Improving the students’ Reading Comprehension of Narrative Text through Story Mapping

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IMPROVING THE STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH STORY MAPPING

(A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)

A ‘Skripsi’

Presented to Department of English Education

in Partial Fulfillment of Requirements for the Degree of Strata 1 (S-1)

By

Muhamad Romli NIM. 107014001134

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

THE STATE ISLAMIC UNIVERSITY OF ‘SYARIF HIDAYATULLAH’

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IMPROVING THE STUDENTS' READING COMPREI{ENSION OF'

NARRATIVE TEXT THROUGH STORY MAPPING

(A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)

A'Skripsi'

Presented to Deparftnent of English Education

In Partial Fulfillment of Requirements for the Degree of Strata I (S-1)

By

Muham*d Rsmlii NIM. 107014001134

Approved by the Advicer,

TIIE DEPARTMENT OX' ENGLISH EDUCATION

TIIE FACULTY OF TARBIYA AND TEACHERS' TRAII\IING

STATE ISLAMIC I]NTYERSTTY OF 'SYARIF HIDAYATT]LLAIT

JAKAK'TA

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SURAT PERNYATAAI\I KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama

Tempat/Tgl. Lahir

NIM

Program Studi Judul Skripsi

Muhamad Romli

Tangerang, l0 Desember 1987 107014001 134

Pendidikan Bahasa Inggris

Improving

The

Students'

Reading

Comprehension of Narrative Text Through Story

.

Mapping (,4 Classrcom Action Research

of the

second Grade of MTs Tarbiyatul Falah Bogor). Dosen Pembimbing : Dr. Alek, M"Pd.

Dengan ini menyatakan bahwa:

1.

Skripsi

ini

merupakan hasil karya asli penulis yang diajukan untuk

memenuhi salah satu persyaratan memperoleh gelar strata

I

(S-1) di

UIN Syarif Hidayafullah Jakarta.

2.

Semua sumber yang penulis gunakan dalam penulisan skripsi ini telah penulis cantumkan sesuai ketensran yang berlaku

di

UIN

Syarif

Hidayatullah Jakarta.

3.

Jika dikemudian hari terbukti bahwa hasil/skripsi ini bukan hasil karya

penulis, maka penulis bersedia menerirha sanksi yang berlaku di UIN

Syarif Hidayatullah J al<arta,

Muhamad Romli

NM. 107014001134

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ENDORSEMENT

SHEET

The examination committee

of the Faculty

of Tarbiyah

and Teachers Training

certifies that the ooSkripsi" (Scientific Paper) entitled "IMPROVING THE STUDENTS'

READING

COMPREHENSION

OF NARRATIVE

TEXT THROUGH STORY MAPPING" (A Classroom Action Research af the Second

Grade of MTs Tarbiyatul Falah Bogor) " written by Muhamad Romli, student's

registration number: 107014001134, was examined at examination session of the

Faculty of Tarbiyah and Teachers Training on Wednesday, April 30 th 2014. The

"Skripsi" has been accepted and declared to have fulfilled one of the requirements

for

academic

title

of 'S.Pd'

in

English Language Education at the English

Education Department.

J akarta, 30tr April, 20 I 4 EXAMINATION COMMITTEE

Drs. Syauki" M.Fd

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NIP. 1973062s t99903 2 001

Acknowledged by

,(

CHA"IRMAN:

SECRETARY :

EXAMINER I

EXAMINER

II

Dean of Faculty of Tarbiyah and Teachers' Training

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v ABSTRACT

MUHAMAD ROMLI. NIM. 107014001134. “Improving the Students’ Reading Comprehension of Narrative Text through Story mapping” (A Classroom Action Research of the second Grade of MTsTarbiyatul Falah Bogor) Skripsi of English Education Department, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.

Advisor : Dr. Alek

Keywords : Improving, Narrative Text, Story Mapping Method and Classroom Action Research.

The objective of the research was to get empirical evidenceof the improving students’ reading comprehension of narrative text through story mapping method. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was the 2nd Grade of MTs tarbiyatul Falah Bogor at Academic Year 2013/2014 with total number of students 35. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. Based on the results of data analysis since pre-test up post-test of cycle 2, the average of study result gained in tests with the average value was 65.14. Whereas in post-test of first cycle after applying story mapping method had enhanced 10.29 point or 15.79% from pre-test being 75.43. Next, the second cycle had enhanced 17.43 point from pre-test or 26.75% to the average value being 82.57. Based on the learning activities which have occurred the enhancing from the first to second cycle. From this research findings, it showed that story mapping method could improve the students’ reading comprehension of narrative text.

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ABSTRAK

MUHAMAD ROMLI. NIM. 107014001134. “Improving the students’ Reading

Comprehension of Narrative Text through Story Mapping” (A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah Bogor), “Skripsi”, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri Syarif Hidayatullah Jakarta, 2014.

Pembimbing : Dr. Alek, M.Pd.

Kata Kunci : Peningkatan, teks narasi, metode story peta cerita, dan penelitian tindakan kelas.

Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang peningkatan pemahaman siswa terhadap teks narasi dengan menggunakan metode peta cerita. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang berlangsung dua putaran. Subjek dari penelitian ini adalah siswa-siswa kelas 8 MTs tarbiyatul Falah Bogor yang berjumlah 35 siswa. Instrumen penelitian yang digunakan adalah lembar observasi, wawancara yang tersusun, lembar kuisioner, dan bentuk test. Dari hasil analisis data dari mulai pre-test sampai dengan post-test 2 menyatakan bahwa nilai rata-rata yang didapat siswa pada pre-tes adalah 65,14. Kemudian setelah menerapkan metode peta cerita dalam pengajaran terdapat peningkatan 10,29 poin atau 15,79% menjadi 75,43. Kemudian, dalam putaran kedua terdapat peningkatan sebesar 17,43 poin dari hasil pre-tes atau sebesar 26,75% atau didapatkan nilai rata-rata siswa sebesar 82,57. Berdasarkan kegiatan belajar mengajar sudah terjadi perubahan yang signifikan antar pre-tes sampai dengan pos-pre-tes 2. Dari hasil tersebut dapat disimpilkan bahwa metode peta cerita dapat meningkatkan secara signifikan pemahaman membaca siswa terhadap teks narasi.

