cycle; that was the teacher needed to give more time to the students in doing exercises of story mapping technique. It was caused to ensure their
reading comprehension concerning schematic structure of a story and to emphasize on the students avoid noting whole sentences into story
mapping worksheet. Beside of that, the writer still also prepared the unstructured observation sheet to note the classroom activities. And the
writer also prepared the posttest 2 to collect the data.
2. Acting
The action of the cycle two was done on 4
th
June 2014. After reviewing the previous schematic structure of narrative text to students in order to
make them getting better understand.
Before the students read the story that given by the teacher, they were given some minutes to identify and to look up the difficult words
appeared in the text. And then, the students determined the schematic structures of the text by themselves. Afterwards, the teacher asked
students some questions related to that reading passage. Then, the students initiated to do exercises into story mapping sheet by using their
own words. Here, the teacher limited the time, it was about 10 minutes to accomplish the assignment, and hence they were courageous to finish the
task on time. Furthermore, the students discussed the work result of story map sheet with the entire group in which for each group consists of four
students. In this case, they matched the answers whether there was a different answer or not. Then, the teacher gave the correct answers of the
questions based on the material discussion in the story mapping sheet. 3.
Observing
In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the students
who were ready to follow the lesson and when they followed the reading lesson, most of them were enthusiastic to answer some questions given
by the teacher. In doing task of story mapping, they enjoyed doing the
