MAKALAH TENTANG NARRATIVE TEXT
CHAPTER I
CHAPTER I
Introduction
Learning a language means learning its vocabularies. We use the vocabularies in communication either in spoken form or written form. We try to send messages, share information and ideas by using the language. In general, no language acquisition is possible without understanding the vocabulary, either in the first or the second language (Kweldju, 2004:18).
The process and the way that we go through in learning and using the target language usually take hard effort especially in learning a foreign language. This is because a foreign language is different from a mother language. The differences can be in the rules of the sounds system (phonology), the word formation (morphology), the word structures (syntax), the words’ meaning (semantic), and the social context (sociolinguistic). These can cause problems in learning a foreign language. However, teachers of a foreign language should always motivate their students to keep practicing using the language. They should use many methods which can interest their students in using the target language in classroom communication.
Students often find difficulties in using a foreign language because they lack of vocabularies and they often forget easily new vocabularies after they get the meaning from dictionaries. Sometimes in speaking classes, students can not speak fluently because they lack of vocabularies. They say only a few sentences because they can not find the appropriate vocabularies to be used in expressing their ideas. The same problem is found in writing classes that students can not write essays easily because they lack of vocabularies. Even though they have already learned the strategies or techniques in writing essays, still they find difficulties in constructing sentences. They find difficulties in choosing and using the appropriate vocabularies. This article is not aim at neglecting the students’ problems in sounds system, grammar, and so on. Nor is it aim at placing vocabulary as the most influential factor in foreign language mastery. It just intends to bring vocabularies as one of students’ most difficult aspect to the discussion. This writing concern with the ways teachers can use to help their students to improve the vocabularies since vocabularies are very crucial in learning a foreign language. This writing is hopefully can give suggestions to improve or enlarge students’ vocabularies toward English as a foreign language.
I. ACKNOWLEDGEMENT
can we study from story? we thought, yes we can. we can study from story by understand contained point at in it. hereafter to been practiced deep life everyday. with one story, we can also analyse its elements so we get to develop our linguistic.
actually story which can be lifted deep its type for example, narrative text, report text, recount text, etc. is kinds of of that story type have aim each.
therefore ought to we as adolescent educated one want well-read one stories to add our knowledge.
CHAPTER II
DISCUSSION
i.DefinitionNarrative text is a text which contains about story (fiction/non fiction/tales/folktales/fables/myths/epic) and its plot consists of climax of the story (complication) then followed by the resolution.
ii.Purpose
A narrative text is a text amuse, entertain and deal with actual or vicarious experience in different ways. Narrative deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.
iii.The generic sctucture
1.Orientation: it means to introduce the participants or the characters of the story with the time and place set. Orientation actually exists in every text type though it has different term. In this story, the first paragraph is clearly seen to introduce the participants of the Cinderella Story. They were Cinderella her self as the main character of the story, her step mother which treated Cinderella badly, and her steps sister which supported her mother to make Cinderella was treated very badly. Cinderella was introduced as a hero in this story. She struggled against the bad treatment from her step mother and sisters.
2.Complication: it is such the crisis of the story. If there is not the crisis, the story is not a narrative text. In a long story, the complication appears in several situations. It means that some time there is more then one complication. In this Cinderella story, we can see clearly that there are Major Complication and Minor Complication.
The second paragraph is the major complication of this Cinderella story. Cinderella got bad treatment from her stepmother. It is the bad crisis which drives into several minor complications which Cinderella has to overcome.
3.Resolution: it is the final series of the events which happen in the story. The resolution can be good or bad. The point is that it has been accomplished by the characters. Like complication, there are Major Resolution and Minor Resolution.
In the last paragraph, it is said that finally Cinderella lived happily. It is the happy resolution of the bad treatment.
iv.Language Features of Narrative
- Using Simple Past Tense
Simple Past Tense is used to express the events that have occurred at a particular time in the past. events can be short or long. Means can also be several events happening one after one. In general, there are two important facts to remember in english tenses this:
- Irregular verbs (Irregular Verbs)
- Negative sentences and questions are not as positive sentence but retain the basic form of the verb use :
1. Events in the past that have been completed (for example: I went to school)
2. The situation in the past (they lived a normal life until they won a lottery)
3. A series of actions in the past
formula
Positive (+)
- Subject to be (was / were) complement
- Subject verb object 2
Negative (-)
- Subject to be (was / were) not complement
- Subject verb 1 did not object
- Using material process
Materials Process also called "Action verbs" is a verb that refers to the action or actions of the characters, for example: eating (eat / ate / eaten), sleep (sleep / slept), swimming (swim / swam / swum), etc..
