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CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
In this chapter, the writer would like to conclude what have been discussed in the previous chapters. Before implementing the action it had
been found out that eight grade class of SMP N 245 Jakarta got low scores; it was 40 forty in reading comprehension, especially in understanding
narrative text. The students still got difficulties in identifying the main idea, the schematic structures, and plot of the story of narrative text.
Consequently, the students did not understand the text that they have read. Based on those facts, the writer tried to use the teaching techniques that
could help the students in understanding narrative text, it was Story Mapping. Story mapping is a visual representation of a story which provide
an overview what story talk about through a graphic or semantic map visualization which consist of characters, setting, problem, goal, events and
resolution.
1
In this technique the students are given a graphic map which consists of schematic structures of narrative text. This graphic map helped
the students in identifying the structure of the story and main idea from the text. Finally, the students understood the story that they read.
Beside, to prove this assumption the writer conducted a Classroom Action Research CAR. According to McNiff, classroom action research is
a research that is held by the teacher and the result from his research could be used as a tool to improve the teaching skill.
2
Based on the data that the writer got from the research, the implementation of Story Mapping technique in the teaching of reading has
successfully improved the second year students’ reading comprehension in
1
Pamela J. Farris, Carol J. Fuhler, Maria P. Walter, Teaching Reading: A Balanced Approach for Today’s Classrooms, New York: Mc Graw-Hill Companies, Inc, 2004, p. 345
2
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta: PT MALTA PRINTINDO, P. 8
56
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understanding narrative text. It was also supported by the result of the questionnaire given to the students in the end of the second cycle. After
using Story Mapping technique in teaching narrative text, the students gave positive responses toward that action. Story Mapping technique could
overcome their difficulty in analyzing the mind idea and supporting details. They can share their opinion in understanding what the text is about in
group. It can be concluded that Story Mapping technique could make the condition in the classroom more interesting and make students easier in
understanding the text. Finally, the teacher’s response about the implementation of Story
Mapping technique would be an alternative strategy in teaching reading especially narrative text. Therefore, Story Mapping technique could improve
the students’ reading understanding in narrative text.
B. Suggestion
There are some suggestions to offer to the English teachers and the other researchers based on the research findings, they are:
1. It is recommended that the students follow Story Mapping technique as
one of their learning strategies to practice and improve their writing ability in narrative texts which can be done in their extracurricular
activities. 2.
It is also suggested that the English teachers implement the Story Mapping technique as an alternative strategy in teaching narrative text.
3. To the future researcher teachers, particularly those who have the same
problem and are interested in conducting research, it is suggested that this study could be a reference.
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BIBLIOGRAPHY
Anderson, J. Charles, Assessing Reading, New York: Cambridge University Press,
2000 Anderson, Mark., Text Types in English 2, South Yarra: Macmillan, 2003.
Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009. Cashdan, Asher., Language, Reading, and Learning, New Jersy: University Park
Press, 1979. Chatman, S., and B. Attebery, Reading Narrative Fiction. New York: McMillan,
1993. Daniel Zemelman and Hyde Samuels, Reading Comprehension, New York:
Oxford University Press, 1998. Farris, Pamela J. and Carol J. Fuhler, Teaching Reading: A Balanced Approach
for Today’s Classroom, New York: McGraw-Hill, 2004. Harmer, Jeremy, How to Teach English, Edinburgh: Addison Wesley Longman
Limited, 1998. Harmer, Jeremy, The Practice of English language Teaching, New York:
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McDonough, Jo Christopher Shaw, Material and Method in ELT, Malden: Blackwell Publishing, 2003
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