The Effectiveness of Using Story Mapping Technique on Students' Reading Comprehension of Narrative Text (A Quasi-experimental Research at the Eighth Grade Students of SMPN 127 Jakarta)

THE EFFECTIVENESS OF USING STORY MAPPING TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT (A Quasi-Experimental Research at the Eighth Grade Students of SMPN127 Jakarta)

By: Rizka Amalia 1112014000055

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

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Keywords: Story Mapping Technique, Students’ Reading Comprehension, Narrative Text

The objective of the study is to find out the effectiveness of using story mapping technique on students’ reading comprehension of narrative text. This study used quantitative method with quasi-experimental as the design. This design used two group-pretest-and-posttest. It means that there are an experimental class and a controlled class which were given pretest and posttest. The sample of this research was 70 the eighth grade students of SMPN 127 Jakarta. The technique used in data collection was test, which was 25 items of multiple choice reading tests to measure the understanding of students on narrative text. The data were analyzed by using t-test formula. Based on the result of statistical calculation, it was obtained that the value of t observation (to) is 3.78, the degree of freedom (df) is 68, and the value of significant is 5% (0.05). In the table of significance, it can be seen that on the degree of freedom (df) 68 and the value of significance 0.05 (5%), the value of degree significance is 1.667. It indicated that to > tt (3.78 > 1.667).

Therefore, from the data, it can be inferred that the value of to was higher than tt. In

short, the null hypothesis (Ho) stated that “there is no significant difference between

the students’ comprehension of narrative text by using story mapping technique and without using story mapping technique at eighth grade of SMPN 127 Jakarta”, is rejected.

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Kata Kunci: Teknik Story-Mapping, Pemahaman Membaca Siswa, Teks Naratif Penelitian ini bertujuan untuk menemukan efektifitas penggunaan teknik story mapping terhadap pemahaman membaca siswa tentang naratif teks. Metode penelitian yang digunakan adalah metode kuanitatif dengan quasi-eksperimen sebagai disainnya. Terdapat dua kelompok sampel dalam penelitian ini, yakni kelas eksperimen dan kelas control. Kedua kelas sampel tersebut sama-sama diberikan pre-test dan post-test. Penelitian dilakukan pada 70 siswa kelas VIII (delapan) SMP Negeri 127 Jakarta. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa 25 item tes pilihan ganda. Tes ini digunakan untuk mengukur kemampuan siswa tentang teks naratif. Untuk menganalisa data, digunakan rumus t-test. Berdasarkan hasil perhitungan statistik, di dapatkan bahwa t observation (to) sebesar 3.78, the degree of freedom (df) adalah 68, dan taraf signifikansinya sebesar 5% (0.05). Pada tabel nilai “t”, daapt dilihat bahwa, jika degree of freedom (df) 68 dengan taraf signifikansi sebesar 0.05 (5%), maka nilainya adalah 1.667. Angka tersebut menunjukkan bahwa to > tt (3.78 > 1.667).

Dari data tersebut dapat disimpulkan bahwa nilai to lebih besar dibanding nilai tt.

Artinya, null hypothesis (Ho) yang menyatakan bahwa “tidak terdapat perbedaan

yang signifikan antara pemahaman siswa yang belajar dengan menggunakan teknik story mapping dan prestasi siswa yang belajar tanpa menggunakan teknik story mapping di kelas VIII (delapan) SMP Negeri 127 Jakarta”, ditolak.

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All praises be to Allah, the Lord of the worlds, who has given the writer His mercy, strength and guidance to finish the last assignment of the writer’s study. Peace and blessing always be upon our Prophet Muhammad, his family, his companions, and his followers.

It is pleasure to acknowledge the help and contribution to all of lectures, institution, family and friends who have contributed to help the writer to finish this research. Thus, this research is able to be one of the requirements for the degree of S.Pd (S-1) in Department of English Education.

In this process of finishing this research, the writer would like to express her deepest gratitude to her wonderful parents, Mr. Abdul Hakam and Mrs. Amiroh for giving her the motivation, guidance and prayers all the time.

Furthermore, the writer would like to express the greatest honor and deepest gratitude to the advisors, Mr. Drs. Nasifuddin Djalil, M. Ag. and Mrs. Devi Yusnita, M.Pd. for the valuable advice, suggestion, support and comments during completing this research.

Besides, the writer would also deliver special gratitude to:

1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta.

2. Dr. Alek, M.Pd., the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., the secretary of Department of English Education. 4. All lecturers especially those of Department of English Education who have

given precious knowledge and experiences to the writer during her study. 5. The principal, all teachers, staffs and the students of SMPN 127 Jakarta who

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7. Dwihani Utari, Rachima Savira, Monica Prasinthya, Paramita Maulidah and Bella Aprillia who always give support and helps whenever the writer needs. 8. Muhammad Wildan Ayyusufi, who always gives support in finishing this

research.

9. The people whose names cannot be mentioned one by one, she thanks them all for the help and support during finishing this research.

The words are not enough to say any appreciation for their contribution and help. Finally, the writer realizes that this research is far from being perfect. Therefore, it is a pleasure for the writer to have critiques and suggestions to make this research report better. Hopefully, this research report will be useful not only for the writer, but also for the readers who have similar research.

Jakarta, January 10th, 2017

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ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

LIST OF TABLE ... ix

LIST OF APPENDICES ... x

CHAPTER I: INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of the Problems ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 5

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II: THEORETICAL FRAMEWORK ... 6

A. Reading ... 6

1. Theory of Reading ... 6

2. The Purpose of Reading ... 7

3. Kind of Reading ... 9

4. Strategies of Reading ... 9

5. Definition of Reading Comprehension ... 10

6. Strategies in Reading Comprehension ... 12

7. Technique in Reading Comprehension ... 14

B. Narrative Text ... 16

1. General Concept of Narrative Text ... 16

2. Characteristic of Narrative Text ... 17

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3. The Technique of Using Story Mapping ... 21

4. Teaching Narrative Text by Using Story Mapping ... 22

D. Relevant Study... 23

E. Conceptual Framework ... 24

F. Research Hypothesis ... 25

CHAPTER III: METHODOLOGY ... 26

A. Place and Time ... 26

B. Method and Research Design ... 26

C. Population and Sample ... 26

D. Instrument ... 27

E. Technique of Collecting Data ... 27

F. Technique of Data Analysis ... 27

G. Statistical Hypothesis ... 30

CHAPTER IV: RESEARCH FINDING ... 31

A. Data Description ... 31

B. Analysis of Data ... 39

C. Test of Hypothesis ... 46

D. Interpretation ... 46

CHAPTER V: CONCLUSION AND SUGGESTION ... 48

A. Conclusion ... 48

B. Suggestion ... 48

BIBLIOGRAPHY ... 50

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Table 4.2 Data Description of Pre-test Result of Experiment Class ... 33

Table 4.3 Frequency Distribution of Pre-test Result of Experiment Class .... 33

Table 4.4 Data Description of Post-test Result of Experiment Class ... 34

Table 4.5 Frequency Distribution of Post-test Result of Experiment Class ... 34

Table 4.6 The score of Controlled Class ... 35

Table 4.7 Data Description of Pre-test Result of Controlled Class ... 36

Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class ... 37

Table 4.9 Data Description of Post-test Result of Controlled Class ... 38

Table 4.10 Frequency Distribution of Post-test Result of Controlled Class .... 38

Table 4.11 Normality Pre-test Result of Experiment Class ... 39

Table 4.12 Normality Pre-test Result of Controlled Class ... 39

Table 4.13 Normality Post-test Result in Experiment Class ... 40

Table 4.14 Normality Post-test Result in Controlled Class ... 40

Table 4.15 Homogeneity of Pre-test Result between Experiment Class and Controlled Class ... 41

Table 4.16 Homogeneity of Post-test Result between Experiment Class and Controlled Class ... 42

Table 4.17 The Statistical Calculation of Gain Score of Experiment Class and Controlled Class ... 43

