THE EFFECT OF STORY MAPPING STRATEGY ON GRADE VIII STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF STORY MAPPING STRATEGY
ON GRADE VIII STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
SUMA AINI ADESTY
Registration Number: 2111521013
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Adesty, Suma Aini. 2111521013. The Effect of Story Mapping Strategy on
Grade VIII Students’ Achievement in Writing Narrative Text. A Thesis.
English Department, Faculty of Languages and Arts, State University of
Medan. 2016.
The aim of this study is to find whether story mapping strategy affects the grade
VIII students’ achievement in writing narrative text or not. The data which were
needed in this study were obtained by conducting a written test. The population
was the grade VIII students of SMP Negeri 2 Deli Tua Academic Year 2015/2016
and 70 students were taken as the sample by using cluster random sampling with
lottery technique. The sample was divided into two groups, experimental group
and control group. The experimental group was taught by using story mapping
strategy while the control group was taught without using story mapping strategy
(conventional method). The data were taken by administering the pre-test and
post-test to both control and experimental groups. These data were analyzed by
using t-test. The result of computing the t-test obviously showed that t-observed is
higher than t-table (3.51 > 1.67) with the degree of freedom 68 (df = N-2) at the
level significance α = 0.05 one tail test. It showed that the story mapping strategy
affects the grade VIII students’ achievement in writing narrative text. So, the
alternative hypothesis (Ha) was accepted.
Keywords: Story Mapping Strategy, Writing Narrative Text
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Allah SWT, for His amazing grace, uncountable blessing, mercy,
love, and strength that has been given to the writer so that she finally
accomplished her Thesis entitled: “The Effect of Story Mapping Strategy on
Grade VIII Students’ Achievement in Writing Narrative Text.”
In completing this Thesis, the writer realizes that she faced many problems
and received the academic guidance, and moral support from many people.
Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and her Thesis Consultant I.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Program.
Drs. Johan Sinulingga, M.Pd., her Thesis Consultant II.
Dr. Siti Aisah Ginting, M.Pd., her Academic Advisor and her Thesis
Examiner.
Indra Hartoyo, S.Pd., M.Hum., her Thesis Examiner.
All Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., the administration staffs of English
Department, for their assistance in completing this thesis.
Idris, S.Pd., the Headmaster of SMP Negeri 2 Deli Tua, for his
permission to conduct the research to collect the data.
ii
Dra. Hj. Fauziah Rasyid, M.Hum, the English Teacher of SMP Negeri 2
Deli Tua, for the assistance and suggestions in the process of completing
this Thesis. And all the teachers and students at the school for the good
cooperation.
Her beloved parents Sutrisno, S.E. and Masdelima Lubis for giving her
everlasting love, affection, prays, support, and hard works. To her beloved
little sister Suma Alisa Adesty, her beloved little brother Sutan
Alamsyah, and her beloved Hani for their endless love, pray,and who
always supported the writer to be hard working to finish her study.
Her beloved friends Endang Sakinah, S.Pd., Fauziah Muhlisa, Widya
Astuti, S.Pd., Mentari Lucky Sarah Manalu, S.Pd.,Nina Tiya Hara,
S.Pd.,Nuraini, S.Pd. for the courage, motivation, help, and spirit during
the completion of her Thesis. Thank you for always be there for her. And
her friends in Extension A 2011 for their endless support, pray, love, and
togetherness throughout the four years.
The writer realizes that this Thesis still has the paucity, she conveniently
welcomes any suggestions, comments, and advices that will improve the quality
of this thesis. She hopes that this thesis will be useful for those who read and
interest in the field of this study.
