mapping technique could help the students to comprehend the text, especially in narrative text.
4. Teaching Narrative Text by Using Story Mapping
There are some steps of using story mapping to teach narrative text compiled from Farris, those are:
a. 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. b. 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 s
equence of action to note characters’ attempts in overcoming problems, then evoke, to get the solution. A teacher needs to give the interactive instruction
for each story component claerly. Build questioning to students before or after reading to 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.
c. 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.
d. 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? What does the story take place?
etc.’ Then give specific praise to students’ responses and conference
individually with those students for appropriately identifying story mapping elements.
e. Step 5: Ask students through selected stories and complete the stories and complete the story map worksheet on theirs after the students use the story
mapping technique independently. Then, check students’ responses and conference individually with those students requiring additional guidance and
support. f. 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.
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Moreover, Joanna also submitted the steps which she applied while using the story mapping technique in her research, the steps are:
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a. Step 1: In the first week, the teacher prompted the information students were expected to identify from the store was read. Prior reading the story, the
teacher researcher used an overhead transparency of the story map during instruction to show students how to organize information.
b. Step 2: In the next week, the teacher researcher repeated the same steps as step 1 and reviewed the main area for recording a story’s setting, characters,
problems, and solution c. Step 3-6: During the next 4 weeks, the teacher researcher read the story with
the whole class and reviewed the four main areas of the story mapping orally. Individually, students completed a blank story map.
From those steps which mentioned above, we could know both of steps could be combined and applied in teaching and learning activity in Indonesia since it is
appropriate with the condition. The students could be taught by in a group, then in a pair, and the last individually.
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Farris, et al., loc. cit.
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Joanna Fransiscone, The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension, ProQuest LLC, 2008, pp. 12
—14.
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