MODUL AJAR BAHASA INGGRIS
NARRATIVE
FASE E
MODUL AJAR BAHASA INGGRIS
NARRATIVE
I. INFORMASI UMUM
A. IDENTITAS
1. Penulis MGMPS Bhs Inggris SMAN 2 Pare
2. Satuan Pendidikan SMA Negeri 2 Pare
3. Jenjang/Ke;as 10
4. Fase E
5. Mata Pelajaran Bahasa Inggris
6 Alokasi waktu 3 x 2 JP
7. Target Peserta Didik Reguler
8. Model Pembelajaran Tatap Muka
B. KOMPETENSI AWAL
Peserta didik menguasai fungsi, pemahaman dan language feature of narrative text (Past
participle, Adverb of time, action verbs) dan penggunaan Simple Past Tense
C. Profil Pelajar Pancasila yang berkaitan
Beriman, bertakwa kepada Tuhan YME, dan Berakhlak Mulia
Berkebhinekaan Global
Bergotong-royong
Mandiri
Bernalar Kritis
Kreatif
Santun,
Percaya diri,
Kritis
D. SARANA PRASARANA
Media/alat:
Laptop/komputer,
Video,/Audio,
HP
Jaringan Internet
Speaker
E. Tujuan Pembelajaran :
10.2.N.1 Peserta didik membaca teks narrative tulis dan visual (differensiasi konten) dan
mengidentifikasi konteks, gagasan utama dan informasi rinci (tersurat dan tersurat)
teks narrative dengan cara menjawab berbagai pertanyaan
10.2.N.2 Peserta didik menjelaskan fungsi social, struktur teks dan unsur kebahasaan dari teks
narrative tulis dan audio-visual (differensiasi konten)
10.2.N.3 Peserta didik menjelaskan makna kata tersurat dan tersirat dari teks narrative dengan
cara menjawab pertanyaan dari berbagai bentuk teks narrative (differensiasi konten)
10.3.N.1 Peserta didik dapat menentukan topic teks narrative.
10.3.N.2 Peserta didik dapat membuat kerangka karangan teks narrative sesuai dengan topic
yang telah dipilihnya.
10.3.N.3 Peserta didik dapat mengembangkan ide pokok menjadi paragraph teks narrative.
10.3.N.4 Peserta didik dapat menulis teks narrative utuh.
10.3.N.5 Peserta didik dapat mempresentasikan teks narrative dalam bentuk tulisan/cetak
atau digital (differensiasi konten)
F. Kegiatan Pembelajaran
1. Pengaturan Peserta Didik
- Individu
- Berpasangan/kelompok
2. Metode Pembelajaran
- Diskusi
- Role play
3. Materi Ajar, Alat dan Bahan
G. Materi Ajar
- Genre:
Narrative text
- Social function:
To amuse or entertain the readers with actual or imaginary experiences in difference
ways.
- Generic structure:
a) Orientation
b) Complication
c) Resolution
d) Re-orientation/coda (optional)
- Language features:
a) Noun phrases
b) Adverbial phrases of time and place
c) Simple past tense
d) Action verbs
e) Direct and indirect speech
H. Media Ajar
- Lembar Kerja Peserta Didik (LKPD)
- Laptop
- Smartphone
- Jaringan internet
I. Sumber Belajar
- Buku siswa Bahasa Inggris SMA/MA/SMK/MAK Kelas X
- [Link]
- [Link]
- [Link]
J. Langkah-langkah Pembelajaran
Pertemuan 1 (2 JP)
Kegiatan awal (10’)
a. Mempersiapkan peserta didik untuk siap dalam melaksanakan pembelajaran (berdoa,
absensi, dan menyiapkan sumber belajar).
b. Memberikan pertanyaan pemantik terkait gambar yang ada di LKPD:
Those pictures describe some famous stories from some regions of Indonesia. Do you
know what they are and where they come from?
What is a folklore?
What is a legend?
Can you mention several folklores or legends from Sumatera, Java, Bali, Sulawesi,
Kalimantan or any other regions in Indonesia?
c. Menyampaikan topik dan agenda pembelajaran.
