CHAPTER IV FINDING AND DISCUSSION
B. Discussion
This part presented the discussion of research findings which provided evidence to answer the research problem and support it with some theories related to those findings. The discussions are as follows:
1. The implementation of story mapping technique in improving students’ reading comprehension of narrative text
Based on the result of the observation that has been done by the researcher, it could be seems teaching reading comprehension by using story mapping technique could help students in learning process, which is similarity with the research finding from Kukuh (2015), the improvement of students during teaching learning process is students were able to use story mapping technique in reading narrative text and the students‟ understanding increase every meeting.
From the data of observation, the process of reading narrative text by using story mapping was effective and well run but not maximal.
The researcher observed teaching and learning processes that were
done by the teacher in two meetings. The teacher followed the procedure well, but there were some steps skipped by the teacher. If the teacher applied all of the procedure in learning process, so it would become more optimum, but it did not give the big influence for teaching and learning process. The students looked excited to support the reading class and they seemed to engage completely in the learning process. They actually listened to the teacher‟s explanation so it is to made classroom atmosphere become live, fun and interactive. As well as Webster (2009) said that developing story maps and summarizing what we already have read may be enjoyable and involved activities.
The students looked active and enthusiasm, but some of them looked less responsive and bored. As a result of the observation in the first meeting the teacher also had less time in managing the class during the implementing of the story mapping technique to review and analyze the task continued from the previous meeting. In the second meeting, students were more easily able to develop their ideas because they were familiar with the words and knew the procedure. So it made story mapping technique could improve the number of active students and also improved the students‟ comprehension in narrative text. It is showed through the observation and have the progress every meeting.
2. The students’ and teacher’s perception of the effectiveness story mapping techniques in improving reading comprehension of narrative texts
Based on the result of questionnaire that given after implementing story mapping technique. The students gave positive perception. Story mapping technique could overcome solve student‟s difficulties.
Besides, the story mapping technique could make the condition in the classroom more active and made the students easy in understanding the text. It is because they can share their opinion about the text in a group. They also could help each other in solving their problem. It is line with the research conducted from Vira (2021) that the result of the research is story mapping could help the students because story maps only show the critical points, so students can easily understand the text.
In the interview of the English teacher, she also had positive perception, the English teacher felt satisfied to the students‟
improvement in understanding the text and also students‟ role in the classroom. Therefore, the researcher concluded that by using story mapping most of the students could enjoy and participate in learning process so that it could help them to improve their reading comprehension and the teacher also had positive response in teaching and learning process
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
` Based on the results to gain the data from observation, interview and questionnaire, it is possible to conclude that the process of reading comprehension by using story mapping technique is well-run but not maximal. Over all it is an effective way, it seems the classroom atmosphere looked active, enthusiasm, and got positive interaction between the teacher and the students. But there are some of students who look less receptive to interaction. The problem faced by the teacher and students that influence each other, the teacher has difficulty to manage the time because it was took a long time, and the students find difficulties to finding the key words and develop their ideas.
Beside that, based on the data that researcher got from the research, using of story mapping technique in teaching reading comprehension has successfully. The students can understand the text and help the students in identifying the structure of the text easily. Teaching and learning process by using story mapping technique has improved the students‟ reading comprehension in understanding narrative text. It is also supported by the result of the questionnaire after using story mapping technique. The last, the teacher‟s perception about this technique, is that it would be a good way in teaching reading in narrative. Therefore, story mapping can
improve the students‟ reading comprehension in narrative because they get good result and easier to answer their task.
B. Suggestion
From the conclusion above, the researcher would like to offer some suggestion especially for English teacher to practice this technique and improve students‟ reading comprehension and follow the procedure well and should manage the time in using this technique.
The students should expand their vocabulary, so it would be easy to comprehending narrative story by using story mapping technique and during learning process the students should focus and pay attention. For further research who have the same problem and interested in conducting research in other fields such as speaking and writing.
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APPENDICES
Appendix 1
Syllabus and Lessons Plane
Kelas Penyusun
Kompetensi inti (KI)
KI 1: Menerima, manjslankan, dan meghargai ajaran agama ang dianutya.
