d. To enable readers to place themselves in the story e. To s
trengthen readers’ relationship to the text f. To stimulate the imaginative thinking
g. To heighten engagement with text h. To bring joy to reading.
From the purposes of story mapping above, in short, it can be concluded that this technique facilitates readers to get a good understanding in text.
3. The Technique of Using Story Mapping
According to Farris, there are the general procedures to follow when preparing a basic story map, they are:
a. Reading the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story.
b. Placing the title, theme or topic of the story in the center of the graphic story map in a predominant bubble or at the top of semantic chart.
c. Drawing enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or
second-level information from the summary list to these ties in chronological order, moving clockwise around the center.
d. Drawing additional ties projecting out symmetrically from each secondary bubble to accommodate the important details associated with the key plot event,
adding relevant information from the summary list. e. Reviewing the final semantic chart or story map for completeness.
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The graphic of story mapping could be made, as follows:
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Ibid.
4. Teaching Narrative Text by Using Story Mapping
There are some steps to teach narrative text by using story mapping compiled from
Farris’ book, they are:
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Step 1: Introducing to students the concept and the benefit of using story mapping
technique, one of them is to develop their comprehension in reading a text.
Step 2:
Explaining the major components of story mapping through identifying a story first concerning to figure out the title, the theme of story, the important
characters and personality traits of specific participant of story, then identifying the orientation or significant plot developments. It leads to sequence of action to note
characters’ attempts in overcoming problems, then evoking to get solution. A teacher needs to give the interactive instructions clearly for each story component.
To build questioning before or after reading to construct their motivation and their comprehension. After they finish reading a story, they fill out the section of story
mapping sheet.
Step 3: Directing students when they commit errors to reread the story.
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Ibid.
