Modul Ajar Bab 2 Narrative Text
Modul Ajar Bab 2 Narrative Text
Modul Ajar Bab 2 Narrative Text
INFORMASI UMUM
A. IDENTITAS MODUL
Penyusun : Supriyatin, S.Pd
Instansi : SMP Negeri 4 Banyumas
Tahun Penyusunan : Tahun 2023
Jenjang Sekolah : SMP/MTs
Mata Pelajaran : Bahasa Inggris
Fase / Kelas : D / VIII
Chapter 2 : Kindness Begins with Me
Alokasi Waktu : 7 Pertemuan atau setara 21 JP (3 x 40 menit)
B. KOMPETENSI AWAL
Capaian Pembelajaran
Pada akhir Fase D, peserta didik menggunakan teks lisan, tulisan dan visual dalam
bahasa Inggris untuk berinteraksi dan berkomunikasi dalam konteks yang
lebih beragam dan dalam situasi formal dan informal. Peserta didik dapat
menggunakan berbagai jenis teks seperti narasi, deskripsi, prosedur, teks khusus (pesan
singkat, iklan) dan teks otentik menjadi rujukan utama dalam mempelajari bahasa
Inggris di fase ini. Peserta didik menggunakan bahasa Inggris untuk berdiskusi
dan menyampaikan keinginan/perasaan. Pemahaman mereka terhadap teks tulisan
semakin berkembang dan keterampilan inferensi mulai tampak ketika memahami
informasi tersirat. Mereka memproduksi teks tulisan dan visual dalam bahasa Inggris
yang terstruktur dengan kosakata yang lebih beragam. Mereka memahami tujuan dan
pemirsa ketika memproduksi teks tulisan dan visual dalam bahasa Inggris.
teks.
Elemen Menulis - Mempresentasikan
- Pada akhir Fase D, peserta didik mengomunikasikan ide dan pengalaman mereka
melalui paragraf sederhana dan terstruktur, menunjukkan perkembangan dalam
penggunaan kosakata 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. Mereka juga
menyertakan informasi dasar dan detail, dan memvariasikan konstruksi kalimat
mereka dalam tulisan mereka. Peserta didik mengungkapkan ide-ide dalam bentuk
sekarang, masa depan, dan masa lalu. Mereka menggunakan penanda waktu, kata
keterangan frekuensi dan konjungsi umum untuk menghubungkan ide. Upaya mereka
untuk mengeja kata-kata baru didasarkan pada hubungan bunyi-huruf Bahasa Inggris
yang diketahui dan mereka menggunakan tanda baca dan kapitalisasi dengan
konsisten.
B. PEMAHAMAN BERMAKNA
Unit 1 Kindness Towards Diferences
▪ Function : Connect and sequence events in an imaginative story
“Today we come to a new chapter, Chapter 2, with a new topic. The topic
is ‘Kindness Begins with Me’.”
“In this chapter, we will talk about characters’ feelings, traits and behavior in
stories. The characters in the stories are many different animals, so the
stories are not real or imaginative.”
“We can also call these stories ‘cerita rakyat’. In English we say ‘folk stories’.
Folk stories are traditional stories. They are told again and again from our
great grandparents to our grandparents and to our parents and inally to us.
They are usually about good and bad characters. Most of the time we can learn
something from reading a folk story. What we learn is the moral value of the
story.”
Kegiatan Inti
‘cerita rakyat’ can also be called ‘folk stories’ in English. Most of the time, they
are not real with imaginative characters, such as animals who can speak.
These stories are told to us from the time of our great great grandparents.”
Tujuan dari diskusi ini adalah agar peserta didik dapat memahami makna
pengisahan suatu cerita khayalan, dongeng atau cerita rakyat beserta nilai
moralnya.
“Do you still remember about sharing past activities in Unit 1?”
“Which verb form do we have to use when talking about past activities?”
“We use past tense forms.”
“We use ‘went’ not ‘go’.”
“We use ‘stayed’ not ‘stay’.”
“We use ‘visited’ not
‘visit’.”
Guru memperdengarkan kembali Audio 2.2. Guru meminta peserta didik
menyimak kembali dan membaca cerita ‘The Ugly Duckling’, dan menulikan
kata kerja yang benar dalam bentuk past tense di buku catatan.
