IMPROVING THE STUDENTS READING COMPREHENSION OF

NARRATIVE TEXT THROUGH STORY MAPPING

ENGLISH 4

NAME : SRI YANA

NIM : 41122158

STIMIK IKMI KOTA CIREBON

2016

IMPROVING THE STUDENTS READING COMPREHENSION OF

1

NARRATIVE TEXT THROUGH STORY MAPPING

(A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)

A Skripsi
Presented to Department of English Education
in Partial Fulfillment of Requirements for the Degree of Strata 1 (S-1)

By
Muhamad Romli
NIM. 107014001134

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS TRAINING THE
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2014

ABSTRACT

MUHAMAD ROMLI. NIM. 107014001134. Improving the Students

Reading Comprehension of Narrative Text through Story mapping (A
Classroom Action Research of the second Grade of MTsTarbiyatul Falah Bogor)
Skripsi of English Education Department, the Faculty of Tarbiyah and Teachers
Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.
Advisor
: Dr. Alek
Keywords : Improving, Narrative Text, Story Mapping Method and Classroom
Action Research.
The objective of the research was to get empirical evidenceof the
improving students reading comprehension of narrative text through story
mapping method. The method of this research was classroom action research
which was conducted in two cycles. The subject of this research was the 2nd
Grade of MTs tarbiyatul Falah Bogor at Academic Year 2013/2014 with total
number of students 35. The research instruments were the observation sheet,
interview guidelines, questionnaire and test form. Based on the results of data
analysis since pre-test up post-test of cycle 2, the average of study result gained in
tests with the average value was 65.14. Whereas in post-test of first cycle after
applying story mapping method had enhanced 10.29 point or 15.79% from pre-test
being 75.43. Next, the second cycle had enhanced 17.43 point from pre-test or
26.75% to the average value being 82.57. Based on the learning activities which
have occurred the enhancing from the first to second cycle. From this research
findings, it showed that story mapping method could improve the students
reading comprehension of narrative text.

TABLE OF CONTENTS
APPROVAL
....................................................................................................................................
i
ENDORESMENT SHEET
....................................................................................................................................
ii
ACKNOWLADGEMENT
....................................................................................................................................
iii
ABSTRACT
....................................................................................................................................
v
TABLE OF CONTENTS
....................................................................................................................................
vi
LIST OF TABLES
....................................................................................................................................
vii
CHAPTER I. INTRODUCTION
....................................................................................................................................
1
A. The Background of Study
.......................................................................................................
1
B. The Formulation of the Problem
.......................................................................................................
4
C. The Objective of Study
.......................................................................................................
4
D. The Significant of Study
.......................................................................................................
4
CHAPTER II. THEORETICAL FRAMEWORK
....................................................................................................................................
6
A. Narrative Text
.......................................................................................................
6
1. The Understanding of Narrative Text
4

....................................................................................................
6
2. The Purpose of Narrative Text
....................................................................................................
7
3. The Schematic Structure of Narrative Text
....................................................................................................
7
4. The Language Features of Narrative Text
....................................................................................................
10
B. Story Mapping
.......................................................................................................
10
1. The Understanding of Story Mapping
....................................................................................................
10
2. The Purpose of Story Mapping
....................................................................................................
12
3. The Technique of Using Story Mapping
....................................................................................................
12
4. The Advantages and Disadvantages of Story
Mapping
..............................................................................................
14
C. Teaching Narrative Text by Using Story
Mapping
....................................................................................................
15
CHAPTER III . RESEARCH METHODOLOGY
....................................................................................................................................
17
A. The Time and Place of the Research
.......................................................................................................
17
B. The Subject of the Research
.......................................................................................................
17

C. The Research Instrument

....................................................................................................................................
17
D. The Data Sources
.......................................................................................................
19
E. The Role of the Researcher in the Research
.......................................................................................................
20
F. The Data Collecting Procedure
....................................................................................................................................
20
G. The Technique of Data Analysis
....................................................................................................................................
25
CHAPTER IV. RESEARCH FINDING & INTERPRETATION
....................................................................................................................................
28
A. Research Finding
....................................................................................................................................
28
1. The Result of Pre Action
....................................................................................................................................
28
2. The Result after Implementing CAR
....................................................................................................................................
36
B. Interpretation
....................................................................................................................................
45
1. Pre-action Class
....................................................................................................................................
45
2. Cycle 1
....................................................................................................................................
45
3. Cycle 2
....................................................................................................................................
46
CHAPTER V. CONCLUSION AND SUGGESTION
....................................................................................................................................
48
A. The Conclusion
6

....................................................................................................................................
48
B. The Suggestion
....................................................................................................................................
48
BIBLIOGRAPHY
....................................................................................................................................
50
APPENDIXES
....................................................................................................................................
52

LIST OF TABLES
Table 4.1 The result of Observation.................................................................29
Table 4.2 Questionnaire Rate...........................................................................33
Table 4.3 The Result of Students Pre-action Test............................................34
Table 4.4 The Result of Post-action Test 1.......................................................37
Table 4.5 The Result of Post-action Test 2.......................................................42

CHAPTER I
7

INTRODUCTION
A. The Background of Study
English language has an important role in educational world, especially in
Indonesia. It could be seen that English has been learnt in some level of education.
For instance, in Indonesia, this language has been taught from kindergarten level
to university level. It says that English is learnt for all level of education in
Indonesia.
However, every language has its own rules and uniqueness, English does
too. English has four basic language skills. They are listening, speaking, writing,
and reading. Speaking and writing involve language production, so they are
regarded as productive skills. On the other hand, listening and reading involve
receiving message, so they are regarded as receptive skills.