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LIST OF APPENDICES

Appendix 1 First Lesson Plan of Experiment Class ... 53

Appendix 2 First Lesson Plan of Controlled Class ... 58

Appendix 3 Second Lesson Plan of Experiment Class ... 63

Appendix 4 Second Lesson Plan of Controlled Class ... 69

Appendix 5 Third Lesson Plan of Experiment Class ... 75

Appendix 6 Third Lesson Plan of Controlled Class ... 80

Appendix 7 Forth Lesson Plan of Experiment Class ... 85

Appendix 8 Forth Lesson Plan of Controlled Class ... 90

Appendix 9 Kisi – Kisi Instrumen Penelitian ... 95

Appendix 10 Questions of Pre-test ... 96

Appendix 11 Questions of Post-test ... 101

Appendix 12 Instrument Validity Calculation ... 106

Appendix 13 “t” table ... 140

Appendix 14 Surat Bimbingan Skripsi ... 142

Appendix 15 Surat Keterangan Penelitian dari Sekolah ... 144

Appendix 16 Students’ Answer Sheet ... 145

1

CHAPTER I

INTRODUCTION

A. Background of study

Language is one of the instruments to reveal what inside people mind is and to communicate with anyone all around the world. By using language, people will be able to exchange knowledge, beliefs, opinions, commands, and express their feelings. According to Andrea Tyler, when humans use language, they do so for a purpose; one of those is to communicate with other human beings and communication always occurs in a context.1

There are several languages in the world including English. English is one of International Languages which is most people try to learn in order to be able to communicate globally. When learners learn certain language especially English, there are four skills that are needed to complete their communication. They learn to listen first, then to speak, then to read and finally to write. There are four basic language abilities which are commonly as speaking, listening, reading and writing.2 There are speaking and writing as productive skills and listening and reading as receptive skills.

In addition, students should master four skills in English and one of them is Reading. Similiarly, reading skill is needed to be learnt more in EFL (English as a Foreign Language) students than other skills in their studies because reading ability has a crucial role in students’ academic success.3 Even, according to Anderson, reading is a basic life skill which is a cornerstone for child’s success in school and throughout life.4 Therefore, EFL students also need to learn reading more in order

1

Andrea Tyler et. al., Language in Use. (Washington D.C: Georgetown University Press, 2005), p. xi

2 _{Colin Baker, Foundations of Bilingual Education and Bilingualism 3}rd _{edition (England:}

Multilingual Matters Ltd, 2001), p. 6 3

Amir Razaei et. al., Exploring EFL Learners Reading Comprehension Problems in Reading ESP Texts. (Iran: David Publishing, 2012), p. 982

4

Richard C. Anderson, et al., Becoming a Nation of Reader: the Report of the

Commission on Reading. (Washington D.C: the National Institute of Education, US Department of Education, 1984) p.1

to make their comprehension in English better. In addition, reading as a receptive skill requires the readers to decode the message of written language. It means reading is the process of understanding text.

Nunan stated that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.5 _It

means that reading is not only the activity of reading some sentences but also understand the meaning. In fact, reading also plays an important role in education as a new research conducted by Allice Sullivian and Matt Brown from the Institute of Education (IOE) who state that children between the ages of 10 and 16 who put reading for pleasure as a habit make more progress, especially in mathematics, vocabulary and spelling, for those children who rarely read.6

Based on writer’s experience in teaching in the 8th students, there are some problems in learning process of reading especially in narrative text. First of all, students are lack of interest in reading. Indeed, the result from Statistics Indonesia, known as Badan Pusat Statistik (BPS), shows that the percentage of students looking for information by reading are decreased each year. BPS stated that in 2009, there are 90.27% of students looking for information by watching television, 23.50% of students looking for information by listening to radio and 18.94% of students looking for information by reading magazine or newspaper while in 2012, there are 91.68% of students looking for information by watching television, 18.57% of students looking for information by listening to radio and there are only 17.66% of students looking for information by reading magazine or newspaper.7 Students feel it boring to read text that usually contains long text such as stories. They think it will be useless to read and have no motivation to read. In fact, the basic purpose of narrative text is to entertain, to gain and hold a reader’s interest.

Second, many students find it difficult to understand the whole story. They only know what the text is about, but they do not know the specific information

5

David Nunan, Practical English Language Teaching. (New York: McGraw-Hill Companies, Inc., 2003), p. 68

6

Alice Sullivan and Matt Brown, Social Inequalities in Cognitive Scores at Age 16: The Role of Reading. (London: Centre for Longitudinal Studies Working Paper Series, 2013), pp. 2-37.

7

Badan Pusat Statistik, Indikator Sosial Budaya 2003, 2006, 2009 dan 2012, (http://www.bps.go.id)

from the text. When teachers ask them to retell or answer the question related to the narrative text, they do not exactly know and have no idea what they are supposed to say or even answer the questions. Constantino stated that many researchers have observed that readers in a second language commonly do not understand the meaning of what is read.8

As stated by Sharon J. Crawley and King Merrit, “Poor comprehension may also be the result of the students not having the necessary background or schema for reading a selection. The students may not know or understand that comprehension is the major purpose for reading and they may read without setting a purpose.”9 _{The students just read without knowing why they read the material}

given and what elements they should look for. They did not know what the important elements in the text. At the end of reading activity, they could not even tell other students about what they have already read comprehensively. It means that they read without setting a purpose. So, after reading the materials, students got nothing and did not comprehend the text.

The next problem is there are still many students do not know how to use technique in learning process. So, it also makes students hard to comprehend the materials. The students also assumed that they are less involved in teaching process due to lack of variety of teaching especially in reading materials. Therefore, it makes students feel sleepy during the lesson.

To cope with the problems above, teacher has an important role to provide motivation to understand the meaning of text especially of narrative text that has been learned during the lesson, not only for that moment but also for the moment onwards. “The role of the teacher thenbecomes a provider of authentic, challenging situations in which the students interact and can choose strategies for extracting meaning when confronting a newword or phrase in the course of that interaction.”10

8

Magda Constantino, Reading and Second Language Learners. (Washington: The Evergreen State College, 1999), p. 34

9

Sharon J. Crawley & King Merrit, Remediating Reading Difficulties – 3rd Edition, (New

York : McGraw-Hill, 2000), p. 40.

10

Burke Bridgman, Vocabulary Acquisition in the Communicative Classroom. A journal. (2005). p. 122.

Thus, to teach and improvestudents’ need in reading of narrative text, a teacher has to motivate and introduce the learners with somemethods or techniques and make the students desire to learn more. The right method ortechnique in teaching is very important to students because it determinesthe result of reading comprehension.

In other words, the teacher should introduce the right and also interesting technique to help students improve their comprehension on reading of narrative text. Although there are so many techniques to improve students’ comprehension in reading, the tecnique used is story mapping technique to solve the problems above. In teaching narrative text by using story mapping technique, the teacher asks students to read the text first and make the conclusion by drawing a graphic and filling it with anything related to the story. It hopefully will be useful for students to acquire important details from the text and understand more text. Therefore, the writer desires to prove it by conducting the research with the title: The Effectiveness of using Story Mapping on Students’ Reading Achievement of Narrative Text.

B. Identification of the problems

Based on the background of the study about teaching reading, the problems can be identifed as follows:

1. Students are lack of interest in reading.

2. Students feel difficult to understand the content of text especially in narrative text.

3. Students do not set their purpose while reading

4. Students do not know if there is a technique in learning reading which make students enjoy and entirely understand the content of texts.

C. Limitation of the problem

Based on the identification of the problems above, the problems will be limited to the effectiveness of using story mapping technique on students’ reading comprehension at the 8th grade students of SMPN 127 Jakarta.

D. Formulation of the problem

The formulation of the problems in this study is: “Is using using story mapping technique effective for students’ reading comprehension in the eighth

grade students of SMPN 127 Jakarta?”

E. Objective of the study

The objective of this study is to find out the effectiveness of using story mapping technique on students’ reading comprehension at the eighth grade students of SMPN 127 Jakarta.

F. Significance of the study

Hopefully, this research can give contribution to the English as Foreign Language (EFL) technique as an interesting and fun technique in teaching. Moreover, the result of this research is expected to help students understanding and increase their motivation in reading narrative text.