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iii

ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious, the Most Merciful

All praised be to Allah, Lord of the world, for the blessing given in

finishing the “Skripsi” entitled “The Improving the Students’ Reading Comprehension of Narrative Text through story mapping”(A Classroom action

Research of the Second Grade of MTs Tarbiyatul Falah Bogor). Peace and blessing be upon to the lovely prophet Muhammad SAW, his family, his companion and his followers.

This “Skripsi” is presented to The Faculty of Tarbiyah and Teachers’ Training as partial fulfillment of the requirements for the degree of S.Pd in the Department of English Education.

In this opportunity, the writer would like to express the greatest honor and deepest gratitude to his Parents, H. Da’ih and Hj. Rokayah also his beloved family.

The writer also would like to express his gratitude to Dr. Alek, M.Pd. as his advisor for his time, kindness, suggestions, guidance and patience in correcting and helping him in finishing this “skripsi”.

His Gratitude also goes to those who helped him in finishing this “Skripsi”, among others:

1. Dra. Nurlena Rifa’i, MA., Ph.D., the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University.

2. Drs. Syauki, M.Pd., the Chairman of the Department of English Education.

3. Zahril Anasyi, M. Hum., the secretary of the Department of English Education.

4. All lecturers at the Department of English Education, for their knowledge,

guidance, motivation and patient during his study at UIN Jakarta.

5. Sofyan Adenansi, S.Pd.I., the Head of MTs Tarbiyatul Falah Bogor, for giving

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iv

7. All his friends in the Department of English Education for sharing their

knowledge, time and being good friends.

Finally, the writer confesses that his writing is still far from being perfect, hence, he hopes some suggestions and criticisms from the readers of this paper for a better in future.

Jakarta, April 30th₂₀₁₄

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viI

LIST OF TABLES

Table 4.1 The result of Observation ... 29

Table 4.2 Questionnaire Rate ... 33

Table 4.3 The Result of Students’ Pre-action Test ... 34

[image:11.595.150.469.261.569.2]

Table 4.4 The Result of Post-action Test 1 ... 37

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1

CHAPTER I INTRODUCTION A.The Background of Study

English language has an important role in educational world, especially in Indonesia. It could be seen that English has been learnt in some level of education. For instance, in Indonesia, this language has been taught from kindergarten level to university level. It says that English is learnt for all level of education in Indonesia.

However, every language has its own rules and uniqueness, English does too. English has four basic language skills. They are listening, speaking, writing, and reading. Speaking and writing involve language production, so they are

regarded as productive skills. On the other hand, listening and reading involve receiving message, so they are regarded as receptive skills.1

Reading, as one of language skills, has a very important role. The students should comprehend the reading for certain purpose, however it needs a practical and suitable method.

The idea is supported by the fact that reading now has a part of daily life. Reading can not be separated from daily activities. People read many kinds written materials such as newspapers, magazines, novels, academic books and so on. Through reading people can get a lot of information, knowledge, enjoyment and even problem solution. Therefore, the ability to read the text in any form will bring great advantages to the readers. All those purposes need reading skill enough.

So that way, when people talk about reading, it might be automatically related to comprehension or understanding. For instance, a reader who understands what he has read can answer questions about it. It means that understanding something is the main goal of reading.

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Reading becomes an important part of language teaching, and it has complicated problem. Some teachers considered that reading is not favorite activity for most students. Therefore, English teachers should find strategies to overcome this problem. They are expected to find appropriate strategies or activities to make students understand reading text and moreover enjoy reading.

Talking about reading activities, there are some techniques that can be used by the English teachers. Absolutely, every teacher should choose the appropriate one to reach their goals. For example in Indonesia, it is known that most of the classes are big. These classes can consist of 35 up to 45 students or more for each class. Consequently, it is hard for the teacher to manage such big classes. It is difficult for the teacher to make the contact to the student directly, moreover students at the back row. The teachers will be difficult to control every students on by one. On the other side, it is also difficult for the students to ask for and receive individual attention. Moreover, if the teacher wants to actively engage

the students in the students in learning activities, it will take more time to do it. According to Diane’s statement that good language learners are who have a strong

desire to communicate.2

From explanation above, it means that teachers must consider a strategy that suitable for teaching reading in order to make the learning process becomes effective. The strategy its self should be adjusted with the condition of the class and the ability of the students. Because every class has its condition its self, it also will determine the suitable strategy its self.

Also, the strategy used by English teachers in teaching reading must be be adjusted to the kinds of reading text. In the current curriculum- School based curriculum (Kurikuum Tingkat Satuan Pendidikan) There are several texts which are ought to be learnt by high school students in Indonesia. According to the Standard of Competence (SK) and Basic Competence (KD) in the current curriculum KTSP 2006, some of those texts are procedure, descriptive, argumentative and narrative text.

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3

Among the texts which are mentioned above, narrative text is considered as the most interesting text. A narrative text is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener.3 The text consists of orientation, complication, or problems and resolution. Students are expected to understand the text, but many students still find difficulties in reaching the goal. They sometimes can not find the ideas of whole the text. The students are difficult to comprehend the text, it makes them confused. Finally, the students do not understand the plot of the whole story.

In teaching narrative text, the students often feel bored because the teachers sometimes ask the students to translate the story whereas it is ineffective method of making students understand the text. Absolutely, the student can not enjoy the text its self.

