Pertemuan 3 : Mengidentifikasi tujuan penulis narrative text multimoda

A. Pendahuluan
1. Guru menyapa peserta didik dan melakukan doa bersama
2. Peserta didik melakukan reviu pembelajaran sebelumnya.
3. Guru melakukan apersepsi dengan mengajukan pertanyaan pemantik terkait
kompetensi yang akan dicapai melalui tayangan potongan gambar berikut ini:

Sources: https://www.google.com/search?sxsrf=AB5stBgtbVoT6iw-
tuRxZs0iue6dONjbww:1689063359973&q=timun+mas&tbm=isch&sa=X&ved=2ahU
KEwi-
4cusm4aAAxV67jgGHbq_A84Q0pQJegQIDBAB&biw=1536&bih=743&dpr=1.25#i
mgrc=o5dGxzyfRV2dkM
Questions :
a. What do you think of the pictures above?
b.Are you familiar with the characters and the story?

4. Peserta didik memberikan komentar, menjawab dan memberikan pertanyaan serta

bertanya-jawab terkait gambar tersebut.
5. Menyampaikan tujuan pembelajaran dan manfaat pembelajaran.
6. Guru melakukan ice breaking misalnya dengan permainan konsentrasi agar peserta didik
dapat lebih fokus pada pembelajaran yang akan dilakukan. Misalnya guru menyebutkan
“good morning” dengan tepuk tangan 1x, “good afternoon” dengan tepuk tangan 2x,
dan “good night” dengan tepuk 3x. Guru menginstruksikan peserta didik untuk bertepuk
tangan dengan mengucapkan greeting tersebut secara acak untuk melatih konsentrasi.

B. Kegiatan Inti
ICOT: Independent Construction of Text
1. Peserta didik ditayangkan sebuah video narrative text tentang The legend of Malin
Kundang dengan link video https://www.youtube.com/watch?v=4O4z6D5AK_c

2. Peserta didik diberikan beberapa pertanyaan lisan terkait informasi yang ada dalam
video tersebut, misalnya:
● Why did Malin’s father leave the village?
● Did Malin's father return home?
● What did Malin promise to his mom before leaving her?
● How can Malin survive from the pirates hijacking?
● How did malin become rich?
● What happened when Malin’s mother met him again?
● How did Malin’s mother curse him?
● What can we learn from the story?
3. Peserta didik secara individu, diminta untuk mencari beberapa narrative text
multimodal (teks, infografis, video) sesuai dengan minat dan ketersediaan sumber
 belajar. Setelah mereka mendapatkan teks nya, dan diminta untuk berlatih
menganalisis dan mengidentifikasi tujuan penulis narrative text.
4. Peserta didik menuliskan hasil identifikasi nya di LKPD 4 (formatif 4)
Link:
https://docs.google.com/document/d/1CQR4uaEkO3zWArOOIDQ-5-
8VZ2arSUG1I7rLXwqg1SM/edit?usp=sharing

5. Peserta didik yang mengalami kendala dalam belajar diberikan pendampingan oleh
guru secara intensif, baik secara personal maupun dengan strategi peer tutoring.
Perwakilan peserta didik menyampaikan hasil analisis dan identifikasi tujuan penulisan
teks.
6. Peserta didik diberikan penguatan oleh guru terkait tujuan penulisan dalam Narrative
text melalui penayangan PPT.
Link :
https://www.canva.com/design/DAFoSg2rdhk/I4blwSgc8egHLhqSmj3REw/edit?utm_
content=DAFoSg2rdhk&utm_campaign=designshare&utm_medium=link2&utm_sour
ce=sharebutton
7. Peserta didik diberikan asesmen sumatif untuk mengukur kemampuan peserta didik
dalam mengidentifikasi tujuan penulis teks narrative melalui google form atau media
lainnya.
Link asesmen sumatif : https://forms.gle/bv71aQ2ByNrfzj1x9
Link versi dokumen :
https://docs.google.com/document/d/1DQFJ7iuP7P7fDXVYHRcrTHeaDxp0QLFZYH
w3rBdS7aw/edit?usp=sharing

