Appendix I

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : MAN 2 Pontianak

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/2
Skill : Menulis
Topik Pembelajaran : Narrative Text

A. Tujuan Pembelajaran
a. Siswa dapat melengkapi kalimat atau informasi rumpang dalam teks naratif dengan
benar dan tepat.
b. Siswa dapat menyusun paragraf acak menjadi sebuah paragraf teks naratif yang
benar dan tepat.
c. Siswa dapat menuliskan sebuah text sederhana yang berbentuk teks naratif dengan
benar dan tepat.

B. Kompetensi Dasar dan Indikator

KOMPETENSI DASAR INDIKATOR
4.8 Menangkap makna secara kontekstual  Melengkapi kalimat atau informasi
terkait fungsi sosial, struktur teks, dan unsur dalam teks naratif.
 Menyusun paragraf teks naratif.
kebahasaan teks naratif, lisan dan tulis  Menuliskan sebuah paragraf
sederhana terkait legenda rakyat. sederhana dalam bentuk teks naratif.

C. Materi Pembelajaran
1. Definition of narrative text
 Narrative text is a story with complication or problematic events and it tries
to find the resolutions to solve the problems
2. Generic structure
 Orientation
 In this part, the writer tells the audience who are in the story, when it is

happening, where it is happening, and what is going.

 Complication

This is part of the story where the writer tells about something that will begin

a chain of events. The events will affect one or more of the character.the

complication is the trigger.

 Resolution

This is where the writer tells how the characters react to the complication. It

includes their feelings and what they are going to do.

3. Language features
 Using specific noun as pronoun of person, animal in the story. For example:

The king, the queen, etc.

 Using part action verb: Climbed, turned, brought, etc.

 Using adjectives which are for noun phrase. For example: long black hair, two

red apples, etc.

 Using time connectives and conjunctions to arrange the events. Examples:

then, before, after, soon, etc.

 Using past tense. Examples: killed, drunk, etc.

 Using adverb of time. For example: once upon a time, one day, etc.

4. Example of narrative text

The Lake Toba

Generic structure Text
Orientation A long time ago, there lived a young orphan
farmer in the northern part of the Sumatera
island. Syahdan, the young man lived from
 farming and fishing. One day he was fishing
a fish, and the fish was so beautiful. The
color is golden yellow. So holding, the fish
turned into a lovely princess.
Complication Fascinated by her beauty, the young farmer
asked her to be his wife. The proposal is
accepted on condition that the young man
would not tell its origin from the farmer fish
and Syahdan agreed to keep the secret. The
proposal is accepted on condition that the
young man would not tell its origin from
the farmer fish and Syahdan agreed to keep
the secret. After a year, the couple blessed
with a boy. He has a bad habbit that is
never satiated. He ate all the food.
Resolution One day, the boy was eating all the food
from their parents. The young man was
very upset saying “basic off spring of fish!”
that statement by itself. Thus unlock the
secret of their promise has been violated.
His wife and son disappeared
mysteriuously. The land of their former
footing springs. The water that flows from
the spring growing bigger and bigger, and
being a vast lake is now called lake Toba.
5. Introduce Clustering Technique

Orientation

Young man
Island of
Sumatera
Woman

Orphan farmer
The young man
lived

Beautiful fish

Complication

Their son has a

The proposal is
bad habit
accepted
The couple
blessed

Never satiated
Not tell its origin
A boy
from farmer fish
 Resolution

Their secret
The boy was
eating
His wife and
son

Parents’ food Has been

violated
Disappeared
mysteriously

D. Metode Pembelajaran
Pendekatan : Scientific approach
Metode Pembelajaran : Collaborative Learning
Teknik : Clustering Technique

E. Media Pembelajaran
a. Media
 Lembar penilaian
 Lembar kerja siswa
b. Alat/bahan
 Laptop & LCD proyektor
 Papan tulis, spidol, penggaris

F. Sumber Belajar
a. Buku pegangan guru mata pelajaran bahasa inggris kelas X semester 2
 Cicik Kurniawati, dkk, 2018, LKS Intan Pariwara
G. Langkah-Langkah Kegiatan Pembelajaran

