THE EFFECT OF STORY MAPPING STRATEGY ON GRADE VIII STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF STORY MAPPING STRATEGY
ON GRADE VIII STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirement for The Degree of
Sarjana Pendidikan
By:
ARYADI MANUEL GULTOM
Registration Number: 2112121001
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Gultom, Aryadi Manuel. 2017. 2112121001. The Effect of Story Mapping Strategy
on Grade VIII Students’ Achievement in Writing Narrative Text. A Thesis. English
Department. Faculty of Languages and Arts.State University of Medan.
This research aims at investigating the effect of story mapping strategy on grade
VIII students’ achievement in writing narrative text. It was conducted by using
experimental research design. The Population of this research was the eighth
(VIII) grade students of St. Thomas 1 Junior High School Medan. There were two
classes as the sample. The first class (VIII-F) as the experimental group consists
of 20 students, while the second class (VIII-B) as the control group consists of 20
students. The experimental group was taught by using story mapping strategy
while control group was taught by using lecturing strategy. The instrument for
collecting the data was writing test. The data were analyzed by using t-test
formula. The analysis showed that the score of students in the experimental group
by using story mapping strategy was higher than the score of students in the
control group by using lecturing strategy, at the level of significance (α) 0.05 with
the degree of freedom (df) 38, the t-observed was 2,818 while the t-table was
2,024. Therefore, the applying of story mapping strategy significantly affects the
students’ achievement in writing narrative text.
Keywords: Story Mapping Strategy, Writing Narrative Text.
i
ACKNOWLEDGEMENT
The writer would like to thank the Almighty Lord, Jesus Christ and Holy Mary for
their unconditional love, blessing and strength given to the researchis during his
study and in completing this thesis. The writer realized that he had received
suggestions, comments, guidance, assistance, materiil and moral supports from
people around . Therefore, the researcher would like to express his sincere
gratitude to:
1.
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
2.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora
Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education Study
Program.
4.
Prof. Dr. Busmin Gurning, M.Pd., his Thesis Consultant I and Isli Iriani
Indiah Pane, S.Pd., M.Hum., his Thesis Consultant II.
5.
Dr. Anni Holila Pulungan, M.Hum., and Neni Afrida Sari Harahap,
S.Pd., M.Hum., his Thesis Examiners.
6.
All Lecturers who have taught him in this English Department.
7.
Drs. Marolop Situmorang, M.Psi., the Principal and Hernita J. Sitompul,
S.Pd., the English Teacher of St. Thomas 1 JHS Medan.
8.
His beloved parents, Rufinus Charles Gultom and Nurhaima Basaria
Hutabarat, his one and only brother (+) Iwan for giving him the greatest
love, affection, prays, support and motivation in completing this thesis.
9.
His bestfriends TBC and The gourlls, (Harni L Gultom (it aleb), Melita,
Permadi, Fytriani, Roslinda, Jetty, Dedi, Arnita, Berto, Devi, Dora. His
friends of struggling for thesis, Martina Handayani Silalahi and Evelyn
Siahaan, for Reguler B 2011, thanks a lot for all lessons.
10. His motivators, Pak Pandiangan, all teachers at SMP St. Thomas 1 Medan
B’derael, Pestaria Pasaribu, Jelita Sitorus, Mey three, Lewi Sidabutar, Risma,
Mam Euis, Pak Pantes, Enda Berutu, Merry Sinurat, Riris Naibaho.
ii
11. His amazing family in KMK B’Pho, Broteng Mars, Mjin Filemon, Itink
Dewi, K’Tetty, PNS Paul, B’andil, K’ Shelpy, BPH 2015/2016 (Edi S.
Sitohang, Lasriana Sinurat, Tiurmaida Silitonga, Susilowati, Ligayu,
Juliaksen, Laeq Irvan) Personil ASEK & Basado Home (Enzy Zeen, Ririn,
Fidel, Johan, Gustini, Graciana, Sri Agus, Winda, Pinta, Josua, adek birong
Peliks alay, Abilson, Lismauli) Devi R. Sagala, Nelly Simamora, Iban Irma
R. Hutabarat, adek L Deselvia, Lae Hendra, Andreas, Bams, Raymon,
Hermanto, Janter, Martupa, Darius, Faldi, Alumni, all Gelora Lovers, who
cared and supported him,
and always made him glad with some of
unforgettable experiences. Thanks a lot for loving him honestly and being the
second family for him.