Medan,
April 2016
The writer,
Suma Aini Adesty
Reg. No. 2111521013
iii
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENT ....................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I INTRODUCTION...........................................................................1
A. The Background of the Study ..........................................................................1
B. The Problem of the Study ...............................................................................7
C. The Objective of the Study .............................................................................7
D. The Scope of the Study ...................................................................................8
E. The Significance of the Study .........................................................................8
CHAPTER II REVIEW OF LITERATURE ......................................................9
A. Theoretical Framework....................................................................................9
1. Writing ..........................................................................................................9
a. The Writing Process ..............................................................................11
2. Genre in Writing ........................................................................................16
3. Narrative Text ............................................................................................17
a. The Generic Structure of Narrative Text ...............................................18
b. The Language Features of Narrative Text ............................................19
c. The Colour of Narrative Text’s Content ...............................................21
d. The Example of Narrative Text .............................................................22
4. Students’ Achievement in Writing Narrative Text ....................................23
5. Assessment in Writing Narrative Text .......................................................25
6. Teaching Strategy ......................................................................................31
7. Story Mapping ...........................................................................................33
a. The Understanding of Story Mapping ...................................................33
b. The Procedures of Story Mapping ........................................................35
c. The Advantages and Disadvantages of Story Mapping ........................36
iv
B. Relevant Studies ............................................................................................36
C. Conceptual Framework .................................................................................38
D. Hypothesis ....................................................................................................39
CHAPTER III RESEARCH METHODOLOGY .............................................40
A. Research Design ...........................................................................................40
B. Population and Sample .................................................................................41
C. Instrument of Collecting Data .......................................................................42
D. Procedure of Research ..................................................................................42
1. Pre–test .......................................................................................................42
2. Treatment ...................................................................................................42
3. Post–test .....................................................................................................45
E. Scoring of the Test ........................................................................................45
F. The Validity and Reliability of the Test ........................................................46
1. The Validity of the Test .............................................................................46
2. The Reliability of the Test .........................................................................46
G. Technique of Data Analyzing .......................................................................47
H. Statistical Hypothesis ...................................................................................48
CHAPTER IV THE DATA ANALYSIS ............................................................49
A. The Data .......................................................................................................49
B. Reliability of the Test ...................................................................................50
C. The Data Analysis .........................................................................................50
D. Testing Hypothesis .......................................................................................51
E. Research Finding ...........................................................................................52
F. Discussion .....................................................................................................52
CHAPTER V CONCLUSIONS AND SUGGESTIONS...................................55
A. Conclusions ..................................................................................................55
B. Suggestions ...................................................................................................55
REFERENCES ....................................................................................................57
APPENDICES .....................................................................................................61
v
LIST OF TABLES
Page
Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters
of Academic Year 2014/2015 ..................................................................4
Table 2.1 The Advantages and Disadvantages of Story Mapping .........................36
Table 3.1 Research Design .....................................................................................40
Table 3.2 Teaching Procedure of Experimental Group ........................................43
Table 3.3 Teaching Procedure of Control Group ..................................................44
Table 3.4 Scoring of Writing Narrative Text .........................................................46
vi
LIST OF APPENDICES
Page
APPENDIX A The Result of the Pre-Test and Post-Test ....................................61
APPENDIX B The Reliability of the Test ...........................................................64
APPENDIX C The Calculation of T-Test ............................................................66
APPENDIX D Percentage Points of the T Distribution ......................................69
APPENDIX E Lesson Plan ..................................................................................70
APPENDIX F Pre-Test for Experimental and Control Group ...........................112
APPENDIX G Post-Test for Experimental and Control Group .........................113
APPENDIX H Student Activity Sheet ...............................................................114
APPENDIX I Answer Sheets of Pre-Test and Post-Test ...................................120
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
The teaching of English has become increasingly important as a foreign or
second language in almost all levels of education of Indonesia. It is a compulsory
subject to be taught in Junior High School and Senior High School, either in state
or public schools. Ironically, students‟ English communication skill is not
satisfying yet, although they have been studying it for about twelve years.
There are basically two different meanings of teaching defined by the
experts. One of them is that teaching is a process of transmission of knowledge
from a teacher to the students. It means that the teacher is the main source of the
knowledge taught in the classroom. As a consequence, it leads to the application
of teacher-centered learning. In this case, the teacher plays an important role;
without him there is no teaching-learning process at all.
The humanistic movement stresses the importance of qualities such as
understanding, personal assumption of responsibility and self-realization (Stevick,
1990). From this perspective, language learning is seen as an activity which
involves students as complex human beings, not „simply‟ as language learners.
Teaching should therefore exploit students‟ effectiveness, intellectual resources as
fully as possible, and be linked into their continuing experience of life. In other
words, teaching is defined as the creation of conditions in which, somehow,
students learn from themselves (Harmer, 2001: 56).
1
2
There are four kinds of language skills that should be acquired by the
students namely, listening, speaking, reading and writing. Of course, teaching
them needs a good preparation of the teacher. To reach the nature of teaching such
as mentioned above, it is important to be aware of the approaches of teaching, the
methods of teaching, the techniques of teaching, the strategies of teaching and
even the materials of teaching. It is expected that all of these things are
appropriate, interesting, and meaningful for the students. For instance, an English
teacher who is teaching writing has to apply a good and appropriate strategy,
because writing is an extraordinary complex productive skill that incorporates
thought processes, feelings and social interaction (Graham, Macarthur, &
Fitzgerald: 2007).
