TEXT TYPE ( GENRE)

FUNCTION OF TEXT

Created by:
Siti Masruroh (1688203029)
6BI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND
EDUCATION
MUHAMMADIYAH UNIVERSITY TANGERANG
2019
 PREFACE

First of all, thanks to Allah The Almighty because of the help of Allah,
writer finished writing the paper entitled : the function of text. This paper is
needed to make task of Type Genre lesson in this semester also this paper is a
compulsory subject for teacher training and education student in University of
Muhammadiyah Tangerang.
In the process and the completion of this paper, the writer faced many
problems, but with more effort the, all the problems could be passed. For
collecting the materials, writer takes from Ebook from Mr Aidil as main source
and take another source from internet. May Allah The Almighty give the blessing
for them. Although this paper has many deficiencies in the arrangement and
explanation, the writer hope that it can be used as a reference for the reader.
 CHAPTER 1
INTRODUCTION

1.Background
In using language as a communication tool, humans use text to convey
that information. Text can be a word, phrase, sentence or a paragraph. Text can
also be a certain image or symbol that has a certain meaning. Text has a lot of
types, and different functions according to their usage.
A text consists of unit units discussed. unit language units are grammatical
units such as kalusa or sentence. Text is sometimes described as a kind of
sentence that is a grammatical unit that is longer than sentences that are related to
each other. in addition, a text is considered as a semantic unit, namely a language
unit that is related to the form of its meaning. In this way the text relates to kalusa,
namely a unit of language consisting of subjects and predicates and if given a
final intonation it will be a sentence. in sentences it has coherence and cohesion to
connect one sentence to another.

2. Formulation of the problem

what is definition of text?
A text can be seen from two key perspectives: a thing in itself that can be
recorded, analysed and discussed; and also a process that is the out come of a
socially produced occasion

what are the general and specific functions of text?

The function of text are determined into two kinds, they are literary and factual
function
what kind of text?
1. Literary text type:

1) Narrative

2) Poems

3) Drama

2. Factual text type

1) Recount 11) Discussion

2) News item 12) Review

3) Procedure 13) Anecdote

4) Description

5) Narrative

6) Report

7) Analytical Exposition

8) Hortatory Exposition

9) Spoof

10) Explanation

3. purpose
To know the meaning of text.
To know the structure and function of text
To know the type of text and example
 CHAPTER II
DISCUSSION

Definition

Language represents a tool that humans use to communicate with

humans in order to exchange information. By using language, humans can find
out various information that they have not known before. In its delivery, language
is conveyed through a symbol called text. Text can form messages in the form of
words, phrases, sentences or paragraphs in written or oral form. Not only that text
can also contain images, or other symbols that have meaning.

A text can be seen from two key perspectives: a thing in itself that can
be recorded, analysed and discussed; and also a process that is the out come of a
socially produced occasion. Most people like to talk and think about texts as
products, which is why the notion of a text type is quite prevalent in literacy
studies.

'What is a text?' This question has occupied text linguistics and discourse
analysis since their beginnings,2 although the two different scientific approaches
are currently converging more and more. Both text and discourse are restricted, in
everyday parlance, to written (texts) on the one hand and spoken (discourse) on
the other, although this is contested to some extent in the scholarly literature ( see
Brunner & Graefen 1 994a). Apart from this, texts are often considered to be
longer pieces of writing. The word evokes the idea of a book, a letter, or a
newspaper. The decisive contribution of linguistics in this respect has been to
introduce, in the face of such popular opinions, a concept of text that is very
broadly and generally accepted and which includes every type of communicative
utterance (see below). Clear criteria ultimately decide whether or not something
can be viewed as text or discourse (Fairclough 1 992a: 3ff.). These criteria are
linguistic in nature and relate, most of all, to the syntactic and semantic relations
within a text ( see sections 2.2 and 2.4 below). A text may equally be an
inscription on a tombstone, a form, part of a conversation, or a newspaper article.
On the one hand this indicates a very broad