Kegiatan Inti (50’)
a. Membagi peserta didik menjadi kelompok secara berpasangan.
b. Menonton video [Link] menggunakan gawai.
c. Mendiskusikan pertanyaan-pertanyaan yang berkaitan dengan video tersebut.
d. Menugaskan peserta didik belajar mandiri dengan menonton video
[Link]
e. Secara berpasangan, mendiskusikan lembar aktivitas untuk menganalisis teks
berdasarkan fungsi sosial, strukturnya, menentukan kalimat past tenses dan menjawab
pertanyaan yang diberikan.
f. Secara klasikal, membahas hasil diskusi salah satu kelompok.
Kegiatan Penutup (10’)
a. Melakukan refleksi pembelajaran.
b. Menyampaikan agenda pertemuan berikutnya dan di rumah.
Pertemuan 2 (2 JP)
Kegiatan awal (10’)
a. Mempersiapkan peserta didik untuk siap dalam melaksanakan pembelajaran (berdoa,
absensi, dan menyiapkan sumber belajar).
b. Menyampaikan pertanyaan pemantik terkait penugasan mandiri:
What do you know about narrative text?
Mention the social function and generic structure of narrative text!
Have you ever seen these pictures?
What do you know about them?
c. Menyampaikan topik dan tujuan pembelajaran.
Kegiatan inti (70’)
a. Membagi peserta didik menjadi kelompok yang beranggotakan maksimal 4 orang.
b. Peserta didik menentukan topik teks narrative berdasarkan pilihan gambar yang
disediakan.
c. Peserta didik menyusun kerangka karangan teks narrative berdasarkan topik gambar
yang dipilih.
d. Peserta didik mengembangkan kerangka karangan menjadi teks narrative utuh.
Kegiatan akhir (10’)
a. Melakukan refleksi pembelajaran.
b. Menyampaikan agenda pertemuan berikutnya dan menugaskan peserta didik
melanjutkan mengembangkan kerangka karangan menjadi teks jika belum selesai.
Pertemuan 3 (2JP)
Kegiatan awal (10’)
a. Mempersiapkan peserta didik untuk siap dalam melaksanakan pembelajaran (berdoa,
absensi, dan menyiapkan sumber belajar).
b. Menyampaikan pertanyaan pemantik terkait penugasan mandiri:
Have you finished writing your narrative text?
Do you find any difficulty in writing your narrative text?
What is it?
Are you ready to present your text in front of your friends?
c. Menyampaikan topik dan agenda pembelajaran.
Kegiatan inti (70’)
a. Peserta didik berkelompok masing-masing untuk mempersiapkan tampilan teksnya.
b. Masing-masing kelompok diwakili 1 orang untuk mempresentasikan teks narrative nya.
c. Memberi umpan balik dari hasil tampilan teks peserta didik masing-masing kelompok.
d. Menugasi peserta didik secara individu untuk mempresentasikan teks narrative yang
telah dibuat secara kelompok dalam berbagai bentuk media sesuai dengan minat dan
kemampuan siswa (cetak/digital/video)
Kegiatan akhir (10’)
a. Melakukan refleksi pembelajaran.
b. Menyampaikan agenda pertemuan berikutnya.
K. Asesmen
a. Kompetensi yang dinilai melalui asesmen akhir unit pelajaran ini yaitu:
1) Mengidentifikasi konteks, gagasan utama, dan informasi rinci (tersurat dan tersirat)
dari ragam teks narrative.
2) Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan (khususnya
penggunaan past tense) dari ragam teks narrative.
3) Menganalisa makna kata (tersurat dan tersirat) dan mendokumentasikan ragam teks
narrative.
b. Asesmen dilakukan dengan menggunakan LKPD.
c. Kriteria penilaian menggunakan analytical assessment holistic assessment dengan rubrik
sebagai berikut:
Sangat Baik (89-
Kriteria Kurang (45-60) Cukup (61-75) Baik (76-88)
100)
Kalimat kurang bisa Kalimat jelas namun Kalimat jelas Kalimat dengan
dipahami ada beberapa unsur dengan struktur struktur sesuai
bahasa yang belum dan unsur dan unsur
Bertanya jawab
tepat bahasa yang bahasa tepat dan
sederhana. pengucapan
lancar.
Tujuan kurang bisa Tujuan kurang Tujuan tercapai Tujuan tercapai
dipahami dan dan tercapai namun ada dengan struktur dengan struktur
menggunakan media beberapa unsur dan unsur sesuai dan unsur
presentasi. bahasa yang tepat bahasa yang bahasa yang
dan menggunakan sederhana dan tepat serta
Presentasi
media presentasi. menggunakan pengucapan
media lancar dan
presentasi. menggunakan
media
presentasi.
