiap cerita
fantasi yang telah diceritakan.
● Guru membantu menyimpulkan diskusi yang dilakukan oleh siswa.
● Guru menyampaikan pembelajaran tentang ciri-ciri dan unsur pembentuk cerita fiksi
fantasi.
● Peserta didik mengidentifikasi ciri-ciri dan unsur pembentuk cerita fantasi dalam
cerita-cerita yang telah dibaca bersama-sama di pertemuan-pertemuan sebelumnya.
● Peserta didik bersama-sama menyimpulkan unsur-unsur pembentuk cerita fantasi
dalam suatu tabel.
● Peserta didik diajak untuk menulis bersama-sama suatu teks cerita fantasi kolaboratif.
Guru membimbing peserta didik untuk menentukan setting, karakter, plot, dan unsur-
unsur intrinsik lainnya berdasarkan diskusi peserta didik.
● Peserta didik menyusun cerita fantasi dalam teks secara kolaboratif.
● Peserta didik menampilkan cerita buatan mereka di depan kelas.

Kegiatan Penutup (10 menit)

● Guru memberikan feedback kepada peserta didik sesuai dengan kebutuhannya dan
memberikan apresiasi sebaik-baiknya. “Excellent!”, “very good!”, “Nice!”, etc.
● Guru dan peserta didik mengulas kembali apa yang sudah dipelajari selama awal
pembelajaran hingga akhir pembelajaran.
● Guru bersama peserta didik melakukan refleksi pembelajaran. “What have you learnt
today?”
 ● Guru menginformasikan kegiatan pembelajaran pada pertemuan berikutnya. “Next
meeting, we are going to learn …”
● Guru menutup pembelajaran dengan mengucap syukur dan salam.

Unit 2

PERTEMUAN 4

Topik

The Time Travel 1

Tujuan Pembelajaran

3.7 Memahami cerita yang disajikan dalam cerita fiksi ilmiah.

3.8 Mengidentifikasi informasi penting dalam cerita fiksi ilmiah.

Pemahaman Bermakna

● Peserta didik dapat memahami dan terhibur dengan cerita yang disajikan dalam cerita
fiksi ilmiah
● Peserta didik dapat mengidentifikasi informasi penting tentang alur cerita, latar, dan
karakter dalam cerita fiksi ilmiah.

Model Pembelajaran

Inquiry/Discovery Learning

Pertanyaan Pemantik

1. Look at the picture. What do you think does the picture describe?
2. Do you think time travel is possible?
3. What does the picture tells you about time travel?
Kegiatan Pendahuluan (15 menit)

● Guru memberikan salam

● Guru membuka pembelajaran dan melakukan doa bersama
● Guru mengecek kehadiran peserta didik. – . “Let me check your attendance”, “Who
is missing today?” etc.
● Guru membuka pelajaran dengan menyapa peserta didik dan menanyakan kabar. –
“Good morning/afternoon everyone!”, “How’s your day?”, etc.
● Guru mengulas kembali materi di Unit 1. Bila memungkinkan, Bahasa Inggris dapat
digunakan secara penuh atau sebagian besar. Bila belum memungkinkan guru dapat
menggunakan Bahasa Indonesia pada bagian-bagian penting dalam Unit 1. --Good
morning, everyone. Welcome. In Unit 1 we learned about ….”, etc.
● Guru menjelaskan tujuan Chapter 3, khususnya Unit 2. Bila memungkinkan,
Penggunaan Bahasa Inggris dan Bahasa Indonesia dapat disesuaikan dengan tingkat
kemampuan Bahasa Inggris peserta didik pada bagian-bagian selanjutnya pada Unit
ini. -- Today we are coming to a new topic. It is about science fiction stories.”, etc.
 ● Guru memberikan gambar pemantik pada buku Bahasa Inggris 3 untuk SMP/MTs
kelas 9 terbitan PT. Grafindo Media Pratama Unit 2 Part 1 — Let’s Start hlm 93
untuk memulai pembahasan. – “Look at the picture. What do you think does the
picture describe?” “Do you think time travel is possible? What does the picture
tells you about time travel?”
● Peserta didik memberikan jawabannya sesuai dengan pemikirannya masing-masing
dan Guru memberikan penguatan atas jawaban peserta didik.