C. Kegiatan Penutup
1. Peserta didik diminta menyimpulkan pembelajaran hari ini.
2. Peserta didik melakukan refleksi pembelajaran dengan memilih emoticon yang sesuai
dengan yang mereka rasakan terhadap hasil belajar hari ini (menggunakan jamboard
atau media lainnya)
3. Guru menyampaikan rencana pembelajaran berikutnya.
4. Guru menutup pembelajaran dengan berdoa.
LAMPIRAN PERTEMUAN 3

Mengidentifikasi tujuan penulis narrative text multimoda (Multiple choice and

short essay)

LKPD 4
1. Read the following text and answer the question!
One day Malin and his wife traveled to their village by sailing on a big ship. When
he arrived, Malin got off the ship, and there he saw his mother standing quite close to him.
His mother also believed that it was the boy who got off the big ship that was Malin
Kundang, because she saw a scar on his arm. Quickly, the mother hugged Malin.
However, Malin roughly let go of the hug. Malin actually pushed and insulted him, he was
reluctant to admit that the old woman was his mother.
Seeing Malin's treatment, his mother was very sad and angry. Therefore, his mother
immediately raised her hand and said "Oh God, if he is my son, I will swear and curse him
to become a stone!" Not long after, there was a strong roaring wind accompanied by a
violent storm. Then, suddenly Malin Kundang's body slowly stiffened and turned into a
rock.

The author's intention in this passage is ....

A. To retell the story of Malin Kundang to other people.
B. To describe the events that happened to Malin Kundang.
C. To share the experience of Malin Kundang as a successful man.
D. To amuse the readers with the meaningful story of Malin Kundang.
E. To make the readers aware about the attitude of being a gentleman.

2. Find a text individually (it can be a reading text, infographics, video, etc)
according to your preference, then analyze the information in the text. Write the
purpose of the text in the provided column
Asesmen Sumatif

BLUE PRINT OF TEST ITEM FOR SUMMATIVE TEST

School : SMA Merdeka

Skill : Reading-Viewing

Time Allotment : 60 minutes

Subject : English

Grade/ Semester : XI/1

Number of Item : 10 multiple choice and 1 essay

Tujuan Indikator Pencapaian Jumlah Soal Nomor Soal

Pembelajaran Tujuan Pembelajaran

● Mengidentifikasi
kata kunci dan
2 1, 2
informasi tersurat
narrative text.
Peserta didik
mampu ● Menentukan makna
mengidentifikasi kontekstual 2 3, 4
tujuan penulis narrative text
narrative text
● Menganalisis fungsi
sosial, struktur teks 3 5, 6, 7
dan unsur
kebahasaan
beberapa narrative
text multimoda

● Mengidentifikasi
3 8, 9, 10
tujuan penulis
narrative text
multimoda

Jumlah 10 10
 I. Read the following text, then answer the questions by choosing the correct answer
A, B, C, D or E!