12. His lovely students of St. Thomas 1 JHS Medan, who had helped and
worked together with him well during the process of the research.
13. His GGM Family K’wina, B’Juan, K’Markas, B’Ben, K’Vera, Bro Koko,
Laushi Sally and Junita for jokes, support, love, togetherness and gokil
things.
14. His PPL Team-mates, Sarvoice, YGM, IMASS, SEMAF FBS, KMK’11, UKKMK St. Martinus Unimed, thanks for meaningful lesson and togetherness.
The researcher admits that his thesis is still far from being perfect. It has some
weakness and mistakes. Therefore, he would be thankful to accept any
suggestions and corrections from anyone for the better writing.
Medan,
Maret 2017
The Writer,
Aryadi Manuel Gultom
Reg. No. 2112121001
iii
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURES ........................................................................................... viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I.
INTRODUCTION .....................................................................1
A. The Background of the Study .................................................1
B. The Problem of the Study .......................................................4
C. The Objective of the Study .....................................................4
D. The Scope of the Study ...........................................................5
E. The Significance of the Study .................................................5
CHAPTER II. REVIEW OF LITERATURE ...................................................7
A. Theoretical Framework ...........................................................7
1. Students’ Achievement ......................................................7
2. Writing Skill .......................................................................8
3. Kinds of Genre .................................................................16
a. Narrative Text ..............................................................16
b. The Example of Narrative Text ...................................20
c. Assessment of writing Narrative Text .........................22
4. Story Map Strategy...........................................................23
a. The Nature of Story Mapping Strategy .......................23
b. The Advantages and Disadvantages of Story Mapping
Strategy .......................................................................26
c. The Steps of Story Mapping Strategy..........................27
d. The Example of Story Mapping ..................................28
iv
e. Lecturing Strategy .......................................................31
B. Relevant Studies ....................................................................34
C. Conceptual Framework .........................................................35
D. Theoretical Hypothesis .........................................................37
CHAPTER III. RESEARCH METHODOLOGY ..........................................38
A. Research Design ....................................................................38
B. The Population and Sample ..................................................39
1. Population.........................................................................39
2. Sample ..............................................................................39
C. The Instrument of Collecting Data........................................40
D. The Procedure of Collecting Data .........................................40
1. Pre-test ..............................................................................40
2. Treatment .........................................................................40
3. Post-test ............................................................................42
E. Rubric Assessment of Writing Narrative Text ......................42
F. The Validity and Realibility of the Test................................43
1. The Validity of the Test ...................................................43
2. The Realibility of The Test ..............................................44
G. The Technique for Analyzing Data .......................................46
H. Statistical Hypothesis ............................................................46
CHAPTER IV. DATA ANALYSIS ...................................................................47
A. Description of Data ...............................................................47
B. Data Analysis ........................................................................48
1. Analysing the Data by Using T-test Formula...................48
2. Testing Hypothesis ...........................................................50
3. Discussion ........................................................................50
v
CHAPTER V. CONCLUSION AND SUGGESTION ...................................54
A. Conclussion ...........................................................................54
B. Suggestion .............................................................................54
REFERENCES .....................................................................................................55
APPENDIX ...........................................................................................................57
vi
LIST OF TABLES
Pages
Table 1.1 The Percentage of Students’ Writing Score in Grade VIII-B ...............3
Table 3.1 True Experimental Design ..................................................................38
Table 3.2 Treatment for Experimental and Control Group ................................41
vii
LIST OF FIGURES
Pages
Figure 2.1 The Example of Narrative Text ............................................................21
Figure 2.2 The Sixth Group of Prewriting Frameworks ........................................25
Figure 2.3 The Example of Story Mapping ...........................................................30
viii
LIST OF APPENDICES
Pages
Appendix A. The Pre-Test and Post-Test for Experimental and Control Group .57
Appendix B. The Scores of Pre-Test and Post-Test ............................................58
Appendix C. The Calculation of Reliability of the Test ......................................60
Appendix D. The Calculation of Mean and Standard Deviation of
Experimental and Control Group ...................................................62
Appendix E. The Calculation of t-table and t-observed ......................................64
Appendix F. Percentage Points of the T Distribution..........................................66
Appendix G. Lesson Plan (Experimental Group) ................................................68
Appendix G. Lesson Plan (Control Group)..........................................................84
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is one of an important activity to communicate. People who live in
different places really need writing to communicate each other. Acoording to
Graham et al (2007:2) writing is important in helping people to communicate with
other people especially for some people in distance.