Among the texts which are mentioned above, narrative text is considered
as the most interesting text. A narrative text is a piece of text which tells a story
and, in doing so, entertains or informs the reader or listener. The text consists of
orientation, complication, or problems and resolution. Students are expected to
understand the text, but many students still find difficulties in reaching the goal.
They sometimes can not find the ideas of whole the text. The students are difficult
to comprehend the text, it makes them confused. Finally, the students do not
understand the plot of the whole story.
In teaching narrative text, the students often feel bored because the
teachers sometimes ask the students to translate the story whereas it is ineffective
method of making students understand the text. Absolutely, the student can not
enjoy the text its self.
To overcome those problems in teaching narrative text, the teacher can use
suitable and interesting methods or techniques which are also suitable for the
learners. Every methode has its own features and weakness. Also, to minimize
these problems, studens should be a centre activity of teaching and learning
process or cooperative learning. It is based on Sharans idea about cooperative
learning in her book that cooperative learning is a group-centered and studentcentered approach to classroom teaching and learning.
Even though cooperative study has its problems, it becomes advantages
and disadvantages of the method. Slavin explains more about the problems and
how to solve them.
8

In teaching narrative text by using story mapping, the teacher asks the
students to read first the text then make a summary by drawing graphic and filling
it with everything that related to the story. Its purpose is to improve their
understanding of what they read. These steps are preceded by pre-test then
finalized by post test to get the summary of the whole research to show the
effectiveness of the method.
B. The Formulation of the Problem
In this study, the writer necessarily does classroom action research to see
the students improvement in reading comprehension of narrative text at MTs
Tarbiyatul falah Bogor. The writer applies story mapping method in this research.
The main problem of this study is Can story mapping improve the students
reading comprehension of narrative text at MTs Tarbiyatul Falah Bogor?.
In addition, How does story mapping improve students reading
comprehension of narrative text at MTs Tarbiyatul falah Bogor?
C. The Objective of Study
Based on the formulation of the problem which posed above, the main
objective of the study is to evaluate the English teaching learning process
especially in learning narrative text at MTs Tarbiyatul Falah Bogor. The objective
of the study are:
1. To know whether story mapping can improve students reading
comprehension of narrative text at MTs Tarbiyatul Falah Bogor.
2. To know how story mapping improve the students reading comprehension
of narrative text at MTs Tarbiyatul Falah Bogor.
D. The Significant of Study
The results of the research was expected to help English teachers applying
appropriate method in teaching narrative text to make teaching learning process
will get more understanding about the material, so it will get some improvement
quickly.
Also, this research may be used by other researcher as a tool to make a
comparison of other similar research particularly to comepare some methods
which are used to improve the students understanding of English texts especially
to improve the understanding of narrative text. Finally the teaching learning
process will be innovative and effective. This research may be called as
9

participant research, which is based on Agungs opinion in his book that the
researcher takes part of the study.
Also this research was used to give the ideas of empirical evidence about
using story mapping method on improving the students understanding of
narrative text. The explaination above agrres with Nazirs argumentation in his
book. He states that a research is a research of knowladge and giving meaning
continuelly about something.
Morever, this research was regarded as one of ways for the researcher to
widen his knowladge about teaching reading method, especially the idea about
story mapping method in teaching narrative text.

10

CHAPTER II
THEORETICAL FRAMEWORK
A. Narrative Text
1. The Understanding of Narrative Text
There are two main categories of texts, literary and factual. Within these,
there are various text types. Each type has a common and usual way of using
language. In this paper, the writer will only dicuss one of the texts that is being
used for his researach, that is narrative text.
A narrative is a text that tells a story and, in doing so, entertains the
1

audience. Also, its narrative purpose is mainly to inform often contains large
passage arranging the events in a story strictly in chronological order.
Narrative can be imaginary or factual (fairy tales, mysteries, fables,
romances and adventure stories, myths and legends). Anderson and Kathy
describe many different types of narrative; namely humour, romance, crime, real
life fiction, historical fiction, mystery, fantasy, science fiction, diary novel, and
adventure.
From the explanation above, narrative text is a story occurred in past time
which its social funtion is to emuse or entertain the readers. It is written with
certain characteristics and its language features.
Chatman classified narrative text into four basic elements as follows:
a. Characters
In every story, there must be characters that play in it. There are two
characters take place within a story. They are main characters and
secondary characters. Character is the single most important element in the
narrative text. It describe physical of the character such as age, weight,
height, even personality traits including the strength and weaknesses.
A character is the most important part in the story which will be more
focus in it. He or she plays the role of the story.
b. Settings
Settings are what author writes to describe the reader where and when the
story takes place. The setting addresses the location (where) and period (when) of
the story whether the story tells a reader among realistic, historical fiction or
fantasy.
11

c. Plot
The plot includes a series of episodes or events written by the author to
hold the readers attention and to build excitement as the story progresses. The
plot contains an initiating event, starting the main character of the series of events
toward problem solving.A good writer will make the reader drown to the plot of
the story that he writes. The writer will be as an actor of the story its self.
d. Conclusion
The writer ends up the story by summarizing and telling the solution of the
problems in the story. This last part is called by conclusion.
2. The Purpose of Narrative Text
People write narrative text might be basically for pleasure, to gain and hold
the reader interest in a story. It means that they like to write any kinds of stories
to entertain or even to teach the readers about the writers reflection on
experience.
This is one idea to Andersons explanation that narrative is used to present
a view of the world that entertains or informs the reader or listener. It is also to
eentertain the readers or listener by presenting a story.
From the explanation above, it means that the social function of narrative
text is to emuse the reader or listener, other than providing entertainment, can be
to make the audience thinks about an issue, teach them a lesson, or excite their
emotions.
3. The Schematic Structures of Narrative Text
The generic structures of narrative texts are orientation, complication,
sequence of events, resolution, and Coda. A more detailed generic structure of
narrative text has been proposed by Anderson and Anderson who argue that a
narrative text includes
a. Orientation that sets the
participants/character (who).

scene

(when

and

where)

and

introduces

b. Complication where a crisis arises and something happened unexpectedly.

