Modul bahasa inggris xi unit 2 narrative

MODUL
PEMBELAJARAN
SMA NEGERI 2
MATARAM
MATA PELAJARAN BAHASA INGGRIS
KELAS XI SEMESTER I
UNIT 2 NARRATIVE
MATERI POKOK
STORY TELLING

DISUSUN OLEH
H.M. SARTONO, S.Pd.
Pembina IV/a
NIP: 196012311986011055

2009

Modul Bahsa Inggris XI Unit 1 Report SMAN2 Mataram 1

PREFACE
First of all we wished to preface that in this part of Learning English Material Based
ICT, SMAN 2 Mataram designed firstly English Learning Material for Senior High School
grade X, XI, & XII Academic Year 2009 / 2010. They are written and designed by H.M. Sartono.

Nowadays, Mastering English is a challenge for some people, this is because of the
Modern Technology which accelerates the development of any field including Education. To
fulfill the Standard of Competence these English Learning Materials, we have to concern with
Badan Standar Nasional Pendidikan as it is legitimated by Peraturan Menteri No 22 Tahun
2006 and it is applied in KTSP SMA which is elaborated completely in Syllabus Design.

The main teacher's roles are as mediator and facilitator. The students and the
teachers are to be active and creative . The students' activity is focused on four skills such
as Listening, Speaking, Reading and Writing Skills. All skills enable the students to work
actively, while vocabulary Mastery is given indirectly in every task and also functional skills
which is available in orally that is intended to make students to be able to communicate in
English orally. Then the acceleration task are implemented in every topic and section.

Furthermore, in these part of design English Learning Materials in order to meet the
students' needs, to offer a wide knowledge which are useful to their daily life or activity. So
we can say that the students from SMAN 2 Mataram joining these materials are aware of
English. And during the process of study, the students will discover something new, also
encourage them to communicate in English.

Finally, we would like to express our appreciation to those who have taken apart,
helped and given the motivation, or supported to these designs.

Hopefully, if there were some suggestions, criticisms for the improvement of these
designs will be warmly appreciated.

Designed by

H.M. SARTONO, S.Pd


MAPPING CONCEPT
UNIT 2 NARRATIVE
Listening:
• Responding to advice and warnings
• Responding to narrative texts
Speaking:
• Giving advice and warnings
• Retelling a narrative text
Reading:
• Reading narrative texts
Writing:
• Writing a narrative text


Learning Objectives
A. Oral Cycle
Respond to Narrative monolog carefully

Respond to expressions for advice and warnings;

Identify sentence patterns main ideas

Use expressions for advice and warnings

Developing a dialog into a longer one

B. Written Cycle
Respond to Recount text

Identify various textual meanings

Write Narrative text using correct structure

Narrative text overview
Narrative

What is Narrative ?
Purpose
The basic purpose of narrative is to entertain, 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. And To
amuse/entertain the readers and to tell a story
Narrative text may be either fiction or non-fiction. Examples of fiction include
realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths.
Non-fiction is fact-based text such as reports, factual stories, and biographies.
Certain types of questions are likely to be asked about narrative text.
Narrative text has five common components. Most test questions refer to one of
these five story elements:
Setting – where or when the story takes place
Characters – people or animals in the story
Plot – sequence of events
Theme – central idea of the story
Vocabulary – words used to enrich understanding of the story


Types of Narrative 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.
Definition of Narrative : Narrative is a text focusing specific participants. Its social
function is to tell stories or past events and entertain the
readers
Features of language :
Characters with defined personalities/identities
Dialogue often included - tense may change to the present or the future.
Descriptive language to create images in the reader's mind and enhance the
story.
Generic Structure
In a Traditional Narrative the focus of the text is on a series of actions:
Orientation: (introduction) in which the characters, setting and time of the story are
established. Usually answers who? when? where? eg. Mr Wolf went
out hunting in the forest one dark gloomy night.
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.
To help students plan for writing of narratives, model, focusing on:
Plot: What is going to happen?
Setting: Where will the story take place? When will the story take place?
Characterisation: Who are the main characters? What do they look like?
Structure:
How will the story begin?
What will be the problem?
How is the problem going to be resolved?
Theme:
What is the theme / message the writer is attempting to communicate?
Language Action verbs:
Action verbs provide interest to the writing. For example, instead of The old woman
was in his way try The old woman barred his path. Instead of She laughed try
She cackled. Written in the first person (I, we) or the third person (he, she,
they). Usually past tense. Connectives, linking words to do with time.
Specific nouns: Strong nouns have more specific meanings, eg. oak as
opposed to tree.


