Sample of the Research - METHOD OF THE RESEARCH

CHAPTER III METHOD OF THE RESEARCH

D. Sample of the Research

The study was conducted in Senior High School Plus in Riau. It involved one class of the tenth grade students and English teacher.

Moreover, there were five classes which consisted of 150 students, they were Mathematic Sciences Major and Social Sciences Major. Actually, in the school there were 4 English teachers. The explanation above can be seen from the following table.

Table III.1

Total of the Students

Class Number of Students

X Ms 1 30

X Ms 2 30

X Ms 3 30

X Ms 4 30

X Ss 1 30

Total 150 students

Table III.1I

Total of English Teachers Population of English

Teachers

Number of English Teacher English teachers 4

Total 4 English Teachers

2. Sample of this research

Researcher used a purposive sampling. According to Marguerite (2006), a purposive sampling technique is a common procedure in qualitative research that identifies key informants or people who have specific knowledge about the topic being studied. The process of selecting sample by taking subject that is not based on the level or area, but it is taken based on the specific purpose. In a purposive sampling technique, the researcher chose the participants of this research who were the students of the tenth grade of Social Major which consisted of 30 students and one English teacher. The researcher chose the teacher who became the sample of this research was the teacher who has applied the story mapping technique.

D. Subject and Object of the Research 1. Subject of the Research

The subject of this research were the tenth grade students and one English teacher at Senior High School Plus in Riau

2. Object of the Research

The object of this research was story mapping technique in students‟

reading comprehension at Senior High School Plus in Riau.

E. The Technique of Data Collection

In collecting the data, the researcher used triangulation technique.

According to Setiyadi (2006), triangulation is the use of two more ways to collect the data about the subject of the survey‟s attitude. Because human attitudes are complicated, using a single way to obtain qualitative data is usually underexplored. In this research, there are some steps used to collect the data needed, namely:

1. Observation

Creswell (2005) said that observation is the process of gathering opened, firsthand information by observing people and place at a research site. In this research, the researcher observed about process, students‟

activities and description of classroom atmosphere by using story mapping technique to get the data. The researcher did not involve directly in the classroom activity because the researcher as passive participants.

Some procedures that the researcher did in the observation made the field note about what happens during the activity in the classroom, how the technique works, how the students‟ respond, participants, and everything which are found during learning process. The observation was conducted in 2 meetings. Each meeting ran for sixty minutes. In addition, the schedule of observation is presented in table below

Table III.1

The schedule of classroom observation

Meeting Date Activities

1^st meeting February 15^th 2022 Learning Schematic of Narrative text 2^st meeting February, 22^th 2022 Learning Schematic of

Narrative text 2. Interview

After observing the teaching and learning process, the researcher interviewed the English teacher. According to Lodico (2010), there are five types of interviews, they are one to one, group interview, structured interview, semi-structured interview, unstructured interview. The researcher used semi-structure interview because the researcher prepare the list of question to the interviewee, although the researcher prepare the list, it did not limit the researcher to ask questions only based on the list.

The researcher prepared a list of questions to ask the teacher during the interview to get the information about teacher‟s opinion in using story mapping technique and about the strength and weaknesses of the technique. The interview was adapted from Abdul (2014). The questions of interview can be seen in the Appendix 2. The interview was conducted after the observation was finished. It was delivered in Bahasa Indonesia to make the respondent easier to answer and avoid misunderstanding.

3. Questionnaire

The researcher gave the questionnaire after the process of teaching and learning reading by using the story mapping technique. The researcher

gave the questionnaire to the students in order to know the further opinions and to know the aspect about the student‟s perceptions and to confirm the data from observation and interview. To measure attitudes, opinions, perceptions and satisfaction of a person or group of people about a problem, it used on a Likert scale (Sugiyono, 2013).

The questionnaire procedure used by the researcher was to send a list of questionnaires via Google forms that are easily accessible to the students and give the time to answer after using story mapping in the classroom activity. The questionnaire also adapted from Abdul (2014) see appendix 3.

F. The Technique of Data Analysis

The analysis of qualitative data is used in this research is based on the Miles and Huberman (1994) theory. The steps of analyzing the data are as follows:

1. Data reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions. In this case, the researcher selects the data derived from observation on teaching and learning process, interview to the teacher and students and questionnaire to the students as the supporting data to the result of interview of the students.