c. Resolution when the crisis is resolved in which the characters finally sort out the
complication.
d. A code which is closing to the narrative (an optional step).
12

4. The Linguistic Features of Narrative Text

The language features usually found in a narrative are:

Specific characters
Time words that connect events to tell when they occur.
Verbs to show the actions that occur in the story.
Descriptive words to portray the characters and settings.
The language features shown above are being used by a narrator. There
always be specific characters in every story. For instance, in the story of Snow
White above, the specific character is Snow White. Time words are also used in
that story, for example "One day...... And also the last two language features.
The language features are provided to help the readers in understanding the
story. By past tense used, the readers will know what happened in the story.
Conjunction is also really important to describe the characters and settings of the
story.
From the explanation above, narrative text has certain language features
which is adapted from a story. It shows how the whole story is, also it becomes a
special characteristic of narrative text among other texts.
B. Story Mapping
1. The Understanding of Story Mapping Method
Generally, the target of a reading activity is to get understanding of a text.
That is why sometimes the students are being taught in a less teacher directed
manner in order to make them practicing the previous lesson and then use their
skill to improve their knowledge. Idol-Maestas and Croll (1985) demonstrate this
using a reader-directed story map study guide procedure structured to take readers
attention to the elements of story grammar (e.g., setting, problem, goal, action)
during reading. One of the easy way to make the students understand the text
easily is by using story mapping.

2. The Purposes of Story Mapping

Pamela stated that there are some purposes of story mapping. They are:

Enhances meaning with mental imagery.

Links past experience to the words and ideas in the text.
Allows readers to create mental images from words in the text.
Enables readers to place themselvesin the story.
Strengthens a readers relationship to the text.
Stimulates the imaginative thinking.
Brings joy to reading.

Heightens engagement with text.14

Based on the purposes above it means that the function of story mapping
method are expected to facilitate and help the students getting a good
understanding of a story or text and supposed to comprehen the mean of whole
text.

3. The Technique of Using Story Mapping Method

Before applying this method, the teacher is supposed to know well how to
apply and use it.
4. The Advantages and disadvantages of Story Mapping Method
In every techniques or methods, they have some advantages and
disadvantages, and story mapping does too. Its advantages, it could be helpful for
students and also the teacher. In her book, Pamela stated that 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 teach and how each part of the
story relates to the others.
C. Teaching Narrative Text by Using Story Mapping Method
Jeanne M. Stone suggests to give the students an idea of what is expected
before the students begin creating their own maps. Using story mapping in
teaching narrative text, there are some steps which should be done by the teacher
systematically. Pamela told clearly about these steps. They are:
Step 1
Introduce to the students the concept of story mapping together with what

benefits for students are. Tell the students that story mapping would be helpful to
develope their reading comprehension of a story. Make them sure using story
mapping will give more understanding about narrative text.
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, after that
identifying the orientation or significant plot developements.
Step 3
Direct them when the students commit errors to reread the story using
guidance question even modeling to help them come up with an appropriate
response, to make the students get the focus on the target of reading.
Step 4
Ask students to read independently. Encourage them to write the answers
using key words only while the teacher is still questioning such as who is the
main character? what is he like? where does the story take place? what problem
does happen mostly? how is the end of the story? Etc. After that give some
comments to the students for appropriately identifying story mapping elements.
And then evaluate the answers to make sure them fix to the appropriate questions.
Step 5
Have students through selected stories and complete the story map
worksheet on theirs after students use the story mapping technique independently.
And then, check students responses and share individually with those students
requiring additional guidance and support them.
Step 6
Prepare some exercises and give them to the students to evaluate. It will
measure the students comprehension of the story. It is done individually through
to take students daily score.
Based on Joys statement in his book that various kinds of graphic
representation have also been successfully used with students learning as a second
language.

CHAPTER III
RESEARCH METHODOLOGY
A. The Time and Place of the Research
The research was conducted from August up to November 2013. The
research took place at MTs Tarbiyatul Falah Bogor which was located at CibadakSukamakmur Bogor. The reason of taking the research for this educational level,
because this level should master narrative text. It was one of the important kinds
of texts for final test or national final examination.
B. The Subject of the Research
The subject of this research was the second grade students of MTs
Tarbiyatul Falah Bogor in 2013/2014 academic year. Exactly, it was at the first
semester of the year. There were 35 students in class VIII B as respondents of the
research. There were some reasons why the subject was chosen. Such as; the
students of this class had lower ability in English lesson, especially in reading
English text, the class had a enough quantity of the students to do research.
C. The Research Instrument
There were four kinds of instruments used to get the data in this research.
They are observation sheet, interview guidelines, questionnaires, and test form.
Observation sheet and interview guidelines were used to get qualitative data, and
to abtain quantitative data, questionnaires and test form were used. Two both
research methods were applied to support each other. Both methods can be used
together or combined.

D. Data Sources
The data of this research was got from the process and procedure of the
research instrument and the result of teaching narrative text by using story
mapping. According to Arikunto in his book that data sources is subject which is
got from.

E. The Role of the Researcher in the Research

The role of the researcher in this reserach was a main actor. In the
observation season, the writer acted as an independent observer, he did not involve
in teaching learning process. Then, in the next season, the writer took a part of
teaching learning process. The writer acted as the English teacher in the research
process. Therefore, the writer prepared a lesson plan and pre action test before
implementing story mapping method in teaching narrative text process, also post
action test form after implementation. In the final, he calculated and analyzed data
to make a report as a result of the research.
F. The Data Collecting Procedure
In gathering the data of this research, there were some techniques used,
namely; observation, interview, questionnaire and test. To make it clearer, here are
the following details:
1. Observation
Through the observation as the first technique of collecting data. In this
technique, the data was taken from the notes about everything happened during
teaching learning process which were about the teachers treatment to the
students, which method the teacher used and how the process worked. The
observation also were about students responses and participation in teaching
learning process. This method also as a barometer to do previous data collecting.
By direct observing, there are possibilities to take some notes, behavior,
development, and so on, which happens any time.
2. Interview
The way of collecting data of pre-action was used also interview
guidelines. It was the second technique to get more information in collecting data.
There two kinds of interview which were used. They were: unstructured interview
and structured interview. The interview conducted to both English teacher and
some students who were the participants of teaching learning process.