Active nouns: Make nouns actually do something, eg. It was raining could
become Rain splashed down or There was a large cabinet in the lounge could become A
large cabinet seemed to fill the lounge. Careful use of adjectives and adverbs: Writing
needs judicious use of adjectives and adverbs to bring it alive, qualify the action and provide
description and information for the reader. Use of the senses: Where appropriate, the
senses can be used to describe and develop the experiences, setting and character: What
does it smell like? What can be heard? What can be seen - details? What does it taste like?
What does it feel like? Imagery Simile: A direct comparison, using like or as or as
though, egg. The sea looked as rumpled as a blue quilted dressing gown. Or The wind
wrapped me up like a cloak. l Metaphor: An indirect or hidden comparison, egg. She has a
heart of stone or He is a stubborn mule or The man barked out the instructions. l
Onomatopoeia: A suggestion of sound through words, eg. crackle, splat, ooze, squish,
boom, egg. The tyres whir on the road. The pitter-patter of soft rain. The mud oozed and
squished through my toes. l Personification: Giving nonliving things (inanimate) living
characteristics, eg. The steel beam clenched its muscles. Clouds limped across the sky. The
pebbles on the path were grey with grief. Rhetorical Questions: Often the author asks the
audience questions, knowing of course there will be no direct answer. This is a way of
involving the reader in the story at the outset, eg. Have you ever built a tree hut? l Variety in
sentence beginnings. There are a several ways to do this eg by using:
The Narrative Generic Structure:
1. Orientation
2. Evaluation
3. Complication
4. Resolution
5. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged
Between Narrative and Recount .
Something which happened in the past is the main resource to compose both
recount and narrative text. In writer's point of view, the thing is an experience. It can be what
the writer has done, hear, read, and felt. Composing recount and narrative is retelling the
experiences of the past event to be a present event.
What does narrative differ from recount?
The easiest way to catch the difference is analyzing the generic structure.
Recount text presents the past experiences in order of time or place; what happened on
Sunday, then on Monday, the on Tuesday.
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 crises and how to solve them.
Narrative text always appear as a hard potrait of participant's past experience. It
reveals the conflict among the participants. Cinderella's conflicts with her step mother and
sister are the example. The conflict is the most important element in a narrative text.
Narrative without conflicts is not narrative any more


Notes on Generic Structure of Narrative Text
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.
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
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
Building Narrative Text with Complication
In simple word, narrative text has generic structure as orientation, complication and
resolution. This complication is the heart structure of narrative text. The complication will
determine whether the text "lives" or not. If the narrative text consider as the "live" text, it will
arouse the reader. It will intrude to the emotion of the reader. Commonly narrative text appears
as story text. In literary term, the complication structure is called conflict.
Basically, conflict is divided into three kinds. In any writing, each type will not take place
with its own type. Each often combines to other type in building the story. Physical conflict, or
in other word as elemental conflict, is description of man's struggle to his physical word. It
represents man versus nature force, difficulty and danger. How man survives from flood,
exploding mount is clear example of physical conflict.
Social conflict is the second type. It will show the struggle of man against his society. It
is description of struggle between man and man. Cinderella wants to go to party but her step
mother and sisters do not permit her. She eagerly to have the opportunity to meet the prince but
her step mother and sister try to block this opportunity and take it for them selves. It is a perfect
picture of social conflict. Internal or psychological conflict is a conflict which happens inside the
participant. A man struggles against him self, his conscience, his guilty. He wants to steal money
in the other hand he knows that stealing is not good. The fight of stealing money against having
good deed is a psychological conflict
The struggle among these conflicts includes verbal and physical attempts. Narrative text
will be perfectly composed by these kinds of conflict. Some time it will apply one type but it often
combines these three kinds of conflict


Oral Cycle
(Listening)
respond to advice and warnings;
respond to narrative texts.

Activity 1 Answer the following questions.
1. What do you say if your younger brother or sister is lazy about studying?
2. When your best friend forgets to return your book, what do you say?
3. Are you happy to see your classmate be quiet? Give your reason.
4. What do you say if you want to give warning to a trouble maker?
5. What do you say to advise your best friend who forgot to do his/her homework?

Activity 2
You are going to listen to a dialogue.
Listen carefully.
Then say what they are talking about
Audio scripts
Rita and her uncle are in an AC room, Rita warns her uncle not to smoke in the air-
c
conditioned room.