Kegiatan Inti (55 menit)

● Guru menyiapkan peserta didik untuk menyimak cerita fiksi ilmiah dalam kegiatan
Unit 2 Part 2 — Let’s Listen hlm 93. Peserta didik diajak melengkapi bagian kosong
sesuai dengan apa yang diucapkan dalam rekaman.
● Peserta didik menyimak rekaman cerita fiksi ilmiah. Guru dapat mengulang rekaman
cerita bila dirasa perlu.
● Guru memastikan pemahaman peserta didik terhadap teks yang disimak melalui
beberapa pertanyaan.
● Peserta didik bersama-sama membahas jawaban latihan dalam Part 2 — Let’s Listen
bagian B hlm 95.
● Peserta didik diajak mengidentifikasi ciri khas dan keunikan cerita fiksi ilmiah.
● Peserta didik secara individu mengerjakan latihan dalam Part 3 — Let’s Read hlm 95.

Kegiatan Penutup (10 menit)

● Guru memberikan feedback kepada peserta didik sesuai dengan kebutuhannya dan
memberikan apresiasi sebaik-baiknya. “Excellent!”, “very good!”, “Nice!”, etc.
● Guru dan peserta didik mengulas kembali apa yang sudah dipelajari selama awal
pembelajaran hingga akhir pembelajaran. – “What have you learnt today? etc
● Guru menutup pembelajaran dengan mengucap syukur dan salam.
●
PERTEMUAN 5

Topik

Time Travel 2

Tujuan Pembelajaran

3.9 Memahami dan menggunakan unsur kebahasaan direct dan indirect speech dengan
benar.
3.10 Menulis cerita fiksi ilmiah sederhana.
Pemahaman Bermakna
● Peserta didik dapat memahami ide/konsep dan fungsi direct dan indirect speech
dengan tepat
● Peserta didik dapat menulis cerita fiksi ilmiah sederhana

Model Pembelajaran

Discovery/Inquiry Learning
Kegiatan Pendahuluan (15 menit)

● Guru memberikan salam

● Guru membuka pembelajaran dan melakukan doa bersama
● Guru mengecek kehadiran peserta didik. – . “Let me check your attendance”, “Who
is missing today?” etc.
● Guru membuka pelajaran dengan menyapa peserta didik dan menanyakan kabar. –
“Good morning/afternoon everyone!”, “How’s your day?”, etc.
● Guru memberikan apersepsi dengan menggiatkan kembali peserta didik tentang
materi pembelajaran sebelumnya.
● Peserta didik dapat memberikan jawabannya sesuai dengan pemahaman mereka.

● Guru menyampaikan pembelajaran yang akan dipelajari hari ini

Kegiatan Inti (55 menit)

● Guru menjelaskan materi direct dan indirect speech berdasarkan penjelasan dalam
Unit 2 Part 4 — Language Focus hlm 96.
● Peserta didik diajak menyelesaikan latihan bagian B dan C hlm 97.
● Guru menyiapkan siswa untuk membaca ulang teks dalam latihan Part 2 — Let’s
Listen, lalu mengidentifikasi kalimat-kalimat direct speech dan indirect speech.
● Peserta didik membaca ulang teks dalam latihan Part 2 — Let’s Listen, lalu
mengidentifikasi kalimat-kalimat direct speech dan indirect speech.
● Guru membimbing peserta didik untuk mengidentifikasi ciri khas teks fiksi ilmiah.
● Guru menyiapkan peserta didik untuk membaca potongan teks cerita fiksi ilmiah
dalam Unit 3 Part 5 — Let’s Read and Write hlm 98.
● Peserta didik membaca potongan teks cerita fiksi ilmiah dalam Unit 3 Part 5 — Let’s
Read and Write hlm 98.
● Peserta didik secara kolaboratif melanjutkan potongan cerita menjadi satu cerita utuh.
● Setelah selesai, peserta didik menceritakan ulang cerita versi mereka.
● Peserta didik secara individu mengisi pertanyaan-pertanyaan dalam bagian C latihan
yang sama hlm 99.

