RPP

BAHASA INGGRIS ; UNIT 3. KINDNESS AND FRIENDSHIP

(NARRATIVE TEXT)

OLEH:

KHISBA DINA, S.S

SMP SAINS CAHAYA ALQURAN PEKALONGAN
TAHUN 2023/2024

JENJANG : SMP
KELAS : 8 (DELAPAN)
ALOKASI WAKTU : 1X70 MENIT
 INFORMASI UMUM

A. KOMPETENSI AWAL

1. Peserta didik memahami pengertian, fungsi social, dan struktur kebahasaan Narrative Text.
2. Peserta didik mengetahui dan memahami penggunaan informasi tersurat dan tersirat dalam
Narrative Text.
3. Peserta didik menyusun Narrative Text sederhana dengan bahasa yang benar.

B. PROFIL PELAJAR PANCASILA

 Berkebhinekaan Global
Peserta didik mampu memahami keragaman dan informasi relevan lainnya tentang
komunitas budaya lainnya di Indonesia
 Bernalar Kritis
Peserta didik mampu memperoleh dan memproses informasi dan gagasan (mengidentifikasi,
mengklarifikasi, dan mengolah informasi) melalui Narrative Text yang disediakan (cerita
fabel, legenda, mitos, pengalaman seseorang, dll)
 Kreatif
Peserta didik mampu Menyusun teks narrative pendek dan sederhana (tokoh, tempat umum
yang bersejarah, benda benda favorit)

C. SARANA DAN PRASARANA

Sarana prasarana yang digunakan dalam pembelajaran materi Narrative Text ini adalah
buku ajar Bahasa Inggris , Proyektor, Leptop, Internet, alat tulis, Kamus, LKPD, dan
instrumen penilaian.

D. TARGET PESERTA DIDIK

Peserta didik yang menjadi target dalam modul pembelajaran ini adalah :
Peserta didik reguler/tipikal: umum.

E. MODEL PEMBELAJARAN

Model Pembelajaran : Differensiasi Learning

Pendekatan Pembelajaran : genre-based approach (written, visual, audio).
Metode Pembelajaran : Pengembangan konten seperti ; Ice breaking, Menonton, Mendengarkan,
Diskusi, Tanya Jawab, Game, dll.
 KOMPONEN INTI

A. TUJUAN PEMBELAJARAN
Melalui pembelajaran diferensiasi pengembangan konten :
1. Peserta didik mampu mengidentifikasi fungsi sosial, struktur teks, dan fitur kebahasaan Narrative
Text.
2. Peserta didik mampu mengidentifikasi informasi tersurat dan tersirat dalam Narrative Text.
3. Peserta didik mampu menyusun Narrative Text pendek dan sederhana (cerita fabel, legenda,
mitos, pengalaman seseorang, dll).

B. MUATAN UNIFIKASI
QS. Surah Al Ahzab: 70
-‫ َسِد يدًا َقْو ًال َو ُقوُلوا َهَّللا اَّتُقوا آَم ُنوا اَّلِذ يَن َأُّيَها َيا‬-٧٠
“Wahai orang-orang yang beriman! Bertakwalah kamu kepada Allah dan ucapkanlah perkataan
yang benar,”

Tafsir: Yā ayyuhal ladzīna āmanuttaqullāha (wahai orang-orang yang beriman, bertakwalah kepada
Allah), yakni taatilah segala apa yang Diperintahkan Allah Ta‘ala kepada kalian. Wa qūlū qaulaη
sadīdā (dan ucapkanlah perkataan yang benar), yakni perkataan yang tidak menyimpang, yaitu lā
ilāha illalāh.

C. PEMAHAMAN BERMAKNA
1. Peserta didik dapat memahami fungsi social, struktur social, dan unsur kebahasaan Narrative Text
sehingga mereka dapat menyusun dan mengkomunikasikan makna atau ide melalui Narrative
Text dalam kehidupan sehari-hari
2. Peserta didik dapat mendeskripsikan pengalamannya atau bercerita dalam bahasa Inggris.

