the sample of her observation. She used the pretest and post-test to collect the data. The result of the study showed that the students can improve their
understanding of narrative text through story mapping strategy. The previous relevant studies above are used as a reference for the writer
to conduct the research in the same field. Those previous study gave the information how to apply story mapping in the classroom, so it can be practiced
by the writer. There are some differences found in the relevant studies such as the object of the research, the method used, and the sample. Pre-test was given before
the treatment of story mapping is being applied while post-test was given after the treatment was given. The result of the post-test showed that teaching writing by
using story mapping technique was effective as the score of post-test was higher than pre-test.
E. Conceptual Framework
From the previous theories, the writer concluded that writing could be as an activity to deliver what someone thinking of using hand-printed. Through writing,
people could share and conveyed their ideas to another. In conveying ideas, it is important to consider the appropriate text type because there were a lot of texts
which must be learned by students in Junior High school and Senior High School. Narrative is one of English text types that must be learned by students in
Senior High School. Narrative is commonly used to tell an imaginative story or personal experience in which contains a messages or moral value for the reader.
Narrative requires some story components such as setting, characters, eventsplot, conflicts, and resolution. To make students easier in writing of narrative text,
teachers should think an appropriate teaching technique. A technique which may be effective to teach narrative text is story mapping.
Story mapping could be used as an outline in writing of narrative text. Story mapping is a tool which can draw a concept of story that the writer wants to write.
It consists of setting, characters, eventsplot, conflicts, and resolution. Those elements could be visualized through colorful pictures to make students easier in
organizing their ideas of a story, so that the story which they are created could be more manageable.
To create a good story, students could use story mapping as their guideline or outline in writing narrative text by relating each element in story. Story mapping
is expected can help students improve their ability in writing of narrative text by making visualization of the story elements through colorful graphic. Based on the
explanation above, the researcher thought that there might be a significant achievement in students’ writing ability of narrative text by using the story
mapping technique.
F. Theoretical Hypothesis
The writer needs to propose hypothesis of her research. The first hypothesis is alternative hypothesis H
a
: there is asignificant difference between students’ achievement in writing narrative text using story mapping and without using story
mapping technique. It means that story mapping technique is effective to be used in teaching narrative text. And Null hypothesis H
: there is no significant difference between students’ achievement in writing narrative text using story
mapping and without using story mapping technique. It means that story mapping is not effective to be used in teaching writing narrative text.
24
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the general account of the study. It covers background of study, identification of the problem, limitation of the problem, formulation of the
problem, objective of the study, and significance of the study.
A. Research Method and Design
This study is a quantitative research. The writer used pre-experimental study to design this study. Campbell and Stanley said that pre experimental research cannot
use two classes as sample because this research design does not compare the difference of improvement between two groups or more.
1
In addition, Sugiyono stated that pre-test and post-test are distributed to the same object of a research is called as
one group pre-test post-test design.
2
This research was conducted to identify if there is any significant difference of students’ writing score. The differences could be known by comparing results of pre-
test and post-test, not comparing the result between two different groups. Then, the writer would find out whether or not story mapping is effective to teach writing
narrative text. If students’ score in post-test higher than students’ score in pre-test, it means that story mapping is good to be implemented in teaching writing narrative
text.
B. Time and Location
This research was conducted from February 11
th
until February 27
th
, 2014.The writer did the research on the use of story mapping to teach students’ writing skill of
narrative text in the second grade of SMANegeri 90, Jakarta. It is located on Jl. Sabar Petukangan Selatan Pesanggrahan, South Jakarta.
1
Rick Houser, Research-Study and Teaching, New York: SAGE Publication, 2009, p. 54.
2
Sugiyono, Metode Penelitian Kualitatif dan RD, Bandung: Alfabeta, 2009, p. 64.
