RENCANA PELAKSANAAN PEMBELAJARAN KURIKULUM 13

(RPP)

Sekolah : SMP
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : IX/II (GENAP)
Materi Pokok : Narrative Text (Fairy tales)
Alokasi Waktu : 4 X 40 MENIT (2 Pertemuan @40’)

a. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.7 Membandingkan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks naratif lisan
dan tulis dengan memberi dan meminta informasi
terkait fairytales, pendek dan sederhana, sesuai
dengan konteks penggunaannya.
4.7 Menangkap makna secara kontekstual terkait
fungsi sosial, struktur teks, dan unsur kebahasaan
teks naratif, lisan dan tulis, sangat pendek dan
sederhana,terkait fairy tales.
3.7.1 Mengidentifikasi informasi terkait fungsi
sosial yang terkandung dalam teks naratif (fairy
tales) lisan dan tulis pendek dan sederhana. (C4)
4.7.1 Mengilustrasikan isi teks naratif, sederhana
dan pendek sesuai dengan struktur text yang benar
dan tepat di dalam kelompok. (C4)

b. Tujuan Pembelajaran
Melalui serangkaian kegiatan pembelajaran, siswa dapat memperoleh informasi dan memaknai
informasi tersebut baik lisan maupun tulis tentang fairy tales yang dibaca.

c. Materi Pembelajaran
 Fungsi Sosial
Mendapatkan/memberikan hiburan, mengambil teladan nilai-nilai luhur.
(Sumber : BG-Bahasa Inggris-Think Globally Act Locally-SMP/MTS kelas IX)

 Struktur teks (Generic Structures)

 According to Meyer (2005) the generic structures of narrative text are:
 Orientation: The introduction of what is inside the text. What the text is talk in
general, who involves in the text, when and where is happen.
 Complication/rising action: A crisis arises. The complication is pushed along
by a serious of events, during which usually expect some sort of complicating
or problem to arise. It explores the conflict among the participant.
 Resolution: the problem is resolved, either in happy ending or in a sad (tragic)
ending.
 Re-orientation: this is a closing remark to the story and it is optional. It concist
of a moral lesson, advice or teaching from the writer.
file:///C:/Users/ASUS/Downloads/Fairytales%20of%20Narrative%20Text/Journal%20Narrative
%20Text.pdf on page 21

 Unsur Kebahasaan (language features)

Gerrot and Wignell (1994,p.204) stated that the language features of a narrative text are :
 Specific and individualized participants
 Material process, to show what happened and what someone do
 Relational process, to identify something or to assign a quality of something
 Mental process, as a process of sensing
 Temporal conjuction and temporal circumstances, that describe time and place
 Past Tense
http://repository.upi.edu/1339/3/s_c0351_054556_chapter2.pdf on page 15

d. Metode Pembelajaran
Scientific Approach, 5M (Mengamati, Menanya, Mengumpulkan Informasi, Mengasosiasi,
Mengomunikasikan) dan Project Based Learning.

e. Media/Alat dan Bahan

 Media/Alat : LKPD, video, laptop, LCD proyektor, speaker, buku catatan.
 Teks : Autentik atau mendekati autentik

f. Sumber Belajar
 Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, Think Globally Act Locally,
SMP/MTS kelas IX, hal. 132-144 dan sumber lain yang sesuai.
  Youtube (example of fairy tale)
 https://youtu.be/Bc17SdVd5h0
 Internet

g. Langkah-Langkah Kegiatan Pembelajaran

1. Pertemuan Pertama: (2JP)
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan Siswa, dengan bimbingan guru: 5’
Pendahuluan  Mengucapkan salam dan tegur sapa.
 Berdoa, memeriksa kehadiran, menyiapkan suasana yang
konduktif
 Menyampaikan topik dan tujuan pembelajaran
 Menyebutkan kegiatan yang akan dilakukan.
Kegiatan 1. Peserta didik dibagi ke dalam kelompok heterogen, 65’
Inti**) dengan masing-masing kelompok terdiri dari 4-5 orang.
2. Peserta didik diminta menyimak video tentang teks
naratif yang berjudul “King Grisly Beard”. (scientific-
Mengamati)
(source:https://youtu.be/Bc17SdVd5h0)