Text Function

Texts are always produced in a context.While texts are produced by

individuals, individuals always produce those texts as social subjects; in
particular, social environments. In other words, texts are never completely
individual or original; they always relate to a social environment and to other
texts. One of the key theoretical linguists in the development of a functional
model of language, Halliday (1978, 1985), proposed a highly articulated
relationship between context and text. Context, or what is going on around a
language event, is seen as ‘virtual’ or having the potential to ‘actualise’ the event
in the form of a text. Halliday developed a specific terminology in order to
describe these relationships or correspondences between context and text.For
example, the content or stuff being talked or written about in the context is
actualised in the text as ‘ideational’ or ‘representational’ meaning, the social
relations between the participants in the context are actualised in the text in terms
of ‘interpersonal’ meaning, and finally, the mode or medium of the language
event is actualised in the text as ‘textual’ meaning.

Kress (1989) outlined a common agenda for genre theory in the context of
education as follows:

• that forms of text (genres) are the result of processes of social production
• that, given the relative stability of social structures, forms of text produced in
and by specific social institutions, that is, the resultant genres, will attain a certain
degree of stability and persistence over time

• that consequently, texts in their generic form are not produced initio each time
by all individual (or individuals) expressing an inner meaning, but are, rather, the
effects of the action of individual social agents acting both within the bounds of
their social history and the constraints of particular contexts, and with aknowledge
of existing generic types

• that, given the social provenance of genres, different genres ‘have’, convey and
give access to different degrees and kinds of social power

• that genres have specifiable linguistic characteristics which are neither fully
determined or largely under the control of individual speakers or writers

• that knowledge of the characteristics of texts and of their social place and power
can and should form a part of any curriculum, whether in one subject area, or
‘across the curriculum’ (p. 10).

Genre much deals with kinds of texts.

It has:

1. Communicative purpose/social function

2. Generic structure/text organization
3. Linguistic features

What is a text? Texts consist of spoken or written words that have the purpose
of conveying a message.

The text types

There are two main categories of text type: literary and factual.

2. Literary text type:

1) Narrative

2) Poems

3) Drama

These text types are used to tell us about human experience usually in an
imaginative way.

Their purpose is to make readers or listeners think, laugh, cry or be entertained.

3. Factual text type

1) Recount 11) Discussion

2) News item 12) Review

3) Procedure 13) Anecdote

4) Description

5) Narrative

6) Report

7) Analytical Exposition

8) Hortatory Exposition

9) Spoof

10) Explanation

Here are the knds or genre of text :

A. RECOUNT

1. Characteristic
a. Communicative Purpose:

To retell events for the purpose of informing or entertaining

b. Struktur Teks (Generic Structure):

• Orientation: giving information about who, where and when

• Events: recording of events happened cronologically

• Reorientation: re-introduction that summarizes a series of events, or activities.

2. example

Topic: Our trip to the Blue Mountain

Last Friday we went to the Blue Mountains. We stayed at David and Della’s
house. It has a big garden with lots of colourful flowers and a tennis court.

On Saturday we saw the Three Sisters and went on the scenic railway. It
was scary. Then, Mummy and I went shopping with Della.

We went to some antique shops and I tried on some old hats.

On Sunday we went on the Scenic Skyway and it rocked. We

saw cockatooshaving a shower. In the afternoon, we went home.

B. NEWS ITEM

1. Characteristic:

a. Communicative Purpose:

To inform readers, listeners, or viewers about events of the day which are
considered newsworthy or important

b. Generic Structure :

 News worthy events: main event or tell the events in simply form.
 Background events: explain the event happened, the actors and actrees, and
how the condition is.
 Sources: witness of the incident comment, expert’s opinion
2. Example

Topic: Town ‘Contaminated

Newsworthy event

Moscow – A Russian journalist has uncovered evidence of another Soviet

nuclear catastrophe, which killed 10 sailors and contaminated an entire town.