3. Questionnaire
In this collecting data technique, gaining the data was conducted twice,
pre-action and after implementing CAR. It was used structured questionnaire
which contained the questions and alternative answers to them. In this technique,
the students were supposed to choose one of the alternative answers according to
their personal estimation of each question. After conducting this phase, it resulted
a percentage of students response. Its aim was to support other data to get a valid
research result.
4. Test
The test was the last technique used to know about the students
improvement of understanding narrative text by using story mapping method.
This technique was used to know the students achievement in learning narrative
text by using story mapping. It may be as the main technique in collecting data.
So, this technique would be told more how this technique worked to prove that
story mapping could improve the students understanding of narrative text.
Here some explanations about each phase and how it works.
1. Cycle 1
a. Planning
In this season, the research was conducted as a real action. Its aim was to
know what problems of the students in learning English in terms of reading lesson
especially in understanding narrative texts. So, the English teacher would know
what he should do. Therefore, in this phase, there were many things should be
prepared to start the action. Firstly, lesson plan was prepared to make a scenario of
the action. Then, choosing teaching materials, After that, making time table,
preparing all of media which needed, also preparing evaluation sheet to measure
the students achievement in the end of this cycle.
b. Acting
In this phase, everything which was determined on the lesson plan was
done as on the scenario. Firstly, The teacher asked the students about narrative text
and their difficulties in understanding the texts. Then, the teacher explained the
schematic structures of narrative texts and everything that can be found in

narrative texts. After that, the teacher introduced and explained what story map
was with the strategy used by students in learning narrative text. Next, asked The
students to filled out some points in the story map according to the texts which has
been given.
c. Observing
In this phase, the teacher observed the process worked also the students
response, participation, achievement and everything which was found during the
teaching and learning process.Also, it was necessary to ask some students opinion
about the process of teaching and learning narrative text by using story mapping to
get feedback. When observing, the teacher should notice all of activities in the
classroom. It was done in order to get accurate result in the end of the research and
to prepare for the next agenda.
d. Reflecting
In this last phase, the teacher reflected the whole action based on data that
have been collected, and then it was necessary to give some evaluation before
continue to the next cycle. This phase was carried out collaboratively, that was to
discuss some further problems occurred in the class with the students. Its aim, the
reflection was able to be determined after implementing the action and observation
outcomes. If there were still some problems, so it was needed to start the next
cycle. By continuing to the next cycle, it was expected that the unfinished
problems yet can be overcome and the target can be achieved. The researcher tried
to find some more interesting stories, it is based on sarahs suggestion in her book.
2. Cycle 2
a. Planning
Cycle 2 began from making new lesson plan with some revised part. It was
aimed to get better of implementation the method. As the planning phase in Cycle
1, Also the teacher mde preparation of teaching aids. Evaluation and post test 2
were prepared to know students' achievements in the end of this cycle. The teacher
also re-selected the topics and teaching aids to motivate students, so that they
would get a better understanding of the texts.

b. Acting
In this phase; the researcher applied the new lesson plan. As the teacher,
the researcher also emphasized and reviews schematic structures to the students in
order to make them getting better understanding. In this phase, the students were
also taught to paraphrase a story. Generally, it did all the activities in cycle 1, to
make sure the students understand well about the concept.
c. Observing
The researcher observed students participation and achievement in this
phase. Here, the researcher tried to make sure whether students improved their
understanding or not and differed their achievements between cycle 1 and cycle 2.
d. Reflecting
The teacher discussed about the implementation of the method also the
result of the implementation of the modified action and decides whether the action
should be continued or not.
G. The Techniques of Data Analysis
The observaion and interview were conducted before and after Classroom
Action Research used to analyze qualitative data. On the other side, to conduct the
quantitative data, it was conducted questionnaire and test. Here several steps were
done to get the data. There was some numerical data to be processed. First, the
researcher measured the average or mean of students reading score per-action
within one cycle.

CHAPTER IV
RESEARCH FINDING AND INTERPRETATION

A. Rsearch Finding
In this sbutitle would be described some findings which were found on
classroom action resrach of implementing story mapping method on teaching
narrative text at second grade of MTs Tarbiyatul Falah Bogor. This reserach was
conduted in 2 phases. First phase was conducted before implementing story
mapping method and the second one was conducted after applying story mapping
method. Its aim to know whether the students score got improvement before and
after applying story mapping method in teaching narrative text.
1. Result of Pre-action
This first phase was conducted before applying story mapping in teaching
narrative text. In this phase, the data which was collected about teaching method
that English teacher used in teaching learning process, condition of the class,
students participation. Those information was collected by conducting
observation sheet, interview, questioner guidelines, also pre-action test for the
students.
a. Observation
After conducting observation season, it resulted a preview of the teaching
classroom condition. The data was collected before Classroom Action Research
applied. The result of observation would be summarized in the following table.

Table 4.1
The Result of Observation before CAR
NO
1.
2.
3.
4.

5.

1.

2.

3.

4.

5.

6.

7.

