continuosly administered probes from M=3.88 during baseline to M=8.97 during intervention.
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The third previous study is, “Improving Students’ Reading Comprehension of
Narrative Text through Story Mapping Technique A Classroom Action Research in the Second Year of MTs Islamiyah Ciputat by Fauziati. In her research, she
used Class Action Research CAR Method by applying Kurt Lewin’s design which has 4 phases planning, acting, observing, and reflecting. She selected 43
students of VIII grade social class at MTs Islamiyah as her sample. She found in there was 12, 43 improvement of students’ mean reading score after using story
mapping. In cycle 1, there were 25 students or 58.14 who passed the KKM with the mean score was 67.20. In cycle 2, there were 37 students or 86.05 who
passed the KKM with the mean score 73.95.
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Those three previous studies above were used by the writer as references to conduct the research and to compare with the study which the writer is doing now.
From the first study, the sample of the study was a class of 34 students in the first grade of elementary school meanwhile the sample of this study which the writer is
doing are two classes of 43 students in each class in the tenth grade students of senior high school in Indonesia. Comparing with the second previous study, the
sample of the study was five students from three elementary students. The sample was chosen because they had very serious reading comprehension problem during
classroom instruction. Whereas, for the study which is doing by the writer now the sample are 2 classes of tenth grade students of senior high school. The sample
was chosen based on their pre-test score. Last but not least, the third previous study from Lulu Fuziati H. She used Class Action Research CAR as the design
of the research meanwhile the writer used Quasi-experimental study as the design of research. Those three things in choosing the sample, in conducting the place of
73
Grunke, et al., op cit., pp. 53
—61.
74
Lulu Fauziati H., “Improving Students’ Reading Comprehension of Narrative Text
Through Story Mapping Technique,” A Skripsi Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements For Degree of S.Pd in English Language
Education UIN Syarif Hidayatullah Jakarta, Jakarta, 2013.
the research and in designing the type of the research are differences between the previous study researches and the writer’s research.
E. Conceptual Framework
From those definitions, it can be known that reading comprehension is related to the activity to understand the information which is got from printed text and
combine it into reader’s previous knowledge. There are several factors that influence
students’ reading comprehension, such as, students’ background, students’ vocabulary mastery, and students’ ability to save the knowledge into
their memory. Narrative text is text that purpose is to entertain or amuse the readers. There are generic structures in narrative text that is orientation,
complication, and resolution. Story mapping is a graphic of story elements. Story mapping elements and narrative text generic structures have similarity. Thus, the
writer thought it can be effective to teach students reading comprehension of narrative text by using story mapping since both are telling about the story. It is
also in line with other researchers who found that story mapping could improve students’ reading comprehension of narrative text. Furthermore, since narrative
text tells the fictive story, it would make students become more interested in reading the text. The students would use their imagination to think about the story
in their minds. By using story mapping, the students not only use their imagination, but also use their concentration to link one element to another
element of story mapping. Hence, it will help students to comprehend the narrative text. At the end of activity, the students are expected to get better
reading comprehension and strengthen their memory in visualizing the story.
F. Research Hypothesis
The statistic hypothesis stated:
Null Hypothesis Ho :There is no significant difference between students’
achievement in reading comprehension after using the story mapping technique.
Alternative Hypothesis Ha :There is a significant difference between students’
achievement in reading comprehension after using the story mapping technique.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents place and time of the research, method and design of the research, population and sample of the research, instrument of the research,
technique of data collection, trustworthiness of the research, technique of data analysis, and statistical hypothesis.
A. Place and Time of the Research
This research was conducted at the tenth grade of SMAN 1 Kota Tangerang Selatan on Jl. Pendidikan No.49 Ciputat South Tangerang Banten. The research
was held for three months. It started from April-June 2015 at the second semester of the year of study 20142015.
Table 3.1 The Schedule of Research
No Date
Time Activity
1. April 2nd, 2015
10.15 – 12.30
Observation and Interview 2.
April 7th, 2015 12.30
– 14.00 Pre-test at X MIA 3
3. April 9th, 2015
12.30 – 14.00
Pre-test at X MIA 4 4.
April 21st, 2015 12.30
– 14.00 1st meeting at X MIA 3
5. April 23rd, 2015
12.30 – 14.00
1st meeting at X MIA 4 6.
April 28th, 2015 12.30
– 14.00 2nd meeting at X MIA 3
7. April 30th, 2015
12.30 – 14.00
2nd meeting at X MIA 4 8.
Mei 5th, 2015 12.30
– 14.00 3rd meeting at X MIA 3
9. Mei 7th, 2015
12.30 – 14.00
3rd meeting at X MIA 4 10. Mei 12th, 2015
12.30 – 14.00
4th meeting at X MIA 3 11. Mei 15th, 2015
12.30 – 14.00
4th meeting at X MIA 4 12. Mei 19th, 2015
12.30 – 14.00
Post-test at X MIA 3 13. Mei 21st, 2015
12.30 – 14.00
Post-test at X MIA 4 14
June, 2015 -
Data analysis
