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NARRATIVE TEXT
a. Philosophical Concepts of Narrative
There are thirteen kinds of genre which we know: Descriptive, Spoof, Anecdote, Explanation, Hortatory Exposition, News item, Review, Narrative, Recount, discussion, procedure, report and Analytical Exposition. Here, the writer will explain about Narrative from the social function, generic structure, lexicogarammatical feature, and the example with the analyze.
There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.
1. Social Function
The basic purpose of narrative is to entertain, to amuse, to gain and hold a readers' interest. However, narratives can also be written to teach or inform, to change attitudes / social opinions eg. soap operas and television dramas that are used to raise topical issues. Narratives sequence people / characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. A narrative text describes an event, feeling or experience in story form or in the order the details of the event happened. A narrative is a story.
Notes:
It is important to know that the social function of the narrative text is to inform and entertain. Narrative text will tell the story with amusing way. Narrative text is written based on life experience. In literary term, experience is what we do, feel, hear, read, even what we dream. There are some genres of literary text which fit to be classified as the narrative text. Some of them are:
• Folktales, it includes fables, legend, myth, or realistic tales
• Mysteries, fantasy, science or realistic fiction
Commonly, narrative text is organized by the story of grammar. It will be beginning, middle and end of the story. To build this story grammar, narrative text need plot. This plot will determine the quality of the story. Plot is a series of episodes which holds the reader’ attention while they are reading the story.
Conflict is the main important element of the plot. This conflict among the characters will drive the story progress. In this conflict, readers will be shown how the characters face the problem and how they have ability to handle that problem.
2. Generic structure
Generic structure of Narrative text can divided into two kinds. That in traditional structure and modern structure. Traditional structure and modern structure has difference and the same. The difference between traditional structure and modern structure is in traditional structure, the generic structure including orientation, complication or problem, and resolution. But, in modern ones, narrative has some generic structure, including orientation, evaluation, complication, resolution and re-orientation. The same is both of traditional and modern has same meaning to explain the generic structure.
● Traditional structure of Narrative text
Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where?
Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).
Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.
● Modern structure of Narrative text
Orientation: sets the scene and introduce the participants. Usually position of orientation is in first paragraph which tell the background of the story, introduce the participant about the story.
Evaluation: is a stepping back to evaluate the plight. It means that this evaluation evaluate all of the story.
Complication: is place that a crises arises.
Resolution: The crises is resolves for better or for worse.
Re-orientation: is an optional or the conclusion of the story.
3. Lexicogrammatical Features
● Focus on specific and usually individualized participants. Specific participant is a word indicating a specific agent not general, such as, he, she, the girl, and etc.
● Use of Material Processes. Material processes are verb that show activities which can be seen. Such as, walk, write, sing and etc. But in Narrative we use verb II, such as, walked, wrote, sang, and etc.
● Use of Relational processes and mental process. Relational processes a verb which relates the subject and the object or complement of the sentence. Mental processes those of sensing, the other main category.
Use of Temporal Conjunction which is a word op phrase indicating order of event, for example next, then, the next day, and etc
4. Examples and analyze of the Narrative
First example:
SNOW WHITE
Once upon time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day, she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White did not want her aunt and uncle to do this. So, Snow White decided ran away from her castle. The next morning, she ran away when her aunt and uncle were having breakfast. She ran away into the woods. She very tired and hungry. Then, she saw little cottage. She knocked the door but no one answered. So, she went inside and fell asleep. Meanwhile, the seven dwarfs were coming home form work. They went inside. There they found Snow White sleeping. Then, Snow White woke up, she saw the dwarfs. Snow White told the dwarfs the whole story and she and the seven dwarfs live happily ever after.