Observation Aspects

Condition
A. Preparation

Interpretation

Teacher prepared lesson

plan before teaching
infrequently.
Sometimes the teacher
The goal of the teaching in the lesson
Enough
determined the goal of the
plan was clear
teaching
Teaching media was
Teacher prepared teaching media
Enough
limited
Teacher only used the
Teacher prepared setting of the class for
ordinary setting, without
Enough
teaching
making any variation
setting
Teacher did not too care
Teacher prepared the students
Enough
about the students
condition physically or mentality
condition
B. Presentation/delivering material
Teacher did not tell the
Teacher told the target of teaching
Poor
goal of teaching before
which should be achieved
teaching learning started
Teacher never gave the
Teacher motivated students, took
students motivation but
students attention to join teaching
Enough
sometimes he took the
process well
students attention
Teacher explained the lesson using
certain technique to make it clearer and
Poor
Less of method variation
easier to understand
Teaching process was
Teaching process was based on logical
based on the truth steps.
Good
steps
They were preparing,
acting, main and closing.
While teaching learning process, the
Teacher seldom asked the
teacher made time to ask some
Enough
students some questions
questions to the students
Teacher could answer
The teacher answered students
students question clearly
Good
question clearly
and could make them
satisfied.
Teacher did not ask the
Teacher asked the students to conclude
students to mak a summary
Enough
lesson in the end of the class
of teaching learning of the
day
C. Teaching Method/Acting
Teacher prepared lesson plan

Enough

1.

Teaching was done variantly as long as

the time location possible,
not classical and boring

Poor

2.

Material was based on the purpose of

teaching

Good

3.
4.

During teaching learning process,

teacher gave the students reinforcement
positively
Illustration and example were chosen
carefully, so those could be effective
and easy to understand

Lees of the technique

variety in delivering
Material
Teacher could deliver the
material based on the
target

Enough

Sometimes the teacher

emphasize the materials

Enough

Teacher gave a common

example

Based on the table 4.1, the condition of the class was not so effective to do
st

teaching learning process. The observation was conducted on August 21 2013, it

describe how English teaching learning process works. Especially, the process of
Teaching reading text at the second grade of MTs Tarbiyatul Falah Bogor. First,
the teacher taught reading by explaining what kind of text is. After that, the
teacher asked students to read the text (a story). Then, the teacher explained the
students the schematic structure and content of the story. And then, he asked
students to answer some questions related to the story. And the last, he asked the
students about their achievement to submit the students daily score. The writer
assumes that this teaching technique could not help the students to understand
about the lesson. Furthermore, this technique caused many problems in teaching
reading, especially in teaching narrative texts. The writer will try to describe some
problems based on the observation.
First, it is related to the students skill who are lack of vocabulary. So, it
makes them hard to understand the words used in the story. Second, the students
only know about the theory (schematic structures) of the text without
understanding the whole text. The students do not get the ideas of the text well.
Consequently, the students get bored and difficult to answer some questions given
related to the story. And the real effect is the students English score is low
relatively.

According to Ngalim Purwanto, observation is a direct method of social

behavior, so it is important tool of evaluation.
b. Interview
1. Data from Interview of the Teacher
The interview was conducted the English teacher for many times. First
interview was conducted on 26 of August 2013. This study used two kinds of
interview. Structured and unstructured interview. It asked about the condition of
teaching learning process generally. First, it was asked about problems in the
classroom happened frequently. Furthermore, the researcher conducted structured
interview using interview guidelines. Here, the teacher answered some questions
based on the interview guidelines which made by the researcher about English
teaching learning process at MTs Tarbiyatul Falah Bogor. Those were the general
condition in English class primarily on students reading achievement and
performance, the difficulties faced by students in reading lesson, and the kinds of
strategies implemented by the teacher previously to improve the students
understanding of English texts.
Firstly, the teacher answered some questions about general condition of the
class. The teacher described much about what the writer asked. The teacher said
that sometimes the students followed the lesson enthusiastically but sometimes
they did not really reactive with the lesson. He added that the students were easy
to feel bored. Reading and listening were considered as hard English skills to be
mastered by the students. The students were easier to master speaking skill. On the
contrary, the students were hard to understand about reading text, also the teacher
got difficulties to teach this skill, he added. The teacher said that there were some
difficulties faced by students in understanding English texts. In this semester, the
teacher tough recount text, descriptive text, and narrative text, based on Standard
Competence (SK) and Basic Competence (KD). The teacher got the texts from
some books. The teacher also said that it was hard for some

students to pass the criterion of minimum completeness (KKM) concerning the

school policy. So that, the teacher still tried to solve that problem by giving
additional score to get KKM standard. This method used to get the information
directly from the source of the research.
2). Data from Interview of the Students
The second interview was conducted to the students using interview
guidelines. It consist of how teaching learning process, how effective the process,
and what their hope in teaching process. Through interview guidelines, the
researcher asked their opinions about the teacher technique of teaching. Some of
them said that English teaching learning process is interesting enough. Some
others said they were not really interested in following the lesson. Then, the
students told the researcher about their difficulties in learning English. Some of
them feel that reading is the most difficult skill to master. They stated that they
were hard to understand the ideas of the text. They said that their difficulties
caused by their lack of vocabularies. For example, in reading lessons, it was hard
for them to understand the text, because they did not know the meaning of
several words so they could not find what the ideas of the text. The students also
said that the teachers teaching techniques did not make the students interested in
following the lessons. Consequently, they could not receive what has been given
by the teacher well.

c. Questionnaire
From the students answer of the questioner sheet given, its calculation
used Likert Scale which 5 options scale.
Table 4.2
Questionnaire Rate
Option of Answer

Really agree
Agree
Rather agree
Disagree
Really disagree

Score

Positive Question
5
4
3
2
1

Negative Question
1
2
3
4
5

To calculate the total score which is got from 35 respondents used the
following pattern:
Total Score = T x Pn
Which

: Total respondents

Pn : Rate option
To estimate the interpretation used by calculating % index, the following
pattern :
Index % =
100

Which

: The highest score of Likert Skor x total respondents

= 5 x 35
= 175

To search criteria of interpretation score, it is calculated by interval

pattern. As the following:
Interval

100

100
5

= 20
So, it resulted Criteria interpretation score based on interval. As the
following:

0%19.99%

= Really Disagree

20%39.99%

= Disagree

40%59.99%

= Rather Agree

60%79.99%

= Agree

80%100%

= Really Agree

d. Result of Pre-action Test

Table 4.3
The Result of Students Pre-action Test
Total of
Students

Total Score

35

2280

Average
65,14

Note. For the complete data can be seen in the appendix III

1. Class Average Score

To get class average score, the observer used following formula :
X =

x
n

Which

: Class average score

: Total Score

x
n

: Total student

a. Class Average Score of Pre-action Test.