Uncle : Wow! How comfortable this room is.
Rita : Yes, sure. This is an air-conditioned room. Everyone should stay here before seeing
a doctor. But sorry, look at the warning on the wall. You are warned of the danger of
smoking cigarette in this room.
Uncle : Thanks a lot, dear. I didn't see it. Rita, your cellular phone is still on. It must not be
active.
Rita : Oh, no. There is no prohibition of turning on our cellphone. But ...
Uncle : But, why don't you use vibration? The sound can disturb others.
Rita : Thank you, Uncle. I'll change the sound to vibration.
Uncle : By the way, how long should we wait our turn? We have been here for half an hour.
Rita : Be patient, please. We have our turn after that lady.


Activity 3 From the dialogue above, find
the expressions for giving
suggestions and warnings. Work in pairs.

Activity 4 While you are listening to the dialogue on tape recorder
Complete the dialogues with the expressions you hear.

1. Mrs Nuke : Dino, come here.
Dino : Yes, Mom. What's the matter?
Mrs Nuke : Your mark is still low. ______________________?
Dino : Alright. I'll try to do the best.
Mrs Nuke : Okay. Good luck.
2. Ling Ling : How about going out to night?
Bram : I'd love to, but my mother _______________________.
3. Linda : Did you hear that Rinto ______________ by Mrs Tuti for using bad language?
Abdul : Yes, I often remind him to use polite and good language.
4. Mother : ______________________. It is already 11 p.m. You've studied for 3 hours.
Bambang : Yes, thank you. I've fi nished reading.
5. Rini : Daddy, it is said that you'll have a meeting at 8 o'clock and it is 7 now.
________________________
Father : Okay, Dear. Thanks. See you

Activity 4. The following words are taken from the story.With your partner, match
them to their synonyms on the right side.
t


( Speaking )
Expressing for giving and asking for opinion, satisfaction and dissatisfaction

Activity 1 Answer the following questions !
1. Your sister forgot to close the bedroom window last night. What do you say?
2. What do you say if your boy or girl friend often comes late?
3. What do you say if you see a little boy playing with free in his bedroom?
4. What do you want to say, If your boy or girl friend play truant?
5. Do your parents forbid you to watch TV every evening? Why ?

Dialogue Monolog
Rebbeca : Well, there are four people in my family. There’s me: my name’s
Rebecca … and I have a brother, Brad. My mom’s name is Judy and my
dad is Bill. We’re all very different. My mom is always sympathetic when
we’re upset or worried about things: we always talk to her when we have
problems. She’s also very even-tempered. She never gets mad or
annoyed. I wish I was like her! My dad, well, he’s really sociable. He has
lots of friends, and he loves to meet people. I get really embarrassed,
because he always talks to people in the street! But he’s really annoying
sometimes, because he’s very stubborn. When he decides to do
something, no one can stop him! My brother Brad … well, he’s really
bossy. He always tries to tell me what to do. He’s also very
argumentative. We have arguments every day. I wish he was a little more
easygoing. As for me, well, my friends say I’m really generous, because I
like to give presents and help people. But I am a little moody: sometimes
I get really annoyed and upset about things. So that’s my family

Activity 2 From the dialogue above, fi nd the expressions for
giving suggestions and warnings. Work in pairs.


( Speaking )
Activity 3 Read the following dialogues. Underline the expressions used.
Dialogue 1
Danu is in Mrs Dewi's room. She is giving advice to Danu
D


( Speaking )
Dialogue 2

A man is stopped by a policewoman because he violated a traffic regulation.
.


( Speaking )
Activity 4. In pairs, answer the questions based on the two dialogues above.
1. Why should Danu meet Mrs Hutabarat in her room?
2. What did Mrs Hutabarat say when giving a suggestion to Danu?
3. What did Mrs Hutabarat mean by saying you should not do that?
4. Why did the policewoman stop the man?
5. What did the policewoman say to warn the man?
6
6. Why must the man sign the traffi c ticket?