PENDAHULUAN (10 MENIT) Orientasi

- Melakukan pembukaan dengan
salam pembuka dan berdoa
untuk memulai pembelajaran
- Memeriksa kehadiran peserta didik
sebagai sikap disiplin
- Menyiapkan fisik dan psikis peserta
didik dalam mengawali kegiatan
pembelajaran
Apersepsi
- Mengaitkan materi/tema/kegiatan
pembelajaran yang akan
dilakukan dengan pengalaman
peserta didik dengan
materi/tema/kegiatan sebelumnya,
fungsi sosial, struktur teks, dan
unsur kebahasaan beberapa teks
khusus dalam bentuk procedure text
sesuai dengan konteks
penggunaannya.

- Mengingatkan kembali materi

prasyarat dengan bertanya.
- Mengajukan pertanyaan yang
ada keterkaitannya dengan
pelajaran yang akan dilakukan.
Motivasi
- Guru mengajukan pertanyaan terkait
dengan penjelasan guru
sebelumnya.
- Guru menyampaikan manfaat
belajar menulis teks naratif.
- Guru mendemonstrasikan teknik
(clustering tecnique) yang terkait
dengan tema.
- Guru menyampaikan kemampuan
menulis teks naratif melalui
clustering technique yang akan
dicapai peserta didik.
Pemberian Acuan
- Memberitahukan materi pelajaran
yang akan dibahas pada pertemuan
saat itu.
 - Memberitahukan tentang
kompetensi dasar, indikator, tujuan
pembelajaran dan KKM pada
pertemuan yang berlangsung
- Pembagian kelompok belajar
- Menjelaskan mekanisme
pelaksanaan pengalaman belajar
langkah pembelajaran
- Menyampaikan rencana kegiatan
mempelajari narrative text melalui
clustering technique.
KEGIATAN INTI (70 menit) Building knowledge of the field

 Guru menjelaskan tentang teks

naratif kepada siswa.
 Dengan bimbingan guru, siswa
melihat contoh-contoh penulisan
teks naratif dengan menggunakan
teknik clustering.
 Dengan bimbingan guru, siswa
mengidentifikasi ide-ide yang
didapatkan melalui teknik clustering
sesuai dengan cerita yang ada di
dalam teks naratif.
 Guru dan siswa menyimpulkan cerita
apa yang dimaksud oleh ide-ide yang
dibuat melalui teknik clustering.

Modelling the Text

 Dengan bimbingan guru siswa

mempelajari contoh
pengorganisasian ide-ide penulisan
dalam teknik clustering.
 Guru memberi contoh kepada siswa
cara membangun atau
mengkonsepkan ide-ide penulisan
teks naratif dengan menggunakan
teknik clustering. Dengan langkah
sebagai berikut:
1. Guru memperkenalkan
topik yang akan dipelajari.
2. Guru menuliskan topik
tersebut di papun tulis
dan melingkarinya.
3. Guru meminta siswa
untuk memberikan respon
 tentang topik tersebut
dengan menghasilkan ide-
ide dan membuat
hubungan antar ide-ide
tersebut. Siswa dapat
menggunakan lingkaran,
garis, atau kotak untuk
menghubungkan ide-ide
tersebut.
4. Guru meminta siswa
untuk menambah dan
memperluas ide mereka
sebanyak mungkin hingga
mereka berhenti untuk
mengeksplorasi ide-ide
mereka.
5. Guru memberi contoh
kepada siswa cara
menggunakan ide-ide
yang telah didapat
tersebut untuk dibuat
menjadi sebuah paragraf.

Joint Construction of the Text

 guru membagi siswa menjadi

beberapa kelompok untuk
mengerjakan tugas yang akan
diberikan.
 Guru memberikan siswa handout
soal yang berisi tentang melengkapi
kalimat atau informasi rumpang yang
terdapat pada teks naratif.
 Guru memberikan siswa handout
soal yang berisi tentang menyusun
paragraf acak teks naratif agar dapat
disusun dengan benar dan sesuai
urutan.
 Guru meminta siswa untuk
menuliskan sebuah teks naratif
sederhana dengan menggunakan
teknik clustering.