2. Data Display

Data display is a second component or level in Miles and Huberman model of qualitative data analysis. Generally, a display is an organized, compressed set of information that permits conclusion drawing and action. The displays included many types text or a diagram, graph, chart, table or matrix.

3. Conclusion Drawing and Verification

The last step of analyzing the data is conclusion drawing and verification. Conclusion drawing involves stepping back to consider what the analyzed data mean and to assess their implication for the questions at hand. Verification refers to process which is able to explain the answer of research question and research objectives.

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher presents the research findings and its discussion. The findings are gotten from the data collected to answer the research problem. It discusses the use of story mapping to improve students‟ reading comprehension of narrative text in the tenth grade of Social Major at Senior High School of Riau Province, academic year 2021/2022.

A. Findings

In conducting this research, there were several data that the researcher used including observation, interview, and questionnaire. The data will be explained as follows:

1. The implementation of story mapping technique in improving students’

reading comprehension of narrative text a. Observation Data

The observation was conducted during the field study on February 15^th and 22^th2022, because the researcher just allowed to class observation as much as twice. Observation was focused to know the process of using story mapping technique in comprehending narrative text. The researcher observed the students‟ participation and teaching learning process through field notes.

These notes such as: the teacher‟s performance, students‟ responses, and class situation. Every meeting had the same activities but different title of materials. In the first meeting, the teacher conducted pre-activity, whilst-

activity and post activity. For the second meeting was the continuation from the first meeting.

1) First meeting

The first meeting was held on February 15^th 2022. The teacher and the researcher come together in the class. The process of teaching learning by using story mapping technique was as follows:

a. Pre-activity

In pre-activity, the class was opened by greeting that was responded by students. Many of them responded loudly with enthusiasm. After that, the teacher checked student‟s attendance list. She reviewed the material on previous meeting, almost all the students remembered about the material that had been discussed in the last meeting but some of students had forgotten the material. Then the teacher asked the students “do you know about the legend of Maling Kundang?” almost many of them know about the legend of Maling Kundang and response with enthusiasm.

a. Whilst Activity

The teacher told the students that she would present information about narrative and the students were asked to listen carefully and got brief information from the text before they started reading. The teacher gave time to read about narrative text in their book. After that, the teacher was sure the student had finished their reading with a simple question about narrative text. Then teacher explained more about narrative text include of the generic structure from the text. The teacher read some sentence

and post activity. For the second meeting was the continuation from the first meeting.

2) First meeting

The first meeting was held on February 15^th 2022. The teacher and the researcher come together in the class. The process of teaching learning by using story mapping technique was as follows:

b. Pre-activity

b. Whilst Activity

text and explained the text. She asked the students to examine of generic structure and language features of narrative text. The explanation was clear, some of students looked bored, it was shown by some of them who did not pay attention to the teacher but some of them still focused. Then the teacher divided students into five group that consist of 5-6 students to make the students cooperate and discusse together with their friends and she asked students from different groups to read text loudly, but the class condition got little noisy when the teacher divided the group for discussion The next activity was doing exercise, the teacher distributed a worksheet, the task of which was about identifying parts of narrative text using story mapping. Before that, the teacher explained about story mapping and the function to develop narrative text. Many of them paid attention to the teacher explanation but some of them did not participate well. When the teacher explained about the concept of story mapping technique, there were still students who did not understand, especially to find the keyword in each paragraph and make it in their own words.

After that, the teacher started to discuss the text. She asked one of students to read the text loudly. Many of them read the text slowly and struggled. The times for discussion was limited because she did not had enough time to continue the discussion because the time was over.

c. Post-Activity

In the post activity teacher asked the students of their difficulties and to test the students‟ understanding of the text, the teacher gave list of

question as homework and check it for the next meeting because the teacher did not have enough time. Then the teacher closed the meeting.

3) Second Meeting

The second meeting was held on February, 22^th 2022. The process of teaching learning by using story mapping technique was as follows:

1. Pre-activity

The class was opened with greeting that was responded by all students.

After that the teacher checked the attendance list. She reminded the students about what they have done in the previous meeting and gave some motivation in learning English. Some of students remembered the material that had been discussed before, but some of them checked and opened their book. The teacher asked the students to fill in the chart from the story map in front of the class. Students were happy and fought over it, but there were some students who still confused to fill the story mapping and it took more time. After that the teacher asked students some related questions that they had been given as homework. Many of them answered correctly, only a few remaining in doubt. After that teacher asked students to read some words on white board and spell them. Some of the words were used as the title in the second meeting about the story of “Sura and Baya”.