Bahasa guru
“In stories, we also use the same past tense forms. Now, listen again and
read the Ugly Duckling story.”
“Write down the past tense verbs to complete the story.”
Guru dapat membahas jawaban bersama peserta didik. Kosakata bantuan dapat
dilihat di Word Box.
Jawaban Worksheet 2.2
1. Once upon a time on a big farm, a Mother Duck sit/sat on her nest. She had to
keep her six eggs warm until they hatched/hatch.
2. At last, the eggs begin/began to crack. One by one, five yellow ducklings
came/come out of the eggs. They shake/shook their wings and said,
“Quack, quack.” Then, they walked/walk gracefully.
3. “Look at all of you!” say/said Mother Duck with joy. “You are all so cute!”
4. She count/counted one, two, three, four, ive. “Oh, dear! I should have six
ducklings!” Mother Duck is/was worried.
5. But one large egg was still in the nest. It was/is a little stubborn. So, Mother
Duck sat/sit on her nest again and wait/waited some more.
6. The next day, the big egg crack/cracked open. A shy duckling come/came
out. He was not yellow! He was gray and bigger than others.
But he was weak and it walk/walked with a funny wobble.
Guru menginstruksikan peserta didik untuk mendiskusikan berbagai perasaan
“Can you now please complete the sentences in exercise b with the correct Past
Simple tense verbs based on the picture given?”
Jawaban Worksheet 2.5
1. Sat
2. Hatched
3. Shook
4. Cracked
5. Walked
6. Counted
Guru meminta peserta didik mencatat seluruh kata kerja dalam bentuk Past
Simple Tense pada cerita The Ugly Duckling Part 2 dengan menggunakan
tinta warna hijau (kalau ada).
Bahasa guru
“Can you ind and highlight (or just circle) all the verbs in Past Simple
Tense verbs in the Ugly Duckling story Part 2?”
Guru menjelaskan instruksi permainan ‘Mime It’ seperti yang tertera pada Buku
Siswa.
Guru meminta peserta didik berkelompok yang terdiri dari 3 orang. Setiap
peserta d dalam kelompok bergiliran memperagakan action verbs yang
tertera pada kartu yang mereka pilih. Peserta didik yang lain diminta untuk
menebak kegiatan yang dilakukan oleh kata kerja tersebut dalam bentuk Past
Simple Tense.
Bahasa guru
“Now, we are going to play a game. The name is Mime It! In this game you
have to mime or act out the action verb on the card you choose.”
“All of your classmates will try to guess what the action verb is by asking
questions. The action verbs must be in Simple Past tense forms.”
“Before you do it, I need you to make groups of ive. Each one of you will play
one character from the story. You can be the narrators, Mother Duck, the
Ugly Duckling or the yellow ducklings.”
Guru mengulas kembali secara singkat cerita ‘The Ugly Duckling’ Part 1 dan 2
dengan menanyakan kepada peserta didik di Part berapakah kedua percakapan
pada latihan a terjadi.
Bahasa guru
“Have a look at these two conversations at exercise a.”
“Do you remember them? Where are they from? The Ugly Duckling Part 1
or Part 2?”
“The irst conversation is from Part 2 and the second conversation is from
Part 1.”
Guru memperdengarkan Audio 2.3. Peserta didik menyimak kembali ‘The Ugly
Duckling Part 2’ dan memutuskan karakter mana yang akan mereka pilih pada
saat menceritakan kembali. Audio 2.3 dapat diperdengarkan beberapa kali
untuk memberikan kesempatan kepada peserta didik berlatih pengucapan kata.
Bahasa guru
“Now you listen to ‘The Ugly Duckling story’ part 2 again.”
“You can read the script in exercise while listening. Decide which character you
want to do and practice with your group after that. If you want to listen to the
story again, I will play it again.”
Guru meminta peserta didik untuk berlatih dengan grup masing-masing sebelum
melakukan latihan pada section berikutnya.
Bahasa guru
“Have you decided which parts that each of you wants to take?”
“Now, practice retelling the story with your group, based on the part you
chose before performing it later.”
Bahasa guru
“It’s time for you to perform yourstory to the class. Which group wants to
go irst?”
