The function of a narrative text is to entertain, to inform or  give the readers a lesson through a story.

1. To Entertain:

Imagine you read a funny story about a naughty cat who tries to take cookies from a jar but gets his head stuck inside. You will probably laugh and enjoy the funny moment. That is the entertainment function! The main purpose of this kind of story is to make you feel happy and have fun.

2. To Inform:

Imagine you read an interesting story that happens in ancient Rome. The people and events might be made up by the writer. But while you read, the writer may tell what clothes people wore, what jobs they did, or how they celebrated holidays. So, while you enjoy the story, you also learn something about Roman history and culture without noticing it. It’s like learning history in a fun way! The information is not written like in a textbook — it is part of the story.

3. To Teach:

Think about the story of “The Tortoise and the Hare.” It’s a fun story about a slow but steady tortoise who wins a race against a fast but proud hare. Even though the story is simple, it teaches us an important lesson: we should keep trying and never look down on others. Many fables like this use stories to teach a moral or good lesson.

So, in a nutshell:

Entertain: Makes you feel happy, excited, or amused.
Inform: Gives you knowledge about something in a story format.
Teach: Conveys a lesson or moral through the events and characters.

The Generic Structure

A well-written narrative text typically follows this structure:

1. Orientation: This part introduces the setting (time and place), characters, and background of the story. It answers questions like who, where, and when.
Setting: It refers to the time and place where the story takes place.
Background: It provides important context for understanding the story, such as past events, character relationships, or cultural and historical details.

Example: “Once upon a time in a small village, there lived a kind young girl named Lily. She loved helping others.”

This example introduces:

• Time: “Once upon a time” – This is a classic way to start a fairy tale, indicating a time in the distant past.
• Place: “in a small village” – This sets the location of the story.
• Character: “a kind young girl named Lily” – This introduces the main character and gives a brief positive trait.
• Background (briefly implied): “She loved helping others” – This gives us a little initial insight into Lily’s character and hints at potential future actions or relationships within the story.

Orientation focuses on the basic who, where, and when to get the story started.

2. Complication: This section presents the main problem or conflict in the story. It builds suspense and interest.
Example: “One day, a terrible storm destroyed Lily’s village, leaving many people without homes. She didn’t know what to do.”

3. Resolution: The conflict is resolved, either happily or sadly.
Example: “Lily decided to gather everyone and rebuild the village. With teamwork, they restored their homes and lived happily again.”

4. Reorientation (optional): This part provides a moral lesson or a reflection.
Example: “From that day on, Lily learned that kindness and cooperation can overcome any challenge.”

The Language Features

1. Using Past Tense

It is logical since the stories typically happen in the past. They can use simple past, past continuous or past perfect tense.

2. Using action verbs

Action verbs are verbs that show the performance of action. They specifically describe what the subject (person, animal, force of nature, or thing) of the sentence is doing, e.g.: run, walk, cry, scream, explode, kick, etc.

3. Using temporal conjunction

Temporal conjunctions express relationships with time, in the flow or sequence of events, e.g.: before, after, during/while (a period or an activity), since, until, when.

The Example

The Clever Rabbit and the Hungry Lion

Once upon a time, in a dense forest, there was a mighty and cruel lion. Every day, he hunted the animals, making them live in fear. The terrified animals gathered one day and decided to send one animal each day as a sacrifice to the lion, hoping to stop his ruthless hunting.

When it was the clever rabbit’s turn, he thought of a plan to save himself and the other animals. He walked slowly toward the lion’s cave, making sure to arrive late. The lion, growing impatient, roared in anger when he saw the rabbit.

“Why are you late?” the lion demanded, baring his sharp teeth.

The rabbit bowed respectfully and replied, “Oh mighty king, I was on my way here when another lion stopped me. He claimed to be the true king of this forest and refused to let me pass. He said he is stronger than you.”

The lion’s eyes widened with fury. “What? Another lion? Show me where he is!” he roared.

The rabbit led the lion to a deep well filled with crystal-clear water. Peering into the well, the lion saw his own reflection and mistook it for another lion.

