E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156
STORY MAPPING STRATEGY TO IMPROVE STUDENTSAo
READING SKILL AT SMP AN-NUR WATUKOSEK
PASURUAN
Zakiya Isnani zakiya86isnani@gmail.
STT Gempol Walisongo
ABSTRACT
The main purpose of this research is to know the improvement of studentsAo reading skill in narrative text through story mapping strategy.
this research was conducted at SMP An- Nur Watukosek-Pasuruan.
this research is a classroom action research which is conducted in two cycles.
this study was carried out on February to April 2021.
the subjects were the eight grade students of SMP An-Nur Watukosek.
Pasuruan.
The data collection involved a number of instruments, namely preliminary test to know the reading ability firstly.
Then, using post-test in the end of each cycle, questionnaires, and also an interview.
The post-test used in each cycle to know the readingAos improvement after using story mapping strategy.
The questionnaire in the form administrated to collect data about the studentsAo appreciation in learning reading using story mapping, both the teacherAos method, the students, and also story mapping itself.
There were several steps in this research implementation, they are identifying the problems, planning, acting, observing and reflecting.
the result showed that the studentsAo reading ability improved and the target of this research was achieved.
And also they felt easier to understand the text, because it consist of some elements, are orientation, complication, and resolution.
Keywords: Story mapping, reading skill
INTRODUCTION
also a means of consolidating oneAos Every aspect of life involves knowledge of a language.
In other words.
Every day we always encounter reading activities can bring many benefits text from functional text like road sign, for students such as to get information, restaurant menu, product labels, and informative text lie school textbooks to teaching reading in the classroom should be pleasurable ones like short stories and interesting and can cause students to be This is in accordance with Rivers enjoyed and pleasure in the learning .
who states that the most Therefore, important activity in any language class is For the most students, especially for Reading is not only a source of the students at eight grades of Junior high information and a pleasurable activity, but School, mastering reading is one of the E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 most important skills of learning a second orientation functions to introduce to reader The main goal is not only reading about the background of the story.
The the text but also comprehending the reading middle of the narrative text is organized Therefore, the teacher should use an around the plot.
The plot includes a series alternative way to teach narrative, is using of events that are written by author to hold story mapping.
our attention and build excitement as the While Narrative is a text the story progresses.
The plot contains .
purpose of which is to entertain, create, initiating events, the event that starts the stimulate emotion, motivate, and teach the main character off on a series of events to Narrative is text which have kinds solve the problem, .
a series of events in story .
olktale, fable, legend, short story, which main character attempts to solve the The Narrative text has general Concerning with story mapping structure pattern, i.
: .
orientation, .
coda/ending.
The structure pattern of representation of all parts of the elements of narrative text can be explained as runaway a story and the relationship between them story from narrative text, beginning from (Davis and McPherson 1989 in Burns orientation until the story the end or how So, when we talk about story map, ending from the story.
we will talk about story elements and story grammar because the essence of the map is the organizations of that elements.
orientation, which gives information about character in the story .
, and the setting Wright .
affirms that story of time .
and place .
The mapping is a procedure which train students to recognize the basic framework of Story Mapping Strategy to Improve StudentsAo Reading Skill at SMPA E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 narrative stories in order to improve their students to think about information in new comprehension of a text.
Then.
Voorhis With graphic organizers, you remove .
states story mapping refers to the words and focus on the connections.
organizational tool for summarizing the They are a great tool for activities that ask character, setting, and plot of a work of The purpose of story map of demonstrate their understanding.
They course is to help students focus on the can easily make changes and take different important elements of narrative theme, perspectives, in other words, it helps characters, setting, problems, plot events, students clarify their thinking.
It can be and resolution and on the relationship used as a nice planning tool from among those elements.
Voorhis .
They are great for visual organizational tool for summarizing the thinkers or those that need to practice their character, setting, and plot of a work of visual thinking.
The purpose of story map of There are some previous studies course is to help students focus on the which related to this research.
The first is important elements of narrative theme, the research has done by Fadmiwati .
characters, setting, problems, plot events, with the tittle AuImproving the Reading and resolution and on the relationship Ability of the second Grade Students of among those elements.
SMPN
Paiton Through As one graphic organizer, story Implementation of story MappingAy and the mapping may share the benefits of the second is the research has done by graphic organizers in common such as: .