Once upon a time, there was a kingdom in Lombok. The king had a very beautiful
daughter. Her name is Princess Mandalika. She is
very beautiful; many young men fell in love with
her. Princes from all over the place wanted to
marry her. One by one, they came to propose her.
Princess Mandalika was a kind girl. She hated to
make people sad. So, when those princes came to
propose her to be their wives, she was very
frantic. She could not decide, and she also did
not want to make them sad.
The king then held a competition at the Seger Kuta beach, Lombok. He asked all the
princes to take part in an archery competition. The rule was simple: whoever shot the target
perfectly, he could be the husband of his beautiful daughter. One by one, all participants tried
their best. They all wanted to be the winners. After several times, there was no winner. All the
participants were great. Those prices were great at archery. Because there was no one a
winner, then they started to argue. They claimed to be the best. The argument was getting
hotter and hotter. Finally, they all were fighting. Soon, the fighting was bigger. It was like a
war, because all princes brought their soldiers in the archery competition.
Princess Mandalika was really worried. She did not want the war to get bigger and hurt
many people. Finally, she had an idea. "Everybody, listen up! I know you all love me and
want me to be your wife. But I can't be all your wives. I don't want you to fight because of me.
And I don't want you to be sad either. I want you all to have me, but not as your wives. I want
to be someone that everybody can have. I want to be useful for you. I want to be nyale that
you all can enjoy together," said Princess Mandalika.
The king and all other people on the beach did not understand what she meant. The king
then came to her. But before he came closer to his daughter, Princess Mandalika jumped to the
sea. She passed out the big waves. It was chaos on the beach. People were screaming. All the
princes tried to swim to find the princess. But no one dared to jump in the sea, the waves were
too high.
Until now, people in Lombok always try to catch Nyale. Nyale is very delicious and that
is why more and more people come to Lombok to catch it. However, they cannot catch it
anytime they want. They can only find it once a year, in February or March. The tradition to
catch the sea worms is called Bau Nyale.
Source:
http://ceritarakyat.50webs.com

Questions:
1. According to the story, how did Princess Mandalika react to the many proposals?
A. She positively wanted to marry the princes one by one.
B. She couldn't decide as she didn't want to cause a war.
C. She made her father, mother and the princes confused.
D. She didn't know what to do and then declared a war.
E. She would barely marry to the princes causing a war.

2. What did Raja Tonjang Beru do in Seger Kuta beach?

A. He did not hold an archery competition.
B. He had a serious problem-solving session.
C. He won an archery competition perfectly.
D. He wanted to become the archery winner.
E. He made a competition to all princes.

3. As used in the context, the word „frantic‟ in “… their wives, she was very frantic …”
(Paragraph 1, line 7) has the closest meaning to … .
A. upset
B. terrible
C. chaotic
D. insane
E. shocked
 4. The word „passed out‟ in “…She passed out the big waves. …” (Paragraph 8, line 23)
has the closest in meaning to … .
A. circulated
B. sent out
C. vanished
D. evaporated
E. dispersed

5. Compared to the first paragraph, the fourth paragraph is more …

A. binding.
B. pleased.
C. critical.
D. ironic.
E. rigid.

6. What does the passage mainly talk about?

A. A love story of princess Mandalika with archery competition.
B. The self-sacrifice of Princess Mandalika to avoid a great war.
C. The great war to fight over Princess Mandalika as their wives.
D. An archery competition to become Princess Mandalika's husband.
E. A courage of Princess Mandalika to plunge into the sea for others.

7. Which of the following statements is TRUE according to the passage?

A. The king knew what to do, then declared a war.
B. The Princess found a lot of colorful sea worms.
C. The Princess wanted to join an archery competition.
D. People in Lombok barely tried to catch sea worms.
E. The king‟s daughter had returned as sea worms.
8. What is the writer's purpose in writing the passage?
A. To give information about the origin of Bau Nyale in Lombok.
B. To explain the history of Lombok island through a competition.
C. To entertain the readers with the story of Princess Mandalika.
D. To tell about the moral value of the history of Seger Kuta beach.
E. To persuade the people related to the importance of humanity.

9. What is the writer's attitude toward the topic of the passage?

A. decisive
B. optimistic
C. ambitious
D. motivated
E. considerate

10. What is the intention of the writer included picture in the passage?
A. To show that all the princes dared to jump in the sea to find out Princes Mandalika.
B. To convince readers that Princess Mandalika was willing to sacrifice against war.
C. To make sure that Princes Mandalika wanted the war to get bigger and hurt people.
D. To entertain people that Princes Mandalika heartedly wanted to be useful for others.
E. To inform that Princess Mandalika could be a wife of an archery competition winner.