Guru meminta peserta didik untuk mencoba menceritakan ‘The Ugly Duckling’
part 2 kepada teman kelasnya yang lain atau kepada anggota keluarga. Peserta
didik diharapkan untuk menjelaskan bagaimana reaksi yang mereka dapatkan
setelah bercerita.
Bahasa guru
“That was a very good storytelling performance you did. What about
retelling the same story to other friends from other classes or schools?
Or maybe you want to act it out in front of your brothers, sisters and
parents? That should be interesting. You can also tell the class later on how
their reactions will be.”
Kegiatan Penutup
Menyimpulkan pembelajaran bahwa Dengan meminta siswa untuk
mengungkapkan pendapatnya terkait dengan materi pembelajaran yang
telah dilaksanakan.
Guru Bersama siswa menutup kegiatan dengan doa dan salam.
Bahasa guru
“Today we come to a new chapter, Chapter 2, with a new topic. The topic
is ‘Kindness Begins with Me’.”
“In this chapter, we will talk about characters’ feelings, traits and behavior in
stories. The characters in the stories are many different animals, so the
stories are not real or imaginative.”
“We can also call these stories ‘cerita rakyat’. In English we say ‘folk stories’.
Folk stories are traditional stories. They are told again and again from our
great grandparents to our grandparents and to our parents and inally to us.
They are usually about good and bad characters. Most of the time we can learn
something from reading a folk story. What we learn is the moral value of the
story.”
Kegiatan Inti
Feelings Situations
happy when I get good news
sad when I get bad news
worried when I walk outside at night
scared when I am staying at home alone
surprised when I get a present
angry when somebody lies to me
heartbroken when my mother does not give me what I want
Guru mengulas cerita ‘The Ugly Duckling’ dan menanyakan perasaan peserta
didik terhadap cerita tersebut. Guru dapat menspesiikasikan situasi pada Part 1
dan Part 2.
Bahasa guru
“In the story of ‘The Ugly Duckling’, the Ugly Duckling did not look like the
other ducklings. He looked big and gray, while the other ducklings were
small and yellow. That made the other duckling not want to play with the
Ugly Duckling.”
“What do you feel about the story? What do you feel about the Ugly Duckling?”
Guru meminta peserta didik membaca percakapan Ibu Ida dengan peserta
didiknya di dalam kelasnya.
Bahasa guru
“Read the conversation between Ibu Ida and her students in the classroom.”
Guru melakukan tanya jawab terkait dengan isi percakapan.
Bahasa guru
“What did Pipit feel after reading the story in Parts 1 and
2? “Did Andre feel the same?”
“What made Monta angry?”
“ Is the story in Parts 1 and 2 inished yet?”
“Are the students interested in the ending of the
story?” “Are you interested to know the ending of the
story?”
Guru mengajak peserta didik menebak empat binatang yang akan ditemui pada
bagian akhir cerita.
Bahasa guru
“Can you guess what three animals that you will ind in the
story are? Circle the three animals on Worksheet 2.7.”
Jawaban Worksheet 2.7
1. cow
2. dog
3. chickens
4. swans
Guru dapat menjelaskan bagian ini dengan Bahasa Indonesia mengenai beberapa
fakta menarik tentang ‘ducks’.
Guru meminta peserta didik membaca teks ‘The Ugly Duckling’ Part 3 dalam
hati. Kosakata bantuan dapat dilihat di Word Box.
Bahasa guru
“Read the ending of the story The Ugly Duckling. You can see the Word Box if
you ind difficult words.”
Guru meminta peserta didik untuk membaca dengan keras. Guru dapat
memberikan contoh terlebih dahulu.
Bahasa guru
“Students, you have read by heart. Now, let’s read it aloud. Who would like
to try? Listen and repeat after me.”
Guru melakukan tanya jawab terkait dengan isi teks.
Bahasa guru
“When did the Ugly Duckling go from the farm?”
“What animals did he meet?”
“Were they nice to the Ugly Duckling? Why?”
“What did the Ugly Duckling feel when seeing big white
birds?” “What surprised the Ugly Duckling?”
Guru meminta peserta didik memilih pernyataan yang benar berdasarkan teks.
Bahasa guru
“Read the sentences on Worksheet 2.8. Find out which sentences
are true based on the text.”