Dwiretno .
with the tittle AuUsing these organizers are a way encourage Story Mapping Cooperative E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 Learning to Improve the Eight Graders In Whilst Reading, it is possibly to:
Reading Ability of SMP Negeri 4 Malang.
provide students a concrete framework University of MalangAy.
for identifying the elements of narrative Based on the two previous studies above, it can be seen that both researchers stories, be cognitive tools that focus attention and enhance the studentsAo ability were the proof that story mapping is a good to monitor incoming information and strategy in teaching reading especially in compare it to earlier prediction, .
enable teaching reading narrative text in order the the story elements to be easily recognized studentsAo reading skill could be improved.
and demonstrated (Alagozlj.
, .
lead the students to better comprehension so they To be more specific, the advantages become more involved and take greater of the teaching narrative by using story interest in the details of the story mapping strategy in three stages of reading .
lassroom-resources, onlin.
, .
immerse activities namely pre reading, whilst students into thinking because each details reading and post reading will be discussed of the story can be easily visualized, .
as follows: in pre reading activity, story leads students to focus on distinctive map is beneficial to: .
provide the features of a story, .
explore the reading process by breaking that process into information such as setting, characters, component part and making the students (Rathvon, 1.
, .
enhance the studentsAo aware of the way that these part combine (Margaret Fole.
, .
help students to ability to predict and set purpose for organize information and ideas.
reading (Almasi, 2003:.
While in post reading story mapping can .
enhance comprehension and recall of Story Mapping Strategy to Improve StudentsAo Reading Skill at SMPA E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 narrative text, .
give guidance for students to retell or summarize the story.
The goal of teaching reading is comprehending the text.
Learners should be able to make themselves understood, using their comprehending to know implicit and explicit meaning from the text.
From this view.
I conclude that reading is not only read the text but also comprehend the text.
Figure 1: The Cyclical Action Research model based on Kemmis and Mc Taggart .
implicit and explicit meanings.
The subjects of this research were the eight grade students of SMP An- Nur
Watukosek- Pasuruan academic Year
RESEARCH METHOD
The research implemented for Based on the focus of the two months, start from February until April research, this research intends to improve the studentsAo reading skill using the strategy of story mapping.
the researcher used collaborative action research model that suggested by Kemmis and Taggar, observing .
athering and analysing the dat.
, and reflecting (Burns, 2009, p.
this is called AucollaborativeAy because the collaborator in conducting this research.
The researcher conducted this research into two cycles and every cycle has 4 steps.
It was based on Kemmis and Taggart model.
They are: Planning, acting, .
aking conclusion and research repor.
Planning In this step, the researcher and the collaborator prepared the guided questions E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 through inside outside circle to be While in the third process is the implemented in learning teaching activity.
teacher was focused on having the students It consisted of the strategy, lesson plan, and comparing the studentsAo work and the criteria of success.
content of the story.
Related to this activity.
Preparing a suitable strategy.
The it was planned that the teacher invited one strategy of story mapping that applied in to 3 students to share the result of their the classroom as follow.
work in front of the class.
It was expected that in this activity the students were able Firstly, the teacher activated the studentsAo prior knowledge, shared the to participate in the class discussion and to give a comment and response.
And the last example of narrative text and connected the topic with the studentsAo background studentsAo comprehension test .
ost tes.
knowledge, explained the objective of the lesson and the topic.
Besides, the teachers Designing the lesson plan.
The gave the story map layout.
The purpose of lesson plan focused on the use of story the activity was to give basis for the mapping strategy in the classroom to solve the studentsAo problems in reading.
The students to deal with their own text.
topics discussed in this cycle are legend Secondly, narrative and humor narrative.
supposed to read or model the text so that the students could follow the class.
The Criteria of success.
The criteria of teacher asked them to define the difficult success implemented in this study is words and guide them to identify the elements of the story.
studentsAo achievement of reading English ability are 75% of the students get the score of greater than or equal to 75 of the range.
Story Mapping Strategy to Improve StudentsAo Reading Skill at SMPA E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 the strategy has been successful or not.
Implementation During reflecting, the researcher and the When all preparations are ready to use, the researcher implemented the implementation and observation of the activities have been designed using story teaching and learning process in the mapping strategy.
The subject is the eight From the result of observation, gradesAo the researcher and the collaborator analyse SMP An-Nur the studentsAo improvement in the previous Watukosek - Pasuruan.