6 A. Reading

1. Theory of Reading

In learning language, there are four basic abilities that should be mastered such as listening, speaking, writing and reading. Reading is one of the basic abilities that has important role in learning language. Besides, reading is an activity that readers decode each word in text and then automatically comprehend the meaning of words, as they do with they everyday spoken language. In addition, readers who are not engaged in reading activity, they will miss new information. Therefore, reading is not only the activity of using eyes to read and comprehend the meaning of words but also interpret and draw a conclusion from the text.

Based on Anderson, reading is also crucial for individual as well as for the society, where the opportunities for personal fulfillment and job success inevitably will be lost without the ability to read well.1 _{As Alyousef stated, reading is a process}

where the readers with the knowledge they have and the text they read interact dynamically and finally construct the meaning.2 _{So, to interpret the idea of the text,}

the readers need something more than just a text and ability to read. Moreover, according to Farris et. al in their book of Teaching Reading a Balanced Approach for Today’s Classroom as cited in Zemelman, Daniels and Hyde stated that:

Reading means getting meaning from print. Reading is not phonics, vocabulary, syllabication, or other skills” as useful as these activities may be. The essence of reading is in a transaction between the words of an author and the mind of reader, during which meaning is constructed. This means that the

1 _{Richard C. Anderson, et al., Becoming a Nation of Reader: The Report of the Commission} on Reading. (Washington D.C: The National Institute of Education, US Department of Education, 1984) p. 1

2 _{Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners.} (The Reading Matrix Vol. 5, No. 2, 2005). P. 144

main goal of reading instruction must be comprehension, students understand what is on a page.3

Similarly, Anderson stated that reading is the process of constructing the meaning from text and also a complex skill requiring the coordination of a number of interrelated sources of information.4

From some definition above, it can be concluded that reading is a process in getting the general meaning from written text which requires collaboration between information from the text, general knowledge from the reader and also reader’s ability to interpret the meaning in the text.

2. The purpose of reading

Everyone has a purpose for every action that they take. Even something like reading is an action that someone has willfully chosen. The purposes of reading are various from one to another. The purpose of reading is also to help the readers achieve some clear information and also for communicating. When people decide to read, they may have some purposes in their head. For example, they read magazine and start to read the head line of the news, they will look for what they interested in. Unconsciously, people do skimming and scanning to find what they require to read. Moreover, when people read a book that they love, they would read it from the beginning until the end of story because they find it interesting. Those are several examples of purpose in reading.

According to Grabe and Stoller, there are some purposes of reading which are explained as follow:5

a. Reading to search simple information

This is the purpose that people usually find when they need to read. Reading to search for information is a process aimed to have specific information by

3

Pamela J. Farris, et al., Teaching Reading a Balanced Approach for Today’s Classrooms. (Mc Graw-Hill, 2004) p. 324

4

Richard C. Anderson, et al., op. cit., p. 7 5

William Grabe and Federicka L. Stoller, Teaching and Researching Reading. Second Edition. (England: Pearson Education, 2002) p. 6-10

scanning through the sentences and words related to the searched of information without reading every sentence of the text.

b. Reading to skim quickly

This purpose is similar to reading to search simple information. In this purpose, the readers guess where the information of the text they need are supposed to be, then they read the part of the text that they find until they have the main idea of what they read.

c. Reading to learn from texts

Reading to learn from texts usually happens in academic and professional situation. The process of this purpose is usually taking longer time than reading to search for information and to skim quickly, because it needs reader to have more complex ability to observe a deeper understanding and often need repetition to remember every single detail information from the text.

d. Reading to integrate information, write and critique texts

This purpose usually also happens in academic and professional situation. As the title, the reader reads the text to write some information from the text that they have, then they integrate the information also critique the text that they read. Both reading to write and reading to critique require ability to select, critique and compose information from the text.

e. Reading for general information

Gaining general comprehension of the text is the most basic purpose of reading. General reading comprehension is actually more complex than what people may think which requires more understanding to the whole big ideas instead of understanding one or two specific ideas in the text.

3. Kind of Reading

Reading is divided into four kinds which are skimming, scanning, intensive reading and extensive reading. Here are the explanations of them:

a. Intensive reading

According to Harmer, intensive reading aim to the detailed focus on the construction of the texts which usually takes place in classroom. It is accompanied by study activities where the students are encouraged by the teacher to reflect on different reading skills and may ask them to work out what kind of texts they are reading, look at particular uses of grammar and vocabulary, tease out detail of meaning, and then use the information in the text to move on to other learning activities.6

b. Extensive reading

Extensive reading refers to reading which students usually do it for pleasure or joyful reading. Harmer stated that if students have a chance to choose what they want to read, they will be enhanced and the ones who read most progress fastest.7

4. Strategies of Reading

When it comes to reading in a second language, strategies are every readers’ best friend. Efficient readers should know various types of text and choose appropriate strategies depending on their purpose of reading. Efficient readers will switch their strategies in reading according to the type of the text they are reading. Readers have to match their strategies in reading to their purpose. Skimming and scanning are commonly used for readers to read.

According to Harmer, a reader needs to be able to skim a text while they need to have general idea of what it is about. For instance, when readers run their eyes over a film review to see what the film is about and what the reviewer thought about it, or when readers look quickly at a report to have a feel for the topic and

6

Jeremy Harmer, How to Teach English. (Malaysia: Pearson, 2007) p. 99-100 7

what its conclusions are.8 With skimming, it’s all about spending time on the introduction and topic sentence so readers have a general idea of what they are reading about before they skim through the rest and process topical words that reinforce their understanding of the main idea.

Meanwhile, readers also need to be able to scan the text for certain of information that they are looking for. For instance, when readers look for a telephone number, what on television at a certain time or search quickly through an article looking for a name or other detail.9 _{It means that they do not read every}

words and line of the text.

5. Definition of Reading Comprehension

When students read something without understanding, they are actually not reading. To understand the text, students transform word by word in written text from eyes to brain, then their brain try to process with students’ background knowledge, so that they understand the meaning of the text. According to Kristin Lems et. al., reading comprehension is a skill to get meaning from written text. It’s not a static competency; it differs according to the purpose of reading and that the text is involved. Reading comprehension also interacts the text and background knowledge of the reader.10

As Judy Willis stated, to become successful in reading comprehension, students need to be active in processing meaning on what they read. Constructing meaning from text or spoken language is not separate literacy skill, but combining all of acquired prior knowledge, personal experience and vocabulary with strategies of deductive and inductive reasoning and making connections.11

In addition, according to Paris and Hamilton, “Reading comprehension is a subset of an ill-defined large set of knowledge that reflects the communicative

8

Ibid, p. 101 9

Ibid, p. 100

10 _{Kristin Lems et. al., Teaching Reading to English Language Learners: Insights from} Linguistics, (New York: The Gilford Press, 2010), p. 170

interactions among the intentions of the author/speaker, the content of the text/message, the abilities and purposes of the reader/listener, and the context/situation of the interaction.”12 _{In short, there is an interaction between an}

author and a reader. The result of this interaction is a reader needs to understand what an author means. While reading, a reader tries to understand the information in the text that they read. While reading the text, a reader needs to make connection to the author of the text in order to have the meaning of the author who tries to convey through the text.

Comprehension is also divided into three levels. The levels of understanding are reading “the line” which refers to the literal meaning of the text, reading “between the line” which refers to inferred meanings and the last is reading “beyond the line” which refers to criticize and evaluate the text.13

From the definition above, it can be concluded that reading comprehension is an ability to construct and comprehend meaning from printed text through interaction between eyes and brain and background knowledge of the reader to interpret the meaning of the text. It is not easy to understand the text due to require active reader to process and analyze word by word to construct meaning by relating their personal experience, background knowledge and vocabulary. Besides, students will have difficulty in comprehending text if they read a text without knowing the meaning of vocabulary. However, they can use some strategies such as context clues connecting their background knowledge to guess the vocabulary. Furthermore, background knowledge and personal experience are very helping in constructing the meaning because students would have better comprehension when they already have little or even much knowledge on what they read.