To overcome those problems in teaching narrative text, the teacher can use suitable and interesting methods or techniques which are also suitable for the

learners. Every methode has its own features and weakness. Also, to minimize these problems, studens should be a centre activity of teaching and learning

process or cooperative learning. It is based on Sharan’s idea about cooperative learning in her book that cooperative learning is a group-centered and student-centered approach to classroom teaching and learning.4

Even though cooperative study has its problems, it becomes advantages and disadvantages of the method. Slavin explains more about the problems and how to solve them.5

From the explanation above, the writer would like to propose one teaching technique which has been shown to be a beneficial teaching technique in improving students’ understanding of narrative text, that is by using story mapping. Story mapping is a graphic or semantic visual representation of a story. The map illustrates ways to show an overview of a story. It also tell the

3_{Mark and Kathy Anderson,}_{Text Types in English 2}_{, (South Yarra: Macmillan, 2003), p.} 8.

4_{Shlomo Sharan,} _{Handbook of Cooperative Learning Methods}_{, (London: Preager} Westport, 1994), p. 336.

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4

information about its generic structure, such as characters, setting, goal, event and resolution.6

In teaching narrative text by using story mapping, the teacher asks the students to read first the text then make a summary by drawing graphic and filling it with everything that related to the story. Its purpose is to improve their understanding of what they read. These steps are preceded by pre-test then finalized by post test to get the summary of the whole research to show the effectiveness of the method.

B.The Formulation of the Problem

In this study, the writer necessarily does classroom action research to see the students’ improvement in reading comprehension of narrative text at MTs Tarbiyatul falah Bogor. The writer applies story mapping method in this research. The main problem of this study is ”Can story mapping improve the students’

reading comprehension of narrative text at MTs Tarbiyatul Falah Bogor?”. In addition, “How does story mapping improve students’ reading

comprehension of narrative text at MTs Tarbiyatul falah Bogor?”

C.The Objective of Study

Based on the formulation of the problem which posed above, the main objective of the study is to evaluate the English teaching learning process especially in learning narrative text at MTs Tarbiyatul Falah Bogor. The objective of the study are:

1. To know whether story mapping can improve students’ reading comprehension

of narrative text at MTs Tarbiyatul Falah Bogor.

2. To know how story mapping improve the students’ reading comprehension of

narrative text at MTs Tarbiyatul Falah Bogor.

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D.The Significant of Study

The results of the research was expected to help English teachers applying appropriate method in teaching narrative text to make teaching learning process will get more understanding about the material, so it will get some improvement quickly.

Also, this research may be used by other researcher as a tool to make a comparison of other similar research particularly to comepare some methods which are used to improve the students’ understanding of English texts especially to improve the understanding of narrative text. Finally the teaching learning process will be innovative and effective. This research may be called as participant research, which is based on Agung’s opinion in his book that the researcher takes part of the study.7

Also this research was used to give the ideas of empirical evidence about using story mapping method on improving the students’ understanding of narrative text. The explaination above agrres with Nazir’s argumentation in his book. He states that a research is a research of knowladge and giving meaning

continuelly about something.8

Morever, this research was regarded as one of ways for the researcher to widen his knowladge about teaching reading method, especially the idea about story mapping method in teaching narrative text.

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CHAPTER II

THEORETICAL FRAMEWORK

A.Narrative Text

1. The Understanding of Narrative Text

There are two main categories of texts, literary and factual. Within these,

there are various text types. Each type has a common and usual way of using language. In this paper, the writer will only dicuss one of the texts that is being

used for his researach, that is narrative text.

A narrative is a text that tells a story and, in doing so, entertains the audience.1 Also, its narrative purpose is mainly to inform often contains large passage arranging the events in a story strictly in chronological order.

Narrative can be imaginary or factual (fairy tales, mysteries, fables, romances and adventure stories, myths and legends). Anderson and Kathy describe many different types of narrative; namely humour, romance, crime, real life fiction, historical fiction, mystery, fantasy, science fiction, diary novel, and adventure.2

From the explanation above, narrative text is a story occurred in past time which its social funtion is to emuse or entertain the readers. It is written with certain characteristics and its language features.

Chatman classified narrative text into four basic elements as follows:3

a. Characters

In every story, there must be characters that play in it. There are two characters take place within a story. They are main characters and secondary characters. Character is the single most important element in the narrative text. It describe physical of the character such as age, weight, height, even personality traits including the strength and weaknesses.4

1_{Mark Anderson and Kathy Anderson,}_{Text Types in English 3,}_{(South Yarra: Mcmillan,} 1998), p. 3.

3_{Chatman, S., and B. Attebery,}_{Reading Narrative Fiction}_{, (New York: McMillan, 1993),} p. 23.

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A character is the most important part in the story which will be more focus in it. He or she plays the role of the story.

b. Settings

Settings are what author writes to describe the reader where and when the story takes place. The setting addresses the location (where) and period (when) of

the story whether the story tells a reader among realistic, historical fiction or fantasy.5

c. Plot

The plot includes a series of episodes or events written by the author to hold the reader’s attention and to build excitement as the story progresses. The plot contains an initiating event, starting the main character of the series of events toward problem solving.6A good writer will make the reader drown to the plot of the story that he writes. The writer will be as an actor of the story its self.

d. Conclusion

The writer ends up the story by summarizing and telling the solution of the problems in the story. This last part is called by conclusion.

2. The Purpose of Narrative Text

People write narrative text might be basically for pleasure, to gain and hold the reader’ interest in a story. It means that they like to write any kinds of stories to entertain or even to teach the readers about the writer’s reflection on experience.

This is one idea to Anderson’s explanation that narrative is used to present

a view of the world that entertains or informs the reader or listener.7 It is also to eentertain the readers or listener by presenting a story.

From the explanation above, it means that the social function of narrative text is to emuse the reader or listener, other than providing entertainment, can be

5_Ibid_{.,p. 23.}

6_Ibid_{.,p. 23.}

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to make the audience thinks about an issue, teach them a lesson, or excite their emotions.

3. The Schematic Structures of Narrative Text

The generic structures of narrative texts are orientation, complication, sequence of events, resolution, and Coda.8_{A more detailed generic structure of}

narrative text has been proposed by Anderson and Anderson who argue that a narrative text includes

a. Orientation that sets the scene (when and where) and introduces participants/character (who).

b. Complication where a crisis arises and something happened unexpectedly. c. Resolution when the crisis is resolved in which the characters finally sort out the complication.

d. A code which is closing to the narrative (an optional step).