3. Peserta didik bersama dengan Pendidik berdiskusi dan

melakukan tanya jawab secara lisan terkait dengan
informasi tertentu dari video yang ditayangkan, seperti:
 What do you think about the story?
 What was the story about?
 Who are the characters in the story?
 What happened to the main character?
4. Peserta didik dipersilahkan untuk bertanya terkait
dengan materi yang ditayangkan pada video tersebut.
(scientific- Menanya)
5. Peserta didik diminta menyimak penjelasan pelengkap
mengenai Teks naratif oleh pendidik. (scientific-
Mengumpulkan informasi)
6. Dengan bimbingan dan arahan pendidik, berdasarkan
 materi pada video yang telah diamati oleh peserta didik,
maka peserta didik selanjutnya diberi tugas melalui
LKPD, untuk membandingkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks naratif “King Grisly
Beard”, dan “The Little Boy Who Was Changed Into
an Owl”.
(sources:https://etc.usf.edu/lit2go/175/grimms-fairy-tales/3173/king-
grisly-beard/ and https://fairytalez.com/the-little-boy-who-was-
changed-into-an-owl/
7. Peserta didik diminta menyimpulkan informasi rinci
yang didapat dari teks tentang “King Grisly Beard”,
dan “The Little Boy Who Was Changed Into an Owl”,
melalui LKPD.
Kegiatan Siswa dengan bimbingan guru : 10’
Penutup  Membahas kesulitan dalam melakukan aktivitas
pembelajaran.
 Menyimpulkan hasil pembelajaran.
 Pendidik menyebutkan tugas rumah mengisi LKPD yang
telah diberikan secara berkelompok.
 Peserta didik diingatkan mengenai rencana pembelajaran
pada pertemuan berikutnya.
 Pendidik mengajak peserta didik untuk berdoa sebelum
kelas berakhir.

2. Pertemuan Kedua : (2JP)

Langkah Deskripsi Alokasi
Pembelajara Waktu
n
Kegiatan Siswa, dengan bimbingan guru: 5’
Pendahuluan  Mengucapkan salam dan tegur sapa.
 Berdoa, memeriksa kehadiran, menyiapkan suasana
yang konduktif
  Menyampaikan topik dan tujuan pembelajaran
 Menyebutkan kegiatan yang akan dilakukan.
Kegiatan Selama proses pembelajaran dikelas, siswa berpartisipasi aktif, 65’
Inti**) bekerja sama dengan teman, dan memanfaatkan bimbingan
guru:
 Dalam berkelompok, peserta didik mempersiapkan
diri membacakan hasil diskusi kelompoknya yang
sudah di tugaskan pada pertemuan yang lalu.
 Dari penampilan masing-masing kelompok, kelompok
lain diberikan kesempatan untuk memberikan
tanggapan atau masukan. (Saintific-Mengkomunikasikan)
 Peserta didik dari tiap-tiap kelompok penghargaan dan
motivasi terhadap usaha dan keberanian peserta didik
dalam menampilkan hasil diskusinya oleh pendidik.
(Saintific-Mengkomunikasikan)

 Peserta didik menyimpulkan materi yang sudah

dipelajari.
Kegiatan  Sebelum pelajaran ditutup, peserta didik diminta 10’
Penutup untuk melakukan refleksi kesimpulan kegiatan pada
hari ini. Kegiatan Refleksi berikut ini:
 What have you studied today?
 What part did you like to study about naratif
text?
 What difficulties did you find in our lesson
today? (Saintific - Mengkomunikasikan)
 Menyimpulkan hasil pembelajaran.
 Peserta didik diingatkan mengenai rencana
pembelajaran pada pertemuan berikutnya.
 Pendidik mengajak peserta didik untuk berdoa
sebelum kelas berakhir.

h. Penilaian, Pembelajaran Remedial dan Pengayaan

1. Teknik Penilaian Otentik
  Sikap : Observasi/Pengamatan
 Pengetahuan : Penggunaan rubrik untuk mengukur ketercapaian fungsi sosial,
kelengkapan dan keruntunan struktur teks, dan ketepatan unsur kebahasaan yang tampak
pada proses dan hasil belajar.
 Keterampilan : Unjuk kerja dalam bentuk Tindakan komunikatif.