12

Scott G. Paris and Ellen E. Hamilton,Handbook of Research on Reading Comprehension, (New York: Routledge, 2009), p. 32

13

J. Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2000), p. 7-8

6. Strategies in Reading Comprehension

There are some purpose of reading including to have information by comprehending the text. In comprehending the text, sometimes students do not know the meaning of the words or unfamiliar words so that it can bother their comprehension. In fact, there are several strategies that reader use to comprehend text:14

a. Skipping word reader do not know

It is such a common problem that readers usually found if they read a text, they find unfamiliar words and do not know the meaning of those words. Readers do not have know all the words in the text to comprehend the text. They can skip these words and have the complete meaning from the previous or the next words.

b. Predicting the meaning of unfamiliar words from the context

Sometimes readers spend their time to look up the unfamiliar words in dictionary. It will waste their time and decrease their speed in reading. Meanwhile, they can use background knowledge about the topic and some words in the sentences that they have known. They should not check all the unfamiliar words but guess them

c. Not constantly translating

Readers should not translate all the words that they read because sometimes there are multi-words or idioms that cannot be translated separately.

d. Asking someone what a word means

Readers can ask someone they know or teacher about the meaning of the words they do not know thus it will help them to comprehend the meaning of text.

14

Jerry Greer Gebhard, Teaching English as a Foreign or Second Language, (US: University of Michigan Press, 2009), p. 196.

e. Having knowledge about the topic

It will be easier for reader to comprehend the text if they can relate their background knowledge to the topic of the text.

f. Drawing inferences from the title

Before reading the text, readers certainly read the title of text and guess what the text is about. It will be easier for readers to make a big picture about what is going to be discussed after that.

g. Reading things of interest

Students can easily comprehend the text if they interest in what they read. They can be curious to know the content of the text.

h. Studying pictures and illustrations

Several texts usually contain many pictures or illustrations to make readers understand what the author needs to convey. The pictures or illustrations must draw the content of the text.

i. Purposely rereading to check comprehension

When readers complete reading the text, sometimes they miss some information, so to make sure readers had the complete comprehension and information of the text, they can reread the text because some sentences or important words may be missed and can make readers misunderstand.

In addition, Larry Lewin explained some strategies in the process of reading comprehension. One of the strategies is visualization. He stated that:

Visualization is a key reading strategy after a reader can decode. Knowing what the word ‘say’ is not enough, the student has to figure out what they mean when strung together in that fashion—to picture the things the author is describing, grasp the concept the author is trying to convey, see the action of the story play out on the stay of the mind’s eye. Visualization is a key to reading comprehension, and students who lack the ability to visualize can be helped to develop it.15

15 _{Larry Lewin, Paving the Way in Reading and Writing. (San Francisco: Jossey Bass a} Willey Imprint, 2003), p. 8

According to the statement above, it is very clear that the technique of story mapping has a relation with the visualization as the reading strategy. So, story mapping needed to apply in this strategy because through story mapping, students can visualize the story on the stage of their mind.

7. Technique in Reading Comprehension

There are several readers who can not comprehend the printed language easily. So, some linguists tried to find some techniques toward reading comprehension. Pamela J. Farris et. al. explained some techniques that have been selected to in teaching reading comprehension. One of the skills for digging into a story to examine its part is story mapping. Others to be discussed are question-answer relationship (QAR), inferential reading, effective questioning, and SQ3R. a. Question-Answer Relationship (QAR)

“Question-answer relationship (QAR) teaches students to recognize a taxonomy of relationship between specific kinds of questions and their related answer. Using this strategy, students learn how to identify the types of question they are asked. They also learn how to determine appropriate sources of information to use to answer those questions.” 16

b. Inferential Reading

“In this strategy, students are dipping into their schema to activate prior knowledge, combining that information with what the author is telling them explicitly, and coming up with a reason assumption about what is happening in the story.”17

c. Effective Questioning

In reading activity, the teacher should guide students and monitor them to understand what they read. In order to make reading activity can be effectively participated by students, the teacher sometimes asks students before, during and after reading activity. “Good question aid students as they develop important

16

Pamela J. Farris, et al., op. cit., p. 350 17 _{Ibid., p. 352}

concepts, build critical background information, clarify confusion, and stretch to higher level thinking. In short, the question asked by teacher hone comprehension and direct students attention to important aspect of the text.”18 d. SQ3R: A Tool for Expository Text

SQ3R is best presented by teacher who carefully models it and then engages the whole class in practice. It is used when study begins on a new chapter in social studies or science, work through each of the steps together, and then review it before it is used on the next chapter. The steps of SQ3R involve: 1) Survey: the students quickly skim over the textbook material to be covered. 2) Question: based on that quick survey, students write prediction questions

about the material to be covered.

3) Read: now the students read actively, looking for answers to the question they posed.

4) Recite: students put the book aside and try to recall what they have read, talking through the possible answers and testing themselves on the next materials.

5) Review: students reread part of the material to confirm the answers previously given.19

e. Story Mapping

Pamela J. Farris et al. see mind mapping can be applied in narrative text which is known as story mapping. They said that story mapping is very helpful for readers to comprehend the pieces in a story. As they said, ―When students develop a schema for stories, that is, an internal understanding of the expected pieces that make up a typical story, they are better able to comprehend the narratives that they read. One tool to help them recognize those basic pieces is the story map, a graphic or semantic visual representation of a story.20

18 _{Ibid., p. 354}

19 _{Ibid., p. 357} 20 _{Ibid., p. 358}

B. Narrative Text

1. General Concept of Narrative Text

There are many types of text in English, including narrative text. Prince stated that “A narrative recounts a certain number of situation and events occurring in certain world.”21 _{According to Prince,} “N_{arrative presents situations and}

activities which can be grouped into sets having certain names because it is such situations and activities combine to yield larger ones. Many narratives contain various elements which may function symbolically.”22 Indeed, Pamela J. Farris et. al. stated that “reading narrative text in a historical period or related to the scientific finding usually necessitates having some related knowledge in that specific area.”23

Consequently, readers need to develop their background knowledge for literary elements to make connections.

According to Coffman and Reed, narrative is described as having several common components including a setting, plot (series of episodes based on goals, attempt, outcomes), resolution or story ending.24 Besides, Priyana et. al. defined narrative text focused on a pattern of events with a problematic and the purpose of the text is to entertain and educate the reader.25

From the definition above, it can be concluded a narrative text is a story presented in chronological order that consists of some components including problems and problem solving and the purpose is to entertain the reader.

21 _{Gerald Prince, Narratology: The Form and Functioning of Narrative. (Berlin: Mouton} Publisher, 1982), p. 61

22 _{Ibid, p. 110} 23

Pamela J. Farris et. al., Op. cit., p. 496 24

Gerry A. Coffman and Melissa D. Reed, the True Story of Narrative Text: from Theory to Practice. (Kansas: The Reading Professor vol. 32 no. 1, 2010), p. 5

25

Joko Priyana et. al., Scaffolding: English for Junior High School Students. (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 150

2. Characteristic of Narrative Text

According to Priyana et. al. there are three characteristics of narrative text, they are:

a. Orientation

It is about the opening of paragraph which contains of introducing characteristic and commonly tells about what is the story about, where the story happened, who the character of the story is and when the story begins.

b. Complication

It is about the problems of the story began and developed. It usually has more than one paragraph.

c. Resolution

It is where the conflict of the story ends. It can be happy ending or sad ending.26 This is the example of narrative text, as follows:

The Legend of Toba Lake Orientation

In the past, there lived a young orphan farm in the northern part of the island of Sumatra. Syahdan, the young man made his life from farming and fishing. On a day while he was fishing he got a fish which was so beautiful in golden brown. While he was holding it, the fish turned into a beautiful princess. The princess was a woman who was condemned for violating the prohibitions and it would turn into a kind of creature who first touched it. Because at that time the human touched it, then it turned into a princess.

Complication

Fascinated by her beauty, the young man asked her to be his wife. The application was accepted on condition that the young man was not allowed to tell the origin of the princess who came originally from fish. The young man agreed this

26

requirement. Having got married for a year, the couple got a boy but he had a bad habit that he was never felt satisfy while he was eating. He ate all the food.