II. Read the text carefully!

Long time ago in Tasikmalaya, West Java, lived a young couple. They were farmers. They
lived happily with their baby. The couple also had some animals. One of them was a tiger.
When the couple went to work in the paddy field, the tiger looked after their baby.
As usual, the couple went to the paddy field. Before they left, they asked the tiger to look
after their baby.
“We will go to the field now. Look after our baby, okay?”
The tiger nodded.
So, the couple went to the field. They worked from morning until afternoon. When the
couple arrived home, the tiger welcomed them. The tiger acted differently. He wagged his
 tail and rubbed his body to the couple‟s legs. He looked very happy. The husband became
suspicious.
“Why does this tiger behave strangely? He does not act as usual,” he thought.
The husband looked at the tiger carefully. He was shocked. The tiger‟s mouth was full of
blood. Then he remembered his baby. He thought the tiger had eaten the baby.
“Why is your mouth full of blood?” he asked the tiger.
“You must have done something bad for my baby! Have you killed him? Why did you do
that?” he was very panicked.
The husband took his knife and killed the tiger in anger. Then they both entered the house.
They were shocked. They looked at each other. Their baby was sleeping peacefully in his
cradle. He was not eaten by the tiger.
Quickly, the wife took the baby and kissed him. The baby woke up. He opened his eyes
and smiled. The couple found a very large snake under the cradle. The snake was dead and
full of blood.
“Oh, my wife,” the husband said.

“We have done a terrible thing. The tiger is not guilty! Look at the dead snake. The tiger
must have killed him. He had saved our baby, but I killed him. Oh, my God! What have I
done? I am so sorry. Forgive me, my dear tiger. Forgive me, please?”
The couple felt very guilty. They have killed their faithful tiger. It all happened because
they did not check the baby first before they killed the tiger.
Since then, the couple‟s village was called Panyalahan. The word Panyalahan derives from
the word “nyalahan”, which means “wrong guess”.

After reading the above text, identify the purpose of the text. Then, write it using your own
words in minimum 50 words.

………………………………………………………………………………………………….
………………………………………………………………………………………………….

………………………………………………………………………………………………….
Pedoman Penskoran Asesmen Sumatif Pilihan Ganda

Soal Nomor Bobot Skor Skor Salah Skor Maksimal

Betul

1-2 1 0 2

3-4 2 0 4

5,6,7 3 0 9

8,9,10 5 0 15

Total Skor Maksimal 30

Nilai = Skor yang didapat x 100%

Skor maksimal

KRITERIA KETUNTASAN TUJUAN PEMBELAJARAN

No Interval Kategori Deskripsi Tingkat Kompetensi Tindak Lanjut
Nilai
1 0-50% Perlu Sepenuhnya belum mampu Intervensi guru dengan
Intervensi memenuhi kompetensi yang akan tambahan jam dan pelibatan
Khusus dipelajari tutor sebaya (minimal cakap)
2 51-74 Dasar Mampu mengidentifikasi kata pelibatan tutor sebaya
kunci dan informasi tersurat serta (minimal cakap) dalam
makna kontekstual diskusi
3 75-90 Cakap Mampu menentukan struktur teks Pengayaan variasi dan
dan unsur kebahasaan teks serta bentuk soal terkait tujuan
paham sebagian mengidentifikasi penulis.
tujuan penulis
Peer tutor dengan lembar
kerja kendali
4 91-100 Mahir Sepenuhnya mampu memenuhi Tantangan project poster
kompetensi yang akan diajarkan digital atau manual
 Peer tutor dengan lembar
kerja kendali (terlampir)

Pedoman Penskoran Asesmen Sumatif Pilihan Ganda

Rubrik Penilaian Writing: Analytic scale for rating composition task (Brown & Bailey, 1984,
pp. 39-41)