As one of productive skill, many people think writing is difficult to do. In
writing we must have good quality both in grammar and vocabulary. In addition,
reading a lot will help us to be able to defeat the difficulties. Events, ideas and our
experiences can be expressed through our writing.
Writing skill can be defined as a very basic and complex skill of language.
Writing is also known as a process of expressing ideas, feelings, and thoughts of
the authors in written symbol to comunicate with people who read. Writing is also
a tool that help people to save and remind events, experiences, and knowledge.
According to Richard-Amato (2003:102), writing is an interactive process,
involving three basics components. The interactive process includes the
researcher, other researchers (and the readers), and other texts. Thus, writing
reflects the process of writing itself and the researchers.
As Harmer states (2004:31) that, “Writing is often not time-bound in the
way conversation is. When writing, students frequently have more time to think
than they do in oral activities. They can go through what they know in their
minds, and even consult dictionaries, grammar books or other reference material
1
2
to help them”. We can say that writing gives more time for students to prepare
what they want to express on their paper. On the other hand, students often think
that writing is more difficult to learn than other language skills in the process of
teaching and learning English. Eventhough the students think that writing is
more difficult to do, unconsciously they will enrich their vocabulary and more
concern about the use of grammar at the same time.
Based on the curriculum of Junior High School (KTSP:2006), students are
expected to be able to write paragraphs of description, recount, narrative,
procedure and etc. The researcher focuses on students’ ability in writing narrative
text.
Based on researcher’s experience observation on teaching training, he
found that students’ writing on narrative text need to be awared because it was a
serious problem. Firstly, the students found themselves hard to decide what story
will be written. They failed to arrange the structure of their story because they did
not understand the generic structure of it. Third, they still had problem with their
grammar ability. They got confused in using of present or past form in their
tenses, wether it is subject or object, and many other problems. Several of them
are not interested to write. Even, they did not write anything on their paper.
Based on writer’s observation in SMP St. Thomas 1 Medan, the English
teacher of Eighth Grade said that the students found it difficult to write a text,
especially the narrative text. Most of them were not able to express their ideas in
writing, especially to arrange the sequence of events of their story. Besides, the
students were lack of vocabulary. The students also had problem with their
3
grammatical aspects of writing so that their sentence structure is disorganized.
Below is the list of students’ scores of VIII-B class.
Table 1.1 The Percentage of Students’ Writing Narrative Text Score in Grade
VIII-B
Semester
KKM Score
Students
Percentage Mean
st
< 70
27
71,1
1 Semester
65.5
2014/2015
≥ 70
11
28,9
70
< 70
25
65,8
2nd Semester
66.5
2015/2016
≥ 70
13
34,2
(Source: SMP St. Thomas 1 Medan)
The table shows that percentage of students’ writing score was still low.
Almost 72% students got writing score under the Minimum Criteria Mastery or
KKM (Kriteria Ketuntasan Minimal). The KKM applied by the school for is 70.
As Harmer (1997:3) states a teacher teaching technique obviously gives a
big influence toward students’ motivation of learning. Teachers should think of
strategy or technique which appropriates with the students’ types. Therefore,
teachers should be able to provide some creative methods and create a relevant
topic a long with the knowledge and the experience of their students. Accapezzato
(2013:9) states that writing skills are part of daily life. They are even embedded
into many activities enjoyed by school students. Because most students do not
think that practicing writing is important, the ‘how does this apply to me’ excuse
is uttered on a regular basis in the classroom. The goal is to change the students’
mindset. To overcome those problems, there are several approaches to improve
the students’ ability in writing by using method, technique, strategy and media.
The study will focus on using a teaching strategy named story mapping as one of
graphic organizer’s strategy. This study choose story mapping strategy because
4
among the graphic organizer’s strategies, story mapping is easier to be applied to
guide the students in writing their narrative text. In addition, story mapping is also
interesting for students because the students can simply put their writing into the
graphics. By using this strategy, students are hoped to be more motivated to
improve their ability in writing.