KI 2: Menujukkan perlikau: a. Jujur, b. Disiplin, c. Santun, d. Percaya diri, e. Peduli, dan f. Bertanggung jawab dalam berinteraksi dengan keluarga, teman, dan tetangga, dan negara.
KI 3: Memahami pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat dasardengan cara: a. Mengamati, b. Menanya, dan c mencoba berdasarkan rasa ingin tahu tentang dirinya, makhluk ciptaan tuhan dan kegiatannya, dan benda benda yang dijumpainya di rumah , sekolah, dan tempat bermain
KI 4: Menunjukkan keterampilan berfikir dan bertindak: a. Kreatif b. Produktif, c. Kritis, d. Mandiri, e. Kolaboratif, dan f. Komunikatif dalam bahasa yang jelas, sistematis, logis, dan kritis dalam karya yang estetis, dalam gerakan yang mencerminkan anak sehat, dan tindakan yang menceriminan perilaku anak sesuai dengan tahap perkembangannya.
KOMPETENSI DASAR INDIKATOR PENCAPAIAN
KOMPETENSI MATERI POKOK KEGIATAN PEMBELAJARAN PENILAIAN ALOKASI WAKTU SUMBER BELAJAR 3.8. membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.
3.8.1. Mengidentifikasi fungsi sosial teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.
Fungsi sosial : Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil teladan
- Menyimak guru membacakan legenda, sambil dilibatkan dalam tanya jawab tentang isinya - Didiktekan guru menuliskan legenda tersebut dalam buku catatan masing-masing, sambil bertanya jawab terkait fungsi sosial, struktur teks, dan unsur
kebahasaan yang ada
- Dalam kelompok masing-masing berlatih membacakan legenda tsb dengan intonasi, ucapan dan tekanan kata yang benar, dengan saling mengoreksi
Sikap : - Observasi - Pengamatan
3 x 2 JP (135 menit) Kementerian Pendidikan dan Kebudayaan. 2015. Buku siswa Mata Pelajaran Bahasa Inggris.
Jakarta: Kementerian Pendidikan dan Kebudayaan.
3.8.2. Menerapkan struktur teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya;
Orientation, Complication, Resolution, Re-Orientation.
Struktur teks : Dapat mencakup:
- Orientasi - Komplikasi - Resolusi - Orientasi ulang
Pengetahuan : -
Tes Tertulis - Tes Lisan
Setiawan DJ, Otong. 2017. Buku Siswa Bahasa Inggris SMA- MA/SMK-MAK Kelas X, Penerbit Irama Yudha: Jakarta
dan Past Continuous - Kosakata terkait karakter, watak dan setting dalam legenda - Adverb of time dan
Conjunction.
- Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
4.8. menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.
4.8.1. Mencermati teks naratif tulis sederhana terkait legenda rakyat.
Topik : Cerita
legenda yang dapat menumbuhkan perilaku yang termuat di KI.
4.8.2. Membuat script teks naratif tulis sederhana terkait legenda rakyat, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
Sekolah : SMAN Plus Provinsi Riau Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ genap
Materi Pokok : Narrative text (Schematic of Narrative text) Alokasi Waktu : 2JP (2x30)
A. Kompetensi Dasar (KD) dan indikator pencapaian
KOMPETENSI DASAR INDIKATOR PENCAPAIAN
KOMPETENSI 3.8 Membedakan fungsi sosial, strukutu
dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat sederhana sesuai dengan konteks penggunaaanya.
Menganalisis fungsi sosial dan struktur teks naratif. Menganalisis informasi dari cerita legenda rakyat tertulis sederhana berdasarkan struktur teks.
4.8.1 Menangkap makna secara
kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis sederhana terkait legenda rakyat.
4.8.2 Menafsirkan makna secara
kontekstual terkait fungsi sosial, struktur trks dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.
Menggunakan background knowledge untuk menangkap pesan/ informasi didalam teks dan menghubungkan teks dengan diri sendri dan teks lain.
B. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
Menganalisis fungsi sosial, struktur teks dan gagasan utama dalam teks naratif
Mengidentifikasi schematic struktur teks naratif
Modul
D. Media/ Alat dan Bahan
Media : Script teks yang terlampir, story mapping sheets Alat/bahan : Buku dan alat tulis (menulis rangkuman materi) E. Kegiatan Pembeljaran
1. Pertemuan Pertama (2x30 menit)
Kegiatan Pendahuluan (10 Menit)
Greeting( memberi salam an tegur sapa)
Tanya jawab berbagai hal terkait kondisi siswa
Brainstorming dengan memberikan pertanyaan yang berhubungan dengan tema yang akan dipelajari.
