Finally, in this research the writer will try to apply Story Mapping Technique as a strategy in teaching reading especially in narrative text. In
this case, the writer will do an action research entitled “Improving
Students’ Understanding of Narrative Text through Story Mapping Classroom Action Research at the Eighth Grade of SMP N 245,
Jakarta ”.
B. Limitation of the Study
The scope of the study focuses on story mapping to improve students’ reading comprehension in narrative text at SMP N 245, Jakarta.
The writer limits the study only by applying story mapping in teaching narrative text to the second grade students at SMP N 245, Jakarta.
C. Formulation of the Study
To make the study easy to understand, the writer formulates the problem as follow: “Can story mapping improve students’ understanding
of narrative text at SMP N 245, Jakarta?.
D. Objective of the Study
Based on the formulation above, the objective of this study is to know whether story mapping can improve students’ understanding of
narrative text at SMP N 245, Jakarta.
E. Significance of the study
The results of this study are expected to the English teacher, students, and writer. To English teachers, the result of this study could
help them applying to appropriate method in learning narrative text by using story mapping.
To students, the result of this study is expected to create interactive and enjoyable learning so the understanding of the students will be
improved.
And to writer, this research is expected to widen his knowledge about teaching reading strategy, especially knowledge about story
mapping technique in teaching narrative text.
5
CHAPTER II THEORETICAL FRAMEWORK
This chapter covers some theories related to the study. The discussion
focuses on the reading, narrative text, and story mapping A.
Reading 1.
The Definition of Reading
Generally, when people read a text, they are not only saying or pronounce the words but also they need to understand the message from the text. In this
sense, Arthur W. Heilman stated that reading is more than mechanical process such as pronouncing word correctly although mechanics are an essential part of
the process but also the recognition of meaning.
1
It means that reading is not only to get the information from the text passively but also a thinking process to
understand the meaning. That statement is in line with Jeremy Harmer who stated that reading is a practice which is dominated by the eyes and the brain.
2
From the definitions above, it shows that reading is a thinking process and more than producing the words. That is why we call that reading is a complex
process. It similar with Arthur W. Heilman who stated that reading is a complicated process because reading need mechanical and comprehension skills,
and those skills are influenced by the reader‟s attitudes, knowledge, and past
experience.
3
Thus, the readers should do that if they want to get the information or the idea from the text. If they do not do that, they will get nothing. It is similar
with Jeremy Harmer that states: Reading is an incredible active occupation. To do it successfully, we
have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree
with them. If we do not do these things – and if students do not do
1
Arthur W. Heilman, Principles and Practices of Teahing Reading, Boston: Charles E. Merrill Publishing Company 1967 p. 8
2
Jeremy Harmer, The Practice of English language Teaching, New York: Longman, 1983, p. 153-154.
3
Arthur, op. cit., p.3
