Based on thinking framework above, the writer formulates the basic of thinking as follows:
1. Reading technique is an implementation of reading teaching learning
process that takes place and conducts in the classroom. Examples of reading technique include story mapping, mind mapping.
2. Story mapping as one of reading technique can make impact for learner in
stimulating their understanding after they read a paragraph.
3. Learning narrative reading is not easy for some students. The students
have to tell and determine the correct language features and schematic structure of narrative. In addition, most of students have difficulties to
organize their idea to be good writing. So, story mapping is used in learning narrative text. As we know that not all reading techniques are fit
for all the kinds of paragraphs. Here, the story mapping will show their effects in reading narrative text or there is no increasing in the students’
ability in reading narrative text after applying story mapping.
G. Theoretical Hypothesis
Alternative hypothesis Ha : I
f there is an improvement in students’ score between pre-test and post-test; story
mapping technique is effective used to teach reading of narrative text.
Null Hypothsis Ho : I
f there is no improvement in students’ score between pre-test and post-test; story
mapping not effective used to teach reading narrative text.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the object and subject of the research, time and place, research instrument, data sources, the role of writer in the research, the Classroom
Action Research CAR procedures technique of collecting data, and technique of the data analysis.
A. The Time and Place of the Study
This research is carried out for 3 three months started from April up to June 2014. The place is SMP PGRI 2 Ciputat, academic year 20132014.
B. The Method of Research
The method used in this study is Classroom Action Research CAR. To begin the Classroom Action Research CAR, the researcher or the teacher
needs to identify any problems real found in the classroom concerning students’ condition in learning.
C. The Subject and the Object of Study
The subject of this study is eight grade students of SMP PGRI 2 Ciputat in 20132014 academic year. The number of students consists of 34 as the
population. It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement of
reading test among the other second grade classes. The object of this story is story mappi
ng technique to improve students’ reading comprehension in terms of narrative text.
D. The Writer’s Role on the Study
In this role, the writer is not only as the observer whilst the action but the writer acts as the English teacher in the research. She makes a lesson plan and
pre-test before Classroom Action Research CAR and post-test after
Classroom Action Research CAR in each final cycle. Then, the teacher carries out the action based upon the lesson plan that has been made.
Furthermore, the writer also collect and analyzes data then reports the result of study.
E. Action Procedure
The writer uses Classroom Action Research CAR in this study, so she follows principles of CAR to collect the data. The research takes 2 cycles with
four elements in each cycle as follow:
The Kurt Lewin’s Design of CAR
CYCLE 1
CYCLE 2
Adapted from Suharsimi Arikunto Figure 3.1
Based on the Kurt Lewin’s action research design above, the writer would like to describe further concerning the implementation of Classroom Action
research CAR in the cycle one and cycle two as following:
Planning
Reflecting
Planning
Reflecting Action
Observing
Acting
Observing
Figure 3.2 Details of Action Plan modified by the writer
CYCLE 1
d
CYCLE 2
Planning
Makking lesson plan
Choosing suitable text
Preparing teaching aids
Developing evaluation from for
students.
Acting
Implementing lesson plan
that has been made
Explaining the instruction for practicing
Observing
Asking students’ responses
Observing the class while
students are filling in the story map
Reflecting
Asking students’ difficulties
Evaluating teaching and
learning process
Analyzing atudents’ achievement
Revising lesson planning
Planning
Naking new lesson plan
changing the parts that should be revised
Preparing teaching aids
Preparing evaluation posttest
Reflecting
A nalyzing students’ progress
based on their test score
Discussing the result of the implementation of the modified
action deciding wheter the action should be continued or
not
Acting
Implementing new lesson plan
Emphasizing the students the
schematic stuructures of narrative how to paraphrase
a story
Observing
Obseving students’
participation.
Observing students’
achievement Students are given posttest 2 in the end of
cycle 2
F. The Classroom Action Research CAR Procedures
The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and
reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to
continue to the second cycle in line with the same concept of the first cycle. To make clear what happens in every phase. Here are the explanations:
1. Cycle 1
a. Planning Phase
By observing and interviewing before implementing CAR, the teacher can know the problems of the students in learning English reading
especially in understanding narrative texts. So that, in this phase, the teacher makes the lesson plan to be used in teaching narrative text by using
story mapping. In this phase, the teacher uses narrative texts and story map chart. The teacher also makes the evaluation fro
m to know students’
achievement at the end of this cycle. b.
Acting Phase
The writer, as the teacher, carries out the planned action in this phase. The teacher asks the students about narrative text and their
difficulties in understanding the texts. Then, the teacher explains the schematic structure and language features of narrative text. Next, the
teacher introduces story map strategy to be used by students in learning narrative text. After that, students fill in the story map according to the
texts which has been given. c.
Observing Phase
In this phase, the teacher observes the students’ response,
participation, achievement and everything which is found during teaching and learning process. Sometimes, the teacher
also asks some students’ opinion about the process of teaching and learning narrative text by using
Kategori