Background events

Yelena Vazrshavskya is the first journalist to speak to people

who witnessed the explosion of a nuclear submarine at the naval base of
shkotovo – 22 near Vladivostock. The accident, which occurred 13 months
before the Chernobyl disaster, spread radioactive fall-out over the base and
nearby town, but was covered up by officials of the Soviet Union. Residents were
told the explosion in the reactor of the Victor-class submarine during a refit had
been a ‘thermal’ and not a nuclear explosion. And those involved in the clean up
operation to remove more than 600 tones of contaminated material were sworn
to secrecy.

Source

A board of investigators was later to describe it as the worst accident in the

history of the Soviet Navy.

C. PROCEDURE

1. Characteristic:

a. Communicative Purpose :

To describe how something is accomplished through a sequence of actions or

steps

b. Generic Structure:

• Goal : purose of the activities

• Materials : the thigs needed for doing activities

• Steps : the way how doing activities sistematically

c. Linguistic Features:

2. Example

Goal

How to Make a Cheese Omelet

Materials: –

Ingredients 1 egg, 50 g cheese, ¼ cup milk, 3 tablespoons cooking oil, a pinch of

salt and pepper – Utensils Frying pan, fork, spatula, cheese grater, bowl, plate –

Steps

Method 1. Crack an egg into a bowl 2. Whisk the egg with a fork until it is
smooth 3. Add milk and whisk well 4. Grate the cheese into the bowl and stir 5.
Heat the oil in a frying pan 6. Pour the mixture into the frying pan 7. Turn the
omelet with a spatula when it browns 8. Cook both sides 9. Place on a plate;
season with salt and pepper 10. Eat while warm.

D. DESCRIPTION

1. Characteristic :

a. Communicative Purpose:

To describe a particular person, place, or thing

b. Generic Structure:

· Identification: identify phenomenon will be described

· Description: describe parts, quality, subject’s characteristic and behavior

2. Example
 Topic: MacQuarie University

Identification

Macquarie University is one of the largest universities in Australia. This year, in

2004, it celebrates its 40th anniversary.

Description

The university is located at the North Ryde Greenbelt, Sydney, where the New
South Wales government sets aside 135 hectares for the institution. In 1964,
Macquarie area was a rural retreat on the city fringe, but today the campus and
its surroundings have evolved beyond recognition.

The North Ryde District has grown into a district of intensive

occupation anchored by a vibrant and growing university. Blessed with a
fortunate location and room to breathe, Macquarie can be proud of that careful
planning that retains and enrich the university’s most attractive natural features.

A pleasing balance between buildings and plating is evident across the campus.
This emphasis on the importance of landscape has created images of Macquarie
as a place that members of the university are most likely to pleasurably recollect.

Today, a railway station is under construction. In three years1 time, Macquarie

will be the only university in Australia with a railway station on site. Macquarie
is poised to be the most readily accessible in Sydney region by rail and
motorway, yet retaining its beautiful site.

E. NARRATIVE

1. Characteristic :

a. Communicative Purpose :

To ammuse, entertain, and to deal with actual or vicarious experience in different

ways

b. Generic Structure:

· Orientation: mengenalkan pengenalan tokoh, waktu, dan tempat

· Complication: pengembangan konflik

· Resolution: penyelesaian konflik

· Reorientation: perubahan yang terjadi pada tokoh dan pelajaran yang dapat
dipetik dari cerita.

2. Example

Title: “THE LION AND THE MOUSE”

Once, when a Lion was asleep, a little mouse began running up and down upon
him; this soon wakened the Lion, who placed his huge paw upon him, and opened
his big jaws to swallow him. “Pardon, O king,” cried the little Mouse, “ Forgive
me this time, I shall never forget it; who knows but what I may be able to do you
a turn some of these days?”