Writing is one of four language skills besides listening, speaking, and
reading that should be taught to students. Wallace (2004: 15) states that writing
skill for beginning students can benefit from learning and practicing one skill at a
time. So, it means that by studying writing skill students can learn another aspect
of language at once. In school, writing is taught after listening, speaking, and
reading. But, it does not mean that learning writing is not important. Writing is
one of language skills which is very important to learn because through writing
students can share information, experiences, ideas, feelings and thoughts to others.
They can convey their ideas in their mind by organizing them into a good text.
However, students think that writing is the most complicated subject to
learn and only talented students can do it. According to Nacira (2010), writing and
learning to write has always been one of the most complex language skills in
3
which it is not a very easy task to achieve because it requires hard work, lengthy
steps, enough time, and more practice. It is reinforced by Nunan‟s statement
(1989: 12) that it is easier to learn to speak than to write no matter if it is a first or
second language. She also defined that students must master the graphic system of
language, its grammatical structure, and select the appropriate vocabulary
(mechanisms of writing) related to the subject matter. At the sentence level, the
students have to take into consideration many features such as content, sentence
structure, vocabulary, punctuation, and spelling. But even though the students
master that system of language, it cannot guarantee that students are able to write
well. They also need knowledge of organizing ideas, experiences, and information
into a good paragraph. The process of organizing ideas, experiences, and
information into a good paragraph is not easy. The students should be taught how
to develop that skill. So writing is a part of the language skill that must be taught
maximally by the teacher to the students.
According to syllabus of Junior High School curriculum, there are some
kinds of writing genre that must be studied by students. One of them is narrative
text. Narrative text is type of writing genre which tells an event in certain time.
The genre of narrating or narrative is one of the most commonly read, though least
understood of all the genres because narrative has been and continues to be such a
popular genre (Knapp and Watkins, 2005:220).This study is focused on narrative
text because narrative text deals with experience and imagination of the students
so the researcher hopes that it will be easier for the students in writing their idea.
Furthermore, writing narrative text can also help students in enhancing their
4
creativity, because in writing narrative text students are free to express their
creative ideas into written form without any limitation.
Based on the observation which had been conducted by the researcher in
grade VIII of SMP Negeri 2 Deli Tua and after interviewing the English teacher,
from 36 students it was found that there were 16 students who did not pass the
Minimum Standard Competence (KKM) of writing competence tests in the first
semester and 12 students in the second semester. The score of minimum standard
competence is 70. The recapitulations of students‟ scores from the examination of
both semesters shown on the following table :
Table 1.1. Students’ Scores of Writing Competence Tests
in Two Semesters of Academic Year 2014/2015
Two Semesters
of Academic
Year 2014/2015
Score
Students
Percentage
1st Semester
2014/2015
< 70
16 Students
44.4 %
≥ 70
20 Students
55.6 %
2nd Semester
2014/2015
< 70
12 Students
33.3 %
≥ 70
24 Students
66.7 %
Mean
66.82
69.06
Source : The students’ accumulated score of the eight grade students
at SMP Negeri 2 Deli Tua academic year 2014/2015
Based on the data above, it can be concluded that the students‟ ability in
writing is still low. It was caused by some problems. First, the students are
required to be able to understand and make narrative text based on the social
function and generic structure of the text. But in reality, the students are still
confused if they are asked to write narrative text. They did not know how to begin
and what to write. Second, some students had difficulties to convey their ideas in
5
writing because they lacked of vocabulary, knowledge of tenses and sentence
building. They also thought that writing narrative was boring and tiring activity. It
was caused by the teacher who only used conventional methods when teaching
writing narrative text. She only gave a topic, explained it, then asked students to
write it; she also gave the students new vocabularies related to the text, but she did
not use any media or interactive strategy in teaching writing. Whereas, the use of
the appropriate media or strategy is expected to help the student to develop their
ideas into various kinds of literary or non-literary writings. In the long term, it is
expected after the students finish their education at one level, they have writing
skill according to their needs. For further, teacher should really understand about
the nature of teaching writing. Then, teacher should be able to plan an effective
teaching and learning process in accordance with the basic competencies.