Kegiatan Penutup (10 menit)

● Guru memberikan feedback kepada peserta didik sesuai dengan kebutuhannya dan
memberikan apresiasi sebaik-baiknya. “Excellent!”, “very good!”, “Nice!”, etc.
● Guru dan peserta didik mengulas kembali apa yang sudah dipelajari selama awal
pembelajaran hingga akhir pembelajaran.
● Guru bersama peserta didik melakukan refleksi pembelajaran. “What have you learnt
today?”
● Guru menutup pembelajaran dengan mengucap syukur dan salam.
Unit 3

PERTEMUAN 6

Topik

Folklore

Tujuan Pembelajaran

3.10 Memahami dan mengidentifikasi informasi penting dalam cerita rakyat.

3.11 Memahami narrative text.
3.12 Menganalisis unsur-unsur utama dalam sebuah teks naratif.

Pemahaman Bermakna

● Peserta didik dapat memahami dan mengidentifikasi informasi penting dalam cerita
rakyat
● Peserta didik dapat menunjukkan pemahaman mereka tentang narrative text
● Peserta didik dapat menganalisis unsur-unsur utama dalam sebuah teks naratif

Model Pembelajaran

Discovery/Inquiry Learning

Pertanyaan Pemantik

Do you know what folklore is?

Kegiatan Pendahuluan (15 menit)

● Guru memberikan salam

● Guru membuka pembelajaran dan melakukan doa bersama
● Guru mengecek kehadiran peserta didik. – “Let me check your attendance”, “Who
is missing today?” etc.
● Guru membuka pelajaran dengan menyapa peserta didik dan menanyakan kabar. –
“Good morning/afternoon everyone!”, “How’s your day?”, etc.
● Guru memberikan apersepsi dengan menggiatkan kembali peserta didik tentang
materi pembelajaran sebelumnya. — What kinds of story have you learned until
now?
● Guru menjelaskan tujuan pembelajaran dalam kegiatan yang akan peserta didik
lakukan dalam pertemuan tersebut. – “Today, we’re going to tell a folklore story.
Do you know what it is?

Kegiatan Inti (55 menit)

● Guru mengajak peserta didik untuk mengeksplorasi tentang cerita-cerita rakyat di
sekitar mereka dan di kebudayaan/negara lain melalui latihan Unit 3 Part 1 — Let’s
Start.
● Peserta didik menjelaskan cerita-cerita rakyat yang mereka temukan.
● Guru menyiapkan peserta didik untuk menyimak rekaman cerita rakyat dalam latihan
Unit 3 Part 2 — Let’s Listen hlm 100.
 ● Peserta didik menyimak rekaman cerita rakyat dalam latihan Unit 3 Part 2 — Let’s
Listen hlm 100. Guru dapat mengulang rekaman untuk memastikan pemahaman
peserta didik dalam cerita.
● Peserta didik mengisi pertanyaan dalam bagian B kegiatan yang sama hlm 100.
● Guru membimbing peserta didik untuk mengidentifikasi judul, bagian-bagian alur
cerita, dan konflik yang terjadi dalam rekaman audio cerita rakyat.
● Guru menyampaikan materi tentang teks naratif dalam Unit 3 Part 3 — Language
Focus hlm 102.
● Guru menyiapkan peserta didik untuk membaca teks dalam Unit 3 Part 4 — Let’s
Read hlm 103.
● Peserta didik membaca teks dalam Unit 3 Part 4 — Let’s Read hlm 103 secara
bersama-sama, lalu mengisi pertanyaan yang tercantum.
● Guru membimbing peserta didik untuk mengidentifikasi unsur-unsur pembentuk
cerita rakyat.
● Guru membimbing peserta didik untuk mengidentifikasi bagian-bagian alur cerita dan
konflik yang terjadi dalam rekaman audio cerita rakyat.

Kegiatan Penutup (10 menit)

● Guru memberikan feedback kepada peserta didik sesuai dengan kebutuhannya dan
memberikan apresiasi sebaik-baiknya. “Excellent!”, “very good!”, “Nice!”, etc.
● Guru dan peserta didik mengulas kembali apa yang sudah dipelajari selama awal
pembelajaran hingga akhir pembelajaran.
● Guru bersama peserta didik melakukan refleksi pembelajaran. “What have you
learnt today?”
● Guru menginformasikan kegiatan pembelajaran pada pertemuan berikutnya. “Next
meeting, we are going to learn …”
● Guru menutup pembelajaran dengan mengucap syukur dan salam.

PENGAYAAN DAN REMEDIAL

Unit 1: My Imagination
o Take a picture of a room in your house. Print the picture and draw an original
character of your own. Then, tell your story to your friends.
Unit 2: The Time Travel
o What do you think the best invention in the world? Then, imagine the invention to be
used in another world, perhaps another planet. Make a short story about how it is used
in that world.
Unit 3: Story Around the World
o Is folktale always be related to the culture the story was originated? If so, tell the class
about a folktale in your culture. Is it still relevant to your culture today?