L. Daftar pustaka
- [Link] [Link]
v=0sVbujYcPIs [Link]
[Link]
- [Link]
malin-kundang-yang-viral-karena-tenggelam
- [Link]
M. Lembar Kerja Peserta Didik (LKPD)
Students’ Worksheet
Activity 1
Discuss with your friends to answer these questions.
Those pictures describe some famous stories from some regions of Indonesia. Do you
know what they are and where they come from?
What is a folklore?
What is a legend?
Can you mention several folklores or legends from Sumatera, Java, Bali, Sulawesi,
Kalimantan or any other regions in Indonesia?
Activity 2
In pairs, watch the video [Link] then answer
the questions.
1. Where and when did the story happen?
2. Who are the characters?
3. Are there any conflicts in the story?
4. How did the story end?
5. Do you like story? Why/why not?
Activity 3
Write the summary from video in the link
[Link]
Activity 4
In pairs, analyze this folktale. Pay attention to its structure and language features. Then
answer the the questions.
Bandung Bondowoso and Roro Jonggrang
(The Legend of Prambanan Temple)
Once, there was a beautiful Javanese princess whose name was Roro Jonggrang. Roro
Jonggrang whose beauty was very famous in the land was the daughter of Prabu Baka, an evil
king. One day, a handsome young man with super natural power named Bandung
Bondowoso defeated and killed Prabu Baka. On seeing Princess Roro Jonggrang’s beauty,
Bandung Bondowoso fell in love with her and wanted to marry her.
Meanwhile, Princess Roro jonggrang felt sad due to her death father. She did not want
to marry Bandung because he had killed her father. But she was also afraid of Bandung. So to
refuse politely, she made a condition. “I will marry you but you have to build one thousand
temples in one night as a wedding gift” requested Roro Jonggrang. Bandung Bondowoso
agreed with the condition. Helped by the spirit of the demons, Bandung Bondowoso started
building the temples. Approaching midnight, the work would nearly be done. Roro Jonggrang
knew and thought, “What shall I do? Bandung Bondowoso is smarter than I thought. I would
lose against Bandung.”
Suddenly she got an idea. She woke up all the women in the palace and ordered them
to make the noisy sounds of grinding rice so that the rooster thought that it had already been
dawn. Bandung Bondowoso got frustrated because he failed completing one, the thousandth
temple. The Princess has deceived me!” Following his anger, he cursed Roro Jonggrang, “You
have been cheated. Now, the thousandth temple is you!”
At once, the Princess turned into a statue. knowing this, Bandung Bondowoso
regretted and he went away into a farm land. From then, people called the temple,
Prambanan Temple, and the Princess statue, Roro Jonggrang statue.
1. When and where did the story happen?
2. What event started the plot of the story?
3. Who were involved in story?
4. What problem did Bandung Bondowoso have?
5. What problem did Roro Jonggrang have?
6. How did they solve their problem?
7. Does the story have happy or sad ending?
8. What is the message of the story?
9. What tenses in mostly used in the story? Underline it.
10. Find the adverbs that indicate the story happened in the past!
Activity 5
Read the following text, and then answer the following questions.
COMPREHENSION QUESTIONS
1. Why did Malin Kundang and his mother have to live hard?
2. Give an example that Malin Kundang was a healthy, dilligent, and strong boy!
3. How did the merchant allow Malin Kundang to join him in the sail?
4. What happened many years after Malin Kundang join the sail?
5. How did the local people react when they saw Malin Kundang landing on the coast?
6. What did Malin Kundang’s mother do when she heard that Malin Kundang landed on the
coast?
7. What made Malin Kundang’s mother sad and angry?
8. What did she do when Malin Kundang denied that she was his mother?
9. How did the curse happen?
10. What is the moral of the story?
Activity 6
Make a group of 3 or 4 and choose one topic from the following pictures
Activity 7
Make an outline of narrative text based on the picture you have chose before.
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Activity 8
Develop your outline into a narrative text.
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Activity 9
Read your narrative text in front of the class and get the feedback from your friends and
teacher.
Activity 10
After getting feedback, work individually to re-write your narrative text and present it in
other media (video or poster or powerpoint).