Methods of teaching, teaching media, and learning strategy which are selected
must be able to achieve the learning objectives. In other words, it can be used by
teachers as a way to implement an effective learning process. The strategy used
can be adapted to the material being taught and the conditions of students.
Considering those problems and the need to help students to overcome the
problems, the teacher should create and think of effective way to motivate and
stimulate students in order they can be more excited in following learning process
in the classroom. According to Harmer (2004), a teacher‟s teaching strategy
obviously gives a big influence toward students‟ motivation of learning. Teachers
should think of a strategy which is appropriate with types of students. To convey
the strategy, the researcher needs a kind of media. The researcher decides to use
6
visual aid as an alternative strategy to support the teaching learning process
because it is easy to attract students‟ attention. Visual aids include of real objects,
pictures, charts, maps, and so on.
In this research, the researcher used story mapping as the teaching
strategy. Mapping is a part of visual aids and it is one part of story mapping
strategy. Based on the references that the researcher found about story mapping, it
has been proved to be a beneficial as a teaching strategy. It regards as one of
effective tools which supposed to be a good way to turn a broad idea into a limited
and more manageable story. Moreover, story mapping can help students to
motivate them in writing because it helps them to visualize and directs student‟s
attention to the important elements of story using a detailed structure and make
students‟ thoughts to be more organized. This strategy could be effective as
prewriting stage of writing process. As Boulliane (2004) states that story map is a
tool to create a connection of story components using a visual graphic. Those
story components are setting, character, problem, and resolution.
Story mapping can be defined as a strategy that uses a graphic organizer to
help students learn the components of a book or story. According to Daqi (2007),
a story map is a graphic technique designed specifically to prompt story
organization. This technique uses a diagram to represent visually the settings or
the sequence of events and actions of story characters. It helps develop the
students‟ schema by providing them an overview of basic elements of the story.
That then leads to the students being able to visualize the components and
eventually see how they are interrelated. For students diagnosed with a learning
7
disability, it is a pre-structured outline that could increase their time management
and improve writing quality. Story mapping will also benefit students who are
struggling with narrative writing. Another important aspect of the effectiveness of
story mapping is how it is implemented into the classroom.
Story mapping can be used for many reasons. The reason most mentioned
is to improve students‟ comprehension. Story mapping is used for teaching
students to work with story structure for better comprehension. This strategy uses
visual representations to help students organize important elements of a story. It
also provides structure for the students to express their thoughts and gives the
teacher feedback. Then, by using this strategy, the students are expected to know
what components are required and follow directions by mapping out the story.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as follows: “Is there any effect of story mapping strategy on Grade
VIII students‟ achievement in writing narrative text?”
C. The Objective of the Study
The objective of this study is to find out whether story mapping strategy
affects Grade VIII students‟ achievement in writing narrative text.
8
D. The Scope of the Study
This study is focused on the effectiveness of story mapping strategy on
Grade VIII students‟ achievement in writing narrative text.
E. The Significance of the Study
The finding of the study is expected to be useful and give much
information for teachers especially English teachers as one of alternative way to
teach writing. Then for the students, it is expected to be useful to increase
students‟ skill in writing narrative texts. The last is the finding is expected to be
useful for the other researchers, who want to conduct the same research but with
different kinds of text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the analysis in previous chapter, the researcher
concludes that the story mapping strategy affects the students’ skill in writing
narrative text. It is found that the students’ achievement taught by using story
mapping strategy is higher than the students’ achievement taught by using
conventional method. It is indicated from analyzing the data statistically that the
result of calculation of t-test that t-observed value of 3.51 is higher than t-table
value of 1.67 at the level of significant of 0.05, which implies that the alternative
Hypothesis (Ha) is accepted.
B. Suggestions
Based on the result of this study which positively indicates that there is
positive effect of the using story mapping as the strategy in teaching and learning
writing narrative text, therefore there are several important things that can be
suggested, as following:
1. English teachers are recommended to use story mapping startegy as
strategy in teaching writing narrative text because it can attract the
students’ interest and gives motivation for students in teaching and
learning process so it can affect the students’ writing achievement.
55
56
2. Students should apply story mapping strategy in writing narrative text by
practicing it over and over again.
3. The readers who are interested for further study related to this research to
explore the knowledge to enlarge their understanding about how to
improve students’ achievement in writing narrative text by using story
mapping strategy.