One day the boy ate all the food that should be given to his father. The young man then so angrily said: "basically you are the offspring of fish!" That statement by itself unlocked the secrets of his wife and broke his promise.

Resolution

Shortly afterwards, his wife and son magically disappeared. Suddenly in the land of their former footsteps went out the springs which were very heavy. The water flew from these springs continuously and the longer it happened the larger it would be. Finally, these springs became a vast lake. The lake is now called Toba Lake 3. The Element of Narrative Text

In narrative text, there are certain element that should exist as follows:

a. Setting: It usually consists of time and place of the story. Authors often write the description of landscape, scenery, building, season or weather to provide a strong sense of setting

b. Character: In this element, the story consists of person or even animals who take a part of the story.

c. The Conflict (Problem): It is about the struggle between two people or things. The main character is usually on one side of the central conflict.

d. The Plot (Events): The systematic chain of events which make up the story. Each link in the chain helps to build suspense and to solve a problem.

e. The Solution: The ending of the problem or the way to outcome the problem of the story. It can be happy ending or sad ending.

f. The Theme: the theme is the controlling idea or belief of the story. It gives a basic meaning to a literary work. Generally, a theme is inferred from the other

elements in the short story and often evolves through the conflict experienced by the main character.27

4. Strategies in Reading Narrative Text

Reading narrative text will be easier for readers to understand if they know some strategies how to read it. Larry Lewin gave some strategies that can be used in reading narrative text. Lewin said comprehension is mentioned as one of the traits of an effective reader. To be an effective reader especially in reading narrative text, there are some points included in comprehension that have to be mastered:

a. Identifying plot. b. Selecting main idea.

c. Distinguishing between major and minor characters. d. Distinguishing between significant and supporting details. e. Describe turning moments, conflicts and resolutions. f. Creating purposeful summary.28

Those points can be done through reading narrative text. It can be the keys that guides the reader to comprehend in narrative text. The readers can improve their comprehension in reading narrative text by doing those points because those point have covered the important things to comprehend the whole content in narrative including plot, main idea, characters, sequence of events and summary. C. Story Mapping

1. General Understanding of Story Mapping

Before explaining about general understanding of story mapping, it is better to know the origin of story mapping according to Pamela J. Farris:

27

Salem Saleh Khalaf Ibnian, The Effect of Using the Story- Mapping Technique on

Developing Tenth Grade Students’ Short Story Writing Skills in EFL, English Language Teaching. Vol. 3, 2010. p. 182.

28

The origin of story maps lies within story grammar research. The term story grammar refers to hierarchical rules or psychological structures that people use to create and remember stories, the skeleton underlying a story, so to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store information in their long-term memories.29

Mathes, et. al. also said that story mapping is simply a graphic representation of story grammar elements.30 Based on the definition above, story mapping is also known as story grammar that will be effective for the readers to recognize the story in their long-term memories. It may be practical way for them to organize the story content into a coherent whole. According to Ibnian “A story map could be viewed as a visual depiction of the settings or the sequence of major events and actions of story characters with the aim of enabling students to relate story events and to perceive structure in literary selection.”31

Besides, Farris stated that “mapping is an effective technique in teaching narrative text, and it is also an effective strategy to improve note taking and creative thinking skills.”32 Because through this technique, reader could be easily to depict the story structure and to arrange the main events in sequential order by writing the key words or important information by using their own sentences.

Considering the explanation above, it can be concluded that the story mapping is a technique that use a graphic or semantic visual representation of a story. This map describes way to provide an overview of a story. It involves identifying and categorizing the main events in sequential order of a story.

2. The Purpose of Story Mapping

There are many purposes of story mapping, as follows:

a. To allow readers to create mental images from words into text b. To enhance meaning with mental imaginary

c. To link past experience to the words and ideas in the text

29

Pamela J. Farris et. al., op. cit., p. 345 30

Patricia G. Mathes, et. al., Cooperative Story Mapping: Remedial and Special Education, English Language Teaching. Vol. 18, 1997. p. 22

31 _{Salem Saleh Khalaf Ibnian,op. cit., p. 182.} 32

d. To enable readers to place themselves in the story e. To strengthen readers’ relationship to the text f. To stimulate the imaginative thinking

g. To heighten engagement with text h. To bring joy to reading.

From the purposes of story mapping above, in short, it can be concluded that this technique facilitates readers to get a good understanding in text.

3. The Technique of Using Story Mapping

According to Farris, there are the general procedures to follow when preparing a basic story map, they are:

a. Reading the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story.

b. Placing the title, theme or topic of the story in the center of the graphic story map in a predominant bubble or at the top of semantic chart.

c. Drawing enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level information from the summary list to these ties in chronological order, moving clockwise around the center.

d. Drawing additional ties projecting out symmetrically from each secondary bubble to accommodate the important details associated with the key plot event, adding relevant information from the summary list.

e. Reviewing the final semantic chart or story map for completeness.33 The graphic of story mapping could be made, as follows:

33

4. Teaching Narrative Text by Using Story Mapping

There are some steps to teach narrative text by using story mapping compiled from Farris’ book, they are:34

Step 1: Introducing to students the concept and the benefit of using story mapping technique, one of them is to develop their comprehension in reading a text.

Step 2: Explaining the major components of story mapping through identifying a story first concerning to figure out the title, the theme of story, the important characters and personality traits of specific participant of story, then identifying the orientation or significant plot developments. It leads to sequence of action to note characters’ attempts in overcoming problems, then evoking to get solution. A teacher needs to give the interactive instructions clearly for each story component. To build questioning before or after reading to construct their motivation and their comprehension. After they finish reading a story, they fill out the section of story mapping sheet.

Step 3: Directing students when they commit errors to reread the story.

34

Step 4: Having students read independently. They are encouraged to write the answers just using key words while the teacher is questioning such as ‘who is the main character? What is he like? Where does the story take place? etc.’ then the teacher gives them praise for appropriately identifying the story mapping elements. Step 5: Asking students to complete story map worksheet on theirs after students use story mapping independently. Then, the teacher checks students’ response and conference individually with those students requiring additional guidance and support.

Step 6: Giving students an evaluation. It is necessary to check their reading comprehension of a story using a printed test to gain working individually.

D. Relevant Study

To support the study, the writer searched for the previous relevant study. The first study was conducted by Grunke, et. al. entitled, “Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities”. In their study, they were using an Experimental design. The participants of this study was three 5th grade students from a regular education public school and three 8th grade students from a school for children with learning difficulties. The boys were 11 and 13 years old and the girls were 10, 11, 14 and 14 years old. They were identified having high difficulties in comprehending text. They were categorized into the lowest quartile. In this study, there were 18 narrative texts from three German story books which were selected. Then, all of them were altered. The text was standardized into 150 words. To teach female and male students, they followed a procedure by Idol, those are: Modelling phase, leading phase and testing phase. The result of the study showed that story mapping extremely effective. All participants were able to dramatically increase the number of correct responses in the continuously administered probes from M= 3.88 during baseline to M=8.97 during intervention.35

35 _{Grunke, et. al., Analyzing the Effects of Story Mapping on the Reading Comprehension} of Children with Low Intellectual Abilities. (Learning Disabilities: A Contemporary Journal 11(2), 51-64, 2013)

Then, the second study was conducted by Joanna Franciscone. The title is “The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension”. She conducted the study by using story mapping technique to improve students’ reading comprehension at inner city Catholic K-8 Elementary School. The participant of this study were 34 students consisting 19 female and 15 male students. This study conducted for 6 weeks. During this study, the students read a different story each week. Then, they completed story maps after reading a story. The result of this study showed that most students understood the story especially week 5 in a mean of 3 and standard deviation of 0.36

E. Conceptual Framework

From the explanation above, it can be explained that reading comprehension is an activity of understanding and constructing meaning from written language and combining it into readers’ prior knowledge which is influenced by some factors such as readers’ vocabulary mastery, readers’ background knowledge and experience and readers’ ability to process the knowledge into their memories. Readers can comprehend a text easier if there is a connection between what they are reading and what they already know.