( Speaking )


B. Written Cycle
Reading
Respond to narrative texts;
Activity 1 The following text is about The crow tried to push her head. Read it
then Discuss these questions with your friends.
Read the text carefully
ON a hot day, a thirsty cow flew over a field looking for water. For along Time, she
could not find any. She left very exchausted, almost giving up. Suddenly, she saw a
water jug below her, she flew straight down to see if there was any water inside. It was
a surprise because there was some water inside the jug !
The crow tried to push her head into the jug. Sadly, she found that the neck of the
jug was too narrow. Then, she tired to push the jug was too heavy.
The crow thought hard for a while. Then looking around her, she saw some
pebbles. She suddenly had a good idea. She started picking up the pebbles one by one,
dropping each into the jug. As more and more pebbles filled the jug, the water level
kept rising. Soon it was high enough for the crow to drink. “Its working!” she said.
In your opinion what is the purpose of this reading text ?
to amuse the reader
to make people laugh when reading the text
to educate the reader
Who are involved in the story ?
What is the moral value of the story ?
When did the story happen ?
Now analyze the narrative text structure of the story
√ Title :
√ Orientation :
√ Major Complication :
√ Major Resolution :
Retell the story to your friends.


Activity 2. Read the passage carefully and Answer the following questions correctly!
CINDERELLA

Once upon a time, there was a young girl named Cinderella. She lived with
her step mother and two step sisters. The step mother and sisters were conceited
and bad tempered. They treated Cinderella very badly. Her step mother made
Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning
the pot and pan and preparing the food for the family. The two step sisters, on the
other hand, did not work about the house. Their mother gave them many handsome
dresses to wear.
One day, the two step sister received an invitation to the ball that the king’s
son was going to give at the palace. They were excited about this and spent so much
time choosing the dresses they would wear. At last, the day of the ball came, and
away went the sisters to it. Cinderella could not help crying after they had left.
“Why are crying, Cinderella?” a voice asked. She looked up and saw her
fairy godmother standing beside her, “because I want so much to go to the ball” said
Cinderella. “Well” said the godmother,” you’ve been such a cheerful, hardworking,
uncomplaining girl that I am going to see that you do go to the ball”
Magically, the fairy godmother changed a pumpkin into a fine coach and
mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged
dress with her wand, and it became a beautiful ball gown. Then she gave her a pair
of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before
midnight”. Then away she drove in her beautiful coach.
Cinderella was having a wonderfully good time. She danced again and again
with the king’s son. Suddenly the clock began to strike twelve, she ran toward the
door as quickly as she could. In her hurry, one of her glass slipper was left behind.
A few days later, the king’ son proclaimed that he would marry the girl
whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too
small for them, no matter how hard they squeezed their toes into it. In the end, the
king’s page let Cinderella try on the slipper. She stuck out her foot and the page
slipped the slipper on. It fitted perfectly.
Finally, she was driven to the palace. The king’s son was overjoyed to see
her again. They were married and live happily ever after.

Where did Cinderella live and with whom did she stay ?
What did Cinderella do and prepare for the family ?
Did Cinderella spend so much time choosing the dresses or not ? Why not ?
Did the two step sister receive an invitation to the ball ? Give your reason !
Who proclaimed that he would marry the girl whose feet fitted the glass slipper ?
How do you know ?


Activity 3 Read and understand the following texts.
The Legend of Toba Lake
Once upon time, there was a handsome man. His name was Batara Guru
Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that
the fish could talk. The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free,
the fish changed into a very beautiful woman. She attracted Batara Guru so much. He
felt in love with that fish-woman. The woman wanted to marry with him and said that
Batara Guru had to keep the secret which she had been a fish. Batara Guru aggreed
and promised that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got
very angry with his daughter. He could not control his mad. He shouted angrily and
got the word of fish to his daugters. The daughters were crying. They found their
mother and talked her about it. The mother was very annoyed. Batara Guru broke his
promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes
started to erupt. The earth formed a very big hole. People believed that the big hole
became a lake. Then this lake is known as Toba lake.

“The Smartest Parrot”
Once upon time, a man had a wonderful parrot. There was no other parrot like
it. The parrot could say every word, except one word. The parrot would not say the
name of the place where it was born. The name of the place was Catano. The man
felt excited having the smartest parrot but he could not understand why the parrot
would not say Catano. The man tried to teach the bird to say Catano however the bird
kept not saying the word
At the first, the man was very nice to the bird but then he got very angry. “You
stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say
Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the
parrot would not say it. Then the man got so angry and shouted to the bird over and
over; “Say Catano or I’ll kill you”. The bird kept not to say the word of Catano
One day, after he had been trying so many times to make the bird say Catano,
the man really got very angry. He could not bear it. He picked the parrot and threw it
into the chicken house. There were four old chickens for next dinner “You are as
stupid as the chickens. Just stay with them” Said the man angrily. Then he continued
to humble; “You know, I will cut the chicken for my meal. Next it will be your turn, I
will eat you too, stupid parrot”. After that he left the chicken house
The next day, the man came back to the chicken house. He opened the door
and was very surprised. He could not believe what he saw at the chicken house.
There were three death chickens on the floor. At the moment, the parrot was standing
proudly and screaming at the last old chicken; “Say Catano or I’ll kill you”


