another. Most of them could not distinguish between recount and narrative since both texts have almost similar generic structures. The generic structure for recount
text is orientation, events and reorientation meanwhile for narrative text is orientation, complication and resolution. The students always thought that the first
paragraph of narrative text is orientation, the last paragraph of narrative text is resolution, and in the middle is complication. Whereas, the orientation can be
presented in the first two paragraphs, in the first three paragraphs or even more. Furthermore, the students also failed to comprehend a whole of text mostly in
complication part of narrative text. The students did not know how many problems which should be in the text, they had to read it over and over again to
look for the exact numbers of problems. The next problem is students lack motivation
which may be caused by students’ low vocabulary mastery, students’ interest in the reading topic, students’ low understanding and lack of teaching
varieties in learning. In teaching reading of narrative text, the teacher just asked the students to read the passages from the beginning until the end of text. Then,
the students translate the text into their native language. After translating, the students answer the questions. This method creates boredom for students. It made
students loose their interest in reading. The students just read without knowing why they read the material was given by the teacher and what they should look
for. After knowing the problems, the writer tried to find out an alternative way to
solve the problems by providing appropriate and interesting technique related to student
s’ condition to make reading teaching and learning activity become more effective. The writer proposed a technique which based on some sources has
improved students’ reading comprehension of narrative text that is story mapping.
Pamela stated that a story mapping is semantic visual representation of a story which provides elements of story, such as, characters, setting, goal, event and
resolution.
12
Furthermore, story mapping also can be defined as a way to know the sequence or plot of story. As Keeler stated in her journal, story mapping is an
12
Pamela J. Farris, et al., Teaching Reading: A Balanced Approach for Today’s
Classrooms, New York: McGraw-Hill, 2004, p. 345.
excellent way to help students see cause and effect, recall story events in sequential order, and understand story structure.
13
There are advantages by using Story Mapping technique on students’ reading comprehension of narrative text.
Boulineau et al., told that identification of story-grammar elements via story mapping when reading narrative text improved the participants’ ability.
14
Moreover, The result of this study showed that most students understood the story especially week 5 with a mean of 3 and a standard deviation of 0.
15
Furthermore, it is also found that story mapping is easy to construct, its elements of story
mapping is easy to be remembered, it can be used as a guide to retell the story, and it also can be a framework for narrative.
16
Therefore related to the explanation above, the writer is intended to conduct experimental research to know whether story mapping technique is effective on
students’ reading comprehension of narrative text. Thus, the title of this research is
“The Effectiveness of Story Mapping Technique toward Students’ Reading Comprehension of Narrative Text A quasi-experimental study at the Tenth
Grade Students of SMAN 1 Kota Tangerang Selatan in the Academic Year of 20142015.
”
B. Identification of the Problems
Based on the preliminary study that the writer conducted at SMAN 1 Kota Tangerang Selatan, some problems are identified:
1. Most students cannot distinguish one type of text to other types of text form 2. Students have lack of motivation in reading text, especially for long longer
text such as in the story 3. Students fail to comprehend the whole of text
4. Students get low score in reading comprehension test 5. The teaching of reading usually uses conventional technique
13
Martha A. Keeler, Story Map Game Board, Reading Teacher, Vol. 46, 1993, pp. 626 —
628.
14
Tori Boulineau, et al., Story-Mapping to Increase the Story Grammar Text Comprehension, Learning Disability Quarterly, Vol. 27, 2014, p. 106.
15
Joanna Fransiscone, The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension, ProQuest LLC, 2008, p. 18.
16
Laura A. Staal, An Adaption of Story Mapping that Incorporates Visualization and Discovery Learning to Enhance Reading and Writing, The Reading Teacher, 2000, pp. 27
—29.
C. Limitation of the Problem
Based on the problems identified above, the writer focuses on the effectiveness of story mapping technique toward
students’ reading comprehension of narrative text at SMA Negeri 1 Kota Tangerang Selatan.
D. Formulation of the Problem
After determining the limitation of the problem above, the researcher formulated the problems as follows:
1. Is story mapping technique effective toward students’ reading comprehension
of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan?
2. To what extent is the story mapping effective toward students’ reading
comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan?