Enraged, he let out a deafening roar, but the “other lion” roared back just as loudly. Furious, the lion jumped into the well to attack his rival, only to realize too late that he had been tricked. He struggled in the water but eventually drowned.

The rabbit returned to the other animals and told them what had happened. They cheered and celebrated, relieved that they no longer had to live in fear.

From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.

Text Analysis

Let us examine the various elements of the narrative text presented above.

The Social Function

To Entertain: It’s a cool story about a small, smart rabbit outsmarting a big, scary lion. You probably enjoyed reading about how the rabbit came up with his plan and how the lion got tricked! That’s the story entertaining you.

To Teach: The story also shows us that being smart can be more powerful than just being strong. The rabbit wasn’t strong enough to fight the lion, but he was clever enough to trick him. So, the story teaches us that using your brain can help you solve problems, even big ones.

The Generic Structure

1. Orientation:

• Setting: “Once upon a time, in a dense forest” – This tells us the time (a long time ago, typical of fables) and the place (a thick forest).
• Characters: “a mighty and cruel lion” and “the clever rabbit” and “the terrified animals.” These are the main players in the story.
• Background: “Every day, he hunted the animals, making them live in fear.” This gives us the initial situation and the problem that sets the story in motion – the lion’s cruel behavior and the animals’ fear. It also explains why the animals decide to make a sacrifice.

2. Complication:

• The main problem or conflict starts when it is “the clever rabbit’s turn” to be sacrificed. This creates suspense as we wonder what the rabbit will do. The lion’s impatience and anger when the rabbit arrives late further build this tension. The rabbit’s lie about another, stronger lion is the turning point that escalates the conflict.

3. Resolution:

• The conflict is resolved when the lion, tricked by his own reflection, jumps into the well and “eventually drowned.” The problem of the hungry and cruel lion is eliminated.
• The animals’ reaction – “They cheered and celebrated, relieved that they no longer had to live in fear” – confirms the resolution of the initial problem.
• The forest becoming “peaceful” is the positive outcome of the resolution.

4. Reorientation:

• “From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.” This acts as a reorientation. It provides a concluding statement about the new state of the forest and the rabbit’s status, offering a sense of finality and a subtle message about the value of cleverness.

So, the story clearly follows the typical narrative structure, moving from setting the scene and introducing the problem to the climax of the trick and finally the resolution and its lasting impact.

The Language Features

• Past Tense: The story is consistently told using the past tense (“there was,” “he hunted,” “they gathered,” “he thought,” “he walked,” “the lion demanded,” “the rabbit bowed,” “another lion stopped,” “he claimed,” “show me,” “he roared,” “the rabbit led,” “the lion saw,” “he mistook,” “he let out,” “roared back,” “he jumped,” “he had been tricked,” “he struggled,” “drowned,” “returned,” “told,” “cheered,” “celebrated,” “was peaceful,” “was hailed”). This is typical for narrative texts as they recount events that have already happened.

• Action Verbs: The story is full of action verbs that make the events vivid and engaging (“hunted,” “live,” “gathered,” “send,” “walked,” “arrive,” “roared,” “demanded,” “bowed,” “replied,” “stopped,” “claimed,” “refused,” “pass,” “widened,” “show,” “led,” “peering,” “saw,” “mistook,” “let out,” “roared back,” “jumped,” “attack,” “realize,” “struggled,” “drowned,” “returned,” “told,” “cheered,” “celebrated,” “was hailed”).

The Exercise

Test your understanding on the text above by answering the following questions.

If you want to tell about your personal experience; presenting a diary or find a text which contains about history, biography or autobiography then the form of the text must be recount.

The generic structure of a recount text is fairly simple. It consists of orientation-event-reorientation.

It introduces the participants and informs the time and the place.

It tells the event in a chronological order.

It is optional. It states the writer’s personal comment to the story

1. Use of Past Tense

A recount text is mainly written in the simple past tense because it tells events that happened in the past.

Examples:

• I visited my grandmother.

• We played football.

• She went to the market.

The past tense shows that the actions already happened.

