The Advantages and Disadvantages of Using Story Mapping

Interview Form” to collect the data. In the study a pre-test post-test experimental design with a control groupclass was used. The findings showed that the story mapping method positively affected the reading comprehension skills of the students in the experimental groupclass. 39 The second relevant study is entitled “Effects of Pre-reading Story Mapping on Elementary Readers’ Comprehension by Zepaniah T. Davis from California State University, Sacramento. The objective of this study was to find out the evaluation of the effects of a modified story map pre-reading procedure on 60 third-grade students and 60 fifth-grade students’ comprehension of stories. The research focused on five low-ability reader and involved the use of story map. The students were taught to fill in story grammar components on story maps as they read. The writer of this research used analysis of variance Anova to analyze the data. In this research, story map resulted 7 better literal comprehension and 14 better inferential comprehension than DRA Directed Reading Activity pre- reading procedure at the third-grade level. It means that an appropriate technique or method can develop students ’ attention and ability in learning. 40 The previous studies above have the similarities and differences with the writer’s study. They researched the effectiveness of story mapping in improving students’ reading comprehension, but it was conducted in different place and time with different sample and population. In the previous studies above, the first researcher investigated fourteen mental retardationdisabilities learners in Ankara and the second researcher found out the evaluation of effects of story mapping on younger readers. Meanwhile, the writer will investigate tenth grade students of SMAN 4 Tangerang Selatan. 39 http:www.academia.edu1321844 40 Zephaniah T. Davis, The Journal of Educational Research: Effects of Prereading Story Mapping on Elementary Readers’ Comprehension,…, pp. 353 – 360.

E. Conceptual Framework

The research was conducted to find out whether Story Mapping Technique influences students’ reading ability, especially in narrative text. The writer was interested in testing out a technique that influence reading ability because the writer found several students often feel bored, getting a great pressure, and do not understand what they have read when they asked to read a text. Therefore, the writer assumed that it is important to know whether story mapping technique will help students to understand a text, especially narrative text. It is more simple and interesting because students can get the main information i.e. time, place, characters, etc. through writing in an imaginative map based on their own imagination. In short, the advantages of story mapping will solve students’ problem in learning English. The writer thought that Story Mapping Technique is helpful in teaching reading of narrative text.

F. Research Hypotheses

Based on the question of the research, the writer formulates two hypotheses that will be tested by t-test statistic hypothesis states: 1. Null Hypothesis H o : there is no significant difference between the students’ achievement in learning narrative text by using story mapping technique and without using story mapping technique at tenth grade of SMAN 4 Tangerang Selatan. 2. Alternative Hypothesis H a : there is a significant difference between the students’ achievement in learning narrative text by using story mapping technique and without using story mapping technique at tenth grade of SMAN 4 Tangerang Selatan.