D. Previous Relevant Study
This section is devoted to the previous study especially those deal with the teaching of writing narrative text using story mapping at three different school of
senior high school level. The kind of this study was also conducted by some researchers. The first
study comes from M.Yunus 2008 under the title “Improving Students’ Skill of Creating Short Story Mapping at SMA Negri Palembang 3.” The participants
were 40 students who were the members of class 1.5 SMA Negri 3 Palembang. This study was a classroom action research. Preliminary data were gained by
interviewing the class English teacher andthe first-year students who were having a problem in reproducing English texts especially short stories. The result of this
study demonstrated that the students’ scores of writing achievement improved after the application of story mapping and there was a difference in the mean
scores of their writing test before. Moreover, the similar study was conducted by Nurhikmah 2011 under the
title “Implementing Story Mapping Strategy to Improve the Eleventh Grade Students’ Reading Comprhension on Narrative Text of Man 2 Marabahan.” She
observed 14 students of class IX IPA of MAN 2 Marabahan. The fact showed that the students’ ability in comprehending the English texts were low. Based on
preliminary study, out of 14 students, only 4 students 29 passed the minimum passing grade KKM. Then, the researcher applied the Story Mapping as one of
the strategies in the teaching of reading. The finding of the research indicated that the Story Mapping had improved the students’ reading comprehension on
narrative text. Another similar research was also conducted by Rosyida Fauzi 2010 under
the title “Improving Students’ Understanding of Narrative Text by Using Story Mapping A Classroom Action Research at the First Grade Students of MA
Pembangunan.” This research has purpose to know whether students’ understanding of narrative text could be improved by using story mapping or not.
The researcher took 28 students of class XB of MA Pembangunan UIN Jakarta as
the sample of her observation. She used the pretest and post-test to collect the data. The result of the study showed that the students can improve their
understanding of narrative text through story mapping strategy. The previous relevant studies above are used as a reference for the writer
to conduct the research in the same field. Those previous study gave the information how to apply story mapping in the classroom, so it can be practiced
by the writer. There are some differences found in the relevant studies such as the object of the research, the method used, and the sample. Pre-test was given before
the treatment of story mapping is being applied while post-test was given after the treatment was given. The result of the post-test showed that teaching writing by
using story mapping technique was effective as the score of post-test was higher than pre-test.
E. Conceptual Framework
From the previous theories, the writer concluded that writing could be as an activity to deliver what someone thinking of using hand-printed. Through writing,
people could share and conveyed their ideas to another. In conveying ideas, it is important to consider the appropriate text type because there were a lot of texts
which must be learned by students in Junior High school and Senior High School. Narrative is one of English text types that must be learned by students in
Senior High School. Narrative is commonly used to tell an imaginative story or personal experience in which contains a messages or moral value for the reader.
Narrative requires some story components such as setting, characters, eventsplot, conflicts, and resolution. To make students easier in writing of narrative text,
teachers should think an appropriate teaching technique. A technique which may be effective to teach narrative text is story mapping.
Story mapping could be used as an outline in writing of narrative text. Story mapping is a tool which can draw a concept of story that the writer wants to write.
It consists of setting, characters, eventsplot, conflicts, and resolution. Those elements could be visualized through colorful pictures to make students easier in
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