THE EFFECTIVENESS OF STORY MAPPING TECHNIQUE
TOWARD
STUDENTS’ READING COMPREHENSION OF
NARRATIVE TEXT
(A Quasi-Experimental Study at the Tenth Grade Students of SMAN 1 Kota
Tangerang Selatan in the Academic Year of 2014/2015)
DEWI NURPITRIYANI
NIM. 1111014000021
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
THE EFFECTIVENESS OF STORY MAPPING TECHNIQUE
TOWARD
STUDENTS’ READING COMPREHENSION OF
NARRATIVE TEXT
(A Quasi-Experimental Study at the Tenth Grade Students of SMAN 1 Kota Tangerang Selatan in the Academic Year of 2014/2015)
“Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training In Partial Fulfillment of the Requirements
For the Degree of Strata I (S.Pd.) in English Language Education
DEWI NURPITRIYANI
NIM. 1111014000021
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
Praised be to Allah, Lord of the world, who has given His mercy and blessing to the writer in finishing this skripsi in her study. Peace and salutation be upon to the prophet Muhammad who has given guidance from the darkness to the lightness, his companion, and also his adherence.
It is a pleasure to present the help and contribution to all of lectures, institution, family and friends who have contributed in different ways hence this skripsi is processed until it became a complete writing which will be presented to the Faculty of
Tarbiyah and Teachers’ Training in partial fulfillment of the requirements for the degree of S.Pd. (Strata I) in English Education Department.
In finishing this skripsi, the writer would like to convey her special thank to her beloved parents Mr. Abdul Somad and Mrs. Solihat who have given her all their infinite love, care, support, help, and pray. She also would like to address her great honor and gratitude to her advisors, Mrs. Nida Husna, M.Pd., M.A.TESOL and Mrs. Desi Nahartini, M.Ed., for their valuable help, guidance, corrections and suggestions who have been very patient to give their energy and time to assist the writer hence the writer could finish this skripsi. Hopefully, Allah always blesses them, they are always healthy and may Allah grant all of their wishes.
The writer’s sincere gratitude also goes to:
1. All lecturers and staffs in English Education Department who have taught the useful knowledge, and shared wonderful study experience
2. Dr. Alek, M.Pd., as the Head of English Education Department
3. Zaharil Anasy, M.Hum., as the Secretary of English Education Department
4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiyah and
vi
5. Drs. H. Sujana, M.Pd., as the Headmaster of SMAN 1 Kota Tangerang Selatan, Drs. H. Sutiono, as the Tenth grade English teacher, and all of the teachers in SMAN 1 Kota Tangerang Selatan, for giving permission to the writer to do observation and conduct the research
6. All her family, especially her beloved grandfather and grandmother, Mr. H. Muhtar (Alm.) and Mrs. Hj. Hadijah and also her young brother and sister, Muhammad Irfan and Fira Fahira Salwa for giving support, motivation, and love.
7. All the writer’s best friends, Rinda Aulia, Mega Anjarsari, Nisa Hasanah, Selastia
Rilla Darmadi, Ulfah Wahyu Herzegovina, Hayzun Amalia, Nurina Ayuningtyas, and all friends in A class of English Education Department 2011 for the great friendship, togetherness and happiness they have shared. May Allah, the Almighty bless them all, so be it.
The writer realizes that this skripsi is still far from being perfect, therefore she hopes suggestions and critiques from the reader. It will be valuable for her to make this
skripsi be better.
Jakarta, October 2015
vii
ABSTRACT
Dewi Nurpitriyani (NIM: 1111014000021). The Effectiveness of Story Mapping Technique toward Students’ Reading Comprehension of Narrative Text; A Quasi-Experimental Study at the Tenth Grade Students of SMAN 1 Kota Tangerang Selatan in the Academic Year of 2014/2015. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Key Words: Story Mapping, Narrative Text, Reading Comprehension
viii
ABSTRAK
Dewi Nurpitriyani (NIM: 1111014000021). Keefektifitasan Teknik Pemetaan Cerita (Story Mapping) terhadap Pemahaman Bacaan Siswa dalam Teks Narasi; Sebuah Penelitian Kuasi Experimen di Kelas Sepuluh SMAN 1 Kota Tangerang Selatan Tahun Ajaran 2014/2015. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Imu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Key Words: Pemetaan Cerita (Story Mapping), Pemahaman Bacaan, Teks Naratif Tujuan penelitian ini untuk memperoleh bukti empiris tentang keefektifitasan teknik pemetaan cerita (story mapping) dalam pemahaman bacaan teks narasi siswa kelas sepuluh SMAN 1 Kota Tangerang Selatan Tahun Ajaran 2014/2015 dan untuk mengetahui seberapa jauh tingkat keefektifitasan teknik pemetaan cerita (story
mapping) terhadap pemahaman bacaan teks narasi siswa. Teknik yang digunakan
dalam penelitian ini adalah metode kuantitatif dengan desain kuasi-ekperimental. Teknik sampel yang digunakan adalah purposive sampling. Melalui teknik sampel tersebut, dua kelas dipilih sebagai kelas eksperimen dan kelas kontrol yang setiap kelasnya terdiri dari 43 siswa. Teknik pengumpulan data yang digunakan adalah tes yang dilaksanakan dua kali yaitu pre-test dan post-test. Jumlah setiap soal adalah 25 soal pilihan ganda. Teknik data analisis yang digunakan adalah t-test. Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan terhadap hasil pemahaman membaca teks narasi siswa setelah menggunakan teknik pemetaan cerita
(story mapping. Dalam tabel signifikasi dapat dilihat bahwa pada df=84 dimana derajat
signifikansi 5% nilai derajat signifikansi adalah 1.989. Dengan membandingkan nilai to lebih besar daripada tt yaitu 6.987 > 1.989, maka hipotesis alternatif (Ha) diterima dan hipotesis nihil (Ho) ditolak. Sehingga dapat diartikan bahwa pengajaran membaca dengan menggunakan teknik pemetaan cerita (story mapping) efektif terhadap pemahaman membaca teks narasi siswa. Begitupula dengan hasil perhitungan rumus Cohen’s d untuk mengukur seberapa jauh keefektifitasan teknik pemetaan cerita (story