REFLEKSI

A. Refleksi Guru

1. Apakah pembelajaran yang dilakukan sudah sesuai dengan apa yang saya
rencanakan?
2. Bagian rencana pembelajaran manakah yang sulit dilakukan?
3. Apa yang dapat saya lakukan untuk mengatasi hal tersebut?
 4. Berapa persen peserta didik yang berhasil mencapai tujuan pembelajaran?
5. Apa kesulitan yang dialami oleh peserta didik yang belum mencapai tujuan
pembelajaran?
6. Apa yang akan saya lakukan untuk membantu mereka?

B. Refleksi Peserta Didik

Pada chapter ini Anda telah mempelajari materi mengenai narrative text, fantasy stories,
science fictions, dan folktale. Agar pembelajaran semakin menyenangkan dan
bermakna, mari sejenak berefleksi tentang aktivitas pembelajaran kali ini.
Bubuhkanlah tanda centang (√) pada salah satu gambar yang dapat
mewakili perasaan Anda setelah mempelajari materi ini.

1. Apa yang sudah Anda pelajari?

.………………………………………………………………………………………………

2. Apa yang Anda kuasai dari materi ini?

.………………………………………………………………………………………………

3. Bagian apa yang belum Anda kuasai?

.………………………………………………………………………………………………
4. Apa upaya Anda untuk menguasai materi yang belum dikuasai? Coba diskusikan dengan
teman maupun guru Anda.

.………………………………………………………………………………………………

LAMPIRAN

Lampiran 1: LKPD
LKPD 1
Work as groups of four. Each group should make a short drama based on the text
found in Unit 1 Part 2 — Let’s Listen pg 86. Add dialogs between the King, Queen,
Princess, the Ugly Ogre, and Dragon to the existing story. Then, read the story along
with the dialogs. Don’t forget to add the title of the story.

Title:
Story:
 LKPD 2
A. Read the following story.
The Little Girl and the Daisies
By Dulce Rodrigues
There was once a little girl who loved to sit by the window at night and look up at the bright
stars. How they twinkled happily in the sky!

“What a pity the stars are so far away! How I wished I could play with them!” she would say.

Then, one beautiful starry night, the girl made a wish: “Oh Heaven, make the stars turn into
flowers so I can play with them!”

The stars heard the girl’s wish and that night began to reflect on the dewdrops. The next
morning, when the girl woke up, she was amazed at the lovely flowers that brightened the
garden. The flowers were white and beautiful, and the little girl played with them the whole day.
As the flowers would close at night to only open the next morning, the girl named them “day’s
eye”, a name that with the passing of time was corrupted to “daisy”.

The Sun, which high above in the sky watched the little girl play with the flowers, asked the
daisies one day:

“Are you happy? Do you have any special wish?”

“We are happy,” replied the daisies. “But we would like to bloom every year so that we can
bring joy to the children.”

“So it shall be,” replied the Sun, which then touched the daisies with its rays, leaving a yellow
dot in the middle of each flower.

Since that day, white or pale pink daisies brighten the beds of our gardens in spring and have
become the target of a children’s love game, “he/she loves me, he/she loves me not” while
picking petals off a daisy.

B. Choose the following pictures that best describes what happened in the story.
Source: [Link] Source: freepik Source:pngtree

Source: [Link]
Source: [Link] Source: peakpx
C. Tell what happened in each picture you choose according to the story.

LKPD 3
Penilaian kelompok melalui kegiatan menulis kolaboratif.
LKPD 4
Read the following science fiction story, and answer the questions.
Lost on Mars

In the vast red desert of Mars, three alien explorers from the planet Greeb set out on an
adventure. Ella, Zeeb, and Bluu were on a mission to uncover the mysteries of the Martian
world. But their journey took a dangerous turn when a meteor shower destroyed their base,
leaving them stranded on Mars with no way home.

With their communication devices broken and their supplies running low, the trio faced a tough
situation. But they refused to give up hope. They knew they had to reach the human base on the
other side of the planet for help.

After days of walking through rough terrain and facing Martian storms, they finally reached the
human base. With the humans' help, they came up with a plan to find a buried rocket near the
Luna crater, which could take them back to Greeb.