8

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Chart 2.1

Schematic of Narrative Text

SNOW WHITE

Once upon time there lived a little girl named Snow White. She lived with her Aunt and Uncle. She lived with her Aunt and Uncle because her parents were died. One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to

America and they didn t have enough money to take Snow White.

Snow White didn t want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.

She was very tired and hungry.

Then she saw a little cottage. She knocked but no one answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, What is your

name? Snow White said, My name is Snow

White .

Doc said, If you wish, you may live here with us . Snow White said, Oh could (I)?

Thank you . Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after.

Schematic Structures

Orientation

Major Complication

Resolution

Complication

Resolution

Complication

Major Resolution

Language Features

Specific Participants

Past Tense action

Samples of temporal

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4. The Linguistic Features of Narrative Text

The language features usually found in a narrative are:  Specific characters

 Time words that connect events to tell when they occur.  Verbs to show the actions that occur in the story.

 Descriptive words to portray the characters and settings.9

The language features shown above are being used by a narrator. There always be specific characters in every story. For instance, in the story of Snow White above, the specific character is Snow White. Time words are also used in that story, for example "One day...”. And also the last two language features.

The language features are provided to help the readers in understanding the story. By past tense used, the readers will know what happened in the story. Conjunction is also really important to describe the characters and settings of the story.

From the explanation above, narrative text has certain language features which is adapted from a story. It shows how the whole story is, also it becomes a special characteristic of narrative text among other texts.

B.Story Mapping

1. The Understanding of Story Mapping Method

Generally, the target of a reading activity is to get understanding of a text. That is why sometimes the students are being taught in a less teacher directed manner in order to make them practicing the previous lesson and then use their skill to improve their knowledge. Idol-Maestas and Croll (1985) demonstrate this using a reader-directed story map study guide procedure structured to take readers’ attention to the elements of story grammar (e.g., setting, problem, goal, action) during reading.10_{One of the easy way to make the students understand the}

text easily is by using story mapping.

10_{Zephaniah T. Davis,}_{The Journal of Educational Research: Effects of Prereading Story}

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Before explaining more about story mapping method, it should be better to know first the origin of this method. According to Pamela J. Farris, 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 a story, so to speak. These psychological models of comprehension and memory are used by both adults and

children to encode and store in formation in their long-term memories.11

The term story mapping consists of two different words. They are story and mapping. Based on Hornby in Oxford Advanced learner’s Dictionary ‘story’ is a description of events and people that the writer or speaker has invented in order to entertain people.12

Story is also regarded as a fiction selection to entertain a reader; as a part of pleasure. On the other side, map is defined as a drawing to describe or give information about something, especially the way it is arranged or organized. So, if the word is added with –ing, become mapping, it could be defined as a sketch or drawing that shows location or relation between things or place. In other word it is an action to make a map.

From the explanation above, it means that story map is a graphic or semantic visual representation of a story. The map will illustrate a way to provide an overview af a story. It may consist of brief information about characters, setting, problem, goal, events and resolution.13

It means that story mapping is a technique used after story has ben read. It includes identifying the main elements, and categorizing the main events in sequential order. A graphic representation is often used to illustrate the story

structureand sequence of events. Story mapping also can be referred as word mapping or idea mapping. They are strategies which designed to show how the concept or key words of a story are related one another. The result is shown

11_{Pamela J Farris,}_Teachingreading: A Balanced Approach for Today’s Classroom_{, (New} York: McGraw Hill, 2004), p. 345.

12

A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (New York: Oxford University Press, 2003), p. 815.

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through graphic representation. So, the whole story will be shown at the end systematically.

Based on the concept of some experts above, it could be concluded that story mapping method is a way to understand a story by illustrating it into a chart of map. It describes how the story is. Some clues of a story are attached in the map, so it guides the reader to understand the whole story.

2. The Purposes of Story Mapping

Pamela stated that there are some purposes of story mapping. They are:

 Enhances meaning with mental imagery.

 Links past experience to the words and ideas in the text.

 Allows readers to create mental images from words in the text.

 Enables readers to place themselvesin the story.

 Strengthens a reader’s relationship to the text.  Stimulates the imaginative thinking.

 Brings joy to reading.

 Heightens engagement with text.14

Based on the purposes above it means that the function of story mapping

method are expected to facilitate and help the students getting a good understanding of a story or text and supposed to comprehen the mean of whole text.

3. The Technique of Using Story Mapping Method

Before applying this method, the teacher is supposed to know well how to apply and use it. The following steps are the general procedure to follow when preparing a basic story map:15

14_{Pamela J. Farris,}Teaching Reading: A Balanced Approach for Today’s Classrooms_, (New York: McGraw Hill, 2004), p. 512.

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a. Read the story. Write a sequenced summary of the main ideas, key events,

and characters that make up the plot of the story.

b. Place the title, theme, or topic of the story in the center of the graphic story

map in a predominant box or at the top of the semantic chart.

c. Draw enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level information from the summary list to these ties in chronological order, moving clockwise around the center. The

semantically organized chart is simply arranged by story elements, so information is transferred to it accordingly.

d. Draw additional ties projecting out symmetrically from each secondary

box to accommodate the important details associated with the key plot event, adding relevant information from the summary list.

e. Review the final semantic chart or story map for completeness.

Those steps are preview of procedure how to apply the story mapping method theoretically. Here the writer will make the graphic of story mapping to draw the steps above.

[image:26.595.114.514.165.734.2]

P r o b l e m

Figure 2.1. Main Character

Title

Setting

Supporting Character

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Story Map16

4. The Advantages and disadvantages of Story Mapping Method

In every techniques or methods, they have some advantages and disadvantages, and story mapping does too. Its advantages, it could be helpful for students and also the teacher. In her book, Pamela stated that when created as part of the process of preparing a reading lesson, teachers become more involved in thinking about the structure of the story they are to teach and how each part of the story relates to the others.17 It means that completing a story map chart helps students to focus on lesson, leads to more purposeful teaching, and the result is a better quality learning experience for the students. So, the target of learning will be closer to get perfectly.