mapping) terhadap pemahaman membaca teks narasi siswa adalah 0.705 yang
ix
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
ENDORSEMENT SHEET ... iii
SURAT PERNYATAAN KARYA SENDIRI ... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vii
ABSTRAK ... viii
TABLE OF CONTENT ... xi
LIST OF TABLES ... xii
LIST OF PICTURES ... xiii
LIST OF DIAGRAMS ... xiv
LIST OF APPENDICES ... xv
CHAPTER I . INTRODUCTION ... 1
A. Background of the Study... 1
B. Identification of the Problems ... 5
C. Limitation of the Problem ... 6
D. Formulation of the Problem ... 6
E. Objective of the Study ... 6
F. Significance of the Study ... 6
CHAPTER II. THEORETICAL FRAMEWORK ... 7
A. Reading ... 7
1. General Understanding of Reading ... 7
x
3. Purposes of Reading ... 10
4. General Understanding of Reading Comprehension ... 11
5. Strategies in Reading Comprehension ... 13
B. Narrative Text ... 15
1. General Understanding of Narrative Text ... 15
2. Language Features of Narrative Text ... 18
3. Generic Structures of Narrative Text ... 20
4. Strategies in Reading Narrative Text ... 22
C. Story Mapping... 23
1. General Understanding of Story Mapping ... 23
2. Purposes of Story Mapping Technique ... 27
3. Advantages and Disadvantages of Story Mapping Technique ... 28
4. Teaching Narrative Text by Using Story Mapping Technique ... 30
D. Previous Related Study ... 32
E. Conceptual Framework ... 34
F. Research Hypothesis ... 34
CHAPTER III. RESEARCH METHODOLOGY ... 35
A. Place and Time of the Research ... 35
B. Method and Design of the Research ... 36
C. Population and Sample of the Research ... 37
D. Calibration of the Instrument ... 37
E. Instrument of the Research ... 40
F. Technique of Data Collection ... 40
G. Trustworthiness of the Research ... 42
H. Technique of Data Analysis ... 42
xi
CHAPTER IV. RESEARCH FINDING AND DISCUSSION ... 46
A. Description of the Data ... 46
B. Analysis of the Data ... 58
C. Test of Hypothesis ... 67
D. Interpretation and Discussion of the Data ... 67
CHAPTER V. CONCLUSION AND SUGGESTION ... 73
A. Conclusion ... 73
B. Suggestion ... 74
REFERENCES ... 75
xii
LIST OF TABLES
Table 3.1 The Schedule of Research ... 35
Table 4.1 The Students’ Pre-test and Post-test Score of Experimental Class .... 47
Table 4.2 Data Description of Pre-test of Experimental Class ... 49
Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class ... 49
Table 4.4 Data Description of Post-test of Experimental Class ... 51
Table 4.5 Frequency Distribution of Post-test Result of Experimental Class .... 51
Table 4.6 The Students’ Pre-test and Post-test Score of Control Class ... 53
Table 4.7 Data Description of Pre-test of Control Class ... 55
Table 4.8 Frequency Distribution of Pre-test Result of Control Class ... 55
Table 4.9 Data Description of Post-test of Control Class ... 56
Table 4.10 Frequency Distribution of Post-test Result of Control Class ... 57
Table 4.11 Normality Pre-test Result of Experimental Class ... 59
Table 4.12 Normality Pre-test Result of Control Class ... 59
Table 4.13 Normality Post-test Result of Experimental Class ... 60
Table 4.14 Normality Post-test Result of Control Class... 60
Table 4.15 Homogeneity of Pre-test Result between Experimental and Control Class ... 61
Table 4.16 Homogeneity of Pre-test Result between Experimental and Control Class ... 61
xiii
LIST OF PICTURES
xiv
LIST OF DIAGRAMS
Diagram 4.1 Pre-test Result of Experimental Class ... 50
Diagram 4.2 Post-test Result of Experimental Class ... 52
Diagram 4.3 Pre-test Result of Control Class... 56
xv
LIST OF APPENDICES
Appendix 1 Kompetensi Inti dan Kompetensi Dasar SMA ... 79
Appendix 2 Kisi-Kisi Soal ... 82
Appendix 3 Lesson Plan of Experimental Class ... 84
Appendix 4 Lesson Plan of Control Class... 94
Appendix 5 Pre-test Questions ... 102
Appendix 6 Post-test Questions ... 108
Appendix 7 Answer Key of Pre-test ... 114
Appendix 8 Answer Key of Post-test ... 115
Appendix 9 T-table ... 116
Appendix 10 Students’ Answer Sheet ... 117
1
CHAPTER I
INTRODUCTION
This chapter is general outlines of what this research deal with. It covers background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.
A.
Background of the Study
Reading competence is important to develop students’ intellectuality. By reading, the students could add their knowledge because most of information which are needed by students could be retrieved by reading. Grabe stated that reading is an activity in order to get information and understand the writing text.1 It means that reading is a process in which people add more information and ideas from the text, such as, books, newspapers, letter, and so on. Silberstein said that reading is an active process which engages the eye and brain to get meaningful information from the text which is read.2 From both definitions above, it can be concluded that reading is an important activity for students to gain more
knowledge, such as, comprehend material at the school.
Sanford explained that there are several factors that influence students’ reading comprehension, such as, students’ background, students’ vocabulary
mastery, and students’ ability to save those knowledge into their memory.3 English reading texts can be misunderstood by English Foreign Language (EFL) students because they have different language features.4 The example of the difference language features can be seen in Subject-Verb-Agreement pattern. In English, SVA is differentiated on whether the subject is in singular or plural form.
1
William Grabe, Reading in a Second Language Moving from Theory to Practice, (New York: Cambridge University Press, 2009), p. 14.
2
Sandra Silberstein, Teaching and Resources in Teaching Reading, (New York: Oxford University Press, 1994), p. 12.
3
Karen L. Sanford, Factors that Affect the Reading Comprehension of Secondary Sudents with Disabilities, University of San Fransisco USF Scholarship Repository, 2015, pp. 3— 4.