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2. Point of View

A recount text can be written from:

a. First-person point of view
The writer tells their own experience.
Example: I came to the museum.

b. Third-person point of view
The writer tells someone else’s experience as an observer.
Example: Tom visited the place.

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3. Time Expressions

Recount texts use time expressions to show when the events happened.

Examples:

• yesterday

• last week

• one day

• when I was a child

• in the morning

These expressions help readers understand the time of the events.

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4. Sequencing Connectives

Sequencing Connectives are used to show the order of events.

Examples:

• first

• next

• then

• after that

• finally

These words make the story clear and organized.

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5. Action Verbs

Recount texts use action verbs to describe activities or events.

Examples:

• went

• played

• visited

• saw

• helped

• walked

These verbs show what the people did.

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6. Focus on Events

A recount text focuses on what an individual or a group of people did in the past. The events are usually told in chronological order.

The Example of Recount Text

My Childhood

When I was a child, I lived in a small village near a wide river and beautiful rice fields. My days were simple, but they were full of joy and unforgettable moments. At that time, my friends and I often spent our afternoons playing outside after finishing our homework. We usually gathered near a big mango tree beside the field, and we played traditional games together. Playing outside was our favorite activity because it made us feel free and happy.

One day, when the weather was sunny and warm, I met my three best friends near the big mango tree beside the field. We decided to play hide and seek because it was our favorite game. At first, I became the seeker, and my friends ran in different directions to find good hiding places. Then, I counted loudly while covering my eyes. When I finished counting, I started looking for them one by one.

First, I saw one of my friends hiding behind a pile of dry leaves. I walked slowly and suddenly shouted his name. We all laughed loudly. After that, I found another friend hiding behind a wooden fence. However, I could not find my last friend anywhere. Because I was curious, I walked toward the river. Finally, I saw him sitting quietly behind a large rock near the water. We laughed again and continued playing.

After playing for a long time, we felt tired and hungry. Then, we sat together under the mango tree and shared the snacks that we brought from home. We talked about school, our dreams, and funny stories. Before sunset, we said goodbye and went home.

Looking back, that simple day taught me that happiness does not always come from expensive toys or modern games. It comes from togetherness, friendship, and simple moments. My childhood was not perfect, but it was meaningful and full of warm memories that I will always treasure.

The Analysis of the Text “My Childhood”

A. Generic Structure

1. Orientation

The orientation introduces the background information, including the time, place, and participants in the story.

Excerpt:

When I was a child, I lived in a small village near a wide river and beautiful rice fields. My days were simple, but they were full of joy and unforgettable moments. At that time, my friends and I often spent our afternoons playing outside after finishing our homework. We usually gathered near a big mango tree beside the field, and we played traditional games together.

Function:
This part provides general information about the writer’s childhood, where they lived, and what they usually did. It helps the reader understand the setting before the main event begins.

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2. Series of Events

This section tells the events in chronological order.

Excerpt:

One day, when the weather was sunny and warm, I met my three best friends near the big mango tree beside the field…
First, I saw one of my friends hiding behind a pile of dry leaves…
After playing for a long time, we felt tired and hungry…

Function:
This part describes the specific experience of playing hide and seek. The events are presented step by step, from meeting friends, playing the game, finding them one by one, until resting and going home.

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3. Reorientation

The reorientation contains the writer’s personal comment or reflection about the experience.

Excerpt:

Looking back, that simple day taught me that happiness does not always come from expensive toys or modern games…

Function:
This section gives a personal reflection and lesson learned from the experience. It closes the story in a meaningful way.

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B. Language Features

1. Simple Past Tense

The text mainly uses the simple past tense because it tells about events that happened in the past.

Some examples of simple past verbs in the text are:

lived, was, were, spent, gathered, played, met, decided, became, ran, counted, finished, started, saw, walked, shouted, laughed, found, continued, felt, sat, shared, brought, talked, said, went, taught

These verbs show actions and situations that were completed in the past. Most of them describe what the writer and the other characters did during the childhood.

Although the text mostly uses the simple past tense, there are a few present tense forms in the reflection part, such as “It comes from togetherness” and “I will always treasure.” These are used to express general truth and future intention.