Independent construction

 Guru meminta siswa untuk bekerja

secara individu membuat sebuah teks
naratif sederhana dengan
 menggunakan teknik clustering yang
telah dipelajari sebelumnya.

KEGIATAN PENUTUP (10 Menit)  Guru mengumpulkan tugas yang siswa

kerjakan sebagai bahan penilaian.
 Guru meminta siswa untuk melakukan
refleksi terhadap kegiatan yang telah
dilakukan.

H. Penilaian Hasil Pembelajaran

Teknik : Quiz
Bentuk : Pertanyaan tertulis
Instrument : Terlampir di handout

I. Instrument Penilaian

 Task 1
Complete the following paragraph with the suitable words from the box!

A. Dead F. Advised
B. Touch G. Large
C. Closer H. Whisper
D. Tree I. Together
E. Dangerous J. Smelt

True Friends

Once upon a time, there were two close friends who were walking through the forest
together. They knew that anything (1)_______ can happen any time in the forest. So they promised
each other that they would always be (2)_______ in any case of danger.
Suddenly, they saw a (3)_______ bear getting (4)_______ toward them. One of them
climbed a nearby (5)_______ at once. But unfortunately the other one did not know how to climb up
the tree. So being led by his common sense, he lay down on the ground breathless and pretended to
be a (6)_______ man.
The bear came near the one who was lying on the ground. It (7)_______ in his ears, and
slowly left the place because the bears do not want to (8)_______ the dead creatures. After that, the
friend on the tree came down and asked his friend that was on the ground, "Friend, what did the
bear (9)_______ into your ears?" The other friend replied, "Just now the bear (10)_______ me not to
believe a false friend."
  Task II
Arrange these paragraphs to form a sequential narrative text!

1. The next morning, Pinocchio was kidnaped by the owner of circus. Pinocchio soon
became a slave for the circus. He was so famous because he was a puppet which can talk.
Geppetto worried about him because Pinocchio had not been going home for almost two
days. He tried to find Pinocchio everywhere but he found nothing. When he searched him
on the sea, big wave smashed him. He was then in whale's stomach when he awoke. He
couldn't find the way to go out.
2. Finally, in the morning he had finished his work and he named the puppet Pinocchio.
Soon he felt lonely again since Pinocchio couldn't walk or talk by itself. One night,
Geppetto prayed to the God to become a real boy. He always thought it on his mind in his
dream.
3. In the other side, Pinocchio finally could escape out from the circus. He came home but
nobody was there. Latter on, he searched Geppetto in the sea. He got the same accident
like Geppetto and he met Geppetto in whale's stomach. Both of them got out from its
stomach by making a fire. In the end of the story, they went home together and lived
happily ever after.
4. In the past, there was a puppeteer whose name is Geppetto. He eager to have a son very
much but his wife passed away several years ago. One day, he got an idea to make a
puppet in order not to be lonely again. He made a puppet all day long. 
5. In the next morning, he was surprised that Pinocchio was alive. He taught Pinocchio how
to walk, how to read, how to speak and to do other things as human. He then studied at
an elementary school. One day, Pinocchio felt bored and it made him go home late.
When Pinocchio finally came home, Geppetto asked him. He said that he was on school
but he wasn’t. Instantly, Pinocchio's nose grew longer and longer and it meant that
Pinocchio has lied.

 Task III
Write a simple narrative paragraph using clustering technique!

J. Teknik Penilaian
Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Menangkap Tes Tertulis Fill in the blank Complete the

makna secara following
kontekstual paragraph with the
terkait fungsi suitable words
sosial, struktur from the box!
teks, dan unsur
kebahasaan teks Arrangement Arrange these
naratif, lisan dan paragraphs to form
tulis sederhana a sequential
terkait legenda narrative text!
rakyat. Writing
Write a simple
 narrative paragraph
using clustering
technique!