Also, there are some advantages of story mapping for the students. They are:

a. Students will be more easily understand how the story pieces mesh.

b. By mapping, students can store some information of the story from their

personal schema.

c. It facilitates to recall of story elements more completely.

d. It enhances the students’ ability to interpret the story by visualizing story characters, events and setting.

e. To increase the students’ comprehension of selection by organizing and

sequencing main story events.

f. It will increase the students’ awareness that story characters and events are

interrelated.

g. To develop the students’ sense of story which will assist story telling,

retelling and writing.

h. The students’ knowledge continually applies when they predict what might

happen next in one story after another.

16_Ibid_{., p. 347.}

17

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On the other side, story mapping has also some disadvantages. They are :

a. Story mapping can be applied only for certain kinds of text, such as

narrative text, then the maps can be applied to the stories, particularly the shorter text.18

b. Applying story mapping in teaching narrative text needs a longer time than

without using this method. Therefore, this method can not be used for anytime of teaching.

C.Teaching Narrative Text by Using Story Mapping Method

Jeanne M. Stone suggests to give the students an idea of what is expected before the students begin creating their own maps.19Using story mapping in teaching narrative text, there are some steps which should be done by the teacher systematically. Pamela told clearly about these steps. They are:20

Step 1

Introduce to the students the concept of story mapping together with what benefits for students are. Tell the students that story mapping would be helpful to develope their reading comprehension of a story. Make them sure using story mapping will give more understanding about narrative text.

Step 2

Explain the major components of story mapping through identifying a

story first concerning to figure out the title, the theme of the story, the important characters and personality traits of specific participants of a story, after that

identifying the orientation or significant plot developements. It leads to sequence of action to note characters’ attempts in overcoming problems, then evoke to get

18_Ibid_{., p. 346.}

19_{Jeanne M. Stone,}_{Comparative Learning Reading Activities}_{, (San Clemente: Kagan} Publishing, 2000), p. 160.

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the solution. A teacher needs to give the interactive instruction for each story component clearly. Build questioning to the students before or after reading the story to construct their motivation or to check their comprehension. After students read a story, let them fill out section of the story map worksheet. Make sure that all the components of story mapping form are defined.

Step 3

Direct them when the students commit errors to reread the story using

guidance question even modeling to help them come up with an appropriate response, to make the students get the focus on the target of reading.

Step 4

Ask students to read independently. Encourage them to write the answers using key words only while the teacher is still questioning such as ‘who is the main character? what is he like? where does the story take place? what problem does happen mostly? how is the end of the story? Etc.’ After that give some comments to the students for appropriately identifying story mapping elements. And then evaluate the answers to make sure them fix to the appropriate questions. Step 5

Have students through selected stories and complete the story map worksheet on theirs after students use the story mapping technique independently. And then, check students’ responses and share individually with those students requiring additional guidance and support them.

Step 6

Prepare some exercises and give them to the students to evaluate. It will measure the students’ comprehension of the story. It is done individually through to take students’ daily score.

Based on Joy’s statement in his book that various kinds of graphic representation have also been successfully used with students learning as a second language.21

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CHAPTER III

RESEARCH METHODOLOGY A.The Time and Place of the Research

The research was conducted from August up to November 2013. The research took place at MTs Tarbiyatul Falah Bogor which was located at Cibadak-Sukamakmur Bogor. The reason of taking the research for this educational level,

because this level should master narrative text. It was one of the important kinds of texts for final test or national final examination.

B.The Subject of the Research

The subject of this research was the second grade students of MTs Tarbiyatul Falah Bogor in 2013/2014 academic year. Exactly, it was at the first semester of the year. There were 35 students in class VIII B as respondents of the research. There were some reasons why the subject was chosen. Such as; the students of this class had lower ability in English lesson, especially in reading English text, the class had a enough quantity of the students to do research.

C.The Research Instrument

There were four kinds of instruments used to get the data in this research. They are observation sheet, interview guidelines, questionnaires, and test form. Observation sheet and interview guidelines were used to get qualitative data, and to abtain quantitative data, questionnaires and test form were used. Two both research methods were applied to support each other. Both methods can be used together or combined.1

To make it clearer, here are some explanations about each instrument. 1. Observation Sheet

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Observation is a research instrument which has special character among other research instruments. It observes not only about the person, but also the environment.2

Observation sheet was used as the first research instrument. This season, the researcher as only an observer. Because the researcher took a nonparticipant observation. The observer was not involved and only as an independent observer.3

This season was used to monitor and record the data of the teacher’s and students’ performance during learning and teaching process in the class. The data from this season was used as a basis data to continue to the next season. Also, the data was used to prepare all the materials needed in the following steps.

2. Interview guideline

Interview guideline was used as a tool to collect data, if the researcher had known the information which will be gotten. So, the researcher had prepared a research instrument as some questions with their answer.4

This season was used also to get the data needed. It was done direct to the subject orally. The interview was conducted to the English teacher and students of MTs Tarbiyatul Falah second grade B. This process was applied before and after Classroom Action Research. This season was used to complete the qualitative data.

3. Questionnaires

Questionnaires is a technique of collecting data by giving some questions or written statements to respondents to be answered.5

Much information can be gathered by means of a written questionneir presented to the subject. As compared with interviewing, the written questionnaire is typically more efficient and practical and allows for the use of a larger sample.6

2_Ibid.,_{p. 145.}

3_Ibid.,_{p. 145.}

4

Ibid., p. 138. 5_Ibid_{., p. 142.}

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Further some advantages of this technique are that standard instructions are given to all subjects and personal appearance, mood, or conduct of the investigator will not color the result. There are two types of questionnaire. They are structured and unstructured questionnaire. Otherwise, the structured questionnaire was used in this research which contains the questions and alternative answers to them.