Notes on Narrative Text
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. It provides an esthetic literary experience to
the reader. Narrative text is written based on life experience. In
literary term, experience is what we do, feel, hear, read, even what we
dream.
Narrative text is organized focusing at character oriented. It
is build using descriptive familiar language and dialogue. 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 tale
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
Analysis the Generic Structure
Orientation: It sets the scene and introduces the
participants/characters. In that parrot story, the first paragraph is the
orientation where reader finds time and place set up and also the
participant as the background of the story. A man and his parrot took
place once time.
Complication: It explores the conflict in the story. It will
show the crisis, rising crisis and climax of the story. In the parrot
story, paragraph 2, 3, 4 are describing the complication. Readers will
find that the man face a problem of why the parrot can not say
Catano. To fix this problem, the man attempted to teach the bird. How
hard he tried to teach the bird is the excitement element of the
complication.
Resolution: It shows the situation which the problems have
been resolved. It must be our note that “resolved” means
accomplished whether succeed or fail. In the last paragraph of the
smartest parrot story, readers see the problem is finished. The parrot
could talk the word which the man wanted. The parrot said the word
with higher degree than the man taught the word to it. That was the
smartest parrot

Activity 4 Find some moral values from the story in Activity 3.
Share them with your partner.


Activity 5 Analyse the following narrative texts carefully.
Determine the orientation, complication and resolution. Do it
individually.

The Three Snake-Leaves
There was once on a time a poor man, who could no longer support his only son. Then
said the son, “Dear father, things go so badly with us that I am a burden to you. I would rather
go away and see how I can earn my bread.” So the father gave him his blessing, and with
great sorrow took leave of him.
At this time the King of a mighty empire was at war, and the youth took service with
him, and with him went out to fight. And when he came before the enemy, there was a battle,
and great danger, and it rained shot until his comrades fell on all sides, and when the leader
also was killed, those left were about to take flight, but the youth stepped forth, spoke boldly
to them, and cried, “We will not let our fatherland be ruined!”
Then the others followed him, and he pressed on and conquered the enemy. When the
King heard that he owed the victory to him alone, he raised him above all the others, gave him
great treasures, and made him the first in the kingdom.
The King had a daughter who was very beautiful, but she was also very strange. She
had made a vow to take no one as her lord and husband who did not promise to let himself be
buried alive with her if she died first. “If he loves me with all his heart,” said she, “of what use
will life be to him afterwards?” On her side she would do the same, and if he died first, would
go down to the grave with him. This strange oath had up to this time frightened away all
wooers, but the youth became so charmed with her beauty that he cared for nothing, but
asked her father for her. “But dost thou know what thou must promise?” said the King. “I must
be buried with her,” he replied, “if I outlive her, but my love is so great that I do not mind the
danger.”
Then the King consented, and the wedding was solemnized with great splendour. They
lived now for a while happy and contented with each other, and then it befell that the young
Queen was attacked by a severe illness, and no physician could save her. And as she lay
there dead, the young King remembered what he had been obliged to promise, and was
horrified at having to lie down alive in the grave, but there was no escape. The King had
placed sentries at all the gates, and it was not possible to avoid his fate. When the day came
when the corpse was to be buried, he was taken down into the royal vault with it and then the
door was shut and bolted.
Near the coffin stood a table on which were four candles, four loaves of bread, and four
bottles of wine, and when this provision came to an end, he would have to die of hunger. And
now he sat there full of pain and grief, ate every day only a little piece of bread, drank only a
mouthful of wine, and nevertheless saw death daily drawing nearer. Whilst he thus gazed
before him, he saw a snake creep out of a corner of the vault and approach the dead body.
And as he thought it came to gnaw at it, he drew his sword and said, “As long as I live,
thou shalt not touch her,” and hewed the snake in three pieces. After a time a second snake
crept out of the hole, and when it saw the other lying dead and cut in pieces, it went back, but
soon came again with three green leaves in its mouth. Then it took the three pieces of the
snake, laid them together, as they ought to go, and placed one of the leaves on each wound.
Immediately the severed parts joined themselves together, the snake moved, and became alive
again, and both of them hastened away together.


