E. Relevant Study
Some studies dealing with this study were done by Dawi Anjani and Yuni Fatha Siskawaty Yantu. The short explanation of those studies explained in
following section.
First research is from Dawi Anjani conducted in an experimental study on “teaching reading comprehension through story mapping”. She focused on the
effectiveness of the application of using story mapping in teaching reading comprehension. The purpose of this study was to find out to know the
effectiveness of the application of teaching reading comprehension through story mapping. The writer also intended to know the students achievement in learning
reading comprehension by using story mapping. She used experimental method and use 15 questions of essay as an instrument to obtain the data. She took one
class VIII-A of MTS Khazanah and she randomly selected the students and took 30 students as a sample of the research. The result was story mapping is effective
to be used in the classroom to improve students’ achievement in reading comprehension competence. It can be seen from the result calculation of pretest
and posttest. Also it can be seen from the t-test, the result is 2.04 4.67 2.76. It proved that there is significant result of pretest and posttest.
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The second is from Yuni Fatha Siskawaty Yantu conducted in an experimental study on “Developing Students’ Ability in Writing Narrative Text by Using Story
Map Technique” She focused on the story map technique develop the students’
ability in writing narrative text? The purpose of this study was to find out to find out whether the story map technique can improve the students’ ability in writing
narrative text or not. She used quasi experimental method. She used narrative text writing about fable as an instrument, and she took second grade students of SMA
Negri 2 Limboto and for the sample she took second grade students of science class. The result was story mapping are; firstly, it can be concluded that the story
map technique can improve the students’ ability in writing narrative text also can increase
the students’ awareness that story characters and events are interrelated.
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Dawi Anjani, “Teaching Reading Comprehension Through Story Mapping” Skripsi at Syarif Hidayatullah State university Jakarta, Jakarta, unpublished
It is supported by the result of this research that the hypothesis of this research is accepted. Secondly, in pre-
test data the students’ highest score is 18 and the lowest score is 8, differences with the pre-test, in the post-
test data the students’ score was improved where the lowest score is 18 and the highest score is 25. It
means that, there is improvement score in post-test data. In addition, between the result pre-test and post-test there are significant differences result, it is caused by
the application of story map technique as long the treatment time. Thirdly, the hypothesis of this research that is the students’ writing ability can be improved by
using story map technique can be acceptable, because the result of research show that t
count
- 8.70 ≤ t
list
2.02, based on the criteria of 45 hypothesis if t
count
less than t
list
, it means that the hypothesis of research is acceptable.
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F. Thinking Framework
Story mapping is a technique of reading which is conducted to illustrate the story structures and to categorize the main events in sequential order by writing
key words of a story by using a readers’ own words.
The Framework of Theoretical Thinking
Schema 2.1
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Yuni Fatha Siskawaty Yantu “Developing Students’ Ability In Writing Narrative Text By Using Story Map Te
chnique” Skripsi at Universitas Negri Gorontalo, Sulawesi, 2013
Techniques of Reading
Story Mapping
Learning of
Narrative Reading in
the Class Students’
Abilities in Reading
Increase
There is no Increase in
Students’ Abilities in
Reading
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.
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