c. Students can more easily see how the story pieces mesh.
d. The students’ knowledge continually applies when they predict what might
happen next in one story after another. e.
To enhance students’ interpretative abilities by enabling them to visualize story characters, events and setting.
f. To increase students’ comprehension of selection by organizing and
sequencing main story events. g.
To develop students’ sense of story which will assist story telling, retelling and writing.
h. To increase students’ awareness that story characters and events are
interrelated.
36
On the other side, story mapping has also some disadvantages, as follows: a.
It can be used only in certain kinds of text that is narrative text. b.
The maps can be applied to stories, particularly the shorter text.
37
c. Teaching narrative text needs a longer time rather than without using story
mapping. Indeed, the selection is only used for narrative text because it discusses the literary of story.
5. Teaching Narrative Text by Using Story Mapping
There are some steps of using story mapping to teach narrative text compiled from Farris
’ book. They are:
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Step 1 : Introduce the concept of a story mapping together with what the
benefits for students are. Tell them that story mapping would be helpful to develop their reading comprehension of a story.
Step 2 : Explain the major components of story mapping through
identifying a story first concerning to figure out the title, the theme of the story, the important characters and personality traits of specific participants of a story,
then identifying the orientation or significant plot developments. It leads to sequence o
f action to note characters’ attempts in overcoming problems, then
36
Pamela J. Farris, ibid., p. 348.
37
Pamela J. Farris, ibid., p. 346.
38
Pamela J. Farris, ibid., p. 346.
evoke, to get the solution. A teacher needs to give the interactive instruction for each story component clearly. Build questioning to students before or after
reading the story to construct their motivation or check their comprehension. After students read a story, let them fill out section of the story map worksheet.
Step 3 : Direct them when students commit errors to reread the story using
guidance question even modeling to help them come up with an appropriate response.
Step 4 : Have students read independently. Encourage them to write the
answers just using key words while the teacher is still questioning such as „who is the main character? what is he like? where does the story take place?
etc.’ Then give specific praise to students for appropriately identifying story mapping
elements.
Step 5 : Ask students through selected stories and complete the story map
worksheet on theirs after students use the story mapping technique independently. Th
en, Check students’ responses and conference individually with those students requiring additional guidance and support.
Step 6 : Give 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 this study, the writer searched for the relevant previous studies. First of all, the study was conducted by Halil Eksi which is about
“Investigation of the Effectiveness of the Story-Map Method on Reading Comprehension Skills
among Students with Mental Retardation ”. The purpose of this study was to
investigate the effectiveness of the story-map technique on reading comprehension skills among students with mild mental retardation. Mental
retardation in Indonesia is known more as disabilities learner. The research group consisted of 14 students with mild mental retardation. The students in the research
group were chosen from students who attended to an elementary school and a special education center in Ankara, Turkey and who met the prerequisite skills for
the research study. The researcher used “Read-Aloud Test” and “Teacher