Guru dan peserta didik membahas jawaban. Guru memastikan peserta didik tidak
hanya mengisi dengan benar tetapi memahami isi cerita dengan tanya jawab.
Bahasa guru
“Let’s discuss your answers.”
Jawaban Worksheet 2.8
1. True
2. False
3. False
4. False
5. False
6. True
7. False
8. True
Guru meminta peserta didik melakukan sesuai perintah dalam latihan c.
Bahasa guru
Guru dan peserta didik membahas jawaban. Guru memastikan peserta didik tidak
hanya mengisi dengan benar tetapi memahami isi cerita dengan tanya jawab.
Bahasa guru
“Let’s discuss your answers.”
Jawaban Worksheet 2.9
1. “Can I please stay here?” asked the Ugly Duckling politely.
2. The dog chased the Ugly Duckling. “Woof! Woof!” The dog sniffed
and sniffed at him, then turned away.
3. Two farms
4. A cow
5. “Look at yourself in the water and tell us”.
Penilaian: 10 poin untuk setiap jawaban benar.
Guru memberi penjelasan tentang quotation marks atau tanda petik. Bahasa
Indonesia dapat digunakan untuk membantu peserta didik memahami konsep
tanda petik dalam kalimat langsung.
Bahasa guru
“A story often contains some sentences that are written between quotations
(“ ”).”
“These quotations show that the characters in the story are speaking.”
“For example, the sentences between the quotations tell you that the Ugly
Duckling was speaking to the chickens, and the chickens were responding to
the ugly Duckling’s question.”
“Can I please stay here?” asked the Ugly Duckling
politely. “Why do we care?” said one of the chickens.
“Go away,” exclaimed the other.
Guru meminta peserta didik membaca potongan cerita ‘The Ugly Duckling Part
3’.
Bahasa guru
“I will read the sentences between the quotation marks. Repeat after me.”
“Now, with your friends take turns to read the sentences. You can use
your gestures and facial expressions when saying the sentences.”
Guru meminta peserta didik membaca kembali ‘The Ugly Duckling Part 3’ dan
menggaris bawahi kalimat-kalimat yang memuat tanda petik.
Bahasa guru
“Go to the story of The Ugly Duckling Part 3. Underline all sentences between
quotation marks.”
Guru meminta peserta didik memperagakan kalimat-kalimat dalam tanda petik.
Bahasa guru
“Make a group of five. Each member plays one character. Read the
sentences that the characters say in the story Part 3.”
Guru meminta peserta didik membaca percakapan Pipit, Galang, dan Monita.
Guru bertanya jawab tentang isi percakapan.
Bahasa guru
“Read the conversation. What does Pipit feel about the story? Who feels
the same with Pipit? Why does Monita feel different from the others?”
“What are Pipit. Monita, and Galang are going to do after listening to
the story?”
Guru menjelaskan kepada peserta didik untuk membuat versi akhir cerita ‘The
Ugly Duckling’ sendiri. peserta didik memilih salah satu akhir cerita.
Bahasa guru
“You have read the ending of ‘The Ugly Duckling’. Now, let’s have fun. What
is your version of the ending of the story? Choose one of the options.”
Guru meminta peserta didik membuat ending ceritanya sendiri.
Bahasa guru
“You can also make your own ending. Make a group of three. In your
group write the ending of the story in the box.”
“After that, draw the ending of the story in your version.”
Guru meminta peserta didik saling memperlihatkan hasil karya kelompoknya
dalam menulis akhir cerita dengan versi mereka sendiri.
Bahasa guru
“Share your ending of the story to the class.”
Guru meminta peserta didik bermain ‘Act it Out!’ Peserta didik diminta untuk
membuat kelompok yang berisikan tiga orang. Guru menjelaskan cara bermain
gamenya.
Bahasa guru
“Let’s have fun with Act it Out! Make a group of three. Write each name of the
group’s members on the wheel. Shule the cards. Spin a pencil and see what name
the pencil points to. The person with the name takes one card and reads the card.
Do what the card tells you.”
Guru meminta peserta didik untuk menyalin kartu pada Buku Siswa ke dalam
secarik kertas. Kemudian, guru meminta peserta didik untuk menggunting
salinan kartu tersebut.