D. PERTANYAAN PEMANTIK
Sebelum mempelajari materi yang ada dalam modul ini, coba kalian jawab pertanyaan di
bawah ini!
 What did you do last weekend ?
 What did you have for breakfast ?
 What did you study yesterday ?
 Where did you buy snack last time ?
 When did you sleep last night ?
 What time did you wake up this morning ?
 What snack did you eat ?
 What book did you read ?
 What was the last movie you watch ?
 What was the last story you read ?
 E. KEGIATAN PEMBELAJARAN
Pertemuan 1 (35 menit x 2 JP)

Kegiatan Diskripsi Kegiatan Alokasi

Pembelajaran
Pendahuluan 1. Guru mengawali pembelajaran dengan menyapa peserta didik, 20 menit
mengecek kehadiran, do’a, dan menyiapkan peserta didik.
2. Menyiapkan psikis peserta didik dalam mengawali kegiatan
pembelajaran dengan memberikan pertanyaan tentang kabar
dan aktifitas sehari-hari.
How’s life going on? What did the last lesson we learn ?
3. Guru mengulas materi sebelumnya dan mengaitkan dengan
materi yang akan dipelajari.
4. Guru menyampaikan tujuan pembelajaran materi yang akan
dipelajari.
5. Mengaitkan materi dan kegiatan pembelajaran yang akan
dilakukan dengan pengalaman peserta didik dengan materi
sebelumnya dengan pernyataan pemantik, seperti :
- Did you ever read story abaout the fable or legend or myth ?
- What story did you read ?
6. Guru memberikan asesmen formatif melalui game untuk
mengecek pemahaman peserta tentang materi sebelumnya
sekaligus sebagi acuan untuk menentukan kelompok berdasarkan
tingkat kemampuannya.
Kegiatan Inti 1. Guru meminta peserta didik untuk mengamati materi yang 30 menit
disampaikan guru.
2. Guru meminta peserta didik untuk mengamati contoh
Narrative Text (cerita fabel, legenda, mitos, pengalaman
seseorang, dll).
3. Guru meminta peserta didik mengidentifikasi fungsi social dan
linguistic features (Simple Past Tense) dari sebuah text.
4. Guru meminta siswa untuk mengidentifikasi informasi
tersurat/tersirat dalam teks tersebut
5. Guru memberikan penugasan kelompok dan membagikan
Narrative Text sesuai dengan hasil observasi.
6. Guru meminta siswa membaca dan menyusun Narrative Text
yang sudah dibagikan.
7. Guru meminta siswa untuk mengidentifikasi social function,
structure dan Linguistic Features (Simple Past Tense).
8. Guru melakukan pendampingan / pemantauan kepada peserta
didik selama kegiatan pembelajaran melalui tugas kelompok
berlangsung.
9. Guru meminta siswa berdiskusi dan mempresentasikan hasil
tugas kelompoknya.
Penutup 1. Guru bersama peserta didik membuat simpulan dan rangkuman 20 menit
hasil belajar.
2. Guru dan peserta didik melakukan refleksi kegiatan
pembelajaran.
3. Guru menyampaikan materi pertemuan berikutnya dan meminta
peserta didik untuk mempersiapkan diri.
4. Guru menutup pembelajaran dengan doa.
F. RENCANA DIFERENSIASI PEMBELAJARAN
Jenis Diferensiasi : Konten
Deskripsi : Peserta didik yang diberi keleluasaan dalam memilih Narrative Text yang
sudah disediakan untuk bahan identifikasi yang diminta.

G. ASESMEN

1. Asesmen Formatif

Guru memimpin permainan “Question Ball” sebelum pelajaran dimulai dan

melakukan pendampingan serta penilaian sikap selama pelajaran berlangsung.

2. Asesmen Sumatif

Peserta didik diminta berkelompok dan diberikan tugas untuk berdiskusi mengidentifikasi
social function, structure, linguistic features dan informasi tersurat maupun tersirat terhadap
Narrative Text yang sudah dibagikan. Siswa juga diminta untuk mempresentasikannya.