The leaves were left lying on the ground, and a desire came into the mind of the
unhappy man who had been watching all this, to know if the wondrous power of the leaves
which had brought the snake to life again, could not likewise be of service to a human being.
So he picked up the leaves and laid one of them on the mouth of his dead wife, and the two
others on her eyes. And hardly had he done this than the blood stirred in her veins, rose into
her pale face, and coloured it again.
Then she drew breath, opened her eyes, and said, “Ah, God, where am I?” “Thou art
with me, dear wife,” he answered, and told her how everything had happened, and how he had
brought her back again to life. Then he gave her some wine and bread, and when she had
regained her strength, he raised her up and they went to the door and knocked, and called so
loudly that the sentries heard it, and told the King. The King came down himself and opened
the door, and there he found both strong and well, and rejoiced with them that now all sorrow
was over.
The young King, however, took the three snakeleaves with him, gave them to a servant
and said, “Keep them for me carefully, and carry them constantly about thee; who knows in
what trouble they may yet be of service to us!” A change had, however, taken place in his wife;
after she had been restored to life, it seemed as if all love for her husband had gone out of her
heart. After some time, when he wanted to make a voyage over the sea, to visit his old father,
and they had gone on board a ship, she forgot the great love and fidelity which he had shown
her, and which had been the means of rescuing her from death, and conceived a wicked
inclination for

The Thirsty Crow
On a hot day, a thirsty crow flew over a field looking for water. For a long time,
she could not find any. She left very exhausted. She almost gave up.
Suddenly, she saw water jug below her. She flew straight down to see if there
was any water inside. It was surprised because there was some water inside the jug.
The crow tried to push her head into the jug. Sadly she found that the neck of the jug was too
narrow. Then she tried to push the jug down for the water to flow out but she found that the jug
was too heavy.
The crow thought hard for a while. Then she was looking around. She saw some
pebbles. She suddenly had a good idea. She started picking up the pebbles one by one,
dropping it into the jug. As more and more pebbles filled the jug, the water level kept rising.
Soon it was high enough for the crow to drink. “It’s working” she said.
Snow White .
Once upon a time there lived a little, named Snow White. She lived with her aunt and
uncle because her parents were died. One day she heard her aunt and uncle talking about
leaving Snow White in the castle because they wanted to go to America and they didn’t have
enough money to take Snow White with them. Snow White didn’t want her uncle and aunt to do
this. So she decided to run away. The next morning she run away from home when her aunt
and uncle were having breakfast, she run away into the wood. In the wood she felt very tired
and hungry. Then she saw this cottage. She knocked but no one answered so she went inside
and felt asleep. Meanwhile seven dwarfs were coming home from work. They went inside.
There, they found Snow White woke up. She saw the dwarfs. The dwarfs said; “What is your
name?”. Snow White said; “My name is Snow White”. One of the dwarfs said; “If you wish, you
may live here with us”. Snow White told the whole story about her. Then Snow white ad the
seven dwarfs lived happily ever after

Grammar Review

Simple Past Tense
Pay attention to the sentences.
1. Long ago the cock had a pair of beautiful horns on his head.
2. When the millipede came for the horns, he said to the cock, ....
3. The kind cock knew how diffi cult it was to ascend to heaven.
4. The cock called out loudly.
5. The cock was extremely annoyed.
6. Miss Mole gave them all a great big hug.
7. Everyone ran as fast as they could.
8. The wind rustled the leaves.
9. I lost it.
10. All the little animals breathed a big sigh of relief.
The underline verbs above are preterite or past forms. They are used to tell
past events. So, the past verb is important when you write a plot of narrative text
because the past verb or past tense is one of the grammatical features in writing a
narrative text.

Activity 6 Change the following sentences into the simple past tense.
1. Mr Rahmadi teaches German.
2. The students climb the mountain.
3. Eliza wears a beautiful dress.
4. Mr Krisna opens the secret.
5. Regita reads the novel.
6. Yuni cuts the grass in the yard.
7. Leoni studies English with her brother.
8. Mr Dede buys a lot of toys for his son.


