writing skills in EFL. This study is an experimental study conducted in Jordan which use 84 tenth grade male students as sample classified into four classes,
two served as an experimental group and the other ones as control. The result of this research proved that the story-mapping technique had a positive effect
on developing Jordanian tenth grade students short story writing skills in terms of content and organization, mechanics of writing, language use as well as in
skills emerged from creative abilities fluency, flexibility, novelty and elaboration.
From the study above, it can be concluded that the story-mapping technique has an effect on improving the students’ writing ability, either on
normal students, or on the students with learning disabilities. So, I believe that the story-mapping technique can be regarded as an effective way to improve
students’ writing ability.
C. Conceptual Framework
This study begins with the problem that occurs in English teaching and writing process. The problem is the low writing ability of the students grade
VIII in SMP N 2 Gamping. Review of related theories has been presented above as references for dealing with the problem. This section then will present
the conceptual framework of the research study. The low writing ability of the students grade VIII in SMP N 2 Gamping
is affected by many factors. One of the factor is the teaching technique. There
are many techniques that can be used to improve the writing ability of the student, and one of them is using the story-mapping technique.
Story-mapping technique is an instructional strategies that may hold promise for many students who are struggling with writing. Story mapping
provides students with a glance view of the basic story structure and the relationship between story elements. This technique has been found to be
effective in helping students learn the structure of a story and develop their own story. Story-mapping is easy to prepare and implement. English teachers can
easily adapt them and apply them to various writing activities. A story map is used as a visual tool that shows the interrelation among
the important idea, notion and facts that take place in the story. It is based on a logical organization of events and ideas of a story. The students do not have to
write the text directly but they can write the main point of the text first and then develop it into a more organized text.
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CHAPTER III RESEARCH METHOD
This chapter presents the methodology used in this research. The methodology of this research consists of type of the research, setting of the research,
subjects of the research, sharpening the problem, research design, the research data collection, validity and reliability of the data, and the research data analysis. Each
and all of them will be presented below. A.
The Type of Research
The type of this research was action research, which focused on the efforts to improve the real condition of the English teaching and learning process.
According to Burns 2010, action research is a research in which in doing the research the researcher involves taking a self-reflective, critical, and systematic
approach to explore teaching context. In this research, the researcher looked for the problems in the teaching and learning process to be solved or
weaknesses on the teaching and learning process that could be improved. Therefore, in action research, the focus is on process not the product. Action
research is not only solving problem but also improving matters. Kemmis and McTaggart 1992:22–5 state that one of the key principles of
action research is collaborative, it means action research involves those who responsible for action in improving that action. In doing this research, the
researcher did not work alone; he collaborated with the English teacher to improve the way in teaching English, especially in teaching writing in order to