It has been proved that story mapping is a beneficial teaching strategy
based on the references found by the researcher. Moreover, story mapping can
help students to motivate them in writing. As Boulliane (2004:3) states that story
map is a tool to create a connection of story components using a visual graphic.
Those story components are setting, character, problem and resolution.
Based on those explanation above, the researcher is interested to conduct a
study in order to investigate the effect of story mapping strategy on the students’
ability in writing narrative text.
B. The Problem of the Study
The problem of this study is formulated as follows. “is the students’
achievement in writing narrative text taught by using story mapping strategy
higher than that taught by using lecturing strategy?”
C. The Objective of the Study
The objective of the study is to investigate if the students’ achievement in
writing narrative text by using story mapping strategy higher than that taught by
using lecturing strategy.
5
D. The Scope of the Study
It is important to make the limitation of the problem, to avoid
misunderstanding and to clarify the problem. This research focused on
investigating the effect of story mapping strategy on the students’ achievement in
writing especially in narrative text. The level of the students is grade VIII of
Junior High School.
E. The Significance of the Study
There are two significant outcomes expected to this study, namely
theorical and practical benefit as follows:
1. Theoretical significance
The result of the study are expected to enrich the literature on English
teaching in writing a narrative text and to provide a beneficial reference
for further research on story mapping strategy in writing a recount text.
2. Practical significance
a. For the teachers
The result of the study are expected to give some advantages for the
teachers in their teaching learning process to apply the story mapping
technique in their students’ writing on a narrative text.
b. For the students
Through this study, the students are expected to be able to:
-
Improve their skill in using story mapping in writing narattive text.
6
-
Help students to use story mapping technique when they write
particularly in writing narrative text.
c. For other researchers
-
As a reference to conduct further research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is higher
significant effect of story mapping strategy on students’ achievement in writing
narrative text than lecturing strategy. Therefore, the alternative hypothesis (H1) is
“there is higher significant effect of story mapping strategy on students’
achievement in writing narrative text”
B. Suggestion
In the relation to the conclusion above, the researcher points out some
suggestion as following. The English teachers are suggested to apply story
mapping strategy in teaching narrative text as the alternative in teaching learning
process because is proved effective to improve writing ability; Since this research
is limited to the investigation of the story mapping strategy on writing and how
the story mapping strategy can be developed is not known, it is suggested that a
research should be done on writing development.
54
REFERENCES
Al-Hinnawi, A. N. 2012. The Effect of the Graphic Organizer Strategy
onStudents’ English Vocabulary Building. Journal of English Languange
Teaching. IV (12) 62-69
Ary, D., J, L.C. &Razavieh, A. 2010.Introduction to Research in
edition).Toronto: Wadsworth Thomson Learning.
Education (8th
Corder, S. P. The significance of learners' errors. Journal of English Languange
Teaching.Vol.5.1962
Best, J. W. & Kahn, J. V. 2006.Research in Education (10th edition). New York:
Pearson Education.
Bloom, L.1996. Language. New York : Halt Rinehart and Winston.
Brown, H. D. 2004. Language Assesment: Principles and Classroom Practice.
New York: Longman.
Brown, K and Susan Hood. 1989.Writing Skills and Strategies for Students of
English.Cambridge: Cambridge University Press.
Boulliane, T, et al. Use Story Mapping to increase Students Grammar Text
Comprehension in Elementary with Learning Disablities. Learning
Dissability Quarterly Journal. Volume 27.2004.
Chamot, A.U, et al. 1999. The Learning Strategies Hand Book. New York:
Longman.
Cohen, L.M, Lawrence &Marrison. Keith. Research Methods in
(Sixth Edition).London: Routledge.
Education
Glass, K.T. 2005. Curriculum Design for Writing Instruction. California: Corwin
Press.
Fauzi, R. 2010. Improving Students’ Understanding of Narrative Text by Using
Story Mapping (A Classroom Action Research at the First Grade Students
of MA Pembangunan). Jakarta: UIN Syarif Hidayatullah.
Grenville, K. 2001. Writing from Start to Finish A Six-Step Guide. Sydney:Allen
&Unwin.
Griffin, C.C.M, L.D. & Kameenui, E.J. 2001. Effects of Graphic Organizer
Instruction on Fifth-Grade Students. The Journal of Educational Research.