Activity 7 Find the verbs in the form of the past tense in the following stories.
Queen of Arabia and Three Sheiks
Maura, who like to be thought of as the most beautiful and powerful
queen of Arabia, had many suitors. One by one she discarded them, until her list
was reduced to just three sheiks. The three sheiks were all equally young and
handsome. They were also rich and strong. It was very hard to decide who would be
the best of them.
One evening, Maura disguised herself and went to the camp of the three
sheiks. As they were about to have dinner, Maura asked them for something to eat.
The first gave her some left over food. The second Sheik gave her some
unappetizing camel’s tail. The third sheik, who was called Hakim, offered her some
of the most tender and tasty meat. After dinner, the disguised queen left the sheik’s
camp.
The following day, the queen invited the three sheiks to dinner at her
palace. She ordered her servant to give each one exactly what they had given her
the evening before. Hakim, who received a plate of delicious meat, refused to eat it if
the other two sheiks could not share it with him. This Sheik Hakim’s act finally
convinced Queen Maura that he was the man for her. “Without question, Hakim is
the most generous of you” she announced her choice to the sheiks. “So it is Hakim I
will marry”
“The Smartest Animal”
Once there was a farmer from Laos. Every morning and every evening,
he ploughed his field with his buffalo.
One day, a tiger saw the farmer and his buffalo working in the field. The
tiger was very surprised to see a big animal listening to a small animal. The tiger
wanted to know more about the big animal and the small animal.
After the man went home, the tiger spoke to the buffalo; “you are so big
and strong. Why do you do everything the man tells you?”
The buffalo answered; “oh, the man is very intelligent”. The tiger asked;
“can you tell me how intelligent he is?”. “No, I can’t tell you”, said the buffalo; “but
you can ask him”.
So the next day the tiger asked to the man; “Can I see your
intelligence?”. But the man answered; “it at home”. “Can you go and get it?” asked
the tiger. “Yes” said the man; “but I am afraid you will kill my buffalo when I am
gone. Can I tie you to a tree?”
After the man tied the tiger to the tree, he didn’t go home to get his
intelligence. He took his plough and hit the tiger. Then he said; “Now you know
about my intelligence even you haven’t seen it


Writing
write a narrative text.

Activity 1 Answer the following questions.
1. Have you ever read a story about honest people?
2. What did the honest people get at the end of the story ?
Activity 2 Write the defi nitions of the following words.
1. foster
2. ogre
3. dumpling
4. gibber
5. treasure
6. girdle
7. pheasant
8. clamber
9. homage
10. tide
11. conquer
12. laden

Activity 3 Write a narration of the following story. The outline of the story may help
y
you develop the narration.


Activity 4 R
Rewrite the following story in your own words.


Summary
1. Language Functions
a. Giving Advice
b. Giving Warnings
2. Genre
Narrative
Social function: to amuse, entertain and to deal with problematic events which lead to
a crisis or turning point of some kind, which in turn finds a resolution.
Generic structure:
Orientation : containing plot and characters.
Evaluation : evaluating the plight of the story.
Complication : crisis of the story.
Resolution : the crisis is resolved, for better or for worse.
After learning the lesson in this chapter, you are expected to be able to:
1. respond to advice and warnings;
2. respond to narrative texts;
3. give advice and warnings;
4. perform monologues of a narrative text;
5. read narrative texts;
6. write narrative texts.
Now, answer the questions:
1. What do you say to advise your sister to not get home late at night?
2. What is orientation in a narrative text?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.

25

Building Narrative Text with Complication
In simple word, narrative text has generic structure as orientation,
complication and resolution. This complication is the heart structure of narrative text.
The complication will determine whether the text "lives" or not. If the narrative text
consider as the "live" text, it will arouse the reader. It will intrude to the emotion of the
reader.
Commonly narrative text appears as story text. In literary term, the
complication structure is called conflict. Basically, conflict is divided into three kinds.
In any writing, each type will not take place with its own type. Each often combines to
other type in building the story.
Physical conflict, or in other word as elemental conflict, is description of
man's struggle to his physical word. It represents man versus nature force, difficulty
and danger. How man survives from flood, exploding mount is clear example of
physical conflict.
Social conflict is the second type. It will show the struggle of man against his
society. It is description of struggle between man and man. Cinderella wants to go to
party but her step mother and sisters do not permit her. She eagerly to have the
opportunity to meet the prince but her step mother and sister try to block this
opportunity and take it for them selves. It is a perfect picture of social conflict. Internal
or psychological conflict is a conflict which happens inside the participant.
A man struggles against him self, his conscience, his guilty. He wants to steal
money in the other hand he knows that stealing is not good. The fight of stealing
money against having good deed is a psychological conflict The struggle among these
conflicts includes verbal and physical attempts. Narrative text will be perfectly
composed by these kinds of conflict. Some time it will apply one type but it often
combines these three kinds of conflict.