An General structure’s Analysis of SNOW WHITE
Title SNOW WHITE
Orientation Once upon time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead.
Major complication One day, she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.
Resolution 1 Snow White did not want her aunt and uncle to do this. So, Snow White decided ran away from her castle. The next morning, she ran away when her aunt and uncle were having breakfast. She ran away inti the woods.
Complication 2 Then, she saw little cottage. She knocked the door but no one answered. So, she went inside and fell asleep.
Resolution 2 Meanwhile, the seven dwarfs were coming home form work. They went inside. There they found Snow White sleeping. Then, Snow White woke up, she saw the dwarfs.
Re-orientation Snow White told the dwarfs the whole story and she and the seven dwarfs live happily ever after.
Second Example:



CINDERELLA
Once upon a time there was a beautiful girl called Cinderella. She lived with her stepsisters and her stepmother. They were very bossy. Cinderella had to do the housework.
One day an invitation to the ball (pesta dansa) came to her family. Her stepsisters would not let her go. Cinderella was very sad. Her stepsisters went to the ball without her.
Fortunately, the fairy Godmother came and helped her get to the ball. At the ball, Cinderella danced with the prince and the prince fell in love with her. They were love each other and married. They lived happily ever after.
An generic structure’s Analysis of CINDERELLA
Title CINDERELLA
Orientation Once upon a time there was a beautiful girl called Cinderella. She lived with her stepsisters and her stepmother.
Evaluation They were very bossy. Cinderella had to do the housework.
Complication One day an invitation to the ball (pesta dansa) came to her family. Her stepsisters would not let her go. Cinderella was very sad. Her stepsisters went to the ball without her.
Resolution Fortunately, the fairy Godmother came and helped her get to the ball.
Re-orientation At the ball, Cinderella danced with the prince and the prince fell in love with her. They were love each other and married. They lived happily ever after.

b. Why Narrative text is used in teaching learning process?
Narrative and stories in education have been the focus of increasing attention in recent years. The idea of narrative is fertile ground for adult educators who know intuitively the value of stories in teaching and learning. Narrative is deeply appealing and richly satisfying to the human soul, with an allure that transcends cultures, centuries, ideologies, and academic disciplines. In connection with adult education, narrative can be understood as an orientation that carries with it implications for both method and content. This Digest presents a brief overview of a narrative orientation to teaching and learning and then explores how stories and autobiographical writing promote learning.
The use of stories is pervasive in adult education practice. Case studies, critical incidents, role playing, and simulations are among the story-based techniques mentioned frequently in the literature (e.g., Taylor, Marienau, and Fiddler 2000). Storytelling is perhaps particularly prominent in literacy, English as a second language, and transformative education (e.g., Cranton 1997; Mezirow 1990). Wiessner's (2001) recent inquiry into the use of narrative activities among emancipator adult educators underscores the prevalence and complexity of such activities. Teacher stories are increasingly used in teacher formation and continuing education curricula (e.g., McEwen and Egan 1995). In short, stories are widely employed as a powerful medium of teaching and learning. But how do stories foster learning? The following discussion highlights selected concepts and practices that may help to clarify the dynamics of story-power in adult education.
Stories are effective as educational tools because they are believable, remember able, and entertaining (Neuhauser 1993). The believability stems from the fact that stories deal with human or human-like experience that we tend to perceive as an authentic and credible source of knowledge. Stories make information more remember able because they involve us in the actions and intentions of the characters. In so doing, stories invite--indeed demand--active meaning making. Bruner (1986) explains that the story develops the "landscape of action" and the "landscape of consciousness"--the element of human intention. As audience, we are engaged with the story on both levels, and it is through this dual involvement that we enter into the minds of the characters and into the deeper meaning of the story. We must fill in, from our own store of knowing, that which is unspoken. In so doing, we create as well as discover meaning, and we pose the questions we ourselves need to answer.
● This text very important because its purpose to present a view of the world that entertain or inform the readers or listener.
● This text can be a refreshed and make students feel calm down after get many lesson in theist class because this text tell something or give story.

c. Between Narrative and Recount
Something which happened in the past is the main resource to compose both narrative and recount text. The easiest way to catch the difference is analyzing the generic structure. Recount presents the past experiences in order of time or place. In simple way, recount describes series of events in detail. It does not expose the struggle on how to make them happen. The event happened smoothly. On the other hand, narrative introduces the crises / complications and how to solve them.

BIBLIOGRAPHY
Oxford Learner’s Pocked Dictionary. 1991. Oxford University Press
Team Communicative Competence. 2006. CV Kurnia Agung Jombang















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By:

PIPIT SULISTYAWATI HARISA
(007235)

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SEKOLAH TINGGI ILMU KEGURUAN DAN ILMU PENDIDIKAN
(STKIP)
PERSATUAN GURU REPUBLIK INDONESIA
JOMBANG
2009