Vol 89 (2) 1-10
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Harmer, J. 2004. How to Teach Writing. London: Pearson Education.
Knapp, P. and Megan,W. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing.Sydney: UNSW Press.
Kurniawan, A. Improving Students’ Reading Comprehension on Narrative Text
through Story Mapping. Journal of English Language Teaching. Vol. 3.
2010.
Lienemann, T.O. and Reid, R. 2006. Strategy instruction for students with
learning disabilities. New York: Guilford Press
Linn, R. l., Bond, Lloyd., Carr., Peggy., Harris., Douglas. 2000. Students
Learning, Students Achievement: How Do Teachers Measure.Up.
Arlington: National Board for Professional Teaching Standards.
Means, B and Lindy L. 1998.Teaching Writing in Middle School.Colorado:
Greenwood Publishing Group.
Richard, C. J. 1986. Approaches and Methods in Languang Teaching. United
Kingdom: University press, Cambridge.
Rico, G. 2000. Writing the Natural Way. New York: Pinguin Putnam.
Roberts, J.M.E. 2004. 25 Prewriting Graphic Organizers and Planning Sheets.
New York: Scholastic.
Richard-A,P. A. 2003. Making It Happen,(third edition). New York: Pearson
Education.
Romli, M. 2014. Improving The Students’ Reading Comprehension of Narrative
Text through Story Mapping. Jakarta: State Islamic University Syarif
Hidayatullah Jakarta
Sayekti, A.P. 2014. Using Story Mapping toTeach Students’ Writing Ability of
Narrative Text. Jakarta: State Islamic University Syarif Hidayatullah
Jakarta
Soeprapto, F. A. and Darwis, M. 2006. Linked to the World 2. Jakarta: Yudhistira.
Tayib, A.M. 2015. The Effect of Using Graphic Organizer on Writing.
International Journal of English Languange Teaching. III(1) 11-31
Zygouris, C. V and Glass, C. 2004.Story Mapping. FOR-PD’s Reading Strategy
of the Month.
ON GRADE VIII STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirement for The Degree of
Sarjana Pendidikan
By:
ARYADI MANUEL GULTOM
Registration Number: 2112121001
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Gultom, Aryadi Manuel. 2017. 2112121001. The Effect of Story Mapping Strategy
on Grade VIII Students’ Achievement in Writing Narrative Text. A Thesis. English
Department. Faculty of Languages and Arts.State University of Medan.
This research aims at investigating the effect of story mapping strategy on grade
VIII students’ achievement in writing narrative text. It was conducted by using
experimental research design. The Population of this research was the eighth
(VIII) grade students of St. Thomas 1 Junior High School Medan. There were two
classes as the sample. The first class (VIII-F) as the experimental group consists
of 20 students, while the second class (VIII-B) as the control group consists of 20
students. The experimental group was taught by using story mapping strategy
while control group was taught by using lecturing strategy. The instrument for
collecting the data was writing test. The data were analyzed by using t-test
formula. The analysis showed that the score of students in the experimental group
by using story mapping strategy was higher than the score of students in the
control group by using lecturing strategy, at the level of significance (α) 0.05 with
the degree of freedom (df) 38, the t-observed was 2,818 while the t-table was
2,024. Therefore, the applying of story mapping strategy significantly affects the
students’ achievement in writing narrative text.
Keywords: Story Mapping Strategy, Writing Narrative Text.
i
ACKNOWLEDGEMENT
The writer would like to thank the Almighty Lord, Jesus Christ and Holy Mary for
their unconditional love, blessing and strength given to the researchis during his
study and in completing this thesis. The writer realized that he had received
suggestions, comments, guidance, assistance, materiil and moral supports from
people around . Therefore, the researcher would like to express his sincere
gratitude to:
1.
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
2.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora
Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education Study
Program.
4.
Prof. Dr. Busmin Gurning, M.Pd., his Thesis Consultant I and Isli Iriani
Indiah Pane, S.Pd., M.Hum., his Thesis Consultant II.
5.
Dr. Anni Holila Pulungan, M.Hum., and Neni Afrida Sari Harahap,
S.Pd., M.Hum., his Thesis Examiners.
6.
All Lecturers who have taught him in this English Department.
7.
