CHAPTER II REVIEW OF RELATED LITERATURE
4. Story Mapping
a. Definition of Story Mapping
Firstly, the origin of this technique from Farris in Abdul (2014). She says 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 a story to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store in information in their long-term memories.”
Farris (2004) argues that Story mapping is a procedure which trains students to recognize the basic framework of narrative stories in order to enhance their comprehension of text. Story mapping help readers to understand content of the text and other useful information such as characters, setting, events, and resolution.
Similarly, Sorrel in Riza (2017) points out that story mapping is a schema construction technique that shows the relationships of different parts of a story with each other to the reader and give them the basic elements of the story schema in order to draw the attention of the reader. It is also stated by Reutzel in Richard T. Boon (2015),
that a story mapping is a visual framework typically presented in the from of a graphic organizer to facilitate the acquisition of story structure and story elements.
Sholichah (2017) argues that story mapping is effective in improving the students‟ reading comprehension achievement, clarify some reasons. Firstly, the students may discover the main concept, conclusion, and enhance their vocabulary through story mapping technique while reading the texts. Story mapping after reading the texts can easily recall the message of the text when it comes to comprehension exercises and the students can look at the story mapping containing the keywords of the texts and its description.
Each keyword in the story mapping represents certain information in the reading text. It is supported by the description of the keywords.
Secondly, the students taught the story mapping technique have higher motivation in reading texts. Thirdly, the story mapping technique can avoid the students‟ boredom while reading the texts.
In addition, according to Antonnaci and O‟ Callaghan (2012), story mapping technique provides a visual display of story element that will assist the students in remembering, comprehending and retelling the story that they listen and read. Story maps are visual representations of parts of a story that assist learners in guiding their way through it, from the beginning to the end of the text. Kurniawan (2007) said that story mapping technique is the way of teaching where students are
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taught to organize the story into specific parts, including setting, problem, goal, action and outcome. It means that that story mapping technique is the way to encourage students‟ understanding in finding information details of the story.
Actually this technique not only can be used for helping students‟
reading comprehension, but also for another skill and ability, such as grammar, vocabulary, or even speaking or writing. As stated by Harida (2015), story mapping technique also used for students to improve vocabulary. Vocabulary teaching can be easily taught by using this technique. The students will be easier to understand and develop their vocabularies if the teachers of the students themselves use it as a way or process of vocabulary learning. So, it is stated that mind mapping or story is good using for teaching or learning English in every kinds of level or skills.
b. Kinds of Story Mapping
A story map is a strategy that uses a graphic organizer to help students learn the element of story. By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details (Farris, 2004). She divides kinds of story mapping into two types; graphic story map or bubble and character perspective chart or CPC, but in this research the researcher only using graphic story map to make it simpler and easier to understand.
Figure II.1 Graphic of Story Mapping
Table II.1
Character Perspective Chart
A Blank Character Perspective Chart Main Character: Who is
the character?
Another Character: Who is the character?
Setting: Where and when does the story take place?
Setting: Where and when does the story take place?
Problem: What is the main character problem?
What is the character problem?
Goal: What is the main character‟s goal? What does he want?
Goal: What is the character‟s goal?
What does he want?
Attempt: What does the main character do to solve the goal?
What does the main character do to solve the goal?
Outcome: What
happened as a result of attempt?
Outcome: What happened as a result of attempt?
Reaction: How does the main character feel about the outcome?
Reaction: How does the character feel about the outcome?
Title & Author
Setting Where and
when?
Character Who is in the
story?
Main events or
Problem Resolution
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Theme: What point did the author want to make?
Theme: What point did the author want to make?
c. The Advantages and Disadvantages of Using Story Mapping By implementing this technique, the students get many benefits through story mapping Sholichah (2017). Using story mapping technique in narrative text can help students effectively arrange the information from the reading materials. It will teach the students how to locate the keywords in each paragraph and write done the information linked with the keywords, as well as providing opportunities for students to recall specific detail from reading materials. In teaching and learning process using story mapping helps keep the students from becoming bored. It turns out that it could be an effective way to improve students‟ reading comprehension achievement.
According to Farris in Prawulandari (2014), some advantages of story mapping allows the students to store the information in their minds and in the learning process, so the students can see how the story parts connect together more quickly. When students predict what will happen next in one story after another, their knowledge is constantly applied. With story mapping can improve students‟
understanding by arranging and organizing main story elements to resolve problems of narrative text comprehension, so it can increase students‟ awareness that story characters and events are interrelated.
However, story mapping also had its own limitation. Farris in Prawulandari (2014) point out using story mapping technique can be used only in certain kinds of narrative text and it will take a quite long time for the students in understanding the steps of the story map. So, the teacher should help students to manage the time.
Indeed, the selection is only used for narrative text because it discusses the literally of story.
d. The procedure of Using Story Mapping
Before applying this method, the teacher is supposed to know well how to apply and use it. There are some steps of using story mapping to teach narrative text (Farris in Prawulandari (2014)).
First introducing the concept of a story mapping together with the benefits for the students. The teacher give explanation about benefits and tell the students how important story mapping in the learning process. Second, the teacher explain the main elements of story mapping such as title, the theme of the story, characters and personality, setting, main events or problem and resolution. In this part, the teacher give the students an interactive instruction for each elements through questioning before and after reading. It can motivate and check their comprehension. Third is helpful the students if there is something difficult with guidance question and ordered them to reread the text. Fourth have students read independently. Guide the students to find out the key words and
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using them to fill the story map. The teacher can give some direction and asking the story mapping elements. Fifth, ask the students through selected stories and complete the story map worksheet after the students using story mapping. The last is evaluation. The teacher give a feedback and check their understanding with orally or distributed the printed test.