With the assistance of a smart robot, they began their search for the buried rocket. It was a tough
journey, with many challenges along the way. But they didn't give up. They kept going until they
found the rocket buried deep in the crater.

With the rocket uncovered, they prepared for liftoff. As the rocket blasted off into the Martian
sky, the three friends felt relieved and excited. Their adventure on Mars was finally over, and
they were on their way back home to Greeb.

Through teamwork and determination, Ella, Zeeb, and Bluu had survived their ordeal on Mars.
And as they headed back to their home among the stars, they knew they would never forget their
incredible journey across the Martian landscape.
 1. Who were Ella, Zeeb, and Bluu?
2. What happened to their base?
3. Why did they decided to reach for the human base?
4. Who helped them to find the rocket ship?
5. If you were the writer, how would you improve the resolution part of the story?

LKPD 5
Penilaian kelompok melalui kegiatan menulis kolaboratif.
LKPD 6
Listen again to the Momotaro story in Unit 3 Part 2 — Let’s Listen pg. 100. Then, fill
out the following table with the correct summary of the parts in the story.

Parts Summary
Orientation

Complication

Resolution

Reorientation

LEMBAR LATIHAN AKHIR BAB 1

1. Buku Bahasa Inggris 3 untuk SMP/MTs Kelas IX. Bandung: Grafindo Media Pratama,
Latihan Bab 3 halaman 107—112.
2. Soal-soal berikut.
A. Pilihan Ganda
Read the following legend titled “A Boy who Flew Too High.”
The Boy who Flew too High
Daedalus was a brilliant architect and inventor – in fact, he was so brilliant that King Minos of
Crete did not want to let him go back to his home in Athens. Instead, he kept him as a prisoner.
Daedalus lived with his son Icarus in a tower of the palace, and King Minos made him invent
weapons of war that would make his army and navy even more powerful than they already
were.
Although Daedalus and Icarus had every comfort they could ask for, the father longed to return
home to Athens. His son hardly remembered his home city, but he too wanted to leave because
he longed to run and play in the open, rather than live in a tower all day.

Daedalus looked out over the waves of the Mediterranean Sea. He longed to return home to
Athens. However, he realised that they wouldn’t be able to sail very far before they spotted and
caught by King Minos’ navy.

He thought for a long time about the best way to escape, and finally he came up with a plan: to
make wings out of wax and feathers.

When Daedalus had finished, he showed Icarus his work. He had made the feathers into two
pairs of wings. He fastened the larger pair to his arms, and began to flap them until his feet took
off from the floor and he began to hover in mid air. Icarus laughed with delight and could not
wait to try out the smaller pair of wings. Over the next few days, father and son both practised
with them until little Icarus was almost as good at flying as his father was.

Then one morning Daedalus said to Icarus, "Now Son, we are ready to leave this island for
good. We shall fly home to Athens. Now, be careful. You should not fly too high, or the sun
will heat the wax and your wings will fall apart. Have you understood all that I have said?"

Little Icarus nodded to show his father that he had understood. Then Daedalus led his son up
onto the battlements of the tower, and like a bird, he jumped into mid air and flapped his wings,
Icarus followed soon after.

Over the seas they sailed, and at first Icarus felt frightened for he had never ventured very far in
his practice flights, but soon he found that he was really good at flying. In fact, it was the most
tremendous fun you could ever have. He began to swoop up and down with the sea gulls. Wow!
It was amazing! His father turned round and called, "Icarus, take care!" and for a while after
that Icarus obeyed his father, and flapped along behind him. But then his wings caught a warm
air current, and he found that he could soar along and upwards almost without any effort. This
was the life! He was floating ever so high above the waves and the ships down below were like
tiny little specks.

His father called up to him, “Icarus, remember what I told you. Come down right now!” Icarus
could not hear him however, and his father could not catch up with him.