Drs. Marolop Situmorang, M.Psi., the Principal and Hernita J. Sitompul,
S.Pd., the English Teacher of St. Thomas 1 JHS Medan.
8.
His beloved parents, Rufinus Charles Gultom and Nurhaima Basaria
Hutabarat, his one and only brother (+) Iwan for giving him the greatest
love, affection, prays, support and motivation in completing this thesis.
9.
His bestfriends TBC and The gourlls, (Harni L Gultom (it aleb), Melita,
Permadi, Fytriani, Roslinda, Jetty, Dedi, Arnita, Berto, Devi, Dora. His
friends of struggling for thesis, Martina Handayani Silalahi and Evelyn
Siahaan, for Reguler B 2011, thanks a lot for all lessons.
10. His motivators, Pak Pandiangan, all teachers at SMP St. Thomas 1 Medan
B’derael, Pestaria Pasaribu, Jelita Sitorus, Mey three, Lewi Sidabutar, Risma,
Mam Euis, Pak Pantes, Enda Berutu, Merry Sinurat, Riris Naibaho.
ii
11. His amazing family in KMK B’Pho, Broteng Mars, Mjin Filemon, Itink
Dewi, K’Tetty, PNS Paul, B’andil, K’ Shelpy, BPH 2015/2016 (Edi S.
Sitohang, Lasriana Sinurat, Tiurmaida Silitonga, Susilowati, Ligayu,
Juliaksen, Laeq Irvan) Personil ASEK & Basado Home (Enzy Zeen, Ririn,
Fidel, Johan, Gustini, Graciana, Sri Agus, Winda, Pinta, Josua, adek birong
Peliks alay, Abilson, Lismauli) Devi R. Sagala, Nelly Simamora, Iban Irma
R. Hutabarat, adek L Deselvia, Lae Hendra, Andreas, Bams, Raymon,
Hermanto, Janter, Martupa, Darius, Faldi, Alumni, all Gelora Lovers, who
cared and supported him,
and always made him glad with some of
unforgettable experiences. Thanks a lot for loving him honestly and being the
second family for him.
12. His lovely students of St. Thomas 1 JHS Medan, who had helped and
worked together with him well during the process of the research.
13. His GGM Family K’wina, B’Juan, K’Markas, B’Ben, K’Vera, Bro Koko,
Laushi Sally and Junita for jokes, support, love, togetherness and gokil
things.
14. His PPL Team-mates, Sarvoice, YGM, IMASS, SEMAF FBS, KMK’11, UKKMK St. Martinus Unimed, thanks for meaningful lesson and togetherness.
The researcher admits that his thesis is still far from being perfect. It has some
weakness and mistakes. Therefore, he would be thankful to accept any
suggestions and corrections from anyone for the better writing.
Medan,
Maret 2017
The Writer,
Aryadi Manuel Gultom
Reg. No. 2112121001
iii
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURES ........................................................................................... viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I.
INTRODUCTION .....................................................................1
A. The Background of the Study .................................................1
B. The Problem of the Study .......................................................4
C. The Objective of the Study .....................................................4
D. The Scope of the Study ...........................................................5
E. The Significance of the Study .................................................5
CHAPTER II. REVIEW OF LITERATURE ...................................................7
A. Theoretical Framework ...........................................................7
1. Students’ Achievement ......................................................7
2. Writing Skill .......................................................................8
3. Kinds of Genre .................................................................16
a. Narrative Text ..............................................................16
b. The Example of Narrative Text ...................................20
c. Assessment of writing Narrative Text .........................22
4. Story Map Strategy...........................................................23
a. The Nature of Story Mapping Strategy .......................23
b. The Advantages and Disadvantages of Story Mapping
Strategy .......................................................................26
c. The Steps of Story Mapping Strategy..........................27
d. The Example of Story Mapping ..................................28
iv
e. Lecturing Strategy .......................................................31
B. Relevant Studies ....................................................................34
C. Conceptual Framework .........................................................35
D. Theoretical Hypothesis .........................................................37
CHAPTER III. RESEARCH METHODOLOGY ..........................................38
A. Research Design ....................................................................38
B. The Population and Sample ..................................................39
1. Population.........................................................................39
2. Sample ..............................................................................39
C. The Instrument of Collecting Data........................................40
D. The Procedure of Collecting Data .........................................40
1. Pre-test ..............................................................................40
2. Treatment .........................................................................40
3. Post-test ............................................................................42
E. Rubric Assessment of Writing Narrative Text ......................42
F. The Validity and Realibility of the Test................................43
1. The Validity of the Test ...................................................43
2. The Realibility of The Test ..............................................44