2. Whilst Activity

In this meeting the teacher did not explained anymore about generic structure of the narrative text but she still presented information of the

text. After that, the teacher asked students to read the text silently and asked them to complete the story mapping sheet according to the text that they read. The students tried to comprehend the text, only some of them did not read directly. Most of them have more confidence than at first meeting because they have done their work by themselves. However, there were some of students still keep silent. It happened because they were still confused to determine the keywords from the text, so the teacher helped the students by giving more explanation.

After that, the teacher started to discuss the text together and asked one of students to read the text loudly. Students actively engaged in discussion.

They looked satisfied with the result of their work because many of them have already understood.

3. Post-Activity

To test the students‟ understanding of the text, the teacher gave some questions and asked the students to collect their tasks after finishing. The bell was ringing and the teacher ended the class.

Based on the observation, the process was optimally run and the students enjoyed, challenged, and interacted learning activities by using story mapping. The classroom condition looked active and enthusiasm, they looked interested and could participate in classroom activity. Only some of them looked less responsive and bored because they were still confused and did not pay attention to the teacher‟s explanation. There

was an improvement from first meeting and the second meeting where the students were motivated and easily understanding the text because they were looked familiar with the detail information and know to answer the question based on the text they have been read. It was seen from their attention to the teacher‟s instruction and they tried to identify the schematic structure of narrative text even though some of the students did not already know the concept of story mapping clearly. Some of them could present their opinion.

Although the result of field notes showed that the teaching learning has done well, the class still had some problems such as the time management because the class was noisy and took a lot of time when the teacher made their group. The teacher has less time to present clearly the concept of story mapping and discuss with the students. Some of students still got difficulty to find the key words in each paragraph, it might be caused some of new words. Furthermore most of them could enjoy more participated in learning process so that it could help them to improve their score of reading comprehension.

2. Students’ and teacher’s perception of the effectiveness story mapping technique

To collect the data of student‟s and teacher‟s perception of the effectiveness story mapping technique, the researcher used interview and questionnaire. The data is explained as follows.

a. Interview Data

The interview was conducted on February 22^th 2022. The researcher conducted the interview to know the teacher‟s response about reading comprehension by using story mapping technique in narrative text. The researcher divided some parts of question. First, about the class condition during learning narrative text by using story mapping. It was found that the learning process was better than before. The students were more interested and learning process more interactive. Not only that the class condition not bored anymore, as stated by her interview:

“Ya. The learning process becomes more interesting and fun, the class condition was very different than before where class atmosphere becomes interactive and class is not boring anymore”.

From the interview with the English teacher above, the story mapping gave more impact. Although it was a new thing for the students, but they have been able to follow the learning process better.

There were improvement in reading and comprehending the text. The students were able to easily point out main the elements of narrative text such as character, setting, problem and solution and re write with their own words. This is her statement in the interview:

“From what I see, the ability in reading and understanding the texts improves after using the story mapping. The students become easily

determine the basic elements in narrative texts such as character, setting, problem, resolution and able to re-write it by using their on words”.

The Second part was about solution in using story mapping in learning process. It was found that there were some difficulties. It was seen when the students tried to find the keywords and write their own sentences. Another problem was managing the time to explain the material. So the teacher made a group form this discussion and sharing session and it was make the students helped each other. The teacher also did monitoring and guiding during learning process as she said in the interview:

“This is limited by the amount of time available, it takes a long time.

It can be seen when the students have difficulty finding keywords in each paragraph and develop their own words. So, in first meeting I divided the students into several groups to make it easier in discussing and helping with each other”.

The last part is about the opinion of story mapping technique. It was said this technique was good strategy in teaching reading. It could be an effective way to help the students‟ difficulties in understanding the text. The story mapping might be able to improve students‟

comprehension and understand about the concepts, it seen from the good result that students got and they were able and easier in answer the questions that related with the story, as she said in the interview

Dalam dokumen AN ANALYSIS OF STORY MAPPING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS AT A SENIOR HIGH SCHOOL PLUS IN RIAU - Universitas Islam Negeri Sultan Syarif Kasim Riau Repository (Halaman 46-64)