4. Test

Written test was used to collect data in this season. There were two kinds of tests used to gain the data . They were pre-test and post-test. Both were done before and after the implementation of using story mapping in teaching narrative text. The purpose of this season was to measure students’ understanding of narrative text, also to obtain the quantitative data. Tasks are proposed as useful vehicles for applying these principles.7

D.Data Sources

The data of this research was got from the process and procedure of the research instrument and the result of teaching narrative text by using story mapping. According to Arikunto in his book that data sources is subject which is got from.8 All the instruments to get the data were prepared and made before implementing CAR. Such as; time table, observation sheet, interview gudelines, pre action test form, lesson plan, teaching materials, post action test, and so on. Also, some data was got from English teacher of MTs Tarbiyatul Falah Bogor which was based on himself document. And the data of the students’ evaluation

was given and calculated by the researcher. In the final, the result of comparison between pre action test and post action test score become a real evidence to measure the students’ achievement.

E.The Role of the Researcher in the Research

7_{Jack C. Richards & Theodore S. Rodgers,}_{Approaches and Methods in Language} Teaching, (Cambridge: Cambridge University Press, 2001), p. 223.

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The role of the researcher in this reserach was a main actor. In the observation season, the writer acted as an independent observer, he did not involve in teaching learning process. Then, in the next season, the writer took a part of teaching learning process. The writer acted as the English teacher in the research process. Therefore, the writer prepared a lesson plan and pre action test before implementing story mapping method in teaching narrative text process,

also post action test form after implementation. In the final, he calculated and analyzed data to make a report as a result of the research.

F.The Data Collecting Procedure

In gathering the data of this research, there were some techniques used, namely; observation, interview, questionnaire and test. To make it clearer, here are the following details:

1. Observation

Through the observation as the first technique of collecting data. In this technique, the data was taken from the notes about everything happened during teaching learning process which were about the teacher’s treatment to the students, which method the teacher used and how the process worked. The observation also were about students’ responses and participation in teaching learning process. This method also as a barometer to do previous data collecting. By direct observing, there are possibilities to take some notes, behavior, development, and so on, which happens any time.9

2. Interview

The way of collecting data of pre-action was used also interview guidelines. It was the second technique to get more information in collecting data. There two kinds of interview which were used. They were: unstructured interview and structured interview.10 The interview conducted to both English teacher and some students who were the participants of teaching learning process. The

9_{Moh Nazir,}_{Metode Penelitian}_{, (Bogor: Gralia Indonesia, 2005), p. 175.}

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interview was about the English teaching learning process at MTs Tarbiyatul falah which was conducted before and after implementing story mapping in teaching narrative text. Then, the result of interview was taken as guidelines to complete the data needed.

3. Questionnaire

In this collecting data technique, gaining the data was conducted twice, pre-action and after implementing CAR. It was used structured questionnaire

which contained the questions and alternative answers to them. In this technique, the students were supposed to choose one of the alternative answers according to their personal estimation of each question. After conducting this phase, it resulted a percentage of students’ response. Its aim was to support other data to get a valid research result.

4. Test

The test was the last technique used to know about the students’ improvement of understanding narrative text by using story mapping method. This technique was used to know the students’ achievement in learning narrative text by using story mapping. It may be as the main technique in collecting data. So, this technique would be told more how this technique worked to prove that story mapping could improve the students’ understanding of narrative text.

The result of tests were provided by some tables to make it more eficient and communicative enough.11

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The wholeness of the research process would be drawn in the Chart 3.1 below:

(Adapted from Suharsimi Arikunto)12

Chart 3.1

The Kurt Lewins’s Design of CAR

In General, there are many Classroom Action Research designed by some experts. Otherwise, in this research used Kurt Lewin’s design for many

12_Ibid.,_{p. 137.}

Planning Acting

Reflecting Observing

Planning Acting

Reflecting Observing

Cycle 1

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reasons. It is easy to be applied, applicable, suitable for this study. Kurt Lewin’s design consists of four phases within one cycle. They are planning, acting, observing, and reflecting.13_{Teacher is possible to find a new problem}

or the previous unfinished problems yet after applying first cycle. If it happens, it is necessary to do same way to submit the second cycle. Here some explanations about each phase and how it works.

1. Cycle 1 a. Planning

In this season, the research was conducted as a real action. Its aim was to know what problems of the students in learning English in terms of reading lesson especially in understanding narrative texts. So, the English teacher would know what he should do. Therefore, in this phase, there were many things should be prepared to start the action. Firstly, lesson plan was prepared to make a scenario of the action. Then, choosing teaching materials, After that, making time table, preparing all of media which needed, also preparing evaluation sheet to measure the students’ achievement in the end of this cycle.

b. Acting

In this phase, everything which was determined on the lesson plan was done as on the scenario. Firstly, The teacher asked the students about narrative text and their difficulties in understanding the texts. Then, the teacher explained the schematic structures of narrative texts and everything that can be found in narrative texts. After that, the teacher introduced and explained what story map was with the strategy used by students in learning narrative text.

Next, asked The students to filled out some points in the story map according to the texts which has been given.

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c. Observing

In this phase, the teacher observed the process worked also the students’ response, participation, achievement and everything which was found during the teaching and learning process.Also, it was necessary to ask some students’ opinion about the process of teaching and learning narrative text by using story mapping to get feedback. When observing, the teacher should notice

all of activities in the classroom. It was done in order to get accurate result in the end of the research and to prepare for the next agenda.

d. Reflecting

In this last phase, the teacher reflected the whole action based on data that have been collected, and then it was necessary to give some evaluation before continue to the next cycle. This phase was carried out collaboratively, that was to discuss some further problems occurred in the class with the students. Its aim, the reflection was able to be determined after implementing the action and observation outcomes. If there were still some problems, so it was needed to start the next cycle. By continuing to the next cycle, it was expected that the unfinished problems yet can be overcome and the target can be achieved. The researcher tried to find some more interesting stories, it is based on sarah’s suggestion in her book.14

2. Cycle 2 a. Planning

Cycle 2 began from making new lesson plan with some revised part. It was

aimed to get better of implementation the method. As the planning phase in Cycle 1, Also the teacher mde preparation of teaching aids. Evaluation and post test 2 were prepared to know students' achievements in the end of this cycle. The teacher also re-selected the topics and teaching aids to motivate students, so that they would get a better understanding of the texts.