4
Jo McDonough and Christopher Shaw, Materials and Methods in ELT (A Teacher’s
For singular subject, verb must be added with -s/es suffix for simple present tense form e.g., Ani goes to school at 6 a.m. everyday whereas plural subject does not need to be added by any suffix e.g., Ani and Budi go to school at 6 a.m. everyday. Meanwhile in some countries such as Indonesia, the verb is not influenced by the subject whether it is in plural or singular form e.g., Budi membantu ibu setiap pagi and Budi dan Ani membantu ibu setiap pagi. Both sentences use verb
membantu for plural and singular subject. The EFL students usually think that
they could automatically transfer their reading ability in native language into
foreign language, however, those languages have different concept in the language structure that make misinterpretation.5 The EFL students tend to focus only on the difficult words not on the whole text. They try to find the meaning of difficult words on dictionary, they read word by word, they read slowly and they
don’t have a target how far they should be able to comprehend the text.6 Meanwhile, Crawley and Merritt said that the main aim of reading is to understand or comprehend the same idea between the reader and the author. Nevertheless some students showed that they only pronounce what they are reading.7 It means that reading comprehension ability is not easy to be achieved because there are some factors which influence it, such as, the same background, the same language, and the same concept in reading. Whereas reading is one of skills that must be mastered by students based on Curriculum which is applied in Indonesia.8
Related to the current curriculum –Kurikulum 2013 in Main
Competency-Kompetensi Inti (KI) and Basic Competency-Kompetensi Dasar (KD) for Senior
High School level, the main goals of reading skill is the students must be able to understand the purpose, general structure, and language feature in several kinds of
5
Edithia Gloria Simanjuntak, Developing Reading Skills for EFL Students, (Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat Jendral Pendidikan Tinggi Proyek Pengembangan Lembaga Pendididkan Tenaga Kependidikan, 1988), p. 9.
6
Ibid., p. 9. 7
Sharon J. Crawley and King Merritt, Remediating Reading Difficulties, 3rd Ed., (New York: McGraw-Hill, 2000), p. 40.
8
text form.9 It can be known that comprehend the fully part of reading text in several texts consist of the meaning, the structure, the purpose or the language feature is the important aim of English teaching and learning activity in Indonesia. Based on Kurikulum 2013, there are several types of text form which must be mastered by students. Those are procedure, descriptive, recount, and narrative. From all types of texts which were mentioned above, narrative was chosen to be applied in this research because it has longer time allocated in the second semester of the year academic 2014/2015 for the tenth grade (6 meetings for each
2 hours of lesson based on the syllabus) than other texts. Narrative is text which aims to entertain the readers by the story.10 In a narrative text, there are generic structures which arrange the paragraph become good narrative text.11 Those structures are orientation, complication, and resolution. It means that the students must understand what each part is talking about. Based on Main
Competency-Kompetensi Inti (KI) and Basic Competency-Kompetensi Dasar (KD), the
objective of reading narrative text of the tenth grade students is to analyze and comprehend social function, text structure, and language feature in the simple story whether in written or oral form based on the content. Nevertheless, some students found difficulties in comprehending the narrative text.
Based on the writer’s preliminary study which was conducted in the observed school during teaching learning English activity at the tenth grade of senior high school, the writer found several problems. The most observable problem is the students get low score when they have reading narrative test. They can not reach the minimum score or Kriteria Ketuntasan Minimal (KKM) at the school, that is 75. The score was obtained through subject teacher discussion or Musyawarah
Guru Mata Pelajaran (MGMP) which was held in the beginning of the year
academic by considering material complexity, learning facility and students’
achievement. The students’ low achievement is caused by many types of text form which must be learnt, it made students confused to differentiate one text to
9
Ibid. 10
Mark Anderson and Kathy Anderson, Text Types in English, (Australia: MacMillan Education Australia, 1997), p. 3.
11
another. Most of them could not distinguish between recount and narrative since both texts have almost similar generic structures. The generic structure for recount text is orientation, events and reorientation meanwhile for narrative text is orientation, complication and resolution. The students always thought that the first paragraph of narrative text is orientation, the last paragraph of narrative text is resolution, and in the middle is complication. Whereas, the orientation can be presented in the first two paragraphs, in the first three paragraphs or even more. Furthermore, the students also failed to comprehend a whole of text mostly in
complication part of narrative text. The students did not know how many problems which should be in the text, they had to read it over and over again to look for the exact numbers of problems. The next problem is students lack motivation which may be caused by students’ low vocabulary mastery, students’
interest in the reading topic, students’ low understanding and lack of teaching
varieties in learning. In teaching reading of narrative text, the teacher just asked the students to read the passages from the beginning until the end of text. Then, the students translate the text into their native language. After translating, the students answer the questions. This method creates boredom for students. It made students loose their interest in reading. The students just read without knowing why they read the material was given by the teacher and what they should look for.
After knowing the problems, the writer tried to find out an alternative way to solve the problems by providing appropriate and interesting technique related to students’ condition to make reading teaching and learning activity become more effective. The writer proposed a technique which based on some sources has improved students’ reading comprehension of narrative text that is story mapping. Pamela stated that a story mapping is semantic visual representation of a story
which provides elements of story, such as, characters, setting, goal, event and resolution.12 Furthermore, story mapping also can be defined as a way to know the sequence or plot of story. As Keeler stated in her journal, story mapping is an
12
excellent way to help students see cause and effect, recall story events in sequential order, and understand story structure.13 There are advantages by using
Story Mapping technique on students’ reading comprehension of narrative text. Boulineau et al., told that identification of story-grammar elements via story
mapping when reading narrative text improved the participants’ ability.14 Moreover, The result of this study showed that most students understood the story especially week 5 with a mean of 3 and a standard deviation of 0.15 Furthermore, it is also found that story mapping is easy to construct, its elements of story
mapping is easy to be remembered, it can be used as a guide to retell the story, and it also can be a framework for narrative.16
Therefore related to the explanation above, the writer is intended to conduct experimental research to know whether story mapping technique is effective on
students’ reading comprehension of narrative text. Thus, the title of this research is “The Effectiveness of Story Mapping Technique toward Students’ Reading Comprehension of Narrative Text (A quasi-experimental study at the Tenth
Grade Students of SMAN 1 Kota Tangerang Selatan in the Academic Year of
2014/2015).”
B.
Identification of the Problems
Based on the preliminary study that the writer conducted at SMAN 1 Kota Tangerang Selatan, some problems are identified:
1. Most students cannot distinguish one type of text to other types of text form 2. Students have lack of motivation in reading text, especially for long longer
text such as in the story
3. Students fail to comprehend the whole of text
4. Students get low score in reading comprehension test
5. The teaching of reading usually uses conventional technique
13
Martha A. Keeler, Story Map Game Board, Reading Teacher, Vol. 46, 1993, pp. 626— 628.
14
Tori Boulineau, et al., Story-Mapping to Increase the Story Grammar Text Comprehension, Learning Disability Quarterly, Vol. 27, 2014, p. 106.