Icarus was far too close to the sun, and soon the wax that held the feathers together began to
melt. Gradually his wings began to lose their shape, and some of the feathers even began to fall
off. Icarus flapped his arms frantically, but it was too late. He had lost the power of flight and
down he plunged into the sea.
1. In the story, Icarus is ….
a. a bird
b. King Minos’ soldier
c. Daedalus’ son
d. the navy commander
2. The following statement is correct
a. Daedalus wanted to stay in the island.
b. King Minos imprisoned him in an island.
c. Icarus built a wing for himself.
d. Daedalus built two wings for him and his son.
3. Why did Daedalus build a wing?
a. Because he wanted to get away and go back to Athens
b. Because he wished to see Crete
c. Because he wanted to battle King Minos
d. Because he is a navy commander
4. The complication part of the story is ….
a. He had made the feathers into two pairs of wings.
b. He had lost the power of flight and down he plunged into the sea
c. He longed to return home to Athens.
d. He was floating ever so high above the waves and the ships down below were
like tiny little specks
5. The text is a … narrative story.
a. Legend
b. Fantasy
c. Science fiction
d. Folklore
6. The following sentence that uses indirect voice is …
a. His father called up to him, “Icarus, remember what I told you. Come down right
now!”
b. Little Icarus nodded to show his father that he had understood.
c. Icarus laughed with delight and could not wait to try out the smaller pair of wings
d. Daedalus told Icarus to be careful, for his wings could melt under the heat of the
sun.
7. “He fastened the larger pair to his arms, and began to flap them until his feet took
off from the floor.”
The synonym of the underlined word is ….
a. Float
b. Dig
c. Sink
d. Flap
8. “Although Daedalus and Icarus had every comfort they could ask for, the father
longed to return home to Athens.”
The sentence is the … of the story.
a. Orientation
b. Complication
c. Resolution
d. Coda
9. "Icarus, take care!" said Daedalus.
The correct indirect speech for the sentence is ….
 a. Daedalus took care of Icarus.
b. Daedalus said to Icarus to take care of him.
c. Daedalus shouted at Icarus to take care.
d. Icarus took Daedalus under his care.
10. How did the story end?
a. Icarus’ wings failed, and he plunged into the sea.
b. Daedalus’ wings melted and plunged with him.
c. Icarus successfully escaped King Minos’ island.
d. Daedalus was sad because the wings failed.
B. Uraian
1. Why did Icarus followed Daedalus to escape?
2. Did Icarus understood the risk of using the wings?
3. What did Daedalus say about the rules of using the wings?
4. What do you think happened to Daedalus after Icarus fell down?
5. What is the moral of the story?

Lampiran 2: Bahan Bacaan Guru

A. Was and Were
The words ‘was’ and ‘were’ are used in a sentence using simple past tense. The words
are used when talking about situations and facts in the past. Look at the following table.
Positive sentence Example:
Once upon a time, there was a king and queen.
A friendly dragon was flying over the castle.
Was I, he, she, it
Negative sentence Example:
I was not hungry this morning.
It wasn’t sunny yesterday.
Positive sentence Example:
The king and queen were very sad.
They were at the beach last weekend.
Were you, we, they
Negative sentence Example:
You were not in the school yesterday.
We weren’t cold yesterday.

Use ‘was’ for I, he, she and it. Wasn't is the short form of ‘was not’.
Use ‘were’ for you, we, and they. Weren't is the short form of ‘were not’.

B. Fantasy Story
Fantasy stories take place in a different world. It sometimes involves mythical
creatures and talking animals, witchcraft, magic, planet travel, or dimension travel. They
provide an exciting escape from reality. There are several aspects that make up a fantasy
story.
Setting
Fantasy stories are set in a world where the law of nature differs from ours. The setting may
be similar to the real world, or completely different. Fantasy stories often incorporate the
medieval era, so it may include settings like kingdoms, castles, lairs, and villages.
Common elements
The following are the common elements of a fantasy story.
● There is a conflict between good and evil. The main character usually has to defeat a
villain.
● There may be a weapon that has magical powers.
● The characters may have to go on a journey to succeed.
● The main characters often have special powers.
C. Direct and Indirect Speech
There are many occasions in which we need to describe an event or action that happened.
That also includes repeating what someone says. There are two kinds of speech to use: direct
speech and indirect speech.
1. Direct speech
We use direct speech when we simply repeat what someone says, putting the phrase between
quotation marks. Read the following examples.
a. The local people said, “We plan to make this city a safer place for everyone.”
b. She replied, “No, I haven’t seen him since lunchtime.”

