Test of Hypothesis RESEARCH FINDING AND DISCUSSION

homogeneity, it can be concluded that the pre-test score of both classes were homogenous since the value is higher than significance value, that is 0.772 0.05. The result of post-test between experimental class and control class also showed the data was homogenous, it can be seen from the significance data which was got 0.442 0.05. It can be taken a conclusion that from pre-test and post-test score between experimental class and control class that the data were homogenous. After getting the data which were normal and homogenous, the writer could calculate the data by using parametric formula that is t-test. The final calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there is significant difference between students’ reading comprehension achivement in experimental class which given the story mapping technique and students’ reading comprehension achievement in control class without story mapping technique. The writer used t-test form ula in the significance degree α of 5. The result showed that t-test t o t-table t t 6.987 1.989. It can be inferred that t-test was higher than t-table. Since t o is higher than t t , the null hypothesis H o is rejected and the alternative hypothesis H a is accepted means there is significant difference between students’ reading comprehension using story mapping and without using story mapping. It is proven that story mapping technique is effective toward students’ reading comprehension of narrative text at the tenth grade students of SMAN 1 Kota Tangerang Selatan. Based on the finding of the research, it was found that the students ’ achievement in reading comprehension of narrative text in experimental class where story mapping technique was applied to teach reading comprehension have increased than students ’ achievement in reading comprehension who were taught by using conventional technique because the students who were taught by using story mapping technique can be easy to understand the reading text. According to Farris, the improvement of students reading comprehension achievement is because in story mapping there are elements in story which facilitate the students to read the narrative text. In story mapping, there are story elements consist of title, character, problems and solution which facilitate students to read the