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b. Acting

In this phase; the researcher applied the new lesson plan. As the teacher, the researcher also emphasized and reviews schematic structures to the students in order to make them getting better understanding. In this phase, the students were also taught to paraphrase a story. Generally, it did all the activities in cycle 1, to make sure the students understand well about the concept.

c. Observing

The researcher observed students’ participation and achievement in this phase. Here, the researcher tried to make sure whether students improved their understanding or not and differed their achievements between cycle 1 and cycle 2.

d. Reflecting

The teacher discussed about the implementation of the method also the result of the implementation of the modified action and decides whether the action should be continued or not.

G.The Techniques of Data Analysis

The observaion and interview were conducted before and after Classroom Action Research used to analyze qualitative data. On the other side, to conduct the quantitative data, it was conducted questionnaire and test. Here several steps were done to get the data. There was some numerical data to be processed. First, the researcher measured the average or mean of students’ reading score per-action within one cycle. It was used to know how the students’ reading skills were

improved. It used the formula as below:15

X̅ = Σx_n

X̅ : mean or average.

x : total score of all students.

n : number of students.

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Next, the writer tried to get the class percentage which passed the minimal mastery level kriterian (KKM) considering English subject gains score 75 (seventy five). The formula is:16

P = F_{n x} %

P : Pre test presentage.

F : Total students who get score ≥ 75. n : Number of students.

Then, after getting average of students’ score per-action, the researcher

identified whether the students improved their understanding of narrative text from pre-test up to post test 1 in cycle 1 and post test 2 in cycle 2. The writer used the formula below to analyze the data :

P = y − y_{y x} %

P : Presentage of students’ improvement. y1 : Average of post test 1.

y : Mean of pre-test.

P = y − y_{y x} %

P1 : Presentage of students’ improvement. Y2 : Average of post test 2.

y : Mean of pre-test.

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CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A.Rsearch Finding

In this sbutitle would be described some findings which were found on classroom action resrach of implementing story mapping method on teaching

narrative text at second grade of MTs Tarbiyatul Falah Bogor. This reserach was conduted in 2 phases. First phase was conducted before implementing story mapping method and the second one was conducted after applying story mapping method. Its aim to know whether the students’ score got improvement before and after applying story mapping method in teaching narrative text.

1. Result of Pre-action

This first phase was conducted before applying story mapping in teaching narrative text. In this phase, the data which was collected about teaching method that English teacher used in teaching learning process, condition of the class, students’ participation. Those information was collected by conducting observation sheet, interview, questioner guidelines, also pre-action test for the students.

a. Observation

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[image:42.595.114.513.197.745.2]

Table 4.1

The Result of Observation before CAR

NO Observation Aspects Condition Interpretation

A. Preparation

1. Teacher prepared lesson plan Enough

Teacher prepared lesson plan before teaching

infrequently.

2. The goal of the teaching in the lesson

plan was clear Enough

Sometimes the teacher determined the goal of the

teaching

3. Teacher prepared teaching media Enough Teaching media was limited

4. Teacher prepared setting of the class for

teaching Enough

Teacher only used the ordinary setting, without

making any variation setting

5. Teacher prepared the students’

condition physically or mentality Enough

Teacher did not too care

about the students’

condition

B. Presentation/delivering material

1. Teacher told the target of teaching

which should be achieved Poor

Teacher did not tell the goal of teaching before teaching learning started

2.

Teacher motivated students, took

students’ attention to join teaching

process well

Enough

Teacher never gave the students motivation but sometimes he took the

students’ attention

3.

Teacher explained the lesson using certain technique to make it clearer and

easier to understand

Poor Less of method variation

4. Teaching process was based on logical

steps Good

Teaching process was based on the truth steps.

They were preparing, acting, main and closing.

5.

While teaching learning process, the teacher made time to ask some

questions to the students

Enough Teacher seldom asked the students some questions

6. The teacher answered students’

question clearly Good

Teacher could answer

students’ question clearly

and could make them satisfied.

7. Teacher asked the students to conclude

lesson in the end of the class Enough

Teacher did not ask the students to mak a summary

of teaching learning of the day

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1.

Teaching was done variantly as long as the time location possible,

not classical and boring

Poor

Lees of the technique variety in delivering

Material

2. Material was based on the purpose of

teaching Good

Teacher could deliver the material based on the

target

3.

During teaching learning process, teacher gave the students reinforcement

positively

Enough Sometimes the teacher emphasize the materials

4.

Illustration and example were chosen carefully, so those could be effective

and easy to understand

Enough Teacher gave a common example

Based on the table 4.1, the condition of the class was not so effective to do teaching learning process. The observation was conducted on August 21st 2013, it describe how English teaching learning process works. Especially, the process of Teaching reading text at the second grade of MTs Tarbiyatul Falah Bogor. First, the teacher taught reading by explaining what kind of text is. After that, the teacher asked students to read the text (a story). Then, the teacher explained the students the schematic structure and content of the story. And then, he asked students to answer some questions related to the story. And the last, he asked the students about their achievement to submit the students’ daily score. The writer assumes that this teaching technique could not help the students to understand about the lesson. Furthermore, this technique caused many problems in teaching reading, especially in teaching narrative texts. The writer will try to describe some problems based on the observation.