Narrative text is a story presented in chronological order that consists of some components including problems and problem solving of which purpose is to entertain the reader. The characteristic of narrative text is orientation, complication and resolution. Story mapping is a technique in teaching using a graphic or semantic visual representation of a story. It is clear the definition above has relation between one to another. Thus, it can be effective to teach students reading comprehension of narrative text by using story mapping since both are telling a story. It can be supported by many researchers who found story mapping technique is effective to comprehend readers’ understanding in reading of narrative text. In addition, since narrative text tells about fiction story, it will make students more interested and motivated in reading a text. Their imagination will take a part of comprehending

36 _{Joanna Franciscone, The Effectiveness of Using Story Mapping as a Supplemental Tool} to Improve Reading Comprehension. (ProQuest LLC, 2008)

the text and by using story mapping, students not only use their imagination but also use their concentration to connect one element to another element of story mapping. Therefore, it will make students more understand in narrative text.

In reading, a reader‘s purpose is one of the important factors that influence the comprehension. Narrative text and story mapping can also help readers to set their purpose to get better comprehension. According to its definition, a narrative text consists of some important elements such as title, characters, settings, main events, problems/conflicts, and solutions. By the help of story mapping, the readers can also identify those elements one by one and then they combine them into the same story in their version. It means that the reader has set their purpose in reading. They know what they have to look for in the text and what they should do with the story mapping. Moreover, if students can combine those elements in the story mapping and create the same story in their version, it means that they understand and comprehend what they have read.

At the end of activity, the students are expected to have better comprehension and strengthen their memories about text from visualizing through story mapping.

F. Research Hypothesis

The hypothesis of this research can be seen as follows:

Null Hypothesis (Ho): there is no significant difference between students’ achievement in reading comprehension of narrative text by using story mapping and without using story mapping.

Alternative Hypothesis (Ha): there is a significant difference between students’ achievement in reading comprehension of narrative text by using story mapping and without using story mapping.

26 A. Place and Time

This research is conducted at the 8th grade students of 127 Junior High School. The place is located at Jl. Kb. Jeruk Raya, RT 10 RW 05, Kb. Jeruk, Kota

Jakarta Barat, Daerah Khusus Ibukota Jakarta 11530. The research is held in

Oktober to November 2016. B. Method and Research Design

The method of this research is quantitative method. It is often about calculation and analysis of the numerical data. Meanwhile, the design used is a quasi-experimental design. The design is used to examine cause and effect of using story mapping technique on students’ reading comprehension of narrative text. In this research, it compares experimental class (where story mapping technique is applied in learning of narrative text class) and controlled class (where story mapping technique is not applied in learning of narrative text class). The effectiveness can be seen by comparing improvement of students’ score of experiment class and controlled class of post-test after they have been given treatments by the writer.

C. Population and Sample

The population of this study is the eighth grade students of 127 Junior High School consisting of 7 classes. The sample of this research is 2 classes of 8th _grade

students which are VIII F as experiment class consisting of 35 students and VIII G consisting of 35 students as controlled class.

The technique of determining sample in this study is purposive sampling technique. The consideration used to choose this sampling is teacher suggestion of the homogeny of students’ score in English.

D. Instrument

The instrument used for this research is test. The tests are divided into pre-test and post-pre-test. The pre-test consists of 25 multiple choices question of narrative text. The tests are tested out to some students in another class of experiment and controlled class. There are two kinds of test used; they are pre-test and post-test. The result is calculated and analyzed by using ANATES to find out the validity and reliability of the questions. Besides, pre-test is provided to find out students’ reading achievement in narrative text before the treatment while post-test is conducted after students of experiment and controlled class had treatment from the writer.

E. Technique of Collecting Data

The test is used to collect data in this research. The tests are divided into pre-test and post-test. The pre-test is conducted for both classes—experimental class and controlled class. It is given before the treatment to experimental class. This pre-test is provided to find out students’ achievement in reading narrative text. After the treatment, post-test for experimental and controlled class is conducted to find out students’ achievement in reading narrative text. Six meetings are conducted in each class for this research. Those consisted of first meeting for pre-test, four meetings for treatment and last meeting for post-test.

F. Technique of Data Analysis

In order to obtain the result of research, the data are analyzed using statistical analysis. After collecting the data, the data have to be analyzed. The data on pre-test and post-test are analyzed by SPSS program. To find final result of the research, several tests should be passed. After all of the test passed, the data are analyzed by t-test formula. The use of t-test formula is to test the significance of the

mean postest scores of experimental class and controlled class. The formula of t-test is expressed as follows1:

Mx = Mean of Variable X

My = Mean of Variable Y

SE = Standard of Error

In order to have the score of t-test score, there are several stages to be taken, they are as follows:

1. Determining mean of variable X, with formula:

M

x

=

∑ �

2. Determining mean of variable Y, with formula:

M

y

=

∑ �

3. Determining standard of deviation score of variable X, with formula:

�

= √

∑ �

1_{Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,}

4. Determining standard of deviation score of variable Y, with formula:

�

= √

∑ �

5. Determining standard error mean of variable X, with formula:

�

=

�

√

−

6. Determining standard error mean of variable Y, with formula:

�

=

�

√

−

7. Determining standard error of different mean of variable X and mean of variable Y, with formula:

�

−

= √�

+ �

8. Determining to with formula:

� =

_�

−

−

9. Determining degree of freedom (df), with formula:

G. Statistical Hypothesis

The statistical hypothesis of the research can be seen as:

1. There is no effectiveness of using story mapping on students’ reading achievement of narrative text (Ho).

Ho= µ1 = µ2

2. There is effectiveness of using story mapping on students’ reading achievement of narrative text (Ha).

Ha= µ1 ≠ µ2

Where: Ho= Null hypothesis

Ha= Alternative hypothesis

µ1 = Students’ pre-test achievement

µ2 = Students’ post-test achievement

And then, the criteria used are as follows:

a. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis)

is rejected. It means that the average score rates of the experimental group are higher than the controlled group. In other words, using story mapping on students’ achievement of narrative text is effective.

b. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null hypothesis)

is accepted. It means that the average score rates of the experimental group are same as or lower than the controlled group. In other words, using story mapping on students’ achievement of narrative text is not effective.

31

The data shown in this part were collected from students’ score in pre-test and post-test of both classes which are the experiment class and controlled class. The data of each class were depicted into tables and figures below. The first part shows the data of experiment class and the second part shows the data of controlled class.

1. The Data of Experiment Class

Table 4.1

The Score of Experiment Class

Students Pre-test Post-test Gain Score

1 60 80 20

2 56 76 20

3 60 68 8

4 64 84 20

5 56 76 20

6 72 80 8

7 48 68 20

8 72 80 8

9 56 72 16

10 44 84 40

11 44 76 32

12 72 92 20

13 56 80 24

14 68 84 16

15 60 88 28

16 48 72 24

17 60 92 32

18 56 68 12

20 60 68 8

21 48 80 32

22 64 72 8

23 56 88 32

24 52 72 20

25 60 92 32

26 64 80 16

27 56 80 24

28 52 84 32

29 60 76 16

30 56 84 28

31 60 76 16

32 52 80 28

33 56 80 24

34 64 88 24

35 52 76 24

Σ 2032 2772 740

Mean 58.06 79.2 21.142

From the description of the score of experiment class above, it could be seen that from 35 students in the class, the mean of pre-test is 58.06 and the mean of post-test is 79.2. So, the mean of the gain score of experiment class is 21.142. The smallest score from the pre-test is 44 and the highest score is 72. After giving the treatment by using story mapping, the post-test was conducted to students. The data showed the smallest score in post-test is 68 and the highest score is 92. The mean of post-test after giving treatments using story mapping technique is higher than the mean of pre-test before giving treatments. It means that there is a significant difference between the students’ comprehension of pre-test and post-test. The writer used SPSS v. 22 to see the detail information of the score. The further information about pre-test in experiment class can be seen through Table 4.2 and 4.3 below:

Table 4.2

Data Description of Pre-test Result of Experiment Class

Descriptive Statistics

N Minimum Maximum Sum Mean

pretest 35 44 72 2032 58.06

Valid N (listwise) 35

The table 4.2 shows that the total number of data in experimental class is 35. The minimum score of pre-test in experiment class is 44 and the maximum score is 72. The total score is 2032 while the mean score of pre-test in experiment class is 58.06. Mean is the average score of the class.