Bahasa guru
“Before playing, take a look at the cards in your book. Now, copy the cards to
a piece of paper and cut it.”
Guru meminta peserta didik untuk menggunakan wheel chart.
Kegiatan Penutup
Menyimpulkan pembelajaran bahwa Dengan meminta siswa untuk
mengungkapkan pendapatnya terkait dengan materi pembelajaran yang
telah
dilaksanakan.
Guru Bersama siswa menutup kegiatan dengan doa dan salam.
Kegiatan Inti
Guru menunjukkan beberapa gambar binatang seperti seekor katak, seekor gajah,
seekor monyet, seekor beruang, seekor rubah, seekor harimau, dan seekor
kelinci.
Bahasa guru
“Look at these animals. It’s an elephant. It’s a fox. It’s a tiger. It’s a monkey.
It’s a bear. It’s a rabbit. It’s a frog. Now repeat after me.”
Guru membicarakan binatang-binatang tersebut terkait dengan ukurannya (besar
atau kecil), kebiasaan dan tempat tinggalnya.
Guru memberi penjelasan pada kata “can”. Bahasa Indonesia bisa digunakan agar
peserta didik dapat memahami konsepnya dengan jelas.
Bahasa guru
“How is the animals’ size? Is it big? Is it
small?” “What can the animals do? Can’ means
ability.”
“Can a monkey climb a tree? Can an elephant run
fast?” “Can a frog swim? Can a bear jump?”
“Do they live in the forest?”
“Which animal lives in the sea?”
Guru meminta peserta didik melihat berbagai gambar binatang dalam berbagai
situasi.
Bahasa guru
“Can a rabbit move an elephant?”
“Can a fox win a race with an elephant?”
“ Can the fox ind the bear?”
“Can a rabbit eat the leaves in tall trees?”
Guru memberi tahu jika peserta didik akan membaca sebuah cerita berjudul An
Elephant and His Friends. Guru juga meminta peserta didik untuk memprediksi
dan mendiskusikan akhir cerita dari cerita tersebut.
Bahasa guru
“Now, we are going to read a story with the title ‘The Elephant and Friends’.
This story is about an elephant that wanted to make friends with other animals.
He met some animals, but no one wanted to be his friends.”
“Can you guess the ending of the story? Who wants to predict irst?”
Guru dan peserta didik membaca teks bersama. Guru membantu peserta
didik memahami isi cerita dan memahami cara membuat sebuah cerita.
Sebelum membaca teks bersama peserta didik, guru memberi tinjauan tentang isi
teks (cerita). Alternatif membaca teks bersama:
• Guru membacakan teks per kalimat dan diikuti oleh peserta didik.
Lalu, membahas apa yang diceritakan dalam teks. Bahasa Indonesia dapat
dipakai, namun untuk kepentingan menguasai Bahasa Inggris.
Bahasa guru
“ Okay, let’s read the story together. I will read each sentence irst, then please
follow me afterwards.”
“Now, what is the story
about?” “What happened in the
story?”
• Guru membaca teks per kalimat dan diikuti peserta didik. Guru dan
peserta didik membahas kata-kata kunci pada setiap kalimat dan meminta
peserta didik untuk menggarisbawahi kata-kata kunci.
Bahasa guru
“Okay, let’s read the story together. I will read each sentence irst, then please
follow me afterwards.”
“ Let’s ind the keyword from the sentence we just read. Please underline
the word that you think is the keyword in this sentence.”
Guru meminta peserta didik menjawab pertanyaan-pertanyaan yang ada pada
worksheet 2.12.
Bahasa guru
“Now, answer the questions.”
Guru serta peserta didik membahas jawaban pada worksheet 2.12.
Bahasa guru
“Let’s discuss the answers. Who wants to answer the irst number?”
Jawaban Worksheet 2.12
1. He wandered to search for friends
2. Five animals
3. They were rude to him.
4. He was sad.
5. They were afraid of the tiger who ate the animals he found.
6. No, he didn’t.
7. No, he was not.
8. He gave the tiger a hefty kick.
9. The animals thanked the elephant and became his friends.
10. He felt happy.
Bahasa guru
“Now, by working in pairs, please, write the characters’ traits or behaviors in
the following pictures. Use past tense forms of ‘to be’ or ‘feel’/ ‘become’ with
an adjective.”