The Lion was so tickled at the idea of the Mouse being able to help him, that he
lifted up his paw and let him go.

Some time after the Lion was caught in a trap, and the hunters, who desired to
carry him alive to the king, tied him to a tree while they went in search of a
wagon to carry him on.

Just then the little Mouse happened to pass by, and see the sad plight in which the
Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.

Moral: Little friends may prove great friends.(AESOP)

F. REPORT
1. Characteristic :

a. Communicative Purpose :

To describe the way things are, with reference to a range of natural, man-made,
and social phenomena in our environment
b. Generic Structure:

• General classification: pernyataan umum yang menerangkan subjek laporan,

keterangan, dan klasifikasinya

• Description: menceritakan fenomena apa yang sedang didiskusikan; berkaitan

dengan parts, qualities, habits or behaviors.

2.Example :

THE WHALE

Whales are sea-livings mammals. They therefore breathe air but cannot survive on
land.

Some species are very large indeed and the blue whale, which can exceed 30
meters in length, is the largest animal to have lived on earth.

Superficially, the whale looks rather like a fish, but there are important
differences in its external structure; its tail consists of a pair of broad, flat
horizontal paddles (the tail of a fish is vertical) and it has a single nostril on top of
its large, broad head.

The skin is smooth and shiny and beneath it lies a layer of fat (blubber).

It can be up to 30 meters in thickness and serves heat and body fluids.

G. ANALYTICAL EXPOSITION

1. Characteristic :

a. Communicative purpose/social function:

The communicative purpose/social function of analytical exposition is to

persuade the reader or listener that something is the case

b. Generic structure :

1. Thesis
2.Argumen

3.Elaboration

2.Example :

“The Importance of English Language”

I personally think that English is the world’s most important language. Why do
I say that?

Firstly, English is an international language. It is spoken by many people all

over the world, either as a first or second language.

Secondly, English is also the key which opens door to scientific and technical
knowledge, which is needed for the economic and political development of many
countries in the world.

Thirdly, English is a top requirement of those seeking for jobs. Applicants who
master either active or passive English are more favorable than those who don’t.

From the facts above, it is obvious that everybody needs to learn to greet the
global era.

(adapted from: Student Book for SMA, Balai Pustaka)

H. HORTATORY EXPOSITION

1. Characeristic :

a. Communicative Purpose:

To persuade the reader or listener that something should be/shouldn’t be the case

b. Generic Structure :

• Thesis (pernyataan isu yang dipersoalkan)

• Arguments: berupa alasan mengapa ada keprihatinan, dan mengarah ke

rekomendasi
 • Recommendation: pernyataan tentang bagaimana seharusnya atau
tidak seharusnya.

2. Example

“CARS SHOULD BE BANNED IN THE CITY”

Cars should be banned in the city. As we all know, cars create pollution,
and cause a lot of road deaths and other accidents.

Firstly, cars, as we all know, contribute to most of the pollution in the world.
Cars emit a deadly gas that causes illnesses such as bronchitis, lung cancer, and
‘triggers’ off asthma. Some of these illnesses are so bad that people can die from
them.

Secondly, the city is very busy. (point) triggers wander everywhere and cars
commonly hit pedestrians in the city, which causes them to die. Cars today are our
roads biggest killers.

Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep
at night, or concentrate on your homework, and especially talk to someone.

In conclusion, cars should be banned from the city for the reasons listed.

I. SPOOF

1. Characteristic :

a. Communicative Purpose :

To retell an event with humorous twist

b. Generic Structure :

• Orientation: memperkenalkan participants (tokoh), waktu, dan tempat

• Events: berisi kejadian/peristiwa/kegiatan 1, 2, 3, dst

• Twist: akhir yang tidak terduga atau lucu.

2. Characteristic :
  Generic Structure/Text Organization
 Orientation
 Event(s)
 Twist

Penguin In The Park

Orientation Once a man was walking in a park when he came across a penguin.