It is common to use the verb ‘say’ (or ‘said’ in the past tense). But you can also find other
verbs used to indicate direct speech such as ‘ask’, ‘reply’, and ‘shout’.
2. Indirect speech or reported speech
Indirect speech is used when reporting what someone said without using the exact same
words. An indirect speech does not use any quotation marks. Read the following examples.
“We’re quite cold in here.” (direct speech)
They say (that) they’re cold. (indirect speech)

In an indirect speech, sometimes the tense is changed to its past tense. In the following
example, the sentence written in direct speech changed into the past simple when written in
indirect speech.
 “I have a new car.” (present simple) (direct speech)
He said he had a new car. (past simple) (indirect speech)

All the other tenses follow a similar change in indirect speech. Here is an example of all the
main tenses:
Direct Speech Indirect Speech
He said, “I live in the city.” (present simple) He said he lived in the city.
He said, “I am going out.” (present continuous) He said he was going out
He said, “I have finished.” (present perfect) He said he had finished
He said, “I have been studying a lot” He said he had been studying a lot.
(present perfect continuous)
He said, “I arrived before you.” (past simple) He said he had arrived before you
He said, “I had already left.” (past perfect) He said he had already left.
(remains the same)
He said, “I’ll be there at 2 p.m.” (future simple) He said he would be there at 2 p.m.

D. Narrative text
A 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 coherent and engaging way.
There are several characteristics that forms a narrative text:
a. Using past tense
Narrative texts often contain past tense because they typically recount events
or stories that have already occurred.
b. Using adverbial of time
Narrative texts often use adverbials of time to provide a clear structure and
sense of progression to the story.
c. Using adjectives
Adjectives are words that describe or modify nouns. It gives more information
about a noun such as its color, shape, size, characteristics, and many more..
d. Using noun phrases
A noun phrase is a group of words that contains a noun along with any
accompanying modifiers, such as adjectives, adverbs, or other nouns that provide
more information about the main noun.
1. What is the structure of a narrative text?
 a. Orientation: It introduces the characters and setting (time and place) of the story.
b. Complication: It contains the problems that happen in the story.
c. Resolution: It describes how the problems were solved and mentions the main
character’s feelings after the problem passed.
d. Reorientation (coda): This section appears at the end of the story, providing a
summary, commentary on the characters’ actions, or moral lessons. It is an optional
component.
E. What is a folk tale?
A folk tale is a story from a culture, usually tells about the origin of something. Folk tales
were passed down through generations of the people, meaning that it sometimes are hundreds
of years old. Folk tales teach a lesson, usually in line with the culture’s values, because it is
the product of the people of a culture.

Lampiran 3: Glosarium
Unit 3 Story Around the
Unit 1 My Imagination Unit 2 The Time Travel
World

Desperation: keputusasaan Prison : penjara Cheat : menipu

Elude : menghindari Time travel: perjalanan waktu Cock : ayam jantan
Flames : api Guard : penjaga, pengawal Cursed : dikutuk
Ferocious : ganas Stuck : terjebak Genies : jin
Leapt : melompat Science : sains Lake : danau
Petrified : ketakutan Steal : mencuri Proposal : lamaran
Scaly : bersisik Storm : badai Surrender : pasrah
Reflection : pantulan Float : mengambang, Village : desa
Nostrils : lubang mengapung Wound : luka
hidung Wood : kayu
Hazy : berkabut
Murky : gelap, suram

RUBRIK PENILAIAN LEMBAR KERJA PESERTA DIDIK

A. Writing
Excellent Very Good Fair Needs Poor
(5) (4) (3) Improvement (1)
(90—100) (85—89) (75—84) (2) (65—69)
(70—74)
Content Contextually Comprehensible, Frequent errors Errors interfere Most clauses
correct, generally correct that confuse reader with contain errors,
and and require comprehensibility
Almost error-free, guessing at Many phrases are
and Occasional error meaning, incomprehensible

Genuine effort to Obvious Fails to

write like a native translation from communicate main
speaker. English that is, and ideas.

difficult to follow

Vocabulary Writer uses vivid Writer uses a Writer uses vivid Writer uses words Writer uses a
words and phrases limited vocabulary words and phrases that communicate limited vocabulary
that linger or draw that does not that linger or draw clearly, but the that does not
pictures in the communicate pictures in the writing lacks communicate
reader's mind, and strongly or capture reader's mind, but variety, punch or strongly or capture
the choice and the reader's occasionally the flair. the reader's
placement of the interest. Jargon or words are used interest. Jargon or
words seems cliches may be inaccurately or cliches may be
accurate, natural present and detract seem overdone. present and detract
and not forced. from the meaning from the meaning

Structure All sentences are All sentences are Most sentences Most sentences Sentences lack
well-constructed well-constructed are well- are well- structure and
with varied with varied constructed with constructed but appear incomplete
structure. structure. varied structure. have a similar or rambling.
structure.