15
Joanna Fransiscone, The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension, ProQuest LLC, 2008, p. 18.
16
C.
Limitation of the Problem
Based on the problems identified above, the writer focuses on the effectiveness of story mapping technique toward students’ reading comprehension of narrative text at SMA Negeri 1 Kota Tangerang Selatan.
D.
Formulation of the Problem
After determining the limitation of the problem above, the researcher formulated the problems as follows:
1. Is story mapping technique effective toward students’ reading comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan?
2. To what extent is the story mapping effective toward students’ reading comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan?
E.
Objective of the Study
The purpose of this study is to find out the effectiveness of story mapping technique in teaching reading comprehension of narrative text to tenth grade students in order to see whether or not using story mapping technique is effective toward students’ reading comprehension and to find out to what extent story mapping technique is effective toward students’ reading comprehension of narrative text.
F.
Significance of the Study
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers theories related to the study. The discussion focused on the reading comprehension, narrative text, and story mapping technique.
A.
Reading
1. General Understanding of Reading
In general, reading is an activity to get more knowledge from printed text. According to Aebersold and Field, reading is an activity when the people look at the text and try to get the information from the text.1 It means when the reader sees the text, he/she tries to get the information in the text. According to Blackowicz and Ogle, reading is a process where the reader gets the information from books, newspaper, manuals, advertisements, and so on.2 Those are the medium that can be used to get the information. Moreillon stated that reading means understanding the text.3 It can be inferred that when the readers read, they
tried to get what the author’s message from the text which they had written. Grabe also said that reading means comprehension process that asked the reader to understand the information which the author is trying to deliver to his/her writing.4 The main purpose of reading is to have the same perception between the reader and the author in seen the idea of the text.5 From those explanations can be concluded that reading is an activity to understand the idea which the author tries to deliver in the writing.
Furthermore, there are some medium that can be used to gain the more knowledge by reading such as book, newspaper, magazine and so on. By reading
1
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, (United Kingdom: Cambridge University Press, 1997), p. 15.
2
Camille Blachowicz and Donna Ogle, Reading Comprehension Strategies for Independent Learners, 2nd Ed., (New York: The Guilford Press, 2008), p. 15.
3
Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension,
(Chicago: America Library Association, 2007), p. 10.
4
William Grabe, Reading in a Second Language Moving from Theory to Practice, (New York: Cambridge University Press, 2009), p. 14.
5
them, the readers will get the new knowledge or gain the more knowledge.
Reading is human’s activity. Harmer stated that reading is a human activity that involves eyes and brain function.6 Eye is to get the information from the text and the brain is to process the information which is got to be the reader understanding. There are several reasons why people read such as for to the careers, study, and even pleasure.7 Those reasons that influence the reader want to be able to read the English text.
2. Types of Reading
Generally reading is divided into two types, there are intensive and extensive. Every type has different definition and characteristic. The definition of each type is defined as follows:
a. Intensive Reading
Intensive reading means reading for detail. It can be said when the students read the text, they try to get every detail of the text. Brown explained that intensive reading is reading that focus on surface structure such as grammatical forms, meaning and so on.8 Furthermore, according Patel and Jain, intensive
reading is related to further process in language learning under the teacher’s
guidance.9 In intensive reading, the teacher guides the students to read the text to tell about the grammatical form or the meaning of the word. In this reading, the students read the text and get the specific detail related to the text. Intensive reading where the student is expected to read reading passage and to understand every part of it. There are several characteristics of intensive reading. The first is intensive reading helps the students to develop their active vocabularies. The second is in intensive reading the teacher as a main role. It is because the teacher as a guide so that he/she has a main role. The third, it develops linguistic items.
6
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 190.
7
Jeremy Harmer, How to Teach English, (London: Longman, 2007), p. 99.
8
H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, (New York: Wesley Longman Inc., 2001), p. 313.
9
The forth is intensive reading means reading aloud. The students pronounce what they are reading. Last not least, in intensive reading, intonation and rhythm are connected.10 Based on explanations above, it can be concluded that intensive reading is a kind of reading which emphasized on deep understanding. The students are intended can find the delail of information which they got from reading.
b. Extensive Reading
Brown explains that extensive reading is reading that encourage students to understand what they are reading.11 Extensive reading is aimed to build students’ enjoyment in reading. The students could read confidently without look up the dictionary to find the difficult words as long as they understand the idea which is in the book. Moreover, Paten and Praveen also mention another purpose of extensive reading that is to ask students to read directly and fluently in target language.12 They also said that extensive reading does not need teacher’s guidance. It means when the students do extensive reading, the teacher can be only a facilitator to care for them whether or not they understand, If they do not understand the idea of the text, reading passage, or book when they are reading the teacher could help them. Extensive reading is always done for the comprehension, not for specific details.
Harmer argues that extensive reading is the most appropriate way to develop
students’ reading comprehension since when students read the text, they could
automatically understand the idea of the text.13 Even though extensive reading always related to long text material but the students could comprehend the text directly because they read for pleasure. There are few characteristics of extensive reading.14 The first, it could help students to develop to active vocabulary. The active vocabularies could be acquired by every word which is read by the
10
Patel and Jain, op. cit., p. 120.
11
Brown, loc. cit. 12
Patel and Jain, op. cit., p. 118.
13
Harmer, op. cit., p. 204.
14
students. The second, extensive reading is silent reading. It means when the students reading the text, they do not pronounce it. Next, in extensive reading the subject matter is emphasized. Moreover, in the extensive reading the learners play main role because their understanding is based on them. Then, the idea can be developed through reading habit. From all concepts above, we could know that in extensive reading, the students develop their reading habit and add their knowledge. The students could read the text as long as they can since the purpose
of extensive reading is to develop students’ reading habit. They could read the text without looking up the dictionary to find difficult meaning.
From both types of reading above, it can be known that intensive reading is tent to focus on the accuracy of surface detail of the text, such as grammatical
form. Furthermore, it usually uses short text and needs teacher’s guide.
Meanwhile, extensive reading is related to enjoyment. The students read the text only for their pleasure. The students do not need to find the meaning on dictionary as far as they understand information in the book.
3. Purposes of Reading
There are several purposes why people read. By reading they can add more knowledge. According to Grabe, there are few purposes of reading.15 The first is reading to search for simple information, such as, title, main idea, and so on. The second is to skim quickly. For example the students want to search about date of Indonesia independent day. The third is reading to learn from text. Next, reading to integrate information. The students could connect their prior knowledge to their knowledge after they read and then make it to their own new understanding. Reading also can be done to write. It means the information which is got from reading used as material for writing. Then, reading to critique texts. The last is
reading for general comprehension. The students will comprehend about something only by reading.