2. Instrumen Penilaian untuk Tes Tulis

Kisi-Kisi dan Soal
Indikator Soal Teknik/Bentuk
Penilaian
Fungsi social Read the text and answer the
 Menentukan questions below:
(menyebutkan 1. What is the purpose of the
lisan/tulis, memilih) text?
tujuan dari beberapa
teks naratif,
 Menentukan 2. What does the text tell
(menyebutkan about?
lisan/tulis, memilih)
fokus yang
diceritakan dalam
masing-masing teks
3. Who would like to read the
naratif.
text?
 Menentukan
(menyebutkan
lisan/tulis, memilih)
pembaca yang akan
tertarik membaca
masing-masing teks. 4. What can you learn from
 Menentukan the story?
(menyebutkan
lisan/tulis, memilih)
manfaat yang dapat
 dipetik dari masing-
masing teks.
Struktur teks
 Menentukan Who is the main character in the
(menyebutkan text?
lisan/tulisan,
memilih) nama tokoh
dan perannya serta
orang-orang lain
yang terlibat dalam
teks.
 Menentukan What are the characters of each
(menyebutkan character in the story?
lisan/tulisan,
memilih)
karakteristik masing-
masing tokoh dalam
cerita.
 Menentukan Where does this event take place in
(menyebutkan the story?
lisan/tulisan,
memilih) latar atau When was the story take place?
setting dimana cerita
itu terjadi. What problem did the main

 Menentukan character face?

(menyebutkan
lisan/tulisan) masalah
apa yang dihadapi
tokoh utama. What did the main character do to

 Menentukan solve the problem?

(menyebutkan
lisan/tulisan) How is the end of the story?

penyelesaian masalah
pada dongeng
 tersebut.
Unsur kebahasaan
 Menentukan tata Put the verbs into the correct forms!
bahasa (verb) yang
tepat pada teks. What is the correct time conjunction
 Menentukan in the story?
(memilh) konjungi
waktu yang
tepat/sesuai
digunakan dalam
cerita.

3. Rubrik Penilaian dan Pedoman Penskoran

a) Rubrik Penilaian Pengetahuan
ASPEK KRITERIA SKOR Jumlah Soal Skor Perolehan
Isi Sangat sesuai 3
Sesuai 2
Kurang Sesuai 1
Struktur teks Benar dan Tepat 3
Benar tapi 2
kurang tepat
Kurang Tepat 1
Unsur Sangat tepat 3
Kebahasaan Tepat 2
Kurang tepat 1
Total skor
Keterangan :
Nilai = Skor yang diperoleh : total skor × 100

b) Rubrik Penilaian Keterampilan (Praktik/Kinerja)

KRITERIA Deskripsi Rentang Skor Skor Perolehan
Mendeskripsikan Lancar mencapai (89-100)
secara lisan fungsi sosial,
struktur lengkap
dan unsur
kebahasaan sesuai
Lancar dalam (76-88)
kosakata dan
kalimat sesuai
dengan ekspresi
Sesekali melihat (61-76)
teks, kosakata
terbatas tapi lancar
Membaca script, (0-60)
kosakata terbatas
dan tidak lancar.
JUMLAH
Menulis Teks Fungsi sosial (89-100)
tercapai, struktur
dan unsur
kebahasaan tepat
dan cerita menarik.
Fungsi sosial (76-88)
tercapai, struktur
tepat dan unsur
kebahasaan ada
yang kurang tepat.
Fungsi sosial (61-75)
tercapai, struktur
dan unsur
kebahasaan kurang
tepat.
Fungsi sosial, (0-60)
penggunakaan
 kata, kalimat, dan
struktur sangat
sesuai.
JUMLAH

Mengetahui: Padang,……………2023
Kepala Sekolah Guru Mata Pelajaran

(…….……….) (……………….)
NIP:………. NIP :

LKPD
Read the text then answer the questions !