Kegiatan inti (40 menit)
Guru bertanya kepada siswa tentang teks naratif yang mereka ketahui
Guru memberikan siswa contoh text narrative
Guru menjelaskan schematic structure tentang teks naratif yang diberikan
Guru memberikan contoh story map dan menejelaskan hal terkait story map yang membantu siswa memamhami teks tersebut
Guru membagi siwa dalam kelompok (setiap kelompok sekitar 5-6 orang)
Guru meminta siswa berdiskusi tentangdan mengisi stiry mapping tersebut dengan teman kelompoknya.
Penutup (10 menit)
Guru meninajau kembali tentang kegiatan yang telah dilakukan didalam kelas
Guru menanyakan kepada siswa tentang kesulitan-kesulitan yang dihadapi siswa
Guru memberikan tugas kepada siswa berkaitan dengan materi yang telah diajarkan
Guru mengakhiri jam pelajaran dan salam
Tanya jawab berbagai hal terkait kondisi siswa
Brainstorming dengan memberikan pertanyaan tentang apa yang sudah dipelajari pada pertemuan sebelumnya
Kegiatan inti (40 menit)
Guru memberikan materi baru dengan judul Sura and baya
Siswa diminta untuk memahami teks tersebut
Guru meminta siswa membaca teks tersebut
Guru meminta siswa untuk mengisi story mapping kembali seperti pada pertemuan sebelumnya
Guru membagikan beberapa pertanyaan yang berkaitan dengan teks naratif tersebut
Penutup (10 menit)
Guru meninajau kembali tentang kegiatan yang telah dilakukan didalam kelas
Guru menanyakan kepada siswa tentang kesulitan-kesulitan yang dihadapi siswa
Guru memberikan tugas kepada siswa berkaitan dengan materi yang telah diajarkan
Guru mengakhiri jam pelajaran dan memberi salam
F.Penilaian
Sikap : Lembar pengamatan dan respon -Pengetahuan : LK peserta didik
-keterampilan : kinerja & observasi diskusi
had passed away when he was a baby. Malin Kundang had to live hard with his mother.
Malin Kundang was a healthy, diligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant’s ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates.
The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich and now he is here”.
An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang’s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize. Malin Kundang just laughed and really set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
1. Where did Malin Kundang's story happened ? a. West Java
b. Bangka Belitung c. West Sumatera d. West Sulawesi e. West Kalimantan
2. Could you imagine how Malin Kundang & his mother live?
a. They both survived for their life.
b. They both lived on pleasure.
c. They both got a happy life.
d. Malin Kundang tried to give a hand to the pirates.
e. He quickly went a way from a band of pirates.
4. Why did Malin Kundang deal to sail together with the merchant?
a. Letting him for pleasure seeker.
b. Deciding for a better life.
c. Making a new sailing experience.
d. Bringing his mother to sail together.
e. Becoming a legend voyager..
5. What was Malin Kundang yelling to the old woman?
a. He was yelling a good words.
b. She was yelling a bad words.
c. They was yelling a good words.
d. Malin Kundang yelled bad words.
e. Malin Kundang really loved his mother.
6. What was happened after yelling the old woman?
a. He tried to leave her to set sail.
b. Malin Kundang was sad to leave her alone.
c. He was enraging to his crews who left his mother.
d. Malin Kundang got a surprising gift from his mother.
e. He never tried to leave his lovely mother who takes care all the days.
7. What made Malin Kundang’s mother sad and angry?
a. He didn't want to admit & kept refusing to hug him and yelling at her.
b. Malin Kundang loved his mother forever.
c. He wanted to see his mother.
d. Malin Kundang regret his wife.
e. He became a merchant.
8. How did the curse happen?
a. Believing and sharing to be more perfectly.
b. She Became a good merchant after a long time ago..
c. Getting married with woman who lived in a town.
d. She cursed Malin Kundang becoming a stone if he didn’t apologize to her.
e. Deciding what his mother did before becoming a merchant.