According to the table above, it can be formed a table of frequency distribution as follows:

Table 4.3

Frequency Distribution of Pre-test Result of Experiment Class

pretest

Frequency

Valid 44 2

48 3

52 4

56 9

60 8

64 4

68 2

72 3

Total 35

From the table above, it can be seen the most frequent score is 56 which was had from 9 students. The second is 60 which was had from 8 students. The third is 52 and 64 which was got by 4 students, the forth is 48 and 72 which was got by 3 students. The less frequent score is 44 and 68 which was had from 2 students.

Furthermore, to see the further information about the result of post-test score in experiment class, it can be seen as follows:

Table 4.4

Data Description of Post-test Result of Experiment Class

Descriptive Statistics

N Minimum Maximum Sum Mean

posttest 35 68 92 2772 79.20

Valid N (listwise) 35

The table 4.4 shows that the total number of data in experiment class is 35. The minimum score of post-test in experiment class is 68 and the maximum score is 92. The total score is 2772 while the mean score of post-test in experiment class is 79.20.

According to the table above, it can be formed a table of frequency distribution as follows:

Table 4.5

Frequency Distribution of Post-test Result of Experiment Class

Posttest

Frequency

Valid 68 4

72 4

76 7

80 9

84 5

88 3

92 3

Total 35

From the table above, it can be seen the most frequent score is 80 which was had from 9 students. The second is 76 which was had from 7 students. The third is 84

which was had from 5 students, the forth is 68 and 72 which was had from 4 students. The less frequent score is 88 and 92 which was had from 3 students. 2. Data of Controlled Class

The table 4.4 below presented the students’ pre-test and post-test score of controlled class. There were 35 students in controlled class (variable Y).

Table 4.6

The score of Controlled Class

Students Pre-test Post-test Gain Score

1 44 64 20

2 60 68 8

3 64 72 8

4 48 64 16

5 52 76 24

6 68 80 12

7 44 60 16

8 56 72 16

9 52 76 24

10 68 76 8

11 60 80 20

12 56 72 16

13 44 68 24

14 60 76 16

15 48 72 24

16 60 84 24

17 52 64 12

18 64 80 16

19 60 68 8

20 68 76 8

21 52 72 20

22 60 68 8

23 64 80 16

24 48 64 16

25 64 72 8

27 60 76 16

28 72 72 0

29 64 84 20

30 72 88 16

31 72 76 4

32 56 64 8

33 72 88 16

34 76 84 8

35 64 76 12

2092 2596 504

59.77 74.17 14.4

According to the table of the score of controlled class above, it could be seen that from 35 students in the class, the mean of pre-test is 59.77 and the mean of post-test is 74.17. The smallest score from the pre-post-test is 44 and the highest score is 76. The data showed the smallest score in post-test was 60 and the highest score is 88. After conducting pre-test and post-test, the mean of the gain score of controlled class is 14.14. It means that there is also a significant difference between the students’ comprehension of pre-test and post-test. Although the students’ score of controlled class was also increased, it was not as significant as the students’ score of experiment class. It can be concluded that the students’ score of experiment class which is learning reading narrative text using story mapping was higher than the students’ score of controlled class which was learning reading narrative text without using story mapping.

The further information about pre-test in controlled class can be seen through table below:

Table 4.7

Data Description of Pre-test Result of Controlled Class

Descriptive Statistics

N Minimum Maximum Sum Mean

pretest 35 44 76 2092 59.77

The table 4.7 shows that the total number of data in controlled class is 35. The minimum score of pre-test in controlled class is 44 and the maximum score is 76. The total score is 2092 while the mean score of pre-test in controlled class is 59.77. According to the table above, it can be formed a table of frequency distribution as follows:

Table 4.8

Frequency Distribution of Pre-test Result of Controlled Class

pretest

Frequency

Valid 44 3

48 3

52 4

56 3

60 7

64 6

68 4

72 4

76 1

Total 35

From the table above, it can be seen the most frequent score is 60 which was had from 7 students. The second is 64 which was had from 6 students. The third is 52, 68 and 72 which was had from 4 students, the forth is 44, 48 and 56 which was had from 3 students. The less frequent score is 76 which was had from 1 student. In addition, to see the data description of the result of post-test score in controlled class, it can be seen as follows:

Table 4.9

Data Description of Post-test Result of Controlled Class

Descriptive Statistics

N Minimum Maximum Sum Mean

posttest 35 60 88 2596 74.17

Valid N (listwise) 35

The table 4.9 shows that the total number of data in controlled class is 35. The minimum score of post-test in controlled class is 60 and the maximum score is 88. The total score is 2596 while the mean score of post-test in controlled class is 74.17. According to the table above, it can be formed a table of frequency distribution as follows:

Table 4.10

Frequency Distribution of Post-test Result of Controlled Class

Posttest

Frequency

Valid 60 1

64 5

68 4

72 7

76 8

80 4

84 4

88 2

Total 35

From the table above, it can be seen the most frequent score is 76 which was had from 8 students. The second is 72 which was had from 7 students. The third is 64 which was had from 5 students, the forth are 68, 80 and 84 which was had from 4 students. The fifth is 88 which was had from 2 students and the less frequent score is 60 which was had from 1 student.

B. Analysis of Data 1. Normality of Data

Before analyzing the hypothesis, the data had to be analyzed by the normality of data. This normality of data was used to measure that the data had in research was normally distributed or not. The writer used SPSS v. 22 for windows with the criteria α > 0.05.

a. Normality of Pre-test

1. Normality of Pre-test in Experimental Class

The normality test was used at the 0.05 level of significance. Table 4.11

Normality Pre-test Result of Experiment Class

Tests of Normality

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Pretest .139 35 .087 .957 35 .181

a. Lilliefors Significance Correction

It can be seen as table 4.11 above, the significace of pre-test score in Experiment Class based on Kolmogorov-Smirnov was 0.087. If the significance score is higher than α = 0.05, it means that the data is normally distributed. It can be concluded that the significance score of Pre-test in Experiment Class is normally distributed because 0.087 is higher than 0.05 (0.087 > 0.05).

2. Normality of Pre-test in Controlled Class Table 4.12

Normality Pre-test Result of Controlled Class

Tests of Normality

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

pretest .139 35 .086 .955 35 .159

It can be seen as table 4.12 above, the significance of pre-test score in controlled class based on Kolmogorov-Smirnov is 0.086. If the significance score is higher than α = 0.05, it means that the data is normal distributed. It can be concluded that the significance score of Pre-test in controlled class is normally distributed because 0.086 is higher than 0.05 (0.086 > 0.05).

b. Normality of Post-test

1. Normality of Post-test in Experiment Class Table 4.13

Normality Post-test Result in Experiment Class

Tests of Normality

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

posttest .140 35 .082 .947 35 .088

a. Lilliefors Significance Correction

From the table 4.13 above, it can be seen that the significance of post-test score in experiment class based on Kolmogorov-Smirnov is 0.082. If the significance score is higher than α = 0.05, it means that the data is normal distributed. It can be concluded that the significance score of post-test in experiment class is normally distributed because 0.082 is higher than 0.05 (0.082 > 0.05)

2. Normality of Post-test in Controlled Class Table 4.14

Normality Post-test Result in Controlled Class

Tests of Normality

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

posttest .116 35 .200* _{.959 35 .208}

From the table 4.14 above, it can be seen that the significance of post-test score in controlled class based on Kolmogorov-Smirnov is 0.200. If the significance score is higher than α = 0.05, it means that the data is normal distributed. It can be concluded that the significance score of post-test in controlled class is normally distributed because 0.200 is higher than 0.05 (0.200 > 0.05).