Jawaban Worksheet 2.13
1. The two grown-up chickens were mean.
The Ugly Duckling felt sad.
2. The cow was rude.
The Ugly Duckling felt heartbroken.
3. The Ugly Duckling.
The dog was ierce.
4. The ugly duckling was surprised.
5. The white swans were honest.
The Ugly Duckling was shy.
6. The white swans and the ugly Duckling were happy.
7. The monkey was arrogant.
The Elephant became sad.
8. The tiger was ferocious.
The elephant became brave.
Guru meminta peserta didik membaca kembali ‘The Ugly Duckling’ Parts 1
sampai 3. Guru meminta peserta didik melingkari atau menggarisbawahi semua
kata sifat yang menunjukkan karakteristik atau perilaku dari setiap karakter
dengan menggunakan pena berwarna biru. Bila tidak memiliki warna biru dapat
menggunakan warna lain.
Bahasa guru
“Now, let’s read the story from part 1 to 3 again. After reading the story, let’s
circle and underline the traits or behaviors of the characters. Use a blue pen
to do it. If you don’t have a blue pen, you can use other colors.”
Guru menjelaskan bahwa cerita yang telah disimak dan dibaca dalam Chapter 2
yang berjudul The Ugly Ducklings dan The Elephant and Friends adalah cerita
imajinasi. Cerita imajinasi termasuk ke dalam genre naratif. Cerita naratif
bertujuan untuk memberi hiburan kepada pendengar atau pembaca. Terkadang,
cerita naratif juga memuat pesan moral.
Bahasa guru
“Now you have read and listened to the stories entitled ‘The Ugly Duckling’ and
‘The Elephant and Friends’. Both of the stories are
Guru menjelaskan kegiatan yang harus dilakukan oleh peserta didik dalam
section ini. Guru meminta peserta didik untuk membuat kelompok.
Guru meminta peserta didik untuk membuat cerita sesuai dengan cerita “The
Elephant and Friends” tetapi dengan mengganti bagian orientasi dan puncak
masalah.
Bahasa guru
“Today, you should make a story that is similar to the story entitled
‘The Elephant and Friends’. Before you write the story, you should decide the
settings and characters. Then, you should think about the problem that the
characters would face as well as the solution of that problem. After that, please
think about which characters you would like to directly speak with quotations.”
Guru meminta peserta didik untuk menuliskan cerita yang telah
dirancang sebelumnya.
Bahasa guru
“Now, you have to write your story based on Worksheet 2.17.”
Jawaban Worksheet 2.18
Jawaban apapun yang diberikan peserta didik dapat diterima selama masih sesuai
dengan materi yang disampaikan'
Guru meminta peserta didik memposting cerita mereka ke akun sosial media.
Guru juga dapat meminta peserta didik untuk memberikan komentar
terhadap cerita teman-teman mereka.
Bahasa guru
“How is the story making? Is it fun? Now, after you inish making the story,
let’s share it on your social media account. Don’t forget to invite your friends
to comment on your story.”
Kegiatan Penutup
Menyimpulkan pembelajaran bahwa Dengan meminta siswa untuk
mengungkapkan pendapatnya terkait dengan materi pembelajaran yang
telah dilaksanakan.
Guru Bersama siswa menutup kegiatan dengan doa dan salam.
E. REFLEKSI
Think about your learning, then ill out the following sheet.
LEARNING REFLECTION
Grade/Chapter: 8/1
Name: Date:
NOW I CAN
F. ASESMEN / PENILAIAN
Kriteria Penilaian
• Penilaian proses berupa catatan/deskripsi kerja saat diskusi kelompok.
menyeberang jalan
depan sekolah
2
3
4
Skor
No Pernyataan
1 2 3 4
1. Teman saya berkata jujur kepada orang lain
2. Teman saya mengerjakan ulangan
dengan jujur
3. Teman saya mentaati tata-tertib sekolah
4.
5.
Keterangan:
1 = sangat jarang
2 = jarang
3 = sering
4 = selalu
Kelas : ........................................................................................................................
Petunjuk:
1. Bacalah setiap pernyataan berikut dan berilah tanda centang (√) pada kolom “ya”
atau “tidak” sesuai keadaan kalian selama proses diskusi.