Event 1 He took him to a policeman and said, ‘ I have just found this penguin.
What should I do?’ The policeman replied, ‘ take him to the zoo’.

Event 2 The next day the policeman saw the same man in the same park and the
man was still carrying the penguin with him. The policeman was rather surprised
and walked up to the man and asked, ‘Why are you still carrying that penguin
about? Didn’t you take it to the zoo? ‘ ‘I certainly did,’ replied the man.

Twist ‘and it was a great idea because he really enjoyed it, so today I’m taking
him to the moviest!

J. EXPLANATION

1. Characteristic :

a. Communicative Purpose :

To explain the process invloved in the formation or workings of natural or

sociocultural phenomena

b. Generic Structure :

• A general statement to position the reader (pernyataan umum untuk

memposisikan pembaca).

• A sequenced explanation of why or how something occurs (penjelasan yang

berurutan tentang mengapa dan bagaimana sesuatu itu terjadi)

• Closing (Penutup)
2. Example

Topic: “How Do Floods Occur?”

In winter there is snow on the mountains. When spring comes the sun
comes out, it shines onto the snow. The snow melts. The melting snow turns into
water and flows off the mountain and enters the rivers. The huge amount of water
makes the water level rise

If rocks and concreted areas around rivers they can cause floods. If it rains
the rain falls onto the rocks, nothing can soak up the water. The water flows down
the rocks and into the river.

When it rains for a long time the huge amount of rain cannot soak into the
soil. The water forms small streams. The streams all lead to the main river and
feed it. As the water enters the river the water level rises. If there is not a dam on
the bank of the river the river will flood.

—ooo0ooo—

K. DISCUSSION

1. Characteristic :

a. Communicative Purpose :

To present at least two points of views about an issue

b. Generic Structure :

• Issue: Statement dan preview

• Arguments for and agaist or statement of differing points of view.

• Conclusion or recomendation

1. 3. Example

Topic: “HACKING: PRO AND CONTRA?”

Do you know what a hacker is? Well, a hacker is a person who enjoys exploring
the details of programmable systems on computers and they like to stretch the
capability of the systems. And you know what, the activities they do in the
computers are called ‘hacking’.

So, what’s the problem with ‘hacking and its hackers’? Well, the problem is
whether ‘hacking and its hackers’ is legal or illegal? What I mean is that people in
the world have many different views about hacking and the hackers. Some of
them take sides, but many objects.

To get back to what I was saying previously, let us see the positive points of a
hacker, shall we? Although in most places breaking into computer systems is
considered illegal, I believe that hackers don’t do anything illegal because they
only want to know and try the systems. I dare to say that a hacker likes finding
the strengths and the weaknesses of a computer system. They feel proud if they
can find the weaknesses. So I don’t really see the crimes in this case. In addition,
these hackers sometimes help the police catch the ‘white collar criminals’, such
as bank robbers, money launderers, credit card forgers. For example, in 2000, the
U.S. hackers caught some Singaporean hackers who made ‘Virus Love’ to break
up the programs of the U.S. National Security system.

Nevertheless, those who object to the good points of a hacker say that hacking is
a crime. The reason is that some hackers use their brilliant skills to break into
banks and other vital institutions where they can get money, destroy information,
and the worst thing is they can get secret information and sell it to another
country. This is a treachery.

Take for example, in 1994, The U.S. government broke a conspiracy of computer
hackers out of Majorca, Spain. These hackers were responsible for accessing
and eliminating 190,000 telephone credit card numbers over computer bulletin
boards in America and Europe. Seeing this fact, I don’t blame those who think
negatively about hackers.

To put the whole thing in a nut shell, I personally think that hackers are not bad
people with their brilliant skills. However, they could be bad because of money
orientation to get the wealth. That’s just the point.