2. Homogeneity of Data

After conducting normality test, the result showed the data is normally distributed, the next step of the calculation is homogeneity test of pre-test and post-test using SPSS v. 22. The purpose of this test is to see whether the data in both classes are homogenous or heterogeneous. If the significance of the data is higher than 0.05, it means that the data is homogenous. The result of the homogeneity test of experiment and controlled class is presented as follows: a. Homogeneity of Pre-test

The analysis of homogeneity variances of both classes in pre-test was done by using Levene’s statistic test in SPSS v. 22 for window. Here are the result of calculation:

Table 4.15

Homogeneity of Pre-test Result between Experiment Class and Controlled Class

Test of Homogeneity of Variances

pretest

Levene Statistic df1 df2 Sig.

1.938 7 26 .104

Table 4.15 showed that the significance of pre-test between experiment class and controlled class is 0.104. It can be concluded that the pre-test data of both classes are homogeneous because the result of significance pre-test (0.104) is higher than 0.05. (0.104 > 0.05)

b. Homogeneity of Post-test

The analysis of homogeneity variances of both classes in post-test was done by using Levene’s statistic test in SPSS v. 22 for window. Here are the result of calculation:

Table 4.16

Homogeneity of Post-test Result between Experiment Class and Controlled Class

Test of Homogeneity of Variances

posttest

Levene Statistic df1 df2 Sig.

.785 6 27 .589

Table 4.16 showed that the significance of post-test between experiment class and controlled class is 0.589. It can be concluded that the post-test data of both classes are homogeneous because the result of significance post-test (0.589) is higher than 0.05.

After both data was proved normally distributed and homogenous, the last calculation is testing the hypothesis. The data is calculated by using t-test formula to know the answer of the question whether there is a significance different between students’ reading comprehension of narrative text by using story mapping technique in experiment class and students’ reading comprehension of narrative text without using story mapping technique in controlled class. The two classes were compared, the experiment class was X variable and the controlled class was Y variable.

Table 4.17

The Statistical Calculation of Gain Score of Experiment Class and Controlled Class

Students (X) Students (Y) X Y x y x2 _y2

1 1 20 20 -1.142 5.6 1.304164 31.36

2 2 20 8 -1.142 -6.4 1.304164 40.96

3 3 8 8 -13.142 -6.4 172.7122 40.96

4 4 20 16 -1.142 1.6 1.304164 2.56

5 5 20 24 -1.142 9.6 1.304164 92.16

6 6 8 12 -13.142 -2.4 172.7122 5.76

7 7 20 16 -1.142 1.6 1.304164 2.56

8 8 8 16 -13.142 1.6 172.7122 2.56

9 9 16 24 -5.142 9.6 26.44016 92.16

10 10 40 8 18.858 -6.4 355.6242 40.96

11 11 32 20 10.858 5.6 117.8962 31.36

12 12 20 16 -1.142 1.6 1.304164 2.56

13 13 24 24 2.858 9.6 8.168164 92.16

14 14 16 16 -5.142 1.6 26.44016 2.56

15 15 28 24 6.858 9.6 47.03216 92.16

16 16 24 24 2.858 9.6 8.168164 92.16

17 17 32 12 10.858 -2.4 117.8962 5.76

18 18 12 16 -9.142 1.6 83.57616 2.56

19 19 8 8 -13.142 -6.4 172.7122 40.96

20 20 8 8 -13.142 -6.4 172.7122 40.96

21 21 32 20 10.858 5.6 117.8962 31.36

22 22 8 8 -13.142 -6.4 172.7122 40.96

23 23 32 16 10.858 1.6 117.8962 2.56

24 24 20 16 -1.142 1.6 1.304164 2.56

25 25 32 8 10.858 -6.4 117.8962 40.96

26 26 16 16 -5.142 1.6 26.44016 2.56

27 27 24 16 2.858 1.6 8.168164 2.56

28 28 32 0 10.858 -14.4 117.8962 207.36

29 29 16 20 -5.142 5.6 26.44016 31.36

30 30 28 16 6.858 1.6 47.03216 2.56

31 31 16 4 -5.142 -10.4 26.44016 108.16

32 32 28 8 6.858 -6.4 47.03216 40.96

33 33 24 16 2.858 1.6 8.168164 2.56

34 34 24 8 2.858 -6.4 8.168164 40.96

35 35 24 12 2.858 -2.4 8.168164 5.76

Σ 740 504 2514.286 1318.4

Based on the data from the table 4.18, the statistical calculation was done in the following steps:

1. Determining mean of variable X, with formula: Mx = ∑ �

=

=

21.14

2. Determining mean of variable Y, with formula: My =

∑ �

=

=

14.4

3. Determining standard of deviation score of variable X, with formula:

�

= √

∑ � 2

=

√

.

=

_{√ .} = 8.47

4. Determining standard of deviation score of variable Y, with formula:

�

= √

∑ � 2

=

√

.

=

_{√ .} = 6.13

5. Determining standard error mean of variable X, with formula:

�

=

_{√ −}��

=

.

√ −

=

. √

=

.

.

=

1.45 6. Determining standard error mean of variable Y, with formula:

�

=

��

√ −

=

. √ −

=

. √

=

.

7. Determining standard error of different mean of variable X and mean of variable Y, with formula:

� − = √� + �

= √ . + .

= √ . + .

= √ .

= 1.78 8. Determining to with formula:

� =

_�

−

−

=

. − ._.

=

._.

= .

9. Determining degree of freedom (df), with formula:

�� = + −

= (35 + 35) – 2 = 70 – 2 = 68 10.Determining ttable, with formula:

�� = � �, + −

= t (0.05, 68)

The tt value of df 68 at the degrees of significance 0.05 is 1.667. Based on

the calculation above, it can be seen that to is higher than tt because 3.78 >

1.667.

C. Test of Hypothesis

After obtaining the data which have been calculated by using t-test, the writer used the data to prove the hypothesis. The statistical hypothesis of this research can be seen as follows:

to≥ tt : the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho)

is rejected. It means that there is significant difference between students’ reading comprehension of narrative text using story mapping and students’ reading comprehension of narrative text without using story mapping.

to < tt : the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is

accepted. It means that there is no significant difference between students’ reading comprehension of narrative text using story mapping and students’ reading comprehension narrative text without using story mapping.

By comparing the value of to = 3.78 and tt = 1.667, the data calculated using

statistics show that to is higher than tt. Hence, the alternative hypothesis (Ha) is

accepted and the null hypothesis (Ho) is rejected. It means that there is

significant difference between students’ reading comprehension of narrative text using story mapping and students’ reading comprehension of narrative text without using story mapping.

D. Interpretation

The data used on this study were taken from the students’ reading achievement of pre-test and post-test in experiment and controlled class as which were consisted of 35 students for each class. Furthermore, the mean score of pre-test in experiment class and controlled class are 58.06 and 59.77 while

the mean score of post-test in experiment class and controlled class are 79.2 and 74.17. In addition, the mean of gain score in experiment class is 21.14 with the highest score is 40 and the lowest score is 8. Meanwhile, the mean of gain score in controlled class is 14.4 with the highest score is 24 and the lowest score is 0. It means that the mean of gain score in experiment class is higher than in controlled class.

Before the hypothesis being tested, the writer had to test the normality and homogeneity of the data. The significance value of normality in experiment class is 0.087 for pre-test and 0.082 for post-test. Besides, the significance value of normality in controlled class is 0.086 for pre-test and 0.200 for post-test. All of the significance values are higher than 0.05 which means that the data are normally distributed. It means that there is balance distribution between students who have low, middle and high score.

In homogeneity test, the significance value of pre-test in experiment class and controlled class is 0.104 while the significance value of post-test in experiment class and controlled class is 0.589. This result shows that the significance value of experiment and controlled class is homogeneous because it is higher than 0.05.

After having the data which were normal and homogeneous, the last calculation was testing the hypothesis. The writer used t-test formula in the significance degree α of 5%. In the table of significance, it is known that on the df 68 and the degree of significance 5%, the value of degree significance (tt) is

1.667. In addition, the result showed that 3.78 t-test (to) > 1.667 t-table (tt). It

can be concluded that t-test was higher than t-table. For this reason, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.

It means there was a significant difference between students’ reading comprehension of narrative text by using story mapping technique and students’ reading comprehension of narrative text without using story mapping technique. In other word, the using of story mapping is effective on students’ reading comprehension of narrative text at the eighth grade students of SMPN 127 Jakarta.