X =

x
n

X = 35 = 65.14

2280

From the calculation above, it says that class average score is 65.14.

b. Persentage of KKM Pre-action Test

F
P = n x 100%

Which

P : Percentage of pre-test KKM

F : Total students who get score 75
n : Total students

So:

P = 35 x 100%

= 22.86%
From calculation above, it says that percentage of pre-test KKM is
22.86%.
Based on the result of pre-action research, there were some conclussions.
The data was got from some instruments given to the students. Such as:
Observation, questioner, interview and pre-action test. Its aim was to know the
condition of the students, classroom, also the teacher. Generally, the condition was
not ready to do teaching learning process. It effected that teaching learning
process was not effective. It can be shown on Table 4.3, the result of pre action
test which class average score was only 65.14. Meanwhile, English KKM score
was 75. It means that students were on the serious problem. They needed a special
treatement to improve their English score.
2. Result after Implementing CAR
a. Cycle 1
In this phase, data was collected after implementing story mapping method
in teaching narrative text at second grade of MTs Tarbiyatul Falah Bogor. The data
was collected by conducting questioner sheet and post test 1.
1. Planning
In this phase, the researcher made a time table which described about the
steps of the research. After that, it was prepared lesson plan for the action based

on the problems faced by students according to the observation step done by the
researcher. The teacher selected material and exercises into a lesson plan.
Absolutely, narrative text was chosen as the text to be delivered for students in
which was needed to prove that teaching narrative text will be active by using
story mapping method. In the lesson plan, there were some scenario steps which
must be done by the researcher. Beside of making lesson plan, also prepared the
post-action test 1 form to collect the data needed, in order to know whether there
were students' improvement scores from pre-action test to post-action test in cycle
1. So that, in the end of teaching learning process the researcher will know
whether the strategy worked or not. In this phase, the researcher also prepared a
sheet of questioner guidelines to know the students opinion about the strategy
used for first time.
2. Acting
Here, all the preparations and plans were implemented. It was begun in
September 2013. In the beginning of teaching learning process, the teacher asked
the students about narrative text and their difficulties in understanding the text,
because the reseracher knew that this material has been taught by the English
teacher. After that, the teacher asked the students to tell everything about narrative
text that they knew. It may be about the definition, purpose, the characteristic, the
schematic structures. Afteropening by brainstorming, the teacher explained the
schematic structures of narrative texts. The teacher told the students about what
they should find in narrative text such as the characters, settings, problems, and
solution of the problems. Next, the students were divided into several groups then
each group. After that the teacher gave an example of narrative text, that is a story
about narrative text. The teacher also give every group a chart of story mapping.
Every group is supposed to fulfill a chart based on the story given. After that the
teacher asked them to deliver the story by using a story mapping chart.

3. Observing
In this phase, the researcher observed the students activities, response,
participation, achievement and everything happened which was found during the
teaching and learning process. Sometimes, the teacher also asked some students
opinion about the process of teaching and learning narrative text by using story
mapping. When observing season, the observer noticed all of activities in the
classroom to get the data. There were some students who asked about the meaning
of some words they did not know. Some others asked about the questions which
they did not understand. Also, there was a student asked about story mapping chart
its self. In the final section, the students were given a post action test 1 as seen in
the table 4.4 below.
Table 4.4
The Result of Post-action Test 1
Number
of
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Incorrect Correct
Answer answer
5
6
6
5
4
3
3
5
5
4
6
5
5
4
5
5
6
5
3
2
7
6

15
14
14
15
16
17
17
15
15
16
14
15
15
16
15
15
14
15
17
18
13
14

Score
75
70
70
75
80
85
85
75
75
80
70
75
75
80
75
75
70
75
85
90
65
70

KKM

Mastery

75

23
24
25
26
27
28
29
30
31
32
33
34
35

5
5
5
4
2
5
7
6
5
5
6
7
5
Total
Average

15
15
15
16
18
15
13
14
15
15
14
13
15

75
75
75
80
90
75
65
70
75
75
70
65
75
2640
75,43

68.57%

a. Class Average Score (mean)

4

Mean states the condition generally. To get class average score, it used the
following formula:
X =

x
n

Which

: Class average score

x : Total Score
X

n : Total student
By using that formula, it got the following class average score of postaction test 1:
X =

x
n

X = 35 = 75.43

2640

From the calculation above, it shows that class average score of post-action
test 1 was 75.43.

b. Percentage of Post-action Test KKM

F

P=

Which

x 100%

P : Percentage of post-test KKM 1

F : Amount students who get score 75
n : Total students

It means:

24

P = 35 x 100%

P = 68.57%
From calculation above, it stated that percentage of post-test KKM 1 was
68.57%

c. Improvement of Class Average Score from Pre-action Test to Postaction Test 1

Xpost test 1 Xpre test = 75.43 65.14

= 10.29

2. Percentage of class average score from pre-action test to post-action test 1:

P1 =

y1 y

x 100% y

Which

P1 = Percentage of improvement score from pre-test to

post-test 1
y1 = Class average score of post-test 1
y = Class average score of pre-test

It means:
P1 =

10.29

75.43 65.14
65.14

x 100%

= 65.14 x 100%

= 15.79%
From the calculation
above, it score improvement
from pre-action test
shown that percentage of class
average to post-action test 1 was
15.79%
4. Reflecting
In this phase, the researcher analyzed students achievement
and progress based on their test score got. In this phase, the researcher
also discussed the result of the implementation of the modified action
and decided whether the action should be continued or not. From the
data and observation, it could be seen that some students still got
difficulties in elaborating specific information of a story to the story
mapping chart. Therefore, according to the discussion and the result
of post-action test 1, the researcher decided that it was necessary to
continue to the second cycle because the researcher found only few
students who got significant progress.
Based on the result of previous cycle, the research must be
continued to the next cycle (Cycle 2) with doing some improvements,
not only about the students activities but also everything that
supported the teaching learning process.