Grammar, There are no There are no There are some There are errors There are serious
Spelling, errors in grammar, errors in grammar, errors; however, that distract the errors that
Capitalizatio spelling, spelling, these errors do not reader. Rubric is interfere with the
n, & capitalization, or capitalization, or distract the reader. attached to essay. reader's
Punctuation punctuation. punctuation. Rubric is attached Essay is understanding of
Rubric is attached Rubric is attached to essay. Essay is completed on the essay. Rubric
to essay. Essay is to essay. Essay is completed on time. is not attached to
completed on completed on time. essay. Essay is
time. time. completed on time

B. Speaking
Excellent Very Good Fair Needs Poor
(5) (4) (3) Improvement (1)
 (90—100) (85—89) (75—84) (2) (65—69)
(70—74)

Pronunciation Phonetically Comprehensible, Frequent errors Many errors Most utterances

correct, almost generally correct , that confuse that interfere contain errors,
error-free, and occasional listener and with many
awareness of error (Easy to require comprehensibili utterances are
accent, and understand, guessing at ty (Many incomprehensib
tries hard to mostly right, and meaning (A lot mistakes that le, and little
sound like sometimes of mistakes that make it hard to communication.
native speaker. wrong) make it hard to understand.)
understand
what is being
said.)

Vocabulary Very good, Good, Vocabulary is Inadequate Does not

wide range, appropriate just adequate to vocabulary or complete
uses vocabulary, respond, no incorrect use of responses,
appropriate and generally good attempt to vary lexical items. responses one
new words and response. (Good, expressions, (Lack of or two words in
expressions. used the right and basic. (Just vocabulary or length, and
(Very good, words, and a enough using words in vocabulary
covers a lot of good answer vocabulary to the wrong repeated.
ground, and overall.) respond, no way.) (Doesn't finish
uses both old effort to use answers, gives
and new words different answers that are
and phrases.) expressions, only one or two
and basic.) words long, and
uses the same
words over and
over.)

Response Almost always Almost always Frequently Sometimes Rarely responds

responds responds responds responds appropriately to
appropriately appropriately to appropriately to appropriately to questions/state
to questions/stateme questions/state questions/state ments.
questions/state nts. ments ments.
ments.

Grammar Accuracy & Some errors in Frequent Frequent Frequent

variety of Grammatical grammatical grammatical grammaticalerr
grammatical structures errors that do errors even in ors even in
structures possibly caused not obscure simple simple
by attempt to meaning; little structures that structures;
 include a variety. variety in at times obscure meaning is
structures meaning. obscured.

Details Excellent level Good level of Adequate Description Description is

of description description; all description; lacks some so lacking that
Additional required some additional critical details the listener
details beyond information details should that make it cannot
the required included be provided difficult for the understand
listener to
understand

Fluency Smooth and Smooth and fluid Speech is Speech is Speech is slow,
fluid speech; speech; few relatively frequently hesitant &
few to no hesitations; a smooth; some hesitant with strained except
hesitations; no slight search for hesitation and some sentences for short
attempts to words; inaudible unevenness left memorized
search for word or two. caused by uncompleted; phrases;
words; volume rephrasing and volume very difficult to
is excellent. searching for soft. perceive
words; volume continuity in
wavers. speech;
inaudible.

C. Cara penilaian

No Nama peserta Perolehan skor Jumlah

didik skor
perolehan

Aspek ke- Aspek Spek ke- Aspek Aspek

1 ke-2 3 ke-4 ke-5

1.

2.

3.

… … … … … … … …

Rumus perhitungan nilai peserta didik adalah sebagai berikut:

Jumlah skor yang diperoleh peserta didik

X 100 = …….
Skor maksimal/ideal
 D. Rubrik Penilaian Sikap pada saat bekerja kelompok

No SIKAP YANG DIAMATI Terlihat Tidak Terlihat

1 Kerjasama

2 Ketertiban

3 Kepedulian

4 Tanggung Jawab

Ø Beri Tanda: V

Mengetahui Airmolek, 2025

Kepala Madrasah Guru Mata Pelajaran

Hj. ARTIKASARI, M.A HERVINA JUNITA, [Link]

NIP. 197207031998032002 NIP.-