L. REVIEW

1. Characteristic :
a. Communicative Purpose :

To critique an art work, event for a public audience. Such works of art include
movies, TV shows, books, plays, operas, recordings, exhibitions, concerts, and
ballets

b. Generic Structures :

• Orientation: compare a thing as general and specific way.

• Interpretative recount: explanation about a thing created

• Evaluation: giving an evaluate

• Evaluative Summation: summarize

2. Example

Topic: Harry Potter:

Order of the Phoenix I absolutely love the Harry Potter series, and all of the books
will always hold a special place in my heart. I have to say that of all of the books,
however, this was not my favorite. When the series began it was as much of a
“feel good” experience as a huge mug of hot cocoa. The stories were bright, fast-
paced, intriguing, and ultimately satisfying.

Order of the Phoenix is a different kind of book. In some instances this

works…you feel a whole new level of intensity and excitement by the time you
get to the end. I was truly moved by the last page. Other times the book just has a
slightly dreary, depressing feel.

The galloping pace of the other books has slowed to a trot here, and parts of it do
seem long, as if we’re reading all about Harry “just hanging out” instead of
having his usual adventures.

Reading in detail about Harry cleaning up an old house, for example –

housekeeping is still housekeeping, magical or no, and I’m not very interested in
doing it or reading about other people doing it.

A few other changes in this book – the “real” world comes much more in to play
rather than the fantasy universe of the previous books, and Harry has apparently
been taken off his meds. I know that he had a lot to be grumpy in this book,
especially with being a teenager and all, but the sudden change in his character
seemed too drastic.

He goes from being a warm-hearted, considerate person to someone who will bite
his best friend’s heads off over nothing. It just seemed like it didn’t fit with his
character, like he turned into a walking cliché of the “angry teen” overnight.

The “real” story seemed to happen in the last 1/3 of the book, and this part I
loved. I actually liked the ending (and yes, I cried!) as sad as it was. It packed a
punch and it made me care about the story even more. Still a really good book,
with some editing it would have been great.

Note: Please find out difficult words/ vocabularies!

M. ANECDOTE

1. Characteristic:

a. Communicative/social purpose :

The communicative purpose of the text is to share with others an account of an

unusual or amusing accident

b. Generic structure :

Abstract: Take or display the storytelling of unusual events.

Introduction (Orientation): shows events

Crisis (crisis): Describes unusual events.

Actions (incidents): Reactions or responses to crises

Koda (Coda): Reflection or evaluation of the incident.Abstact Orientation Crisis

Reaction Coda

2. Example

1. 1. Title: “Snake in the Bath”

Abstract How would you like to find a snake in your bath? A nasty one too!
Orientation We had just moved into a new house, which had been empty for so
long that everything was in a terrible mess. Anna and I decided we would clean
the bath first, so we set to, and turned on the tap.

Crisis Suddenly to my horror, a snake’s head appeared in the plug-hole. Then

out slithered the rest of his long thin body. He twisted and turned on the slippery
bottom of the bath, spitting and hissing at us.

Reaction For an instant I stood there quite paralysed. Then I yelled for my
husband, who luckily came running and killed the snake with the handle of a
broom. Anna, who was only there at the time, was quite interested in the whole
business. Indeed I had to pull her out of the way or she’d probably have leant
over the bath to get a better look!

Coda Ever since then I’ve always put the plug in firmly before running the
bath water.
 CHAPTER III

CONCLUSION

From all of material above, this paper explains about what the definition
of text from general meaning into according to expert. Also explain the function
of itself, where it has two catagories for describing the function, they are Literary
and Factual type. Each catagories have some kinds of text which are classification
by different function, pupose, generic structure and language feature.

REFERENCE
Stefan Titscherr, Michael Meyer, Ruth Wodak and Eva Vetter, Methods of Text
and Discourse analysis, p.27
https://rusmanhaji.wordpress.com/2013/05/09/genre-jenis-text/
Peter Knapp, and Megan Warkinns, Genre, Texts, Grammar Technologies for
Teaching and Assesing Writing