Interpretation and Discussion of the Data

homogeneity, it can be concluded that the pre-test score of both classes were homogenous since the value is higher than significance value, that is 0.772 0.05. The result of post-test between experimental class and control class also showed the data was homogenous, it can be seen from the significance data which was got 0.442 0.05. It can be taken a conclusion that from pre-test and post-test score between experimental class and control class that the data were homogenous. After getting the data which were normal and homogenous, the writer could calculate the data by using parametric formula that is t-test. The final calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there is significant difference between students’ reading comprehension achivement in experimental class which given the story mapping technique and students’ reading comprehension achievement in control class without story mapping technique. The writer used t-test form ula in the significance degree α of 5. The result showed that t-test t o t-table t t 6.987 1.989. It can be inferred that t-test was higher than t-table. Since t o is higher than t t , the null hypothesis H o is rejected and the alternative hypothesis H a is accepted means there is significant difference between students’ reading comprehension using story mapping and without using story mapping. It is proven that story mapping technique is effective toward students’ reading comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan. Based on the finding of the research, it was found that the students ’ achievement in reading comprehension of narrative text in experimental class where story mapping technique was applied to teach reading comprehension have increased than students ’ achievement in reading comprehension who were taught by using conventional technique because the students who were taught by using story mapping technique can be easy to understand the reading text. According to Farris, the improvement of students reading comprehension achievement is because in story mapping there are elements in story which facilitate the students to read the narrative text. In story mapping, there are story elements consist of title, character, problems and solution which facilitate students to read the narrative text easily. The result of pre-test showed that the students’ achievement in reading comprehension before story mapping was applied was lower than after story mapping technique was applied. Futhermore, in measuring to what extent story mapping technique is effective on s tudents’ reading comprehension, the writer used Cohens’s d formula. The result of Cohens’s d formula showed that the effectiveness value that obtained is 0.705. Based on the criteria of the effect size, it is categorized into moderate effect. It means story mapping technique had high effect to develop students’ reading comprehension of narrative text since the significant value that the writer got nearly achieved the highest level of the effect size. So, it can be said that story mapping technique has high effect toward students’ reading comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan. There are several differences when the writer taught in experimental class and control class. When the writer taught by using story mapping technique in experimental class, the students become more motivated to read the narrative text, the students were aware in story structure, the students more enjoy to read the narrative text, the students could be easy to see cause and effect in the story, they were motivated when they were filling the story mapping elements, they could automatically to fill it and they also used their creativity to draw those story mapping elements. However, in control class, when the writer taught using conventional technique, the writer just asked the students to read the narrative text, then translate it into native language and answer the questions based on the text. The technique made students feel bored. Students were lazy to do those frequently things again and again hence there was no significant improvement on their reading comprehension of narrative text. There are some factors that might cause why story mapping technique is effective when it was applied in the experimental class. Firstly, it can be seen in the advantages of story mapping. When the writer applied story mapping technique in experimental class, the students become aware of story structure. When students read the narrative text, they could put elements of story structure in chronological order correctly. It is in line with Farris who said that students will be more aware of story elements since in story mapping there are elements such as setting, characters, sequence of events, conflicts, and resolution which make students be easy to comprehend the story. Secondly, Boulineau et al., also explained the elements of story mapping can make students be easier to read the story in the narrative text. It is caused by of structures have same similarity. When the writer applied it, it has proved that students be easy to read the narrative text. Moreover, when applying story mapping in the experimental class, the students could be easier to read the narrative text. It is because in narrative text consists of elements which related to the narrative text. Then, they added that when applying story mapping technique in the classroom, the writer saw students’ really enjoy to read the narrative text. It is like Farris who argued story mapping bring joy to the reader. They could read long passage in reading narrative text without feeling overwhelming. Lastly, when applying story mapping technique, the students could use their creativity and imaginary. The students could make their own story mapping graphic by decorating it. It is was same with Felber’s explanation. Furthermore, students also can easily to see cause and effect in the story. The students could easily know what happening in the story is, what caused it, how to solve it, and so on. The students could tell the story in the story in good chronological order. After knowing the result of t-test and Cohen’s d formula and also seeing the process when giving the treatments to the students in experimental class, the writer could take a conclusion that story mapping is beneficial and applicable to develop students’ reading comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan. 73

CHAPTER V CONCLUSION AND SUGGESTION

This chapter presents the conclusion and the suggestion. In this chapter, the writer would like to give some conclusions and offer some suggestions that may relate to the subject.

A. Conclusion

Based on the analysis result of this research, it can be known that the result of mean of pre-test score at experimental class is 59.16 and mean of post-test score is 78.91. While mean of pre-test score at control class is 65.30 and mean of post-test score is 73.67. Therefore, the writer concluded that there is a significant improvement toward students’ reading comprehension achievement after being taught by using story mapping technique. It also can be seen after four meetings treatments, the result showed that gain score of experimental class where the story mapping technique applied is 19.34. Meanwhile, gain score of control class is 8.37. It means that the gain score in experimental class showed significant difference than in control class. It is also supported by the result of t-test formula to test the research hypothesis. The result had showed that the value of t-test 7.032 is higher than t- table 1.989 at the significance 5. It means that the Null Hypothesis H is rejected and the Alternative Hypothesis H a is accepted hence it can be inferred that story mapping technique is effective toward students’ reading comprehension achievement of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan. Meanwhile, to find out to what extent story mapping technique is effective toward students’ reading comprehension, the writer used Cohens’s d formula. The result of the calculation of Cohen’s d formula showed that the effectiveness value obtained is 0.705. Based on the criteria of the effect size, it can be said that the effect size to know to what extent story mapping technique is effective toward students’ reading comprehension of narrative text is categorized into moderate effect. It means that story mapping technique improved students’ reading comprehension of narrative text because the significant value that the writer got nearly achieved the highest level of the effect size criteria. It also can be seen in students’ reading comprehension achievement which got higher in the post-test score.

B. Suggestion

There are some suggestions which can be recommended according to conclusion above as follows: 1. The teachers are suggested to use story mapping technique in teaching reading comprehension of narrative text because it had been proven that story mapping technique is effective on students’ reading comprehension. 2. The teachers should be more prepare in using the story mapping technique including lesson planning, the narrative materials, and the media used. The teacher could find various materials about narrative text not only in guide text book but also in the internet. The well-preparation is very needed to determine the successful of the teaching and learning process. 3. The teacher should make students be ready before starting the teaching and learning activity began, such as, giving questions in order students have background knowledge about the material which will be studied and they could actively involve in teaching and learning activity in the classroom. 4. The students should realize that they have main role in teaching and learning activity especially in Kurikulum 2013 which uses student-center approach. It means that the successful of teaching and learning activity is based on them. 5. Further researchers who interested in doing similar study should understand the problems deeply in order get better research result and also should use the media or technique that make students interested in the material and understand easily. 75 REFERENCES Aebersold, Jo Ann and Field, Mary Lee. From Reader to Reading Teacher. United Kingdom: Cambridge University Press, 1997. Anderson, Mark and Anderson, Kathy. Text Types in English. Australia: MacMillan Education Australia, 1997. Arikunto, Suharsimi. Dasar-dasar Evaluasi Pendidikan -Edisi Revisi-. Jakarta: Bumi Aksara, 2006. Babyak, Allison E., et al., The Effect of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders, Behavioral Disorders. 2000. Bal, Mieke. 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