3. Pedoman Penilaian

Teknik : Praktik
Instrumen : Penugasan
Aspek : Keterampilan membaca dan menulis
Lampiran 1

RUBRIK PENILAIAN SIKAP

Aspek yang
dinilai Jumlah Nilai Sikap
Kerjasama Keaktifan dalam Menghargai Skor
No Nama kelompok perbedaan pendapat

SB B C PP SB B CB PP SB B CB PP
1 Ani
2 Budi
3 ……
4 …….
5 …….
6 Dst

Kriteria Penilaian
Sangat Baik ( SB ) =4
Baik ( B ) =3
Cukup Baik ( CB ) =2
Perlu Pendampingan (PP ) =1

𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑐𝑎𝑝

Nilai = × 100
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙
 Lampiran 2
RUBRIK PENILAIAN KETERAMPILAN MENULIS

Aspek yang dinilai keterampilan menulis

Content Organization Grammar Creativity Jumlah Nilai

Skor Ketram
No Nama pilan

SB B C PP SB B CB PP SB B CB PP SB B CB PP
1
2
3 …
4 …
5 …
6

Kriteria Penskoran

SB = Sangat Baik =4
B = Baik =3
C = Cukup =2
PP = Perlu Pendampingan =1

𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑐𝑎𝑝𝑎𝑖

𝑁𝑖𝑙𝑎𝑖 = × 100
𝑠𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙

Lampiran 3
 JURNAL REFLEKSI DIRI

Name :
Class :

1. Apa yang kamu ingat tentang apa yang kamu pelajari hari ini?
2. Dari apa yang kamu ingat, yang mana yang paling menarik?
3. Mana yang paling kamu suka?
4. Apa yang tidak kamu mengerti? Bagaimana cara kamu akan memahaminya?
5. Siapa yang akan membantumu untuk belajar lebih lanjut?
6. Apakah kamu seorang pembelajar yang aktif atau pasif selama pembelajaran materi ini?
7. Apa yang teman-temanmu lakukan selama pelajaran hari ini?
8. Dari apa yang kita pelajari hari ini, apa yang mungkin akan kita pelajari besok?
9. Bagaimana perasaanku tentang materi ini? Tertarik? Antusias? Penasaran? Bosan ?
10. Metode seperti apa yang kamu mau untuk pertemuan berikutnya ? Coba jelaskan!

Lampiran 4
LKPD dan Audio

Lampiran 5
Bahan Bacaan Pendidik dan Peserta Didik
English for Nusantara untuk SMP/MTs Kelas VIII 2022. Kementerian Pendidikan, Kebudayaan,
Riset, dan Teknologi Republik Indonesia.
Lampiran 6
Guru meminta siswa Menyusun Narrative Text (cerita fabel, legenda, mitos, pengalaman seseorang, dll).

a. Sangkuriang and Dayang Sumbi

Once upon a time, a happy family lived in a kingdom in Priangan Land. They were a father in the
form of a dog, his name was Tumang, a mother who was called Dayang Sumbi, and a child who was
called Sangkuriang. One day, Dayang Sumbi asked her son to hunt with his lovely dog, Tumang.
After hunting all day, Sangkuriang became desperate and worried because he hunted no deer. Then
he thought of shooting his dog. After that, he took the dog’s liver and carried it home.

Soon, Dayang Sumbi found out that it was not deer lever but Tumang’s dog. So, She was furious
and hit Sangkuriang’s head. In that incident, Sangkuriang got wounded, and a scar was cast away
from their home.

Years passed, and Sangkuriang traveled to many places and finally arrived at a village. He met a
beautiful woman and fell in love with her. When they were discussing their wedding plans, the
woman looked at the wound on Sangkuriang’s head. It matched her son’s wound, who had left
several years earlier. Soon she realized that she had fallen in love with her son.

She couldn’t marry him, but how to say it? Then, she found the way. She needed a lake and a boat
to celebrate their wedding day. Sangkuriang had to make them one night before sunrise. He built a
lake. With dawn just a moment away, the boat was almost complete. Dayang Sumbi had to stop it.
Then, she lit up the eastern horizon with flashes of light. It made the cock crowded for a new day.