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According to Ngalim Purwanto, observation is a direct method of social behavior, so it is important tool of evaluation.1

b. Interview

1. Data from Interview of the Teacher

The interview was conducted the English teacher for many times. First

interview was conducted on 26 of August 2013. This study used two kinds of interview. Structured and unstructured interview. It asked about the condition of

teaching learning process generally. First, it was asked about problems in the classroom happened frequently. Furthermore, the researcher conducted structured interview using interview guidelines. Here, the teacher answered some questions based on the interview guidelines which made by the researcher about English teaching learning process at MTs Tarbiyatul Falah Bogor. Those were the general condition in English class primarily on students’ reading achievement and performance, the difficulties faced by students in reading lesson, and the kinds of strategies implemented by the teacher previously to improve the students’ understanding of English texts.

Firstly, the teacher answered some questions about general condition of the class. The teacher described much about what the writer asked. The teacher said that sometimes the students followed the lesson enthusiastically but sometimes they did not really reactive with the lesson. He added that the students were easy to feel bored. Reading and listening were considered as hard English skills to be mastered by the students. The students were easier to master speaking skill. On the contrary, the students were hard to understand about reading text,

also the teacher got difficulties to teach this skill, he added. The teacher said that there were some difficulties faced by students in understanding English texts. In this semester, the teacher tough recount text, descriptive text, and narrative text, based on Standard Competence (SK) and Basic Competence (KD). The teacher got the texts from some books. The teacher also said that it was hard for some

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students to pass the criterion of minimum completeness (KKM) concerning the school policy. So that, the teacher still tried to solve that problem by giving additional score to get KKM standard. This method used to get the information directly from the source of the research.2

2). Data from Interview of the Students

The second interview was conducted to the students using interview guidelines. It consist of how teaching learning process, how effective the process,

and what their hope in teaching process. Through interview guidelines, the researcher asked their opinions about the teacher technique of teaching. Some of them said that English teaching learning process is interesting enough. Some others said they were not really interested in following the lesson. Then, the students told the researcher about their difficulties in learning English. Some of them feel that reading is the most difficult skill to master. They stated that they were hard to understand the ideas of the text. They said that their difficulties caused by their lack of vocabularies. For example, in reading lessons, it was hard for them to understand the text, because they did not know the meaning of several words so they could not find what the ideas of the text. The students also said that the teacher’s teaching techniques did not make the students interested in following the lessons. Consequently, they could not receive what has been given by the teacher well.

c. Questionnaire

From the students’ answer of the questioner sheet given, its calculation used Likert Scale which 5 options scale.3

Table 4.2 Questionnaire Rate Option of Answer Score

2_Riduwan,_{Skala Pengukuran Variable-Variabel Penelitian,}_{(Bandung: Alfabeta, 2002),} p. 29.

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Positive Question Negative Question

Really agree 5 1

Agree 4 2

Rather agree 3 3

Disagree 2 4

Really disagree 1 5

To calculate the total score which is got from 35 respondents used the following pattern:

Total Score = T x Pn

Which T : Total respondents

Pn : Rate option

To estimate the interpretation used by calculating % index, the following pattern :

Index % = � � ��

� �

Which Y : The highest score of Likert Skor x total respondents = 5 x 35

= 175

To search criteria of interpretation score, it is calculated by interval pattern. As the following:

Interval =

� � ��

=

5

= 20

So, it resulted Criteria interpretation score based on interval. As the following:

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 40%—59.99% = Rather Agree  60%—79.99% = Agree

 80%—100% = Really Agree

d. Result of Pre-action Test

Table 4.3

The Result of Students’ Pre-action Test Total of

Students Total Score Average

35 2280 65,14

Note. For the complete data can be seen in the appendix III

1. Class Average Score

To get class average score, the observer used following formula :

X̅ = Σ_nx

Which X̅ : Class average score x : Total Score

n : Total student

a. Class Average Score of Pre-action Test.

X̅ = Σ_nx

X̅ = = .

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b. Persentage of KKM Pre-action Test

P = F_{n x} %

Which P : Percentage of pre-test KKM F : Total students who get score ≥ 75 n : Total students

So:

P = x %

= 22.86%

From calculation above, it says that percentage of pre-test KKM is 22.86%.

Based on the result of pre-action research, there were some conclussions. The data was got from some instruments given to the students. Such as: Observation, questioner, interview and pre-action test. Its aim was to know the condition of the students, classroom, also the teacher. Generally, the condition was not ready to do teaching learning process. It effected that teaching learning process was not effective. It can be shown on Table 4.3, the result of pre action test which class average score was only 65.14. Meanwhile, English KKM score was 75. It means that students were on the serious problem. They needed a special treatement to improve their English score.

2. Result after Implementing CAR a. Cycle 1

In this phase, data was collected after implementing story mapping method in teaching narrative text at second grade of MTs Tarbiyatul Falah Bogor. The data was collected by conducting questioner sheet and post test 1.

1. Planning

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on the problems faced by students according to the observation step done by the researcher. The teacher selected material and exercises into a lesson plan. Absolutely, narrative text was chosen as the text to be delivered for students in which was needed to prove that teaching narrative text will be active by using story mapping method. In the lesson plan, there were some scenario steps which must be done by the researcher. Beside of making lesson plan, also prepared the

post-action test 1 form to collect the data needed, in order to know whether there were students' improvement scores from pre-action test to post-action test in cycle

1. So that, in the end of teaching learning process the researcher will know whether the strategy worked or not. In this phase, the researcher also prepared a sheet of questioner guidelines to know the students’ opinion about the strategy used for first time.

2. Acting

Here, all the preparations and plans were implemented. It was begun in September 2013. In the beginning of teaching learning process, the teacher asked the students about narrative text and their difficulties in understanding the text, because the reseracher knew that this material has been taught by the English teacher. After that, the teacher asked the students to tell everything about narrative text that they knew. It may be about the definition, purpose, the characteristic, the schematic structures. Afteropening by brainstorming, the teacher explained the schematic structures of narrative texts. The teacher told the students about what they should find in narrative text such as the characters, settings, problems, and solution of the problems. Next, the students were divided into several groups then

each group. After that the teacher gave an example of narrative text, that is a story about narrative text. The teacher

Improving the students’ Reading Comprehension of Narrative Text through Story Mapping