From the statements above, it has been already known that the purposes of the reader related to the nature of the text and their background. Reading purposes
15
also are determined by the students’ need in reading. Rivers and Temperly in Nunan, suggest that there are seven main purposes for reading.16 The first is because the readers are curious about the topic in the text. The second is to know the instructions how to do some tasks and follow some instructions which related to the daily life. The next is reading purposes can also related the game, e.g., to read the instruction how to play a game. Then, reading also can be done to read the business letter to communicate with the colleague. Next, reading also can be used to know time and place about something will take place or what is available.
Furthermore, another reading purpose is to fix up the information, such as, to know something is happening or something happened. The last is reading can be done for enjoyment or excitement. From those explanations, it can be concluded that purposes of reading depends on the need of the reader.
4. General Understanding of Reading Comprehension
Reading is an activity in order to get information and undestand the writing text. Grabe said that reading is comprehending process. The reader reads to know
what the author’s intention is and why he/she writes.17 Greer in Carbo argued that comprehension is a purpose of reading.18 It can be inferred that when the students read but they do not understand, it means they have not read. In another definition, Klingner, et al., see reading comprehension as a complex process to get meaning from the author including word meaning, word knowledge, and fluency.19 It refers to the ability in interpreting the words, understanding the meaning and the relationships between ideas conveyed in a text. He also added
reading comprehension is not only the reader respons to the author’s meaning but
multicomplex process to involve many interactions between the reader and what
16
David Nunan, Second Language Teaching and Learning, (Boston: Heinle & Heinle Publishers, 1999), p. 251.
17
Grabe, op. cit., p. 14.
18
Marie Carbo, Becoming a Great Teacher of Reading, (United States of America: Sage Publications Company, 2004), p. 34.
19
they comprehend from the text.20 Lewin viewed reading comprehension as very complex activity.21 It is not only to understand the text or reading passage but also to interpret, to problem-solve, to visualize, to hypothesize, to observe, to report, to organize data, to follow directions, to draw conclusion, and to predict outcomes based on the text. From definition about we could know that comprehension is multi-process that using high-order thinking to add the
knowledge together which has got to be the reader’s own comprehension.
Futhermore, according to Namara, generally comprehension is an interaction
between readers’ previous knowledge and their knowledge after reading the text.
Comprehension includes recognizing and understanding a main idea and related to the detail.22
Furthermore, there are several comprehension factors that influence students reading comprehension, those are:
a. Background knowledge b. Vocabulary mastery c. Fluency
d. Comprehension strategies e. Commprehension skills f. Motivation
g. Genres
h. Text Structures i. Text Features.23
Those dimensions of reading which had been mentioned above are factors that influence reader’s comprehension. From those concepts above, it can be known that reading comprehension is a multi process since in the reading comprehension the reader is not only read the text but the reader must make an organized way between the knowledge which they just know and they have already known.
20
Ibid., p. 8.
21
Larry Lewin, Paving the Way in Reading and Writing, (San Francisco: Jossey-Bass Wiley Imprint, 2003), p. 2.
22
Daniel Mc. Namara, Reading Comprehension Strategies, (New York: Lawrence Erlbaum Associates, 2010), p. 28.
23
5. Strategies in Reading Comprehension
There are several strategies in reading comprehension that can be used by the students when they are reading the texts. According to Moreillon, reading comprehension strategies is a medium that can help students to read the text.24 It means that when the students find difficulty on reading the text, these strategies could help them to make reading text be easier. Duffy explained three strategies in reading comprehension including pre-reading instruction, during reading instruction, and post-reading instruction.25
a. Before reading
In this strategy, the students set the purpose before they read the text. By setting the purpose in the beginning, it will make students be more motivated and comprehend since they know what kind information that must be found. There are three steps in doing before reading activity, which are: prior knowledge about the purpose of the reading, prior knowledge about the topic, and prior knowledge about type of text.
b. During reading
The second strategy is during reading. If the students found some problems when they are reading, they could use during reading strategy. The following steps are important during reading. The first is when the students found some words that they do not know, meanwhile they are not allowed to open the dictionary, they could guess the meaning of the word by looking at the word before and after the unknown word. Then, if the students did not know the conjunction which is used whether it is to show adding idea e.g., moreover, furthermore, further, to show contrasting idea e.g., on the contrary, on the other side, meanwhile, or to show giving conclusion e.g., it can be concluded that, all in all, the conclusion is, the students just keep reading and find the another clue in the next sentence. Last, sometimes the problem is a lost focus for why the material
24
Moreillon, loc. cit. 25
is being read in the first place, whereupon the students will stop and re-think how reading is to be used. When the students find those problems, the students just focus on reading and avoiding that can be obstacles.
c. Post/After Reading
According to Tankersley, in after reading, the students are asked to focus on showing their understanding and connecting their new knowledge to prior knowledge.26 It means connecting the process among before, during, and after reading activity, it can help the students in understanding the text and the students are actively involving in reading.
Furthermore, Brown also explains seven principles in interactive reading strategies.27 The first is teacher must make sure students do not overlook the importance of specific instruction in reading skill. It means the teacher give the reading instruction before the students begin to read. In this part, the teacher let the students to do silent reading since they could focus on the text. The second is
the teacher is acquired to use the technique that encourages students’ motivation.
When the teacher asks the students to read, the teacher must prepare a technique that make students interested in reading such as Language Experience Approach (LEA). LEA is made to make the students motivate in reading by themselves or encourage their intrinsic motivation, such as story mapping technique. In applying story mapping technique, students will involve in teaching and learning activity because they could draw their own story mapping elements using their creativity so that they will enjoy in reading. The third is the teacher provides the text that balance between its authenticity and readability. The authenticity in choosing reading text which is used by the teacher means language which is used based on the real world. Meanwhile, readability means lexical and structural difficulty in
the text is suitable with the students’ ability level. The text can be said suitable if
the text challenges them to read it not overwhelms. The forth is encouraging the development of reading strategies. The fifth is concluding both bottom-up and
26
Karen Tankersley, The Thread of Reading Strategy for Literacy Development, (Alexandria: ASCD, 2003), p. 110.