2. Kumpulkan format penilaian diri kepada bapak/ ibu guru kalian setelah diisi
dengan lengkap.
No Pernyataan Ya Tidak
Selama proses diskusi saya :
1. Aktif mengemukakan ide
2. Mendengarkan rekan lain yang sedang berpendapat
3. Sibuk mengerjakan tugas sendiri
4. Tidak bertanya karena takut ditertawakan
5. Aktif mengajukan pertanyaan
6. Melaksanakan kesepakatan kelompok meskipun
tidak sesuai dengan pendapat sendiri
Teman Teman
No Pernyataan 1 2
1. Teman saya aktif mengemukakan ide
selama diskusi
2. Teman saya mendengarkan pendapat
rekan lainnya
3. Teman saya mengerjakan tugas
kelompok sesuai pembagian tugas yang
disepakati bersama
4. Teman saya aktif membantu rekan lain
yang mengalami kesulitan mengerjakan
tugas
5. Teman saya menertawakan pendapat
rekan lainnya pada saat diskusi kelompok
6. dst
1. Haidar
2. Halwa
3. Nusaybah
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
dst.
Comment:
Fluency
Score
Students
/20 points
1. Haidar
2. Halwa
3. Nusaybah
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Dst.
Comment:
(connectors).
Written features
6. The text uses good sentence construction and 1 2 3 4
conjunction.
7. The text uses good spelling and punctuation. 1 2 3 4
8. The text has good grammar accuracy (i.e. tenses, 1 2 3 4
subject-verb agreement).
Notes:
Assessment Rubrics
Student’s name: Class:
Focus Very good (4) Good (3) Fair (2) Poor (1)
Genre
Text Structure
Accuracy
Vocabulary
Mechanics
Total
Notes:
1. Guru melakukan analisa dari hasil pembahasan releksi peserta didik dan dari
hasil penilaian untuk menentukan remedial teaching.
2. Guru dapat meminta dan menunjukkan peserta didik untuk melakukan
independent remedial learning.
Bahasa guru
“On the parts that you are still confused, you can relearn and redo the activity.”
LAMPIRAN
A. LEMBAR KERJA PESERTA DIDIK
LEMBAR KERJA PESERTA DIDIK (LKPD)
Nama :
Kelas :
Petunjuk!
Nama :
Kelas :
Petunjuk!
Nama :
Kelas :
Petunjuk!
B. PROGRESS CHECK 1
Read Made’s story about Jakarta’s Old City Tour and answer some questions related
to the story
Put a check (√) for each correct statement and a cross (X) for a false
statement. Number one has been done for you.
Once upon a time, lived a man who caught ish at sea to support his living. One day,
something heavy was entangled in his net. He cursed sarcastically. His face turned
red. Then, he hauled his net and threw it carelessly as it was heavy. That was when
he saw something yellowish and shiny.
“Gold chain, I’m lucky!” he screamed.
His eyebrows suddenly tilted. Then he said to himself, “ I should pull it more.”
He worked hard and part by part of the gold chain was pulled. His small boat
started to sink because of the gold chain’s weight. He knew it as water started illing
in his boat. Instead of stopping, he pulled faster and put it around his body. In a
second, water rushed into his boat. It eventually capsized. The gold chain sank to the
bottom of the sea. Helplessly, the man was drawn along. ( Source:
http://www.englishdaily626.com/cloze_passages.php?021 )
Questions
1. What is the best possible title for the story? Why?
2. What was the man’s occupation?
3. Why did the man curse when something was entangled in his net?
4. What kind of man do you think the man is? Tell the reason/s.
5. What made the boat capsize?
6. Which moral lesson can you take from the story?
7. If you were the man, what would you do?
Bagian II
1. Possible answers: ‘The Greedy Man’ because the man is greedy as he knew that
the boat started sinking because of the weight of the gold chain but he kept pulling
the chain, or ‘The Man and the Gold Chain’ because the focus on the story is on
the man and the gold chain.
2. A isherman.
3. He got upset and angry as he felt that he had to deal with a problem.
4. A grumpy or crabby or emotional person as he got angry and cursed easily.
5. The weight of the chain was too heavy and was put equally on the boat.
6. Possible answers: ‘don’t be greedy or ‘measure your competence and be grateful
for that’.
