through written form. According to Donough and Shaw on their book Materials and Methods in ELT
: A Teacher’s Guide, they state that teacher should need, for instance, to call on kinds of communicative criteria; on the concepts of product
and process; and on the role of formal language practice, to see how other skills are. Writing too has developed many insights into the nature of language and
learning.
2
It means that in writing skill the teacher has to make the concept of product and process in writing activities. Writing has developed and accumulated
many insights in the language and learning. It can be concluded that, writing is difficult language process because writing
is more complex than other language skill. The writer must include the entire scope of information and provide the premises and content clearly so that a broad
audience will be able to read and understand the message.
b. The Purpose for Writing
According to Mattix, she states that p urpose refers to writer‟s aim or reason in
writing which can be stated or implied. Identifying our purpose early can help us to keep our draft on track and select organizational strategies to fit ideas. Purpose
can be divided into two terms: general and specific.
3
The General Purpose Writing has four general purposes: to inform, to persuade, to express and to
entertain. Those can be combined in various ways.
4
For example, most writing is intended to express the writer‟s idea about something, but it directly leads to the
secondary purpose that is to entertain the reader. Therefore, the general purposes could combine in various ways.
The Specific Purpose The specific purpose may be implied or stated. The purpose is invariably
implied in a theme that permeates the piece. In expository writing, the purpose is
2
Jo McDonough and Christopher Shaw, Materials and Methods in ELT : A Teacher’s
Guide 2
nd
Ed, Oxford: Blackwell Publishing Ltd, 2003, p. 153.
3
Betty Mattix Dietsch, ReasoningWriting Well : A Rhetoric, Research Guide, Reader, and Handbook, New York: Mc Graw Hill. 2006, p. 7.
4
Ibid.
usually stated directly for clarity either in a topic sentence or in thesis.
5
In order to be clear, writing should have a specific purpose. For clarity in our writing, we
have to revise and edit our writing. If we edit and revise our writing it will help our paragraphs to be clear.
As what has been mentioned before, it can be concluded that the purposes of writing are to inform, to persuade, to express and to entertain as general purpose.
As for specific purpose in writing, it is to make clarity in writing.
2. Narrative Text
a. General Concept of Narrative Text
Narrative is kinds of text which is learned in Senior High School. According to Oshima, narrative is the kind of writing that you do when you tell a story. Use
time order words and phrases to show when each part of the story happens.
6
Also according to Phar and Buscemi, they state that the success of a personal narrative
essay based on the search for significance. The narrative essay tells a story, to be sure, but the true value of the narrative comes from what the writer and reader
learn from it.
7
It means that, narrative gives the readers or listeners a moral value in every story. It is differentiate with other kinds of passages.
The purpose behind a story can give motive for readers or listeners. The purpose of narrative is very important because the purpose of narrative determine
appropriateness of the narrative. It is easy to tell a good story, though some people have a something special for telling entertaining anecdotes or short stories.
Everything you write has a purpose. According to Clouse, even something as simple as a grocery list is written for a purpose. Writers often combine purposes
such as to relate experience, to inform, to persuade, and to entertain. In addition, according to Regina et al., state that narrative paragraphs describe
a sequence of events in the present time. Just as common-if not more so-is
5
Ibid., p. 8.
6
Alice Oshima Ann Hogue, Introduction to Academic Writing, New York: Pearson Education, 2007, p. 35.
7
Donald Pharr, Buscemi Santi V, Writing Today: Contexts and Options for the Real Word. New York: The McGraw Hill-Companies, 2005, p. 174.
