Lewin also mentioned six strategies that can be used in reading narrative text by effective reader.
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The first is plot identification. It means when the students read the text, they should identify plot of the sory. The next is main ideas
selection. In this step, the students select the main idea of each paragraph to know what is telling in a whole of text. When the students know each main idea of ech
paragraph, it will facilitate them to understand the full story which is telling. The third is major and minor characters distinction. It means the students must be able
to differenciate who is the major and minor character. The ability in differentiating will help students to know who is the character is mainly told. The
next is significant and supporting details difference. The fifth is moments, conflicts, and resolution description. This is very helpful when the students want
to know the story structure in the narrative text such as problems appeared or solutions used. The last is purposeful summary creation. The students can write a
summary which related to the story. Those steps above can be done in reading narrative class. Those steps can be
a guidelines to students. They could know which part that must be read carefully, which part that must be comprehend more. Further, those steps above has covered
the whole elements in narrative text, such as, plot, main idea, characters, orientation, complication, resolution, and coda.
C. Story Mapping
1. General Understanding of Story Mapping
Before knowing the definition before, it is better to know the origin of story mapping first. Farris stated that:
The origin of story maps lies within story grammar research. The term story grammar refers to the hierarchical rules or psychological structures that
people use to create and remember stories, the skeleton underlying story, so to speak. These are psychological models of comprehension formation in
their long-term memories.
47
46
Lewin, op.cit., p. 13.
47
Farris, et. al, op. cit., p. 345.
Mathes, et al., also said that story mapping is simply graphic presentation of story grammar.
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From both definitions can be known that story mapping is branch of the story grammar that made students be easier to read a story. According to
Ibnian, story mapping can be seen as a visual of sequence of events and actions in the story.
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Li in Ibnian viewed story mapping as a graphic organizer used to identify the elements of the story in chronological order.
50
It is because story mapping technique has some elements which includes in a story. Felber argued
that story mapping is effective way to teach reading comprehension at the first or second grade students.
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It is because in story mapping elements facilitate students’ creativity when they are filling the story mapping elements. Chavez, et
al., added that the story mapping cannot only be used for the kindergarten or elementary students but also it can be used for the upper grade as like junior or
senior high school students. Therefore, the story mapping sequence elements have to be adjusted with students’ level, such as, for kindergarten or elementary
students the story elements section including the beginning, the middle, and the end of the story meanwhile for junior or high school students must be added with
problem and resolution of the story.
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From the explanation above can be concluded that story mapping is a technique that can be used to make students to
read story easily. Moreover, the story mapping also can be applied for all level whether kindergarten, elementary, junior high, or senior high. Therefore, the
elements of story mapping must be depended on students’ level.
The story mapping is designed to students in order they could imagine that the elements of story have correlation one to another since the story mapping
provides a visual schema to how most story are organize and integrated.
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Hence,
48
Patricia G. Mathes, et al., Cooperative Story Mapping, Remedial and Special Education, Vol. 18, 1997, p. 21.
49
Salem Saleh Khalaf Ibnian, The Effect of Using Story-Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skill in EFL, English Language Teaching,
Vol. 3, 2010, p. 182.
50
Ibid., p. 182.
51
Sheila E. Felber, Story Mapping for Primary Students, The Reading Teacher, Vol. 43, 1989, p. 90.
52
Jaime N. Chaves, Ed. S., et al., Effects of Story Mapping on Third Grade Students with Attention Deficit Hyperactivity Disorder, Journal of Pedagogy, 2015, p. 100.
53
Mathes, et al., op. cit., p. 22.
when the students use story mapping, they could know that the story related one to another. If there is one element is lost, the story will incomplete. The visual
schema of story includes identification, organization, and analysis of story elements such as beginning, middle, and ending.
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Story mapping represents the elements of narrative text, such as characters, setting, plot, events, problem, and
resolution.
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Since story mapping represents the elements in narrative text, it automatically makes the students become easier to read the story in narrative text
and apply it into story mapping elements. Graves, et al., in Coffman and Reed had the same idea. They said that story mapping includes a setting with a character
who has a problem or goal to achieve, the character who must solve the problem and the end of the story whether it is happy ending or not.
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It can be said that when students use story mapping, they could easily know about the character and
setting based on the story. The students will know what is problem which face by the character, what heshe will dodid, so on. Harp and Brewer also added that
story mapping involves the main character, the problems, the solutions, and the resolution.
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From those definitions above, it can be said that story mapping technique is a technique that has elements which exist in the narrative text such as
characters, setting, plot, events, problem, and resolution. The students could know easily who the characters are, what the problem is, how to solve the problem,
where the setting is, etc. The elements of story mapping can facilitate the students to read the story in narrative text.
Story mapping is a good technique to help students to see cause and effect, recall story events in sequential order, and understand story structure.
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It is because in story mapping elements there are characters, setting, sequence of
events which start from beginning to ending that make students be easy to see
54
Drue E. Narkon and Jenny C. Wells, Improving Reading Comprehension for Elementary Students with Learning Disabilities: UDL Enhanced Story Mapping, Preventing
School Failure, 2012, p. 232.
55
Allison E. Babyak, et al., The Effect of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders, Behavioral Disorders, 2000, p. 240.
56
Gerry Coffman and Melissa D. Reed, The True Story of Narrative Text: From Theory to Practice, The Reading Professor, Vol. 32, 2000, p. 7.
57
Ibid., p. 7.
58
Martha A. Keleer, Story Map Game Board, The Reading Teacher, Vol. 46, 1993, p. 626.