Organization Content Grammar Mechanics Vocabularies

Criter (Generic (Logical (Language (Punctuation (Style and
ias Structure) Development Use) and Spelling) Quality of
of Ideas) Expression)

Score

Appropriate Essay Native-like Correct use Precise

fluency in of English vocabulary
title, addresses the English writing usage; use of
effective
grammar; conventions; parallel
assigned
introductory correct use left and right structures;
topic; the of relative margins, all concise;
paragraph, clauses, needed register good
topic is ideas are prepositions, capitals,
stated, modal, paragraphs
20 – 18 concrete and articles, verb indented,
Excellent leads to forms, and punctuation
body; thoroughly
tense and spelling;
transitional developed; sequencing; very neat
no fragments
expression no or run-on
extraneous sentences
used;
material;
arrangement
of
essay reflects
material
shows toughts

plan (could
be
 outlined by

reader);

supporting

evidence
given

for
generalizatio
ns;

conclusion

logical and

complete

Adequate Essay Advanced Some Attemps

title, addresses the profiency in problems variety; good
introduction, issues but English with writing vocabulary;
and misses some grammar conventions not wordy;
conclusion; points; ideas problems or register OK;
body of could be don‟t punctuation; style fairly
essay is more fully influence occasional concise
acceptable, developed; communicati spelling
but some some on, although errors; left
17 – 15 Good evidence extraneous the reader is margin
may be material is aware of correct;
lacking, present them; no paper is neat
some ideas fragments or and legible
aren‟t fully run-on
developed; sentences
sequence is
logical but
transitional
expressions
may be
absent or
misused

Mediocre or Development Ideas are Uses general Some

 scant of ideas not getting writings vocabulary
introduction complete or through to conventions misused;
or essay is the reader, but has error; lacks
conclusion; somewhat but grammar spelling awarness of
problems off the topic; problems are problems register; may
with the paragraphs apparent and distract be too wordy
14 – 12 order of aren‟t have a reader;
Adequate ideas in divided negative punctuation
body; the exactly right effect on errors
generalizatio communicati interfere with
ns may not on; run-on the ideas
be fully sentences or
supported by fragments
the evidence present
given;
problems of
organization
interfere

Shaky or Ideas Numerous Serious Poor

minimally incomplete; serious problems expression of
recognizable essay does grammar with format ideas;
introduction; not reflect problems of paper; problems in
organization careful interfere with parts of vocabulary;
11 – 6 Fair can barely thinking or communicati essay not lacks variety
be seen; was on of the legible; of structure
severe hurriedly writer‟s errors in
problems written; ideas; sentence
with inadequate grammar punctuation;
ordering of effort in area review of unacceptable
ideas; lack of content some areas to educated
of clearly readers
supporting needed;
evidence; difficult to
conclusion read
weak or sentences
illogical;
inadequate
effort at
organization
 Absence of Essay is Severe Complete Inappropriate
introduction completely grammar disregard for use of
or inadequate problems English vocabulary;
conclusion; and does not interfere writing no concept
no apparent reflect greatly with conventions; of register of
5–1 organization college-level the message; paper sentence
Unacceptable of body; work; no reader can‟t illegible; variety
severe lack apparent understand obvious
of effort to what the capitals
supporting consider writer was missing, no
evidence; topic trying to say; margins
writer has carefully unintelligible severe
not made sentence spelling
any effort to structure problems
organize the
composition
(could not be
outlined by
reader)
Criteria Maximum Score

Organization 20

Content 20

Grammar 20

Mechanics 20

Vocabularies 20

Total Score 100

KETERCAPAIAN TUJUAN PEMBELAJARAN

SKOR Deskripsi
90-100 Sudah mencapai ketuntasan, perlu pengayaan atau tantangan lebih
75-89 Sudah mencapai ketuntasan, tidak perlu remedial
60-74 Belum mencapai ketuntasan, remedial di bagian yang diperlukan
0-59 Belum mencapai, remedial di seluruh bagian