A Story about Red
(the narrative text)

"Rosaura! Rosaura!"If you were tall enough, you might have seen a little splash of
red in the tall grass. And if you had looked closer you might have seen a small girl wearing a
red ribbon. Rosaura was hiding from her mother and father. It was her favourite game. She
crouched quietly, listening to the faint sound of her mother's voice. All Rosaura could see were
the swaying green stalks of the corn. They rustled above her head where the sky stretched
clear and blue. Suddenly, a bright yellow butterfly darted by.
Rosaura jumped up to chase the butterfly, forgetting all about her hiding game.
"Rosaura! There you are," called her mother. "It's time for lunch." It was dark and cool in the
cottage where Rosaura lived with her parents. Rosaura ate her meal quickly. Shewanted to go
back into the sunshine to play. As soon as she had finished her food she lipped down from her
chair. "Rosaura, where are you going?" called her mother. She caught a glimpse of Rosaura's
red ribbon disappearing around the door. But Rosaura was already through the gate, and
heading for the fields.

Rosaura! Rosaura!" Was that the sound of her mother calling, or the wind
whispering in the corn? Rosaura was not sure. All day long through the hot summers she loved
to run in the fields. Her feet were scratched and her toes bruised on stones as she chased after
the mice hiding in the corn stalks. Her skin was brown as a nut from the sun. In her tangled
black hair, her red ribbon fluttered. The afternoon stretched out long and hot. As the sun
reached the far side of the field, Rosaura's father walked back to the cottage. His eyes scanned
the fields for Rosaura's red ribbon. But it was nowhere to be seen.
"Hasn't Rosaura come back yet?" asked her father as he came through the door.
"Not yet," said her mother, "I'm sure she'll be back soon." But the supper was ready and still
there was no sign of Rosaura. Now the sun had set, casting a red glow over the fields.
Rosaura's mother and father stood at the door of their cottage, staring over the field, looking
for the red ribbon. "Rosaura! Rosaura!" Soon the shadows were deep blue in the yard. It was
too dark to see the red ribbon now.
Rosaura's parents began to walk and call for her in the field. As night fell, they
fetched lamp that lit up patches of corn and grass and startled the sleeping mice. But they
could find no red ribbon. Rosaura's parents called and called all through the night. In the dawn,
they stood alone and sad amongst the corn.
The red morning sun lit up their tired faces. "Look!" cried Rosaura's mother
suddenly. "There he is!" They began to run towards the red ribbon that she had spotted among
the corn. But oh! It wasn't Rosaura's ribbon at all, but the red petals of a flower.
Rosaura's mother and father had never seen such a flower before. Her father
looked away in disappointment. "I see her!" he cried. And again they ran towards the dear red
ribbon. But it was another red flower.
As the sun came up bright and strong, Rosaura's mother and father looked around
the field. It was filled with red flowers swaying and fluttering in the tall grass. Rosaura's mother
and father felt so sad. "Rosaura won't be coming home anymore," said her mother. "She was
always happier in the fields." "But the spirits have left us these flowers to remind us of her,"
said Rosaura's father. "They will stay with us!" Every year, when the corn ripened and the
evenings grew long, Rosaura's parents stood at the edge of the fields and watched the red
flowers dancing under the sun. And that, say the Indians, is how the red poppy came to be.
Taken from Childcraft: World of Colour, 2003


B e t we e n N a rr at iv e a nd R e c ount .
Something which happened in the past is the main resource to
compose both recount and narrative text. In writer's point of view, the thing is
an experience. It can be what the writer has done, hear, read, and felt.
Composing recount and narrative is retelling the experiences of the past event
to be a present event.
What does narrative differ from recount?
The easiest way to catch the difference is analyzing the generic
structure. Recount text presents the past experiences in order of time or place;
what happened on Sunday, then on Monday, the on Tuesday.
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 crises and how to solve
them.
Narrative text always appear as a hard potrait of participant's past
experience. It reveals the conflict among the participants. Cinderella's conflicts
with her step mother and sister are the example. The conflict is the most
important element in a narrative text. Narrative without comflicts is not narrative
any more
Notes on Generic Structure of Narrative Text
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.
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
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


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