Sangkuriang failed to marry her. He was outraged and then kicked the boat. It felt over and became
the mountain of Tangkuban Perahu Bandung.

b. Toba Lake

The Legend of Toba Lake tells the story of a young orphan farmer who lived in the northern
part of Sumatra. Syahdan, the young man, earned his living from farming and fishing. One day
while fishing, he caught a beautiful golden brown fish which transformed into a beautiful princess
in his hands. This princess was cursed to turn into a creature if touched by a human, due to
violating a prohibition. As a result of the young man touching her, she became a princess.

Mesmerized by her beauty, the young man proposed to her. She agreed, but with the
condition that he must never reveal her origin as a fish. He agreed to this condition, and they got
married and had a son. However, the son had a bad habit of always wanting more food and
eating everything in sight.

One day, the son ate all the food that was supposed to be for his father, and in his anger,
the young man revealed the secret of his wife’s origin. This broke his promise and caused his wife
and son to disappear. From the land where they had stood, springs emerged, and the water from
these springs continued to flow and grow larger, eventually becoming the vast Toba Lake that we
know today.
 c. Bawang Merah Bawang Putih

Once upon a time, in a small village in Indonesia, there lived two sisters named Bawang Merah and
Bawang Putih. Bawang Merah was known for her wickedness and jealousy, while Bawang Putih was
known for her kindness and beauty.

Their mother had passed away when they were young, and their father had remarried a cruel and wicked
stepmother who favored Bawang Merah and treated Bawang Putih poorly.

One day, the stepmother asked Bawang Putih to go to the river and wash some clothes. Bawang Putih
obediently did as she was told and went to the river. While she was washing the clothes, a magic fish
appeared and asked her why she was crying. Bawang Putih told the fish about her troubles and how her
stepmother treated her badly.

The magic fish gave her a magical flower and told her to keep it safe. Bawang Putih returned home and
showed the flower to her sister, Bawang Merah. However, Bawang Merah became jealous and stole the
flower, hoping to use it for her own benefit.

The next day, Bawang Merah went to the river to wash some clothes, and the magic fish appeared to her.
But instead of asking why she was crying, the fish scolded her for her wickedness and told her that she
would be punished for her actions.

The magic flower that Bawang Merah had stolen from her sister turned into a stone, and she was unable
to remove it from her hand. She became known as “Bawang Merah Berbatu” or “Onion with a Stone,”
while Bawang Putih’s kindness and beauty earned her the nickname “Bawang Putih Bersih” or “Clean
Garlic.”

In the end, Bawang Putih married a kind and wealthy prince, while Bawang Merah was left alone to
suffer the consequences of her actions. The story teaches the importance of kindness, honesty, and
compassion, and the consequences of greed and jealousy.

d. Malin Kundang

Once upon a time, there was a poor fisherman named Malin Kundang who lived in a small village on the
coast of West Sumatra, Indonesia. Despite his humble origins, Malin Kundang had dreams of wealth and
success, and he left his village to seek his fortune in the big city.

Years passed, and Malin Kundang became incredibly rich through his hard work and business acumen.
He married a beautiful woman and had a son, but he never returned to his village or acknowledged his
past.

One day, Malin Kundang’s ship was anchored near the coast of his hometown, and he saw an old woman
waving at him from the shore. She was none other than his mother, who had been searching for him for
many years. Malin Kundang was ashamed of his humble origins and refused to acknowledge her, instead
ordering his crew to set sail and leave the shore.

As the ship sailed away, a storm suddenly appeared, and the ship was battered by huge waves. Malin
Kundang tried to save himself, but he slipped and fell onto the deck, where he was struck by lightning and
turned into a stone statue.

e. Cinderella

Once upon a time, there was a beautiful girl named Cinderella. She lived with her wicked stepmother and
stepsisters who treated her badly. One day, the prince held a grand ball, and Cinderella desperately
wanted to attend. With the help of her fairy godmother, she got a beautiful dress and glass slippers to
wear to the ball. At the ball, the prince fell in love with her, but Cinderella had to leave before midnight
when the spell would be broken. The prince searched for Cinderella, and when he found her, they lived
happily ever after.