In implementing the action plan.
And also, the researcher makes two the researcher was assisted by collaborator kinds of conclusion: the conclusion of each who at the same time acted as the observer cycle and the final one.
in the teaching and learning process in the The data were in the form of During the process, a collaborator qualitative and quantitative data.
The held field-notes and observation check list.
qualitative data were about the studentsAo Observation The quantitative data were studentsAo reading In this phase, the researcher The data were obtained from the students and the collaborating teacher.
happening during the teaching and learning Instrument The researchers write all of the activities in the observation notes relate to In analyzing test, there are three the teaching and learning process.
formulas used: First, the researcher finds Reflection out the average score of students.
Second, determine whether the implementation of He tries to get the percentage of students Reflection E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 who has passed the standard minimum criterion (KKM: .
Third.
He identifies research, there were some factual data the improvement of students score after which have found in several activities.
It will be described below:
The formula by (Sudijono, 2014, p.
Before implementing the story mapping media in teaching reading, the researcher conducted an observation and some interview through a preliminary study = The class percentage = Total percentage score = Number of cases English lesson on Eight grade of SMP An Ae To collect the required data, the Nur Watukosek Ae Pasuruan.
In fact, the in order to identifying the problem, the researcher found some problems during the field-note, teaching learning process was not effective.
questionnaires, and a test reading .
ost- Most of the students just keep silent when The field notes were used regularly to the teaching learning process was running take notes and record the information about They seldom asked to the teacher the event, dates, and persons involved in .
if they did not understand about the teaching and learning process.
While English material.
They are afraid to ask to questionnaire is used to know the reason the teacher, the students also lazy to read a and the comment about teaching and text when reading learn.
Because of that, learning reading through story mapping the studentAos score was bad or low.
strategy from the students.
showed that the learning motivation of the students still low.
FINDINGS AND DISCUSSION
Story Mapping Strategy to Improve StudentsAo Reading Skill at SMPA E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 Besides arranged the planning.
the plan was observation and some interviews, the included identification of the problem, researcher also held a pre Ae test to measure planning an action, implementing the the basic competence of the students in action, observing the action, and reflecting reading narrative tetxs.
according to the on the observation.
result of the pre Ae test, the data showed that the everage score in the eighth grade of SMP AN Ae Nur was 69.
Meanwhile, the English teacher states that the minimum of standard criterion competencies (KKM) of English subject is 75.
eventy Fiv.
means that was under of KKM.
Then, there were only 11 students .
95%) who passed the KKM, it means that there were 26 students who need more treatment.
After identifying the problems, the researcher implemented the story mapping media by following the research procedure .
lanning, acting, observing and This research has implemented into two cycles.
During the acting phase, the researcher also conducted the observation.
In this case, the observer was the English Based on that observation there were some positive and negative findings.
For example: The lesson was more active and the Teacher came on time .
ositive Some students felt shy to ask and not paying attention .
egative finding.
After the observation, the researcher held test in order to measure the students reading skills after the treatment.
the data showed that the students score has incresed but the result was unqualified with the success criterion of classroom action the everage score is 76,35.
Cycle 1 Based on the result of preliminary study, the researcher with the teacher There were 27 students have passed the KKM.
E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 The last, the researcher conducted the reflecting phase based on the data that have found in acting and observing phase.
Based on the data above, it concluded that the action of cycle 1 was not success enough because the students score was under the criteria.
so, the researcher and his collaborator decided to continue the cycle in order to make a better improvement of the studentsAo reading skill and this classroom action research could be succed.
Cycle 2 media and preparing the material.
after the plan was done.
On the other hand, the researcher also conducted some observations during the implementation in each meeting.
observer has found that there were some Improvement in students understanding.
was also proven with the improvement of students score on cycle 2 test.
The data showed that the average score of students was 82,29 the percentage of students who passed KKM.
Based on the reflection in the cycle based on the observation, the 1, the researcher and his collaborators students score has passed the criterion concluded some revisons from the cycle 1 of success action research.
so, the into cycle 2, they are: .
The teacher must give explanation as simple as possible, .
decided to stop the research in The teacher must more firmly in teaching, reflecting phase.
The teacher must more be covered the The Implementation of studentsAo Reading class, .
The teacher must adding some Skill by using Story Mapping material that were needed.