E. Objective of the Study
The purpose of this study is to find out the effectiveness of story mapping technique in teaching reading comprehension of narrative text to tenth grade
students in order to see whether or not using story mapping technique is effective toward
students’ reading comprehension and to find out to what extent story mapping technique is effective toward
students’ reading comprehension of narrative text.
F. Significance of the Study
The writer hopes that the study is useful for the writer herself, especially in applying the story mapping technique to teach reading comprehension in narrative
text. From this research, it is expected to give benefits for all English teachers in which they know new knowledge and information about new technique which is
appropriate to teach reading comprehension of narrative text, not only for English teacher, but also for students. It is hoped that by using this technique, students can
comprehend the reading passage more easily. This study can also initiaate other researchers who want to have the same field with the writer.
7
CHAPTER II THEORETICAL FRAMEWORK
This chapter covers theories related to the study. The discussion focused on the reading comprehension, narrative text, and story mapping technique.
A. Reading
1. General Understanding of Reading
In general, reading is an activity to get more knowledge from printed text. According to Aebersold and Field, reading is an activity when the people look at
the text and try to get the information from the text.
1
It means when the reader sees the text, heshe tries to get the information in the text. According to
Blackowicz and Ogle, reading is a process where the reader gets the information from books, newspaper, manuals, advertisements, and so on.
2
Those are the medium that can be used to get the information. Moreillon stated that reading
means understanding the text.
3
It can be inferred that when the readers read, they tried to get what the author’s message from the text which they had written. Grabe
also said that reading means comprehension process that asked the reader to understand the information which the author is trying to deliver to hisher
writing.
4
The main purpose of reading is to have the same perception between the reader and the author in seen the idea of the text.
5
From those explanations can be concluded that reading is an activity to understand the idea which the author tries
to deliver in the writing. Furthermore, there are some medium that can be used to gain the more
knowledge by reading such as book, newspaper, magazine and so on. By reading
1
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher, United Kingdom: Cambridge University Press, 1997, p. 15.
2
Camille Blachowicz and Donna Ogle, Reading Comprehension Strategies for Independent Learners, 2
nd
Ed., New York: The Guilford Press, 2008, p. 15.
3
Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, Chicago: America Library Association, 2007, p. 10.
4
William Grabe, Reading in a Second Language Moving from Theory to Practice, New York: Cambridge University Press, 2009, p. 14.
5
Sharon J. Crawley and King Merritt, Remediating Reading Difficulties, 3
rd
Ed., New York: McGraw-Hill, 2000, p. 40.
them, the readers will get the new knowledge or gain the more knowledge. Reading is human’s activity. Harmer stated that reading is a human activity that
involves eyes and brain function.
6
Eye is to get the information from the text and the brain is to process the information which is got to be the reader understanding.
There are several reasons why people read such as for to the careers, study, and even pleasure.
7
Those reasons that influence the reader want to be able to read the English text.
2. Types of Reading
Generally reading is divided into two types, there are intensive and extensive. Every type has different definition and characteristic. The definition of each type
is defined as follows: a. Intensive Reading
Intensive reading means reading for detail. It can be said when the students read the text, they try to get every detail of the text. Brown explained that
intensive reading is reading that focus on surface structure such as grammatical forms, meaning and so on.
8
Furthermore, according Patel and Jain, intensive reading is related to further process in language learning under the teacher’s
guidance.
9
In intensive reading, the teacher guides the students to read the text to tell about the grammatical form or the meaning of the word. In this reading, the
students read the text and get the specific detail related to the text. Intensive reading where the student is expected to read reading passage and to understand
every part of it. There are several characteristics of intensive reading. The first is intensive reading helps the students to develop their active vocabularies. The
second is in intensive reading the teacher as a main role. It is because the teacher as a guide so that heshe has a main role. The third, it develops linguistic items.
6
Jeremy Harmer, The Practice of English Language Teaching, New York: Longman Publishing, 1991, p. 190.
7
Jeremy Harmer, How to Teach English, London: Longman, 2007, p. 99.
8
H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, New York: Wesley Longman Inc., 2001, p. 313.
9
M. F. Patel and Praveen M. Jain, English Language Teaching Methods, Tools, Strategies, Jaipur: Sunrise Publishers Distributors, 2008, p. 117.