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2. Time Expressions

The text uses several time expressions to indicate when the events happened. These expressions establish the time setting and clarify the chronological background of the story.

The time expressions found in the text are:

When I was a child, At that time, One day, when the weather was sunny and warm, When I finished counting, After playing for a long time, Before sunset

These expressions answer the question “when did it happen?”.

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3. Action Verbs

The recount text “My Childhood” uses various action verbs to describe activities and events that happened in the past. The verbs are written in the simple past tense because the text retells past experiences.

The action verbs found in the text are:

lived, spent, gathered, played, met, decided, ran, counted, finished, started, looked, saw, walked, shouted, laughed, found, continued, sat, shared, brought, talked, said, went, taught, treasure

These action verbs help make the events clear and show what the writer and the other characters did throughout the story.

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4. Point of View

The recount text “My Childhood” is written from the first-person point of view. The writer tells his/her own personal experience and directly participates in the events of the story.

This can be seen from the use of first-person pronouns such as “I,” “my,” and “we.” For example:

“When I was a child, I lived in a small village…”

“I met my three best friends…”

“I became the seeker…”

“We decided to play hide and seek…”

These pronouns show that the narrator is the main character who experienced the events personally. The writer does not act as an outside observer but as someone directly involved in the story.

Therefore, the text clearly uses the first-person point of view, which is commonly used in recount texts to retell personal experiences.

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5. Sequencing Connectives

The text uses several sequencing connectives to show the chronological order of events. Expressions such as When I was a child, One day, At first, First, Then, After that, Finally, After playing for a long time, and Before sunset help organize the story from beginning to end.

These connectives guide the reader through the progression of time, clearly signaling when events start, continue, and end. As a result, the text flows smoothly and logically.

Spoof is a text that tells a factual story which happened in the past with unpredictable and funny ending.

The social function of spoof is to tell the humorous story which meant to entertain the readers.

Generic Structure

Orientation
It tells the participants of the story and informs the time and place of the happening.
Events
It tells the happening in a chronological order.
Twist
It provides the funniest part of the story with an unpredictable ending.

1. Focusing on people, animals or certain things 2. Using connectives: first, then, finally
3. Using action verb: ate, ran, walked, laughed etc
4. Using adverb of time and place: in the park, last week, etc
5. Using simple past tense

A text which contains about news is categorized as news item text. This text supplies you the up to date information or the hottest issue of the day since media like news papers are published daily.

Newsworthy event
It tells the main event which is considered newsworthy in a summary form.

Background event
It elaborates what happened or tell the detail information or what causes the incident. It can include the background, participant, time, and place relating to the news.

Source
It contains comments which can be from the participants, witness, the official authorities or experts in the events.

1. Using of action verbs (hit, attack)
2. Using of saying verbs (said, added, claimed)
3. Using of passive sentences (Aceh was hit by Tsunami in 2004)
4. Using of adverbs in passive sentences (The victims were badly injured)

5. Using past tense. It is logical as the consequence of telling thing which happens in the past.

If you want to share the result of systematic observation or analysis then report text is the suitable choice for you. The topic may range from natural, man-made to social phenomena.

It states classification of general aspect of thing; animal, public place, plant, etc which will be discussed in general.

It describes the thing being discussed in detail; part per part, customs or deed for living creature and usage for materials.

Introducing group or general aspect
Using conditional logical connection e.g. when, so, etc
Using simple present tense
Using technical term e.g. water contains oxygen and hydrogen.

Shortly it can be said that an explanation text is used to tell how or why something happens or explains the process involved in the formation or working of natural or socio-cultural phenomena.

It states the phenomenon issue which will be explained.

It is the main part of the text which explains a series of steps or events which interrelate to form the thing or a sequenced explanation of why or how the phenomenon issue occurs.

Using chronological connection e.g.: first, next, then etc.

Using simple present tense e.g. Seasons come to us regularly

Using technical terms e.g.: evaporation, degradation

Using action verbs e.g.: runs, develops, becomes

Using Passive voice e.g. The greenhouse effect can be used to designate two different things Using conjunction which shows cause and effect e.g.: because of, due to, therefore, as a result, etc.