Moreover, reliability is also needed to create a good test because a test must be reliable as a measuring instrument.
6
In order to make the instrument to be reliable, the rubric of writing named “analytical scoring” which is created by Jacob, et al was
used. The advantage of this rubric scoring is that the scores are compiled to consider aspects of performance which they might otherwise ignore and the score has to give a
number of score will tend to make the scoring more reliable.
7
The composition profile by Jacob et al can be seen in research methodology.
E. Technique of Collecting Data
Test was used to see the result of students’ improvement in their writing ability of narrative text. The test was distributed to the experimental class. There were two
kinds of tests used: pre-test and post-test. a.
Pre-test Pre-test is conducted before the implementation of story mapping technique to
find out the average score of writing ability of the class which observed. Students were given a theme of story which is familiar with them. Students should write with
minimum 250 words. Then, students had to identify the element of narrative text such as orientation, complication, and resolution from the text which they had written. The
test was carried out in form of written test. b.
Post-test Post-test was used to find out if story mapping technique is effective to teach
students’ writing ability of narrative text. The post-test wasconducted after the implementation of story mapping technique teaching to see the improvementin that
the students made after the treatment given. The test used was same as the test used in the pre-test which consists of a narrative essaywith minimum 250 words to be written
by the students, but the theme which was given in pre-test and post-test was different.
6
J.B. Heaton, Writing English Language Test, London: Longman, 1995, p. 159.
7
Ibid., p. 162.
F. Intervention of the Research
As elaborated in chapter one, the purpose of mastering writing narrative skills was that the students were able to deliver their ideas or opinions, explore their
knowledge in many information sources in English, and comprehend a text of narrative through story mapping technique. In this technique, the definition, language
feature, schematic structure and social function of narrative text were taught. This research had six meetings in the classroom. The two meetings were used to do pre-
test and post-test and the other four meetings were used to give several treatments in teaching writing of narrative text.
In the first meeting, the definition, schematic structure, language feature, and social function of narrative text were explained to students. In addition, several
examples of narrative text were given to be analyzed by the students in order that they could distinguish narrative text from another text.
In the second meeting, explained the same material which was delivered in previous meeting to strengthen students’ understanding in narrative text. Then,
students were asked to discuss with their friends and mention the characteristics of narrative text in a fairytale.
Next meeting, students were explained about how to write a good narrative text and gave more explanation about a useful technique which could be used by students
as their outline before they wrote their story mapping. Furthermore, they were explained about the definition of story mapping, the advantages of story mapping and
how to create a story map. To make students more obvious in making story mapping, some examples of story mapping were given in different forms. After that, a new
topic was served as an assignment of students’ writing of narrative text. Students should write their story using story mapping as the outline.
In the last meeting, the steps of writing narrative text using story mapping were reviewed to make students more understand about story mapping. Then, they were
asked to write any kind of story using story mapping. They could write their story by following the element of story that they had already visualize in story mapping.