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ON GRADE VIII STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
SUMA AINI ADESTY
Registration Number: 2111521013
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Adesty, Suma Aini. 2111521013. The Effect of Story Mapping Strategy on
Grade VIII Students’ Achievement in Writing Narrative Text. A Thesis.
English Department, Faculty of Languages and Arts, State University of
Medan. 2016.
The aim of this study is to find whether story mapping strategy affects the grade
VIII students’ achievement in writing narrative text or not. The data which were
needed in this study were obtained by conducting a written test. The population
was the grade VIII students of SMP Negeri 2 Deli Tua Academic Year 2015/2016
and 70 students were taken as the sample by using cluster random sampling with
lottery technique. The sample was divided into two groups, experimental group
and control group. The experimental group was taught by using story mapping
strategy while the control group was taught without using story mapping strategy
(conventional method). The data were taken by administering the pre-test and
post-test to both control and experimental groups. These data were analyzed by
using t-test. The result of computing the t-test obviously showed that t-observed is
higher than t-table (3.51 > 1.67) with the degree of freedom 68 (df = N-2) at the
level significance α = 0.05 one tail test. It showed that the story mapping strategy
affects the grade VIII students’ achievement in writing narrative text. So, the
alternative hypothesis (Ha) was accepted.
Keywords: Story Mapping Strategy, Writing Narrative Text
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Allah SWT, for His amazing grace, uncountable blessing, mercy,
love, and strength that has been given to the writer so that she finally
accomplished her Thesis entitled: “The Effect of Story Mapping Strategy on
Grade VIII Students’ Achievement in Writing Narrative Text.”
In completing this Thesis, the writer realizes that she faced many problems
and received the academic guidance, and moral support from many people.
Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and her Thesis Consultant I.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Program.
Drs. Johan Sinulingga, M.Pd., her Thesis Consultant II.
Dr. Siti Aisah Ginting, M.Pd., her Academic Advisor and her Thesis
Examiner.
Indra Hartoyo, S.Pd., M.Hum., her Thesis Examiner.
All Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., the administration staffs of English
Department, for their assistance in completing this thesis.
Idris, S.Pd., the Headmaster of SMP Negeri 2 Deli Tua, for his
permission to conduct the research to collect the data.
ii
Dra. Hj. Fauziah Rasyid, M.Hum, the English Teacher of SMP Negeri 2
Deli Tua, for the assistance and suggestions in the process of completing
this Thesis. And all the teachers and students at the school for the good
cooperation.
Her beloved parents Sutrisno, S.E. and Masdelima Lubis for giving her
everlasting love, affection, prays, support, and hard works. To her beloved
little sister Suma Alisa Adesty, her beloved little brother Sutan
Alamsyah, and her beloved Hani for their endless love, pray,and who
always supported the writer to be hard working to finish her study.
Her beloved friends Endang Sakinah, S.Pd., Fauziah Muhlisa, Widya
Astuti, S.Pd., Mentari Lucky Sarah Manalu, S.Pd.,Nina Tiya Hara,
S.Pd.,Nuraini, S.Pd. for the courage, motivation, help, and spirit during
the completion of her Thesis. Thank you for always be there for her. And
her friends in Extension A 2011 for their endless support, pray, love, and
togetherness throughout the four years.
The writer realizes that this Thesis still has the paucity, she conveniently
welcomes any suggestions, comments, and advices that will improve the quality
of this thesis. She hopes that this thesis will be useful for those who read and
interest in the field of this study.