b. Cycle 2
In this phase, data was collected to support the data before to prove that
students understanding of narrrative text could be improved by using story
mapping method. Also to complete the data which has not be achieved.
1. Planing
In this cycle, it was begun from making new lesson plan. It was aimed to
change some parts that need to be revised, also to select more interesting story and
easier to understand. This cycle was hold in the end of September 2013. Exactly, it
began on 25 September. As in the planning season in Cycle l, here the researcher
also made preparation of teaching materials and media. Evaluation and post-action
test 2 form also were prepared to get students achievements in the end of this
second cycle. The new texts were also selected to motivate students. The teacher
chosen Why the Sun and the Moon live in the sky and Lake Batur as materials
stories in the teaching process.
2. Acting
In this phase, it was implemented the new lesson plan which had been
made. Because this is the second cycle, the researcher emphasized and reviewed
schematic structures of narrative texts to the students in order to make them
getting better understanding. In this phase, the students were also taught how to
paraphrase a story. Its aim was to make students were able to retell the story.
Different with the activity in the first cycle, here the researcher shown a
story, then he give them a limited time to read that story. When the time was over,
the students started to fill story map sheet with the information from the story
which they got, but they were not allowed to look back to the story. The first story
was given (Why the Sun and the Moon live in the sky) the students were easier to
get ideas needed than in the first cycle.

3. Observing
In this stage, the students were observed to know whether students
improve their understanding or not, then the teacher measured their achievements
between cycle 1 and cycle 2. The teacher found that in this second cycle, students
had a significant progress. They improved their understanding of narrative text
significantly. Also they could do the task easier faster than before. The students
participation also was observed to know the students enthusiastic.
In the end of this phase, the students were given the second post action
test. The following was a result of students score of post-action test 2.

Table 4.5
The Result of Post-action Test 2
Number of
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Correct

Score

17
16
15
16
17
18
18
16
17
17
18
16
17
17
17
16
15
15

85
80
75
80
85
90
90
80
85
85
90
80
85
85
85
80
75
75

KKM

Mastery

75

19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Total/Average

18
18
14
16
17
17
16
17
19
17
14
16
16
17
17
14
17
2890

90
90
70
80
85
85
80
85
95
85
70
80
80
85
85
70
85
82.57

91.43%

a. Class Average Score

To get class average score, the researcher used following formula :

X=

Which

:Class average score

x : Total Score
X

: Total student

by using that formula, so it resulted the following class average score of

post-test 2
x

2890

35 = 82.57

From the calculation above, there was class average score of post-action
test 2. That was 82.57.

2. Persentage of KKM of Post-action Test 2

F

P=

x 100%
n

which

P : Percentage of post-test KKM 2

F : Amount students who get score 75
n : Total students

So:
32
P = 35 x 100%

P = 91.43%
From the calculation above, it stated that percentage of post-test KKM 2
was 91.43%.

3. Class average score improvement from pre-test to post-test 2

Xpost test 1 Xpre test = 82.57 65.14

= 17.43
Percentage of average score from pre-action test to post-action test 2 :
P2 =

y2 y

x 100%

Which

P2 : Percentage of average score improvement from pre-test

to post-test 2.
y2 : Class average score of post-test 2.
y : Class average score of pre-test.

It means that:
82.57 65.14

P1 =

x 100%

65.14

17.43

65.14

x 100%

= 26.75%
From the calculation above, it stated that percentage of average score
improvement from pre-action test to post-action test 2 was 26.75%.
4. Reflecting
Based on the results of cycle 2, showed that students progress was
significant. The researcher also discussed the result of the implementation of the
modified action and decided whether the action should be continued or not. Based
on the observation which had been done in teaching narrative text by using story
mapping method The students got easier to understand the text. So that way, the
researcher decided that the implementation of story mapping in teaching narrative
was successful and the research could be ended.

B. Interpretation
1. Pre-action Class
The students were given some treatements before implementing Classroom
Action Research. They were: Observation, questioner, interview and pre-action
test. Its aim is to know the condition of the students, classroom, also the teacher.
Based on the data collected, it resulted some points. Generally, the condition was
not ready to do teaching learning process. It effected that teaching learning process
was not effective. It could be shown on the result of pre action test which class
average score was only 65.14. Meanwhile, English KKM score is 75. It means that
students were on the serious problem. They needed a special treatement. Also, the
result of observation sheet said that many students less motivativation of studying
in the class. It may be caused by environment factor, such as teacher, media also
the technique used.
The data above were got from the research before implementing CAR. It
was based on the Sugiono opinion in his book about the aim of research that
methodological research basically is a scientific way to get the data for certain
purposes.

2. Cycle 1
In this cycle, all preparation were done. Such as; making lesson plan, time
table, making teaching materials, preparing post-action test 1 form. It started
implement Classroom Action Research which using story mapping in teaching
narrative text to improve the students understanding at second grade of MTs
Tarbiyatul Falah Bogor. There were some treatements applied in this step. To
know the result of first cycle, it was applied questionnaire sheet also the students
were provided by post-action test 1. This was to measure the students
achievement of first treatment. And the result said that there was an improvement
of the students achievement of understanding narrative text. It was supportd by
the data gotten.