After decided the problems, the researcher and his Concerning the data gained from:
collaborator planned the next cycle by the questionnaire in the second cycle, it was establishing a lesson plan, planning the found that the response of the students Story Mapping Strategy to Improve StudentsAo Reading Skill at SMPA E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 dealing with the implementation of story was interesting because it used a fascinating mapping strategy was good.
In the second layout of story map.
Story mapping helped cycle, the students were more active to the students to comprehend the narrative answer the researcherAos questions and they text easily by identifying the elements of were more interested with the lesson.
As a story of narrative text.
The students more result, the studentAos scores were better than attracted with the story mapping in the in first cycle.
second cycle, they stated that the detail The Improvement of studentsAo Reading story map helped them to analyse the Skill by using Story Mapping complication clearly by identifying the initiating events, problems, attempts, and Based on the result of the test above, the student' scores have increased in each cycle.
It means that the students reading skills has improved.
In the pre-test, the average student scores were only 69,89, then they could find the resolution and In contrast, most of them got difficulties to find the problems directly when they used story mapping in the first after implementation in the first cycle the The StudentsAo Responses towards Story average of student scores increased to Mapping in Learning Narrative Reading 76,35.
Then, the average student scores increased again to 82,29.
Accordingly, the number of students who passed KKM also increased in each cycle.
Relating to the data gained from the direct interview among the researcher and the students in the second cycle, the students stated that story mapping strategy The researcher used reflecting on the observation to analyze the findings which were obtained from the result of the observation, include three criteria of success: field note, reading test .
tudentAos score.
, and questionnaire.
E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 Those were supported by the result After of direct interview among the researcher developed through two cycles, it is concluded that the suitable model of investigated her observation in the second strategy using story mapping in teaching cycle based on the data which had collected learning reading consists of the following on the second cycle.
Thus, the results of the procedures, the first phase was pre reading reflection on second cycle were presented .
Explain the objectives, .
as follows:
Stimulate the prior knowledge of a story The The studentAos and its elements by asking leading increased during the teaching learning questions .
ive a model of story map for the activities such as the eagerness to pay first meetin.
, .
divide the class into attention, to ask questions, and to answer groups of four students, including a range of skill level in each group, .
Hand out the The studentAos mean score in the post test worksheet and explain the instruction in the of cycle second increased 82.
It was The second phase was whilst at the good category.
Have the students to read the From the result of the reflection, story, .
Discuss about unfamiliar words the researcher concluded that her remedial finding in the text, .
Ask the students to action on second cycle was successful.
All study the text by answering questions based students could pass the minimum of on the text above, .
Facilitate the group mastery learning and the mean was above The last phase post reading.
Ask the students to fill the story map, .
Give feedback on the studentsAo works to CONCLUSION Story Mapping Strategy to Improve StudentsAo Reading Skill at SMPA E-Link Journal Vol.
8 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 improve their understanding about the story Based on the findings from the teaching and learning process using story mapping strategy which was done in two the lecturer material of Curriculum English instrument at state University of Malang.
Alagouzlu.
Nurray.
Infusing Graphic Organizers and Short Stories in Language Teaching .
ttp://dergiler.
tr/dergiler /27/755/9626.
pdf,retrieved July 7, cycles, it is concluded that this strategy can improve the progress studentsAo reading comprehension of the eight grade students of SMP An- Nur Watukosek- Pasuruan Academic Year studentsAo Amer.
Aly.
The effect of Story Grammar Instruction on the EFL StudentsAo Comprehension Narrative TEXT.
Reading in Foreign Language 8 .
ttp://nflrc.
edu/rfl.
PastIssues/ etrieved on January 7 especially as they worked in group.
Their opinion toward story mapping strategy was also positive.
In accordance with the discussion in previous chapter, it can be summarized that the story mapping is an effective way to increase the studentsAo reading ability especially in comprehend the narrative text.
It might be useful as a pre reading, whilst Boulineau.
Fore i.
Hagan-Burke.
Use of Story-Mapping to Increase the Story-grammar Text Comprehension of elementary Students with Learning Disabilities.
Learning Disability Quarterly .
ttp://w.
com/googleSch qst?docId=5006815644, retrieved September 15, 2.
Burns.
Collaborative Action Research for English Language Teachers.
Cambridge University Pers.
Burns.
Doing Action Research in English Language Teaching (A Guide for Practitioner.
Routledge.
https://doi.
org/10.
4324/9780203863
REFERENCES