Medan,
April 2016
The writer,
Suma Aini Adesty
Reg. No. 2111521013
iii
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENT ....................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I INTRODUCTION...........................................................................1
A. The Background of the Study ..........................................................................1
B. The Problem of the Study ...............................................................................7
C. The Objective of the Study .............................................................................7
D. The Scope of the Study ...................................................................................8
E. The Significance of the Study .........................................................................8
CHAPTER II REVIEW OF LITERATURE ......................................................9
A. Theoretical Framework....................................................................................9
1. Writing ..........................................................................................................9
a. The Writing Process ..............................................................................11
2. Genre in Writing ........................................................................................16
3. Narrative Text ............................................................................................17
a. The Generic Structure of Narrative Text ...............................................18
b. The Language Features of Narrative Text ............................................19
c. The Colour of Narrative Text’s Content ...............................................21
d. The Example of Narrative Text .............................................................22
4. Students’ Achievement in Writing Narrative Text ....................................23
5. Assessment in Writing Narrative Text .......................................................25
6. Teaching Strategy ......................................................................................31
7. Story Mapping ...........................................................................................33
a. The Understanding of Story Mapping ...................................................33
b. The Procedures of Story Mapping ........................................................35
c. The Advantages and Disadvantages of Story Mapping ........................36
iv
B. Relevant Studies ............................................................................................36
C. Conceptual Framework .................................................................................38
D. Hypothesis ....................................................................................................39
CHAPTER III RESEARCH METHODOLOGY .............................................40
A. Research Design ...........................................................................................40
B. Population and Sample .................................................................................41
C. Instrument of Collecting Data .......................................................................42
D. Procedure of Research ..................................................................................42
1. Pre–test .......................................................................................................42
2. Treatment ...................................................................................................42
3. Post–test .....................................................................................................45
E. Scoring of the Test ........................................................................................45
F. The Validity and Reliability of the Test ........................................................46
1. The Validity of the Test .............................................................................46
2. The Reliability of the Test .........................................................................46
G. Technique of Data Analyzing .......................................................................47
H. Statistical Hypothesis ...................................................................................48
CHAPTER IV THE DATA ANALYSIS ............................................................49
A. The Data .......................................................................................................49
B. Reliability of the Test ...................................................................................50
C. The Data Analysis .........................................................................................50
D. Testing Hypothesis .......................................................................................51
E. Research Finding ...........................................................................................52
F. Discussion .....................................................................................................52
CHAPTER V CONCLUSIONS AND SUGGESTIONS...................................55
A. Conclusions ..................................................................................................55
B. Suggestions ...................................................................................................55
REFERENCES ....................................................................................................57
APPENDICES .....................................................................................................61
v
LIST OF TABLES
Page
Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters
of Academic Year 2014/2015 ..................................................................4
Table 2.1 The Advantages and Disadvantages of Story Mapping .........................36
Table 3.1 Research Design .....................................................................................40
Table 3.2 Teaching Procedure of Experimental Group ........................................43
Table 3.3 Teaching Procedure of Control Group ..................................................44
Table 3.4 Scoring of Writing Narrative Text .........................................................46
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LIST OF APPENDICES
Page
APPENDIX A The Result of the Pre-Test and Post-Test ....................................61
APPENDIX B The Reliability of the Test ...........................................................64
APPENDIX C The Calculation of T-Test ............................................................66
APPENDIX D Percentage Points of the T Distribution ......................................69
APPENDIX E Lesson Plan ..................................................................................70
APPENDIX F Pre-Test for Experimental and Control Group ...........................112
APPENDIX G Post-Test for Experimental and Control Group .........................113
APPENDIX H Student Activity Sheet ...............................................................114
APPENDIX I Answer Sheets of Pre-Test and Post-Test ...................................120
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CHAPTER I
INTRODUCTION
A. The Background of the Study
The teaching of English has become increasingly important as a foreign or
second language in almost all levels of education of Indonesia. It is a compulsory
subject to be taught in Junior High School and Senior High School, either in state
or public schools. Ironically, students‟ English communication skill is not
satisfying yet, although they have been studying it for about twelve years.
There are basically two different meanings of teaching defined by the
experts. One of them is that teaching is a process of transmission of knowledge
from a teacher to the students. It means that the teacher is the main source of the
knowledge taught in the classroom. As a consequence, it leads to the application
of teacher-centered learning. In this case, the teacher plays an important role;
without him there is no teaching-learning process at all.
The humanistic movement stresses the importance of qualities such as
understanding, personal assumption of responsibility and self-realization (Stevick,
1990). From this perspective, language learning is seen as an activity which
involves students as complex human beings, not „simply‟ as language learners.
Teaching should therefore exploit students‟ effectiveness, intellectual resources as
fully as possible, and be linked into their continuing experience of life. In other
words, teaching is defined as the creation of conditions in which, somehow,
students learn from themselves (Harmer, 2001: 56).
1
2
There are four kinds of language skills that should be acquired by the
students namely, listening, speaking, reading and writing. Of course, teaching
them needs a good preparation of the teacher. To reach the nature of teaching such
as mentioned above, it is important to be aware of the approaches of teaching, the
methods of teaching, the techniques of teaching, the strategies of teaching and
even the materials of teaching. It is expected that all of these things are
appropriate, interesting, and meaningful for the students. For instance, an English
teacher who is teaching writing has to apply a good and appropriate strategy,
because writing is an extraordinary complex productive skill that incorporates
thought processes, feelings and social interaction (Graham, Macarthur, &
Fitzgerald: 2007).
