e. Step 5: Ask students through selected stories and complete the stories and complete the story map worksheet on theirs after the students use the story
mapping technique independently. Then, check students’ responses and conference individually with those students requiring additional guidance and
support. f. Step 6: Give students an evaluation. It is necessary to check their reading
comprehension of a story using a printed test to gain working individually.
70
Moreover, Joanna also submitted the steps which she applied while using the story mapping technique in her research, the steps are:
71
a. Step 1: In the first week, the teacher prompted the information students were expected to identify from the store was read. Prior reading the story, the
teacher researcher used an overhead transparency of the story map during instruction to show students how to organize information.
b. Step 2: In the next week, the teacher researcher repeated the same steps as step 1 and reviewed the main area for recording a story’s setting, characters,
problems, and solution c. Step 3-6: During the next 4 weeks, the teacher researcher read the story with
the whole class and reviewed the four main areas of the story mapping orally. Individually, students completed a blank story map.
From those steps which mentioned above, we could know both of steps could be combined and applied in teaching and learning activity in Indonesia since it is
appropriate with the condition. The students could be taught by in a group, then in a pair, and the last individually.
70
Farris, et al., loc. cit.
71
Joanna Fransiscone, The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension, ProQuest LLC, 2008, pp. 12
—14.
D. Previous Related Study
The first previous study which related to this study is a paper entitled, “The
Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension” by Franciscone. She conducted this research by using story
mapping technique to improve students’ reading comprehension at inner city
Catholic K-8 Elementary School. The participants of this study were 34 students consisting 19 female and 15 male students. This study occurred for 6 weeks.
During these weeks, the students read a different story each week. Then, they completed story maps after reading a story. The students received score based on
their story maps’ completion on scale 0-3. The result of this study showed that most students understood the story especially week 5 with a mean of 3 and a
standard deviation of 0.
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The second previous study the writer got from the journal by Grunke, et al., entitle,
“Analyzing the Effects of Story Mapping on the Reading Comprehension with Low Intellectual Abillities
”. In their study, they used Experimental Design. The subjects of this study are three 5th grade students from a regular education
public school and three 8th grade students from a school for children with learning difficulties. Four of them were female and two of them were male. The
girls were 10, 11, 14, and 14 years old and the boys were 11 and 13 years old. They were identified having high difficulties in comprehending the text.
According to German Number Combination Test, they were categorized into the lowest quartile. In this study, 18 narative texts were sellected from three German
story books. Then, all of them were altered. After that, from those texts were made ten comprehension questions which covered its main content. The text is
standardized into 150 words. To teach female and male students, they followed a procedure by Idol, those are: Modelling Phase, Lead Phase, and Test Phase. The
result of he study showed that story mapping was extremely effective. All subjects were able to dramatically increase the number of correct responses in the
72
Ibid., p. 18.
continuosly administered probes from M=3.88 during baseline to M=8.97 during intervention.
73
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.