King Grisly-Beard

Once upon a time the king held a great feast, and asked thither all her suitors; and they all sat in a
row, ranged according to their rank —kings, and princes, and dukes, and earls, and counts, and
barons, and knights. Then the princess came in, and as she passed by them she had something
spiteful to say to every one. The first was too fat: ‘He’s as round as a tub,’ said she. The next was
too tall: ‘What a maypole!’ said she. The next was too short: ‘What a dumpling!’ said she. The
fourth was too pale, and she called him ‘Wallface.’ The fifth was too red, so she called him
‘Coxcomb.’ The sixth was not straight enough; so she said he was like a green stick, that had
been laid to dry over a baker’s oven. And thus she had some joke to crack upon every one: but
she laughed more than all at a good king who was there. ‘Look at him,’ said she; ‘his beard is
like an old mop; he shall be called Grisly-beard.’ So the king got the nickname of Grisly-beard.

But the old king was very angry when he saw how his daughter behaved, and how she ill-treated
all his guests; and he vowed that, willing or unwilling, she should marry the first man, be he
prince or beggar, that came to the door.
Two days after there came by a travelling fiddler, who began to play under the window and beg
alms; and when the king heard him, he said, ‘Let him come in.’ So they brought in a dirty-
looking fellow; and when he had sung before the king and the princess, he begged a boon. Then
the king said, ‘You have sung so well, that I will give you my daughter for your wife.’ The
princess begged and prayed; but the king said, ‘I have sworn to give you to the first comer, and I
will keep my word.’ So words and tears were of no avail; the parson was sent for, and she was
married to the fiddler. When this was over the king said, ‘Now get ready to go—you must not
stay here—you must travel on with your husband.’

Then the fiddler went his way, and took her with him, and they soon came to a great wood.
‘Pray,’ said she, ‘whose is this wood?’ ‘It belongs to King Grisly-beard,’ answered he; ‘hadst
thou taken him, all had been thine.’ ‘Ah! unlucky wretch that I am!’ sighed she; ‘would that I
had married King Grisly-beard!’ Next they came to some fine meadows. ‘Whose are these
beautiful green meadows?’ said she. ‘They belong to King Grisly-beard, hadst thou taken him,
they had all been thine.’ ‘Ah! unlucky wretch that I am!’ said she; ‘would that I had married
King Grisly-beard!’

Then they came to a great city. ‘Whose is this noble city?’ said she. ‘It belongs to King Grisly-
beard; hadst thou taken him, it had all been thine.’ ‘Ah! wretch that I am!’ sighed she; ‘why did I
not marry King Grisly-beard?’ ‘That is no business of mine,’ said the fiddler: ‘why should you
wish for another husband? Am not I good enough for you?’

At last they came to a small cottage. ‘What a paltry place!’ said she; ‘to whom does that little
dirty hole belong?’ Then the fiddler said, ‘That is your and my house, where we are to live.’
‘Where are your servants?’ cried she. ‘What do we want with servants?’ said he; ‘you must do
for yourself whatever is to be done. Now make the fire, and put on water and cook my supper,
for I am very tired.’ But the princess knew nothing of making fires and cooking, and the fiddler
was forced to help her. When they had eaten a very scanty meal they went to bed; but the fiddler
called her up very early in the morning to clean the house. Thus they lived for two days: and
when they had eaten up all there was in the cottage, the man said, ‘Wife, we can’t go on thus,
spending money and earning nothing. You must learn to weave baskets.’ Then he went out and
cut willows, and brought them home, and she began to weave; but it made her fingers very sore.
‘I see this work won’t do,’ said he: ‘try and spin; perhaps you will do that better.’ So she sat
down and tried to spin; but the threads cut her tender fingers till the blood ran. ‘See now,’ said
the fiddler, ‘you are good for nothing; you can do no work: what a bargain I have got! However,
I’ll try and set up a trade in pots and pans, and you shall stand in the market and sell them.’
‘Alas!’ sighed she, ‘if any of my father’s court should pass by and see me standing in the market,
how they will laugh at me!’