Writing is one of four language skills besides listening, speaking, and
reading that should be taught to students. Wallace (2004: 15) states that writing
skill for beginning students can benefit from learning and practicing one skill at a
time. So, it means that by studying writing skill students can learn another aspect
of language at once. In school, writing is taught after listening, speaking, and
reading. But, it does not mean that learning writing is not important. Writing is
one of language skills which is very important to learn because through writing
students can share information, experiences, ideas, feelings and thoughts to others.
They can convey their ideas in their mind by organizing them into a good text.
However, students think that writing is the most complicated subject to
learn and only talented students can do it. According to Nacira (2010), writing and
learning to write has always been one of the most complex language skills in
3
which it is not a very easy task to achieve because it requires hard work, lengthy
steps, enough time, and more practice. It is reinforced by Nunan‟s statement
(1989: 12) that it is easier to learn to speak than to write no matter if it is a first or
second language. She also defined that students must master the graphic system of
language, its grammatical structure, and select the appropriate vocabulary
(mechanisms of writing) related to the subject matter. At the sentence level, the
students have to take into consideration many features such as content, sentence
structure, vocabulary, punctuation, and spelling. But even though the students
master that system of language, it cannot guarantee that students are able to write
well. They also need knowledge of organizing ideas, experiences, and information
into a good paragraph. The process of organizing ideas, experiences, and
information into a good paragraph is not easy. The students should be taught how
to develop that skill. So writing is a part of the language skill that must be taught
maximally by the teacher to the students.
According to syllabus of Junior High School curriculum, there are some
kinds of writing genre that must be studied by students. One of them is narrative
text. Narrative text is type of writing genre which tells an event in certain time.
The genre of narrating or narrative is one of the most commonly read, though least
understood of all the genres because narrative has been and continues to be such a
popular genre (Knapp and Watkins, 2005:220).This study is focused on narrative
text because narrative text deals with experience and imagination of the students
so the researcher hopes that it will be easier for the students in writing their idea.
Furthermore, writing narrative text can also help students in enhancing their
4
creativity, because in writing narrative text students are free to express their
creative ideas into written form without any limitation.
Based on the observation which had been conducted by the researcher in
grade VIII of SMP Negeri 2 Deli Tua and after interviewing the English teacher,
from 36 students it was found that there were 16 students who did not pass the
Minimum Standard Competence (KKM) of writing competence tests in the first
semester and 12 students in the second semester. The score of minimum standard
competence is 70. The recapitulations of students‟ scores from the examination of
both semesters shown on the following table :
Table 1.1. Students’ Scores of Writing Competence Tests
in Two Semesters of Academic Year 2014/2015
Two Semesters
of Academic
Year 2014/2015
Score
Students
Percentage
1st Semester
2014/2015
< 70
16 Students
44.4 %
≥ 70
20 Students
55.6 %
2nd Semester
2014/2015
< 70
12 Students
33.3 %
≥ 70
24 Students
66.7 %
Mean
66.82
69.06
Source : The students’ accumulated score of the eight grade students
at SMP Negeri 2 Deli Tua academic year 2014/2015
Based on the data above, it can be concluded that the students‟ ability in
writing is still low. It was caused by some problems. First, the students are
required to be able to understand and make narrative text based on the social
function and generic structure of the text. But in reality, the students are still
confused if they are asked to write narrative text. They did not know how to begin
and what to write. Second, some students had difficulties to convey their ideas in
5
writing because they lacked of vocabulary, knowledge of tenses and sentence
building. They also thought that writing narrative was boring and tiring activity. It
was caused by the teacher who only used conventional methods when teaching
writing narrative text. She only gave a topic, explained it, then asked students to
write it; she also gave the students new vocabularies related to the text, but she did
not use any media or interactive strategy in teaching writing. Whereas, the use of
the appropriate media or strategy is expected to help the student to develop their
ideas into various kinds of literary or non-literary writings. In the long term, it is
expected after the students finish their education at one level, they have writing
skill according to their needs. For further, teacher should really understand about
the nature of teaching writing. Then, teacher should be able to plan an effective
teaching and learning process in accordance with the basic competencies.