G. The Technique for Analyzing Data .......................................46
H. Statistical Hypothesis ............................................................46
CHAPTER IV. DATA ANALYSIS ...................................................................47
A. Description of Data ...............................................................47
B. Data Analysis ........................................................................48
1. Analysing the Data by Using T-test Formula...................48
2. Testing Hypothesis ...........................................................50
3. Discussion ........................................................................50
v
CHAPTER V. CONCLUSION AND SUGGESTION ...................................54
A. Conclussion ...........................................................................54
B. Suggestion .............................................................................54
REFERENCES .....................................................................................................55
APPENDIX ...........................................................................................................57
vi
LIST OF TABLES
Pages
Table 1.1 The Percentage of Students’ Writing Score in Grade VIII-B ...............3
Table 3.1 True Experimental Design ..................................................................38
Table 3.2 Treatment for Experimental and Control Group ................................41
vii
LIST OF FIGURES
Pages
Figure 2.1 The Example of Narrative Text ............................................................21
Figure 2.2 The Sixth Group of Prewriting Frameworks ........................................25
Figure 2.3 The Example of Story Mapping ...........................................................30
viii
LIST OF APPENDICES
Pages
Appendix A. The Pre-Test and Post-Test for Experimental and Control Group .57
Appendix B. The Scores of Pre-Test and Post-Test ............................................58
Appendix C. The Calculation of Reliability of the Test ......................................60
Appendix D. The Calculation of Mean and Standard Deviation of
Experimental and Control Group ...................................................62
Appendix E. The Calculation of t-table and t-observed ......................................64
Appendix F. Percentage Points of the T Distribution..........................................66
Appendix G. Lesson Plan (Experimental Group) ................................................68
Appendix G. Lesson Plan (Control Group)..........................................................84
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is one of an important activity to communicate. People who live in
different places really need writing to communicate each other. Acoording to
Graham et al (2007:2) writing is important in helping people to communicate with
other people especially for some people in distance.
As one of productive skill, many people think writing is difficult to do. In
writing we must have good quality both in grammar and vocabulary. In addition,
reading a lot will help us to be able to defeat the difficulties. Events, ideas and our
experiences can be expressed through our writing.
Writing skill can be defined as a very basic and complex skill of language.
Writing is also known as a process of expressing ideas, feelings, and thoughts of
the authors in written symbol to comunicate with people who read. Writing is also
a tool that help people to save and remind events, experiences, and knowledge.
According to Richard-Amato (2003:102), writing is an interactive process,
involving three basics components. The interactive process includes the
researcher, other researchers (and the readers), and other texts. Thus, writing
reflects the process of writing itself and the researchers.
As Harmer states (2004:31) that, “Writing is often not time-bound in the
way conversation is. When writing, students frequently have more time to think
than they do in oral activities. They can go through what they know in their
minds, and even consult dictionaries, grammar books or other reference material
1
2
to help them”. We can say that writing gives more time for students to prepare
what they want to express on their paper. On the other hand, students often think
that writing is more difficult to learn than other language skills in the process of
teaching and learning English. Eventhough the students think that writing is
more difficult to do, unconsciously they will enrich their vocabulary and more
concern about the use of grammar at the same time.
Based on the curriculum of Junior High School (KTSP:2006), students are
expected to be able to write paragraphs of description, recount, narrative,
procedure and etc. The researcher focuses on students’ ability in writing narrative
text.
Based on researcher’s experience observation on teaching training, he
found that students’ writing on narrative text need to be awared because it was a
serious problem. Firstly, the students found themselves hard to decide what story
will be written. They failed to arrange the structure of their story because they did
not understand the generic structure of it. Third, they still had problem with their
grammar ability. They got confused in using of present or past form in their
tenses, wether it is subject or object, and many other problems. Several of them
are not interested to write. Even, they did not write anything on their paper.
