The Technique of Using Story Mapping

4. The Advantages and Disadvantages of Story Mapping

Story mapping has advantages and disadvantages. For the advantages story mapping could help the students and also for the teacher. It is similar with Pamela who states in her book, “When created as part of the process of preparing a reading lesson, teachers become more involved in thinking about the structure of the story they are to t each and how each part of the story relates to the others.” 32 It means that completing a story map helps students to focus on the lesson, leads to more purposeful teaching, and results in a better quality learning experience for the students According to Pamela, students get many benefits through story mapping. The following are some advantages for students: a. The students are able to visualize the story. b. The students are easy to understand that story is related, so they can predict what might happen next in one story after another. c. The students are able to store information from the text in their perception. d. The students are easy to remember some information completely and accurately. e. The students could increase their awareness that story characters and events are interrelated. 33 Based on the explanation above, through story mapping students achieve benefits such as to enable them store information in their personal schema more efficiently, then, to enhance students‟ interpretative abilities by enabling them to 32 Pamela. loc. cit. 33 Ibid. visualize story characters, events and setting, and of course to increase students‟ comprehension of selection by organizing the sequence of story events. On the other side, story mapping has also some disadvantages. According to Pamela ” Not to be overused and thus abused, these maps can be applied to stories in the basal text along with excellent children‟s literature, particularly the shorter text.” 34 It means that mapping is only used for narrative text because it discusses the literary of story.

D. Teaching Narrative Text Through Story Mapping

There are some steps to teach narrative text through story mapping. According to Pamela, those steps are: 35 Step 1. The teacher introduces the story mapping concept to the students. Step 2. The teacher writes the title of the story on the board. Then ask to the students to predict what story is about. This way is to motivate the students. Step 3. The teacher asks the students to read the story. Encourage them to predict about events by using keywords on the text when the teacher is asking them some questions about the characters, setting, and theme of the story. Then, ask the students to write them in the graphic story map. Step 4. The teacher asks the students reread the story to develop their fluency. Step 5. The teacher asks the students to fill out the story map worksheet. 34 Ibid. 35 Pamela, op.cit., p.102 20

CHAPTER III METHODOLOGY OF RESEARCH

This chapter presents the method of research, subject, and object of the study, time and place, research design, the Classroom Action Research CAR procedures technique of collecting data, technique of the data analysis, data validity, and criteria of the action success.

A. The Time and Place of the Study

This research is held for two months started from May up to June 2013. The place is at VIII class of SMP Negeri 245 Jakarta, and academic year 20122013.

B. The Subject and the Object of Study 1. The Subject of Study

The subject of this study is students at grade VIII class of SMP Negeri 245 Jakarta, and academic year 20122013. The number of students consists of 32 thirty two. It is chosen based upon the interview result with the English teacher. The English teacher informed about the class proving that they have the lowest score; it was 40 forty in reading test among the other second grade classes. Therefore the students need an appropriate strategy to help them in improving their scores toward reading.

2. The Object of Study

The objective of this study is to find out the use of story mapping treatment on the reading comprehension ability in terms of narrative text at VIII class of SMP Negeri 245 Jakarta.