- Using relation process
Relational Process is also called a "linking verb" (verb interface) that allows you to connect the subject with the complement (as Subject Complement). for example, to be (is, am, are, was, were) taste, look, seem, Become, smell, Consist of, derive from, function as, etc.
- Using temporal conjunction
Temporal conjunction: Conjunction / conjunctive events while connecting with one another, as firstly, then, next, afterthat, meanwhile, at that time, etc.
- Using temporal circumstance
Temporal circumstance: Description of time, such as Once, once upon time, etc.
v.The kinds of narrative text :
* Myth
A tradisional story which may describe the origins of the world, a place, and / or of people. It is considered a true sacred in he remote past. Example: Nyi Roro Kidul.
* Legend
A true story primarily about human heroes in the recent past and may feature some religious reference.Example : The story of Toba Lake.
* Fable
A fabel is a short allegorical narrative making a moral point, traditionally by means of animal characters who speak and act like human beings. Example: The Mouse Deer and The Crocodile.
*Fairy Tale.
A fairy tale is a type of short story that typically features folkloric fantasy characters, such as fairies, goblins, elves, trolls, dwarves, giants, mermaids, or gnomes, and usually magic or enchantments.
vi.Conclusion
From the above it can be concluded as follows:
a. Students' understanding of the text will help students in understand the content of the tex as a whole.
b. An understanding of the text as a whole can be done byidentify parts of the text or structure of the text.
c. In the micro-scale, understanding the type of verb or process can
guide students to a deeper understanding and
possible to the level of interpretation of the text, especially the text
narrative.
vii.Example the story of narrative text:
Cinderella
Once upon a time, there was a girl called Cinderella. Cinderella is lived happily with her mother and father until her mother died. Feel that Cinderella needs a mother figure in his life, Cinderella’s father remarries to a woman who has two daughters of her own.
Unfortunately, Cinderella's father dies and she lived only with her stepmother and stepsisters. They were very bossy, she had to do all the housework.
One day on invitation to the hall come to the family. The King invited for all the eligible ladies in the kingdom so as to find Prince a wife. Her stepsisters would no let her go. Cinderella was sad. The stepsisters went to the hall without her. Fortunately, the fairy Godmother came and helped her to get to the hall with the wave of magic wand, helped prepared Cinderella for the hall. The fairy does warn her that is magic will end at a stroke of midnight, so she must leaved the hall before than.
At the hall all people surprised when Cinderella arrived. And then the Prince invited Cinderella to danced. He fell in love with her. All of a sudden, the clock star to chime that is a midnight. Cinderella hastily runs away, dropped a glass slipper as she does so. Cinderella escapes, with nothing from the night left, except from the other glass slipper, which had not changed back.
Prince Charming orders his love to be found by means of the odd shoe, and the Grand Duke is sent around the land getting every girl in the land to try on the glass slipper to see if it fits. Eventually the Grand Duke reaches the residence of Cinderella, but she is nowhere to be seen. The stepsisters frantically try to get the glass slipper to fit so as to wed into royalty, but compatible nothing that. The Grand Duke is about to leave as Cinderella finally appears. He orders the messenger to brought forth the glass slipper, yet the stepmother in a last minute attempt to prevent her stepdaughter from better things, causes the messenger to trip, thus broken the fragile shoe into pieces. Yet the arrogant woman hadn't betted on Cinderella produced the other glass slipper, which fits onto Cinderella's foot perfectly.
Very soon, wedding bells ring, and Cinderella married her prince, and they live happily ever after.
viii.References
Eggins, Suzanne. 2004. An Introduction to Systemic Functional Linguistics 2nd Edition. New York: Continuum.Grenville, Kate. 2001. Writing from Start to Finish: A Six-Step Guide. NSW: Allen & Unwin.
Martin, J.R., David Rose. 2003. Working with Discourse, Meaning beyond the Clause. New York: Continuum.
Priyana, Joko. 2008. Interlanguage: English for Senior Hight School Students XI. Jakarta: Grasindo.
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