Based on writer’s observation in SMP St. Thomas 1 Medan, the English
teacher of Eighth Grade said that the students found it difficult to write a text,
especially the narrative text. Most of them were not able to express their ideas in
writing, especially to arrange the sequence of events of their story. Besides, the
students were lack of vocabulary. The students also had problem with their
3
grammatical aspects of writing so that their sentence structure is disorganized.
Below is the list of students’ scores of VIII-B class.
Table 1.1 The Percentage of Students’ Writing Narrative Text Score in Grade
VIII-B
Semester
KKM Score
Students
Percentage Mean
st
< 70
27
71,1
1 Semester
65.5
2014/2015
≥ 70
11
28,9
70
< 70
25
65,8
2nd Semester
66.5
2015/2016
≥ 70
13
34,2
(Source: SMP St. Thomas 1 Medan)
The table shows that percentage of students’ writing score was still low.
Almost 72% students got writing score under the Minimum Criteria Mastery or
KKM (Kriteria Ketuntasan Minimal). The KKM applied by the school for is 70.
As Harmer (1997:3) states a teacher teaching technique obviously gives a
big influence toward students’ motivation of learning. Teachers should think of
strategy or technique which appropriates with the students’ types. Therefore,
teachers should be able to provide some creative methods and create a relevant
topic a long with the knowledge and the experience of their students. Accapezzato
(2013:9) states that writing skills are part of daily life. They are even embedded
into many activities enjoyed by school students. Because most students do not
think that practicing writing is important, the ‘how does this apply to me’ excuse
is uttered on a regular basis in the classroom. The goal is to change the students’
mindset. To overcome those problems, there are several approaches to improve
the students’ ability in writing by using method, technique, strategy and media.
The study will focus on using a teaching strategy named story mapping as one of
graphic organizer’s strategy. This study choose story mapping strategy because
4
among the graphic organizer’s strategies, story mapping is easier to be applied to
guide the students in writing their narrative text. In addition, story mapping is also
interesting for students because the students can simply put their writing into the
graphics. By using this strategy, students are hoped to be more motivated to
improve their ability in writing.
It has been proved that story mapping is a beneficial teaching strategy
based on the references found by the researcher. Moreover, story mapping can
help students to motivate them in writing. As Boulliane (2004:3) states that story
map is a tool to create a connection of story components using a visual graphic.
Those story components are setting, character, problem and resolution.
Based on those explanation above, the researcher is interested to conduct a
study in order to investigate the effect of story mapping strategy on the students’
ability in writing narrative text.
B. The Problem of the Study
The problem of this study is formulated as follows. “is the students’
achievement in writing narrative text taught by using story mapping strategy
higher than that taught by using lecturing strategy?”
C. The Objective of the Study
The objective of the study is to investigate if the students’ achievement in
writing narrative text by using story mapping strategy higher than that taught by
using lecturing strategy.
5
D. The Scope of the Study
It is important to make the limitation of the problem, to avoid
misunderstanding and to clarify the problem. This research focused on
investigating the effect of story mapping strategy on the students’ achievement in
writing especially in narrative text. The level of the students is grade VIII of
Junior High School.
E. The Significance of the Study
There are two significant outcomes expected to this study, namely
theorical and practical benefit as follows:
1. Theoretical significance
The result of the study are expected to enrich the literature on English
teaching in writing a narrative text and to provide a beneficial reference
for further research on story mapping strategy in writing a recount text.
2. Practical significance
a. For the teachers
The result of the study are expected to give some advantages for the
teachers in their teaching learning process to apply the story mapping
technique in their students’ writing on a narrative text.
b. For the students
Through this study, the students are expected to be able to:
-
Improve their skill in using story mapping in writing narattive text.
6
-
Help students to use story mapping technique when they write
particularly in writing narrative text.
c. For other researchers
-
As a reference to conduct further research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is higher
significant effect of story mapping strategy on students’ achievement in writing
narrative text than lecturing strategy. Therefore, the alternative hypothesis (H1) is
“there is higher significant effect of story mapping strategy on students’
achievement in writing narrative text”
B. Suggestion
In the relation to the conclusion above, the researcher points out some
suggestion as following. The English teachers are suggested to apply story
mapping strategy in teaching narrative text as the alternative in teaching learning
process because is proved effective to improve writing ability; Since this research
is limited to the investigation of the story mapping strategy on writing and how
the story mapping strategy can be developed is not known, it is suggested that a
research should be done on writing development.
54
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