But her husband did not care for that, and said she must work, if she did not wish to die of
hunger. At first the trade went well; for many people, seeing such a beautiful woman, went to
buy her wares, and paid their money without thinking of taking away the goods. They lived on
this as long as it lasted; and then her husband bought a fresh lot of ware, and she sat herself down
with it in the corner of the market; but a drunken soldier soon came by, and rode his horse
against her stall, and broke all her goods into a thousand pieces. Then she began to cry, and knew
not what to do. ‘Ah! what will become of me?’ said she; ‘what will my husband say?’ So she ran
home and told him all. ‘Who would have thought you would have been so silly,’ said he, ‘as to
put an earthenware stall in the corner of the market, where everybody passes? but let us have no
more crying; I see you are not fit for this sort of work, so I have been to the king’s palace, and
asked if they did not want a kitchen-maid; and they say they will take you, and there you will
have plenty to eat.’

Thus the princess became a kitchen-maid, and helped the cook to do all the dirtiest work; but she
was allowed to carry home some of the meat that was left, and on this they lived.

She had not been there long before she heard that the king’s eldest son was passing by, going to
be married; and she went to one of the windows and looked out. Everything was ready, and all
the pomp and brightness of the court was there. Then she bitterly grieved for the pride and folly
which had brought her so low. And the servants gave her some of the rich meats, which she put
into her basket to take home.

All on a sudden, as she was going out, in came the king’s son in golden clothes; and when he
saw a beautiful woman at the door, he took her by the hand, and said she should be his partner in
the dance; but she trembled for fear, for she saw that it was King Grisly-beard, who was making
sport of her. However, he kept fast hold, and led her in; and the cover of the basket came off, so
that the meats in it fell about. Then everybody laughed and jeered at her; and she was so abashed,
that she wished herself a thousand feet deep in the earth. She sprang to the door to run away; but
on the steps King Grisly-beard overtook her, and brought her back and said, ‘Fear me not! I am
the fiddler who has lived with you in the hut. I brought you there because I really loved you. I am
also the soldier that overset your stall. I have done all this only to cure you of your silly pride,
and to show you the folly of your ill-treatment of me. Now all is over: you have learnt wisdom,
and it is time to hold our marriage feast.’

Then the chamberlains came and brought her the most beautiful robes; and her father and his
whole court were there already, and welcomed her home on her marriage. Joy was in every face
and every heart. The feast was grand; they danced and sang; all were merry; and I only wish that
you and I had been of the party. https://etc.usf.edu/lit2go/175/grimms-fairy-tales/3173/king-grisly-beard/

Text 2

The Little Boy Who Was Changed Into an Owl

Once upon a time a little Indian boy kept crying and crying all day long. His father and mother
could not make him stop crying, so finally they put him outside and shut the door; for they could
not stand his noise any longer.

He kept on squalling outside, so an owl came and took him away.

When the little boy’s father went out to get his son – because he thought the boy had stopped
crying – he could not find him anywhere. He looked all over the village and all over the mesa,
but he could not find him. He was distressed and he and the little boy’s mother wept and
mourned.

Several days later the father took his burros to go for a load of wood. He passed near The Owls’
Cave, where many owls live. As he passed by he heard his little boy’s voice calling, “Father,
Father, here I am.” He looked into the cave, but he could see only a lot of owls up on the rocks
inside. There was one owl bigger than all the rest and that owl said, “I am your little boy,
Father.”

“Well, come to me if you are,” replied his father.

“No,” said another owl – the same owl that had taken the little boy away – “He cannot go with
you unless he promises not to cry so much and be such a bad boy.”

“I will be good,” said the little-boy-owl.

“Well then, you may fly down to your father. He must put you in the kiva and keep you there for
four days; and if you have kept your promise to be good, then you will turn back into a little boy
once more.”

So the father took the little-boy-owl by his wing and carried him home. He put him into the kiva,
as the old owl had told him, and kept him there for four days. And sure enough at the end of that
time the owl was a little boy again.

And the little boy was good ever after. https://fairytalez.com/the-little-boy-who-was-changed-into-an-owl/

Generic Structure Text 1 Text 2

Title

What is the title of the text?

Orientation

1. When was the story

take place?
2. Who is the main
character of the story?
3. Where did the story
happen?
4. What happened to the
main character
according to the
story?

Complication
 What problem did the main
character face?
Resolution

What did the main character

do to solve the problem?
Social Function

1. What is the purpose of

the text?
2. What have we learnt
from this story?

Other examples of fairytales : https://fairytalez.com/region/native-american/