27
top-down technique. The sixth is following SQ3R (Survey, Question, Read, Recite, Recite, and Review) sequence. In the SQ3R sequence, there are some steps that must be done by the students. The first is Survey means the students skim the text for an overview of main ideas. Then, Question, means the students ask the question what they are going to understand from the text. The third is Read. Read means while reading, the students try to answer the previous questions. Next is Recite. In doing Recite, the students identify key points to answer the Question and restate it into oral or written form. Review means
students assess the important information on what they read and locate it into their long term memory.
Based on both strategies above, it can be known that strategy in reading
comprehension could help student in reading the text, whether it is before reading, while reading or after reading. In addition, according to Brown there are seven principles in interactive reading strategies that will solve students’ problem in reading.
B.
Narrative Text
1. General Understanding of Narrative Text
Narrative is a text which tells a story. The story can be realistic, fantastic or combination between realistic and fantastic.28 Narrative is a text which has a generic structure including the beginning, the middle and the ending.29 It means that narrative text is the text which tells sequence of story that can be realistic, fantastic or both. According to Dymock, generally the story tells about what happend in the story, who did it, what to whom and why.30 From those explanations above can be known that narrative text is a text that tell story which
start from the beginning to the ending. Moreover, narrative text also tells about the characters in the story, the event in the story, and the reason why the event happened. A story is a content of the text that tells about ups and downs events
28
Sarwoko, Mandiri English SMA: English on Target, (Jakarta: Erlangga, 2014), p. 109.
29
Angela Carrasquillo, et al., Beyond the Beginnings (Literacy Interventions for Upper Elementary English Language Learner), (Great Britain: Cromwell Press Ltd., 2004), p. 74.
30
Susan Dymock, Comprehension Strategy Instruction: Teaching Narrative Awareness,
which is occurring or experiencing by the character.31 It tells that narrative text is a text which tells a story and the story is telling about events which happen to the character.
Langan told that narrative gives the clear information by relating the details of the story.32 The details of the story such as when the narrative text tells about Cinderella, automatically narrative text will tell about Cinderella character in detail is like Cinderella is a beautiful girl whose dad re-married with cruel widow with a daughter. Cinderella was acted as a house maid when her father went to
work. Narrative text generic structure can be used as a tool to make the students be more understanding about the story is telling. It is because the generic structure of narrative text has systematic chronological order that make students be easier to identify the story in correct arrangement. Anderson and Anderson defined narrative as spoken or written text.If it is as spoken form can be through radio or television while if it is as a written from can be presented by books or newspaper. 33
It can be inferred that narrative is kind of text in written or spoken form that tell the story to readers or listener.
The narrative text is told by a narrator. A narrator is a person who tells the story it can be a first person or a third person.34 If a third person narrator who tells the story, it means that the author wants to bring the reader to feel what is happening in the story, meanwhile, if a first person who tells a story it is inferred that the author wants to the reader involve in the story. According to Lewin, there are six critical components of work fiction which can be seen as the concept of narrative, as follows, title, characters, setting, main events, problems and conflicts, and solution or resolution.35 Those critical components will help the students to see the elements of narrative text directly. There are many types of
31
Mieke Bal, Narratology (Introduction to the Theory of Narrative), 3rd Ed., (Canada: University of Toronto Inc., 2009), p. 4.
32
John Langan, College Writing Skills (Media Edition), 5th Ed., (United States of America: Mc Graw Hill, 2003), p. 195.
33
Anderson and Anderson, loc. cit. 34
Cramer, et al., loc. cit. 35
narrative text, such as, fairy tales, myth, science fiction, romance, legends etc.36 Those types of narrative text genre are made to entertain the reader.
According to Anderson and Anderson the basic purpose of narrative text is to entertain or inform the reader or listener.37 Therefore, the detailed purpose is based on each genre of narrative text, such as, the purpose of myth is to explain the natural phenomenon which happened in society and the purpose of a legend is to cultural traditions or belief.38 From both definitions above can be known that the basic purpose of narrative text is to entertain the reader meanwhile the detail
purpose depends on the genre, such as, fairytale, automatically the purpose of the text is to entertain the reader about magical story which usually happened fairytale. Further, besides to entertain, to gain, and to make reader interested, the purpose of narrative also to teach, explain, and inform the reader.39 The reader could take the moral value from the story which is telling and make it as a self-reminder to do the good thing and avoid the bad thing.
Based on Siahaan and Shinoda explanation, the purpose of narrative text is
not also entertain or amuse the reader but also to engage with reader’s personal feeling. In addition, they also said that narration is related to tell conflicts and is solved in resolution.40 The reader’s personal feeling can be seen by the moral value which the reader will get after reading. Narrative also can be used to teach or inform, to change attitudes or social opinions. From those definitions above the writer concluded narrative text is a kind of story which purpose not only entertain the reader but also involve the reader’s personal feeling. Moreover, the narrative also has a narrator as a person who tells a story. The narrator can be a third or a
first person, it depends on the author’s purpose. Narrative text is a text which a systematic chronological order which stated from the beginning, the middle, and
the ending. Narrative text structure is believed could make better students’ reading
36
Sudarso, Panduan Belajar 10 IPA/IPS, (Smart Solution Primagama), p. 66.
37
Anderson and Anderson, loc. cit. 38
The National Strategies: Primary Support for WritingFiction, p. 1.
39
Targeting Text (Singapore: Green Giant Press, 2006), p. 4.
40
comprehension. Furtheer, narrative text also has a main purpose that is to entertain the readers.
2. Language Features of Narrative Text
There are some language features that usually used in narrative text.41 The first is using subject which is combined with adjective followed by noun, such as,
Dika was a nice boy with brown hair and blue eyes. „Dika’ is a subject,
meanwhile, „a nice boy’ is an adjective which is followed by a noun. The second language features in narrative text is character which always followed by adjective to identify his/she/its appearance, mannerism, and personality, for example, a
beautiful Javanese princess and two lazy children. From the example, it can be
known that there is a character „Javanese princess’ who is good looking. The next
is adverbial and adverbial phrases in narrative text usually indicate 5W+1H in the particular events, for instance, He ran in a slipped way and She ate hungrily. From both example, „a slipped way’ as adverbial phrase which indicates where
the setting take place meanwhile „hungrily’ as an adverb which tell how the character or subject did something. Then, the language feature in narrative text is language which is used to describe something into word picture or image e.g., Some burglars had likely entered their house through the side window that had
been broken for several days. From the sentence, it can be known that the author
is trying to draw an image about the condition which is experiencing by the character. Also, it can be joined with time connector such as sentence above
which is „several day’. Further, verb which is used to explain action what was said, felt, or thought by the character, such as, He immediately began to clean up his room, „I guess I will not be messy anymore!”, said Dony. It means Dony had thought not to be lazy again. From the sentence, it also can be identified that when in a dialogue it changes into simple present form while narrative text usually used simple past form. The last sentence can be written in the first or the third person e.g., I knew the voice and Hedirectly booked flight to Jakarta.