7. Possible Answers: ‘I would not keep pulling as it endangered myself’ or ‘I would
leave the gold chain, marked the areas, and came back later with better
equipment to pull the chain’.
Skoring
Bagian I − Jakarta’s Old City Tour
Setiap jawaban benar: Skor 1. Total maksimal skor:
8. Bagian II
Setiap jawaban benar: Skor 2. Total maksimal skor:
14. Bagian III − Timun Mas: The Golden Cucumber
Girl Setiap jawaban benar: Skor 2. Total maksimal
skor: 8.
Penilaian
Total nilai keseluruhan:
Skor (Bagian I + Bagian II + Bagian III) : 3 = Nilai akhir
Nilai Maksimal: 10
C. BAHAN BACAAN GURU & PESERTA DIDIK
▪ Buku Panduan Guru English for Nusantara untuk SMP/MTs Kelas VIII.
▪ Buku Panduan Siswa English for Nusantara untuk SMP/MTs Kelas VIII.
D. GLOSARIUM
hungry lapar
in chorus berbicara bersamaan
initially awalnya/ mulanya (adverb)
intently dengan teliti (adverb)
invest (base form)/invested (past form) menginvestasikan
just the way we are apa adanya (adverb)
kick (base form)/kicked (past form) tendangan line garis (noun)
ladder tangga
land (base form)/landed (past form) mendarat
lead (base form)/led (past form) memimpin, posisi terdepan
leap (base form)/leapt (past form) melompat
leaving meninggalkan
litter mengotori/ membuang sampah sembarangan (verb)
local daerah setempat
local councils pemerintahan daerah (noun)
look larger terlihat lebih besar
look smaller terlihat lebih kecil
makeup tata rias wajah (noun)
march (base form)/marched (past form) berbaris
matter masalah
maybe mungkin (adverb)
mean jahat
megaphones alat pengeras suara (noun)
midielders Gelandang (noun)
mind your own business jangan ikut campur
move backward mundur ke belakang
movement gerakan (noun)
nearby town kota terdekat (noun)
neighborhood ingkungan sekitar
nervous gelisah
news berita/ kabar
nice baik
no laws tidak ada cacat (noun)
no longer tidak lagi
nostril lubang hidung (noun)
notice (base form)/noticed (past form) melihat (verb)
once upon a time pada suatu hari
one of the causes salah satu penyebab (noun)
orderly sesuai urutan
overplayed sering dimainkan (adjective)
paddle (base form)/paddled (past form) mendayung
tidak stabil
wonder (base form)/wondered (past form) heran/bertanya-tanya
wrinkled berkerut (adjective)
E. DAFTAR PUSTAKA
https://www.nationalgeographic.com/animals/mammals/facts/proboscis-
monkey#:~:text=Proboscis%20monkeys%20have%20an%20unusual,cross
%20rivers%20to%20ind%20food.
https://www.rekoforest.org/ield-stories/5-main-differences-betweenapes-vs-
monkeys/)
https://www.nationalgeographic.com/animals/birds/facts/birds-of-paradise?
msclkid=26256016d06b11eca2f6547d404146b0
https://westpapuastory.com/cenderawasih-bird-paradise/
https://worldbirds.com/what-is-birding/
https://www.silentforest.eu/projects/bali-myna/
https://www.worldwildlife.org/species/orangutan
https://www.mongabay.co.id/2017/09/04/konservasi-orangutan-masih-hadapi-
kendala-apa-saja/
https://www.worldwildlife.org/species/gorilla?
pc=AVB014005&ds_rl=1262308&gclsrc=3p.ds
https://www.oxfordlearnersdictionaries.com/
https://learnenglishteens.britishcouncil.org/grammar/b1-b2-grammar/passive-forms
https://literacyideas.com/how-to-write-a-descriptivetext/#:~:text=Paragraph
%205%3A%20The%20purpose%20of,their%20descriptive%20text%20before
%20writing.
https://www.teach-this.com/functional-activities-worksheets/describing-things
https://www.twinkl.co.id/resource/teacher-evaluation-sheet-za-kps-1646300132
https://www.liveworksheets.com/er1340466cm