Kunci jawaban
Task I

1. E 6. A
2. I 7. J
3. G 8. B
4. C 9. H
5. D 10. F

Score Penilaian
No Uraian Skor
1. Jawaban benar. 1
2. Jawaban salah. 0

Skor maksimum: 10
Nilai Siswa : Skor Perolehan x 100
Skor Maksimal
Kunci Jawaban
Task II

1. 4
2. 2
3. 5
4. 1
5. 3

Score Penilaian
No Uraian Skor
1. Jawaban benar 2
2. Jawaban salah 0

Skor maksimum: 10
Nilai Siswa : Skor Perolehan x 100
Skor Maksimal

TASK III

Analytical scoring rubric adapted from Weigle

Components of
Scores Characteristics
writing
  Knowledgable
 substantive
4  through development of text
 relevant to assigned topic

 Some knowledge of subject

 adequate range
3  limited development of text
 mostly relevant to topic, but lacks detail
Content
 Limited knowledge of subject
2  little substance
 inadequate development of topic

 Does not show knowledge of subject

 non-substansive
1  not pertinent
 or not enough to evaluate

 Fluent expression
 ideas clearly stated/supported
 succinct
4  well-organized
 logical sequencing
 cohesive

 Somewhat choppy
 loosely organized but main ideas stand out
3  limited support
Organization  logical but incomplete sequencing

 Non-fluent
2  ideas confused or disconnedted
 lacks logical sequencing and development

 Does not communicate

1  no organization
 or not enough to evaluate

Vocabulary  Sophisticated range

 reflective word/idiom choice and usage
4  word form mastery
 appropriate register

 Adequate range
3  occasional errors of word/idiom form, choice, usage
but meaning not obscured

2  Limited range
 frequent errors of word/idiom form, choice, usage
  meaning confused or obscured

 Essentially translation
 little knowledge of English vocabulary, idioms, word
1 form
 or not enough to evaluate

 Affective complex constructions

4  few errors of agreement,tense, number, word
order/function, articles, pronouns, prepositions

 Affective but simple constructions

 minor problems in complex constructions
3  several errors of agreement, tense, number, word
order/function, articles, pronouns, prepositions but
meaning seldom obscured

Language use
 Major problems in simple/complex constructions
 frequent errors of negation, agreement, tense,
2 number, word order/function, articles, pronouns,
prepositions and/or fragments, run-ons, deletions
 meaning confused or obscured

 Virtually no mastery of sentence construction rules

 dominated by errors
1  does not communicate
 or not enough to evaluate

 Demonstrates mastery of conventions

4  few errors of spelling, punctuation, capitalization,
paragraphing

 Occasional errors of spelling, punctuation,

3 capitalization, paragraphing but meaning not
obscured

 Frequent errors of spelling, punctuation,

Mechanics
capitalization, paragraphing
2  poor handwriting
 meaning confused or obscured

 No mastery of conventions
 dominated by errors of spelling, punctuation,
1 capitalization, paragraphing
 handwriting illegible
 or not enough to evaluate
Appendix II

Observation Checklist Table

No Consideration Cycles
 1 2 3
1 The teacher stated the teaching
goals.
2 The teacher explained the
procedure of Clustering
Technique.
3 Teacher shows a model of
narrative text.
4 Teacher explained the information
about narrative text (definiti,
purpose and generic structure).
5 All of the students pay attention to
the teacher’s explanation.
6 The teacher gives a chance to ask
some questions about the lesson if
the students do not understand.
7 Teacher gives a chance for the
students to answer their friends’
question.
8 Teacher shows pictures to be
described by the students.
9 Teacher divides students into pair
and small group of discussion.
10 Teacher allows students to do
clustering technique by giving
them time to think first, work in
pair, and share it to their friends.
11 All of the students participate the
lesson by doing the task and
insturction given.
12 All of the students participate in
describing the picture that shows
from teacher.
13 In the end of the class, the
students can write a narrative text
individually.

Appendix III

Name :
Class :
 Write a simple narrative text using clustering technique!

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