41
From language features above can be known that narrative has a characteristic that is different from other kind of text, such as, narrative text uses noun group creates a detailed, adjectives gives the character, adverb and adverbial phrases, describe the language creates word picture, verbs based on what the character said, told or felt, uses simple past form, tense changes into simple present tense in a dialogue, sentence can be written in a first or third person, and so on. Another source also mentioned some common features of narrative text.42 The first, the narrative can be presented in the spoken or written from, such as Malin Kundang
legend in the story book or Cinderella story in the movie. Next, it also usually presented through images or multimedia, for instance, images, video or audio. Then, the narrative text can be written in first or third person. The first person is like I knew the voice, and the third person is like he learnt it all day long. Furthermore, narrative text is always written or told in past tense form, such as, she got an idea or he woke up late. Narrative text also has chronological order which make it become good story which start from the beginning to the ending. e.g., Once upon a time there lived a beautiful Javanese princess (beginning), One day, there was a handsome man killed and defeated her father (middle), At once the princess turned into statue and people called it Prambanan temple (ending). Also, narrative has typical story with usually contrast, e.g., story about the hero and the villain, or the story about the fairy and the witch. Moreover, the typical characters, settings, and events are used in each genre. Last not least, connectives are used in the narrative including time signal e.g., later that day, once upon a time, the setting e.g., meanwhile back to at the cave, on the other side of forest.
From those explanation above the writer could take a conclusion that there is language or grammatical features which usually used in narrative text, such as, using past tense, using temporal chronological time is like once upon a time, the tense changes in a dialog, usually in dialogue in a narrative text use simple present, a text can be written in a first or third person and so on.
42
3. Generic Structures of Narrative Text
In a narrative text, there are generic structures which arrange the paragraph become good narrative text.43 The first element of narrative text structure is orientation. Orientation introduces the character, setting of the story, such as, where the story takes place, when it is. The second is complication. Complication means conflicts. It means in this element the main character revolves around conflicts or problems that influence the setting, time or characters. The main character is not allowed to reach his/her goal. A problem or series of problem
complicate the character’s life. A number of problems create a suspenseful complication. The next element is series of events. This element contains events whether it is expected or unexpected action that affects setting, character, or time. The last is resolution. It also can be called anti-climax element since in this element all problems which appear in complication are solved.
Additionally, Anderson and Anderson also mentioned that narrative text has schematic structures including orientation, complication, sequence of events and coda.44 Orientation tells about the beginning of the story. It also introduces the character of the story, and the place where the story is happening. Then, complication tells about problems which are happening in the story. It is usually confronted by the main character. Complication has main role in the narrative text. It makes the narrative text be more alive. Next, sequence of events tells about
the main character’s reaction related to the problem which he/she is facing. It can
be showed by an action. The sequence of events can be told systematically or not. Resolution tells about how those problems in the complication is solved whether it is happy or dad ending. The last is coda. Coda means value that can be taken from the story. Actually, coda is an option since sometimes coda is explicit from the text.
From both explanations above it can be known that narrative text has the generic structure including orientation, complication, sequence of events, resolution and coda (optional). Orientation is the first element in the narrative text.
43
Targeting Text, op cit., p. 6.
44
It can be called as an introduction of the story which tell about the character, setting and time where the story is established. The second element of narrative text is complication. This element is the problems or conflicts arise. Then, sequence of events is events which happened in story. It tells about ups and downs the story. The next is resolution. Resolution tells how the problem is solved, for better or worse. The semantic structure of narrative text, as follows:
Bandung Bondowoso and Roro Jonggrang
(The Legend of Prambanan Temple) .
Once, there was a beautiful Javanese princess whose name was Roro Jonggrang, Roro Jonggrang whose beauty was very famous in the land was the daughter of Prabu Baka, an evil king.
One day, a handsome young man with supernatural power, named Bandung Bondowoso, defeated and killed Prabu Baka. On seeing Princess Roro
Jonggrang’s beauty, Bandung Baondowoso fell in love
and wanted to marry her.
Meanwhile, Princess Roro Jonggrang felt sad due to the death of her father. She didn’t want to marry Bandung because he had killed her father. But she was also afraid of Bandung. So to refuse politely, she made
a condition. “I will marry you but you have to build one thousand temples in one night as a wedding gift.”
requested Roro Jonggrang. Bandung agreed with this condition.
Helped by the spirit of demons, Bandung Bondowoso started building the temples. Approaching midnight, the work was nearly done. Roro Jonggrang
knew and thought, “What shall I do? Bandung is
smarter than me. I will lose against Bandung.”
Suddenly she got an idea. She woke up all the women in the palace and ordered them to make the noisy sounds of grinding rice so that the roosters would think it had already done.
Bandung Bondowoso got frustrated because he felt
to complete the thousandth temple. “The princess deceived me!” following his anger, he cursed Roro Jonggrang, “You have cheated me. Now, the thousand
temple is you!”
At once the princess turned into statue. Knowing this, Bandung Bondowoso regretted this and he went away into a far land. From then, people called it Prambanan temple and the princess statue called Roro Jonggrang Statue.
4. Strategies in Reading Narrative Text
Reading can be difficult activity if the reader doesn’t know the strategy how to read it. There are some strategies which are offered. The first strategy is from
Mikulecky. According to her, there are ssome strategies that can be used in reading a story in narrative text.45 The first is the teacher asks the students to read the title. It is helpful for the students to know what is the story is going to be read by them. Then, the teacher commands the students to read the story from the beginning to the ending. After reading whole text, the teacher requests the students with their friends using the comprehension questions Here are those comprehension questions: asking about the characters in the story, using “who was the story mainly talk about?”, then, asking about the setting of the story, e.g.,
“when did the story take place?, asking about of the main character’s purpose, asking about the complication in the story e.g., “what was the problem in the story?”, “did (character) have trouble?, asking about the resolution in the story e.g., “What did (character) try to solve?”, “Was it hard to solve the problem?”,
“Was the problem solved?, “Did (character) get what he/she wanted?”, asking the coda or moral value of the story, e.g., “What lesson did the story to tell you?”. After asking them to do those comprehension questions, the teacher ask them to work in a group of three or four students, them retell the plot of the story. Those srategies above can be applied in teaching reading narrative text to the students. While applying the strategy, the writer could ask the students to read the title, to read the passage, to answer the comprehension questions, and to work in a group to retell the story. Giving the comprehension is very important to know how far the students comprehend the story.