The students could improve their score on post-action test 1. Based on

the data that class average score was 75.43, which score was higher than before. It
means that there was an improvement for about 15.79%. To make sure about the
effectiveness of the technique and to maximize the result, so it was decided to
continue to the second cycle.
3. Cycle 2
In this cycle, the researcher did what he did in the first cycle. This steps is
to strengthen the students achivement of understanding narrative text by using
story mapping. In this cycle, the students also were provided by post action test,
which purpose to get the final result achivement. To show the result of the
research, here are some graphs of students achivement during implementing
classroom action reserch in teaching narrative text by using story mapping.
It stated that class average score before implementing CAR was 65.14, and
after implementing CAR it gets improvement. The students improvement of postaction test 1 was 75.43 and 82.57 of post action test 2. It indicates there was an
improvement of students achievement of English class. Its improvement was so
significant, which in the first post-action test was 15.79% and the most significant
improvement was 26.75% of the second post test.
Thus, the calculation of KKM improvement also occurs significant
changes. Before implementing CAR, the students who achieve KKM standard was
only 22.86%. It indicated there was a serious problem of students achievement in
English class. Based on the data, after applying story mapping of teaching
narrative text in the classroom, it resulted a significant improvement. It stated that
68.57% of the students who achieve KKM standard in the first cycle. And the
second cycle, the students who could achieve KKM was 91.43%.
Based on the graph above, it states that there is an improvement of KKM
percentage. It occurs after students are treated by teaching narrative text using
story mapping. It means that using story map in teaching narrative text was an
effective way to improve the students English score, specially in reading skill.

Based on the theory of Nazir in his book about the purpose the research.
The research was used to give the ideas of empirical evidence about using story
mapping method on improving the students understanding of narrative text. It was
proved by the data got that story mapping could improve the students
understanding of narrative text.

CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclusion
After implementing Classroom Action Research at the second grade
students of MTs Tarbiyatul Falah Bogor and according to the result of any tests, it
could be summarized that there was a significant difference before and after
implementing story mapping method in teaching narrative text. It means that using
story mapping in teaching reading is helpful, especially in improving students'
reading comprehension of narrative text. It can be shown from the result of preaction test and some post-action test.
Furthermore, the students improvement of reading comprehension of
narrative text can be seen clearly in the students improvement score of their
achievement in pre-action test and two post-action tests. The result of pre-action
test and post-action test shown the significant improvement. The average score of
pre-action test was 65.14. It means there were only 22.86% of the whole students
could pass the KKM. The average score of post-action test 1 was 75.43. It proved
that 68.57% students passed KKM. The average score of post-action test 2 was
82.57. Then, it was obtained that the percentage of students who could get the
score above the KKM in post-test 2 was 91.43%. It can be concluded that teaching
narrative text by using story mapping, the students reading comprehension of
narrative text can be effectively improved.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions to be
paid more attention in teaching and learning process go to:
-

Teachers should prepare and select appropriate method and materials to

produce the effective teaching learning process. Also, the teachers should
determine the target of the teaching which must be achieved. It was
important for teachers should pay more attention to students activity during
the teaching learning process in order to achieve the goal of study.

The last, the teachers should be able to create the teaching learning process
enjoyable, such as selecting interesting text or new teaching media.
-

Students should know some methods which may be used in learning to

improve their understanding.

Other reserchers may use this research result as a guidelines to complete

the project in similar problem of the stude.

Readers can take notes from this rsearch for certain academic purposes.

BIBLIOGRAPHY

Agung, I Gusti Ngurah. Metode Penelitian Sosial. Jakarta: PT Gramedia Pustaka

Utama, 1992.
Anderson, Mark and Kathy Anderson. Text Types in English 2. South Yarra:
Macmillan, 2003.
_________________________________. Text Types in English 3. South Yarra:
Macmillan, 2003.
Arikunto, Suharsimi. Prosedur Penelitian. Jakarta: Rineka Cipta, 2010.
Ary, Donald. Introduction to Research in Education. DeKalb: Library of Congress
Cataloging, 1979.
Chatman, S., and B. Attebery. Reading Narrative Fiction. New York: McMillan,
1993.
Davis, Zephaniah T. The Journal of Educational Research: Effects of Prereading
Story Mapping on Elementary Readers' Comprehension. Sacramento:
California State University, 1994.
Farris, Pamela J. and Carol J. Fu111er. Teaching Reading: A Balanced Approach for
Today's Classroom. New York: McGraw-Hill, 2004.
Freeman, Diana Larsen. Techniques and Principles in Language Teaching. New York:
Oxford University Press. 2000.
Gay, L. R. Educational Research. New Jersey: Prentice-Hall, 1996.

Harmer, Jeremy. The Practice of English language Teaching. New York: Longman,
1983.
Hornby A. S. Oxford Advanced Learner's Dictionary of Current English. New York:
Oxford University Press, 2003.
Nazir, Moh. Metode Penelitian. Bogor: Gralia Indonesia, 2005.
Phillips, Sarah. Young Learners. New York: Oxford University Press, 2001.

Purwanto, M. Ngalim. Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung:

PT Remaja Rosdakarya, 2004.
Reid, Joy M. Understanding Learning Styles in the Second Language Classroom.
New Jersey: Prentice Hall Regents, 1998.
Richard, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press, 2001.
Riduwan. Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta,
2002.
Sasmoko. Metode Penelitian. Jakarta: UKI Press, 2004.
Sharan, Shlomo. Handbook of Cooperative Learning Methods. London: Prager
Westport, 1994.
Slavin, Robert E. Cooperative Learning. Needham Heights: Allyn & Bacon, 1995.
Stone, M. Jeanne. Comparative Learning Reading activities. San Clemente: Kagan
Publishing, 2000.
Subino. Konstruksi dan Anlisis Tes Suatu Pengantar kepada Teori Tes dan
Pengukuran. Jakarta: P2LPTK, 1987.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada,
2008.
Sudjana. Metoda Statistika. Bandung: PT Tarsito, 2002.
Sugiono. Metode Penelitian Kuantitatif dan R&D. Bandung: Alfabeta, 2008.
Sugiyono. Statistika untuk Penelitian. Bandung: Alfabeta, 2005.