Methods of teaching, teaching media, and learning strategy which are selected
must be able to achieve the learning objectives. In other words, it can be used by
teachers as a way to implement an effective learning process. The strategy used
can be adapted to the material being taught and the conditions of students.
Considering those problems and the need to help students to overcome the
problems, the teacher should create and think of effective way to motivate and
stimulate students in order they can be more excited in following learning process
in the classroom. According to Harmer (2004), a teacher‟s teaching strategy
obviously gives a big influence toward students‟ motivation of learning. Teachers
should think of a strategy which is appropriate with types of students. To convey
the strategy, the researcher needs a kind of media. The researcher decides to use
6
visual aid as an alternative strategy to support the teaching learning process
because it is easy to attract students‟ attention. Visual aids include of real objects,
pictures, charts, maps, and so on.
In this research, the researcher used story mapping as the teaching
strategy. Mapping is a part of visual aids and it is one part of story mapping
strategy. Based on the references that the researcher found about story mapping, it
has been proved to be a beneficial as a teaching strategy. It regards as one of
effective tools which supposed to be a good way to turn a broad idea into a limited
and more manageable story. Moreover, story mapping can help students to
motivate them in writing because it helps them to visualize and directs student‟s
attention to the important elements of story using a detailed structure and make
students‟ thoughts to be more organized. This strategy could be effective as
prewriting stage of writing process. As Boulliane (2004) states that story map is a
tool to create a connection of story components using a visual graphic. Those
story components are setting, character, problem, and resolution.
Story mapping can be defined as a strategy that uses a graphic organizer to
help students learn the components of a book or story. According to Daqi (2007),
a story map is a graphic technique designed specifically to prompt story
organization. This technique uses a diagram to represent visually the settings or
the sequence of events and actions of story characters. It helps develop the
students‟ schema by providing them an overview of basic elements of the story.
That then leads to the students being able to visualize the components and
eventually see how they are interrelated. For students diagnosed with a learning
7
disability, it is a pre-structured outline that could increase their time management
and improve writing quality. Story mapping will also benefit students who are
struggling with narrative writing. Another important aspect of the effectiveness of
story mapping is how it is implemented into the classroom.
Story mapping can be used for many reasons. The reason most mentioned
is to improve students‟ comprehension. Story mapping is used for teaching
students to work with story structure for better comprehension. This strategy uses
visual representations to help students organize important elements of a story. It
also provides structure for the students to express their thoughts and gives the
teacher feedback. Then, by using this strategy, the students are expected to know
what components are required and follow directions by mapping out the story.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as follows: “Is there any effect of story mapping strategy on Grade
VIII students‟ achievement in writing narrative text?”
C. The Objective of the Study
The objective of this study is to find out whether story mapping strategy
affects Grade VIII students‟ achievement in writing narrative text.
8
D. The Scope of the Study
This study is focused on the effectiveness of story mapping strategy on
Grade VIII students‟ achievement in writing narrative text.
E. The Significance of the Study
The finding of the study is expected to be useful and give much
information for teachers especially English teachers as one of alternative way to
teach writing. Then for the students, it is expected to be useful to increase
students‟ skill in writing narrative texts. The last is the finding is expected to be
useful for the other researchers, who want to conduct the same research but with
different kinds of text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the analysis in previous chapter, the researcher
concludes that the story mapping strategy affects the students’ skill in writing
narrative text. It is found that the students’ achievement taught by using story
mapping strategy is higher than the students’ achievement taught by using
conventional method. It is indicated from analyzing the data statistically that the
result of calculation of t-test that t-observed value of 3.51 is higher than t-table
value of 1.67 at the level of significant of 0.05, which implies that the alternative
Hypothesis (Ha) is accepted.
B. Suggestions
Based on the result of this study which positively indicates that there is
positive effect of the using story mapping as the strategy in teaching and learning
writing narrative text, therefore there are several important things that can be
suggested, as following:
1. English teachers are recommended to use story mapping startegy as
strategy in teaching writing narrative text because it can attract the
students’ interest and gives motivation for students in teaching and
learning process so it can affect the students’ writing achievement.
55
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2. Students should apply story mapping strategy in writing narrative text by
practicing it over and over again.
3. The readers who are interested for further study related to this research to
explore the knowledge to enlarge their understanding about how to
improve students’ achievement in writing narrative text by using story
mapping strategy.
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