45
Beatrice S. Mikulecky, More Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster, (New York: Pearson Education Inc., 2004), p. 4.
Lewin also mentioned six strategies that can be used in reading narrative text by effective reader.46 The first is plot identification. It means when the students read the text, they should identify plot of the sory. The next is main ideas selection. In this step, the students select the main idea of each paragraph to know what is telling in a whole of text. When the students know each main idea of ech paragraph, it will facilitate them to understand the full story which is telling. The third is major and minor characters distinction. It means the students must be able to differenciate who is the major and minor character. The ability in
differentiating will help students to know who is the character is mainly told. The next is significant and supporting details difference. The fifth is moments, conflicts, and resolution description. This is very helpful when the students want to know the story structure in the narrative text such as problems appeared or solutions used. The last is purposeful summary creation. The students can write a summary which related to the story.
Those steps above can be done in reading narrative class. Those steps can be a guidelines to students. They could know which part that must be read carefully, which part that must be comprehend more. Further, those steps above has covered the whole elements in narrative text, such as, plot, main idea, characters, orientation, complication, resolution, and coda.
C.
Story Mapping
1. General Understanding of Story Mapping
Before knowing the definition before, it is better to know the origin of story mapping first. Farris stated that:
The origin of story maps lies within story grammar research. The term story grammar refers to the hierarchical rules or psychological structures that people use to create and remember stories, the skeleton underlying story, so to speak. These are psychological models of comprehension formation in their long-term memories.47
46
Lewin, op.cit., p. 13.
47
Mathes, et al., also said that story mapping is simply graphic presentation of story grammar.48 From both definitions can be known that story mapping is branch of the story grammar that made students be easier to read a story. According to Ibnian, story mapping can be seen as a visual of sequence of events and actions in the story.49 Li in Ibnian viewed story mapping as a graphic organizer used to identify the elements of the story in chronological order.50 It is because story mapping technique has some elements which includes in a story. Felber argued that story mapping is effective way to teach reading comprehension at the first or
second grade students.51 It is because in story mapping elements facilitate
students’ creativity when they are filling the story mapping elements. Chavez, et al., added that the story mapping cannot only be used for the kindergarten or elementary students but also it can be used for the upper grade as like junior or senior high school students. Therefore, the story mapping sequence elements have
to be adjusted with students’ level, such as, for kindergarten or elementary students the story elements section including the beginning, the middle, and the end of the story meanwhile for junior or high school students must be added with problem and resolution of the story.52 From the explanation above can be concluded that story mapping is a technique that can be used to make students to read story easily. Moreover, the story mapping also can be applied for all level whether kindergarten, elementary, junior high, or senior high. Therefore, the elements of story mapping must be depended on students’ level.
The story mapping is designed to students in order they could imagine that the elements of story have correlation one to another since the story mapping provides a visual schema to how most story are organize and integrated.53 Hence,
48
Patricia G. Mathes, et al., Cooperative Story Mapping, Remedial and Special Education,
Vol. 18, 1997, p. 21.
49
Salem Saleh Khalaf Ibnian, The Effect of Using Story-Mapping Technique on
Developing Tenth Grade Students’ Short Story Writing Skill in EFL, English Language Teaching,
Vol. 3, 2010, p. 182.
50
Ibid., p. 182.
51
Sheila E. Felber, Story Mapping for Primary Students, The Reading Teacher, Vol. 43, 1989, p. 90.
52
Jaime N. Chaves, Ed. S., et al., Effects of Story Mapping on Third Grade Students with Attention Deficit Hyperactivity Disorder, Journal of Pedagogy, 2015, p. 100.
53
when the students use story mapping, they could know that the story related one to another. If there is one element is lost, the story will incomplete. The visual schema of story includes identification, organization, and analysis of story elements such as beginning, middle, and ending.54 Story mapping represents the elements of narrative text, such as characters, setting, plot, events, problem, and resolution.55 Since story mapping represents the elements in narrative text, it automatically makes the students become easier to read the story in narrative text and apply it into story mapping elements. Graves, et al., in Coffman and Reed had
the same idea. They said that story mapping includes a setting with a character who has a problem or goal to achieve, the character who must solve the problem and the end of the story whether it is happy ending or not.56 It can be said that when students use story mapping, they could easily know about the character and setting based on the story. The students will know what is problem which face by the character, what he/she will do/did, so on. Harp and Brewer also added that story mapping involves the main character, the problems, the solutions, and the resolution.57 From those definitions above, it can be said that story mapping technique is a technique that has elements which exist in the narrative text such as characters, setting, plot, events, problem, and resolution. The students could know easily who the characters are, what the problem is, how to solve the problem, where the setting is, etc. The elements of story mapping can facilitate the students to read the story in narrative text.
Story mapping is a good technique to help students to see cause and effect, recall story events in sequential order, and understand story structure.58 It is because in story mapping elements there are characters, setting, sequence of events which start from beginning to ending that make students be easy to see
54
Drue E. Narkon and Jenny C. Wells, Improving Reading Comprehension for Elementary Students with Learning Disabilities: UDL Enhanced Story Mapping, Preventing School Failure, 2012, p. 232.
55
Allison E. Babyak, et al., The Effect of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders, Behavioral Disorders, 2000, p. 240.
56
Gerry Coffman and Melissa D. Reed, The True Story of Narrative Text: From Theory to Practice, The Reading Professor, Vol. 32, 2000, p. 7.
57
Ibid., p. 7.
58
cause and effect which happened in the story. Story mapping contains two major components, those are, setting and episodic event.59 It means story mapping not only tells about where is the place happened, who is main character, who are minor characters, and when the story begins, but also the story mapping tells about the whole events in the story in good sequence. Story mapping technique is very helpful for the students in comprehending a narrative text since the technique provides the structure awareness.60 Structure awareness here means story mapping elements which providing characters, setting, problems, and solution based on the
story that will make students be more aware about the story which they read.
In using s
