IMPROVING STUDENTS’ UNDERSTANDING OF NARRATIVE...
138
IMPROVING STUDENTS’ UNDERSTANDING OF NARRATIVE TEXT THROUGH STORY MAPPING (A Classroom Action Research in the first year of SMP N 245, Jakarta) By: ABDUL AZIZ MANSUR NIM: 106014000328 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA 2014
Transcript of IMPROVING STUDENTS’ UNDERSTANDING OF NARRATIVE...
IMPROVING STUDENTS’ UNDERSTANDING OF NARRATIVE TEXT THROUGH
STORY MAPPING
(A Classroom Action Research in the first year of SMP N 245, Jakarta)
By:
ABDUL AZIZ MANSUR
NIM: 106014000328
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA
2014
ii
ABSTRACT
Abdul Aziz Mansur (NIM: 106014000328). Improving Students’ Understanding
of Narrative Text Through Story Mapping; A Classroom Action Research in the
Second Year of VIII-6 Class of SMP N 245 Jakarta. Skripsi of English Education of
Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif
Hidayatullah Jakarta, 2013.
One of the problems which are still faced by the students in learning English is in
understanding of narrative text. The students still got difficulties in identifying the
main idea, the schematic structures, and plot of the story of narrative text. Thus, the
students did not understand the text that they have read. Based on those facts, the
writer tried a strategy in teaching narrative text which could help the students easy to
understand narrative text, stimulate the students to be active, it was Story Mapping.
This study was carried out to know whether story mapping can improve the students
in the second year of VIII-6 class of SMP N 245 Jakarta in understanding narrative
text. The object of this study was consisted of 32 students ‘VIII-6 class.
The method used in this study was Classroom Action Research (CAR). The
classroom action research design applied in this study was a collaborative classroom
action research. It meant that the writer collaborated with the English teacher of SMP
N 245 Jakarta as an observer and collaborator.
The result of this study showed that there was improvement of the students’ ability in
reading narrative text through story mapping. In the last result or in posttest 2 showed
that the student’s mean score was 77.50, and 81.25% or 26 (Twenty Six) students got
score above the target of achievement of Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) of English lesson, it was 71(Seventy One). Besides,
those data showed that students achieved the target of Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) of English lesson, it was 75 %. Based on the
data, it could be concluded that using story mapping in teaching narrative text can
improve the students’ understanding of narrative text.
iii
ABSTRAK
Abdul Aziz Mansur (NIM: 106014000328). Improving Students’ Understanding
of Narrative Text Through Story Mapping; A Classroom Action Research in the
Second Year of VIII-6 Class of SMP N 245 Jakarta. Skripsi of English Education of
Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif
Hidayatullah Jakarta, 2013.
Salah satu masalah yang sering dihadapi siswa dalam mata pelajaran bahasa Inggris
adalah dalam memahami teks naratif. Masalah tersebut antara lain siswa masih
menghadapi kesulitan dalam menentukan gagasan utama, menentukan skema, dan
memahami alur cerita dari teks naratif yang diajarkan oleh guru didalam kelas. Oleh
karen itu, penulis mecoba menerapkan strategi pengajaran teks naratif yang membuat
siswa mudah memahami teks naratif, berperan aktif didalam proses belajar mengajar
didalam kelas yakni dengan menggunakan story mapping.
Tujuan dari penelitian ini adalah untuk mengetahui apakah siswa kelas VIII-6 SMP
Negeri 245 Jakarta dapat memahami bacaan teks naratif dengan menggunakan story
mapping. Disamping itu, tujuan dari penelitian ini adalah untuk menggambarkan
tentang penggunaan atau penerapan story mapping dalam meningkatkan kemampuan
membaca siswa memahami teks naratif.
Penelitian ini termasuk dalam kategori Penelitian Tindakan Kelas (PTK). Penilitian
ini merupakan penelitian kolaborasi, dimana penulis dan guru bahasa Inggris SMP
Negeri 245 berperan sebagai peneliti dan pengajar atau instruktur dengan penekanan
penyempurnaan atau peningkatan proses pembelajaran teks naratif.
Hasil dari penelitian ini menunjukan adanya peningkatan kemampuan membaca
siswa setelah menggunakan story mapping dalam memahami teks naratif. Hal itu
terlihat dari adanya peningkatan kemampuan siswa dari hasil pretest sampai dengan
posttest 2. Berdasarkan ketetapan SMP Negeri 245 jakarta, Kriteria Ketuntasan
Minimal (KKM) siswa untuk mata pelajaran bahasa Inggris adalah 71 (Tujuh puluh
Satu). Data terakhir yakni dari posttest 2 menunjukan nilai rata-rata siswa adalah
77.50, dan 26 (Dua Puluh Enam) atau 81.25% siswa melampaui KKM. Data terakhir
tersebut menunjukan siswa sudah memenuhi atau melampaui target pencapaian KKM
yakni 75%. Berdasarkan data tersebut menunjukan bahwasanya penerapan story
mapping dapat meningkatkan kemampuan siswa dalam memahami teks naratif.
iv
ACKNOWLEDGEMENTS
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah for
all the blessing, so the writer can finish this paper. Peace and blessing be upon
Prophet Muhammad SAW, his families, his relatives, and his followers.
This paper is presented to the Department of English Education, the Faculty of
Tarbiya and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta
as a partial fulfillment of the requirements for the degree of Strata 1 in English
Language Education.
The great expression of his gratitude is addressed to his beloved mother Jaiyah
and his beloved father the late To’at Muhammad Yatin, who always help, support,
and prays for him to finish this paper.
Next, the writer would like to express his gratitude to his honorable advisor;
Nida Husna, M.Pd, MA TESOL who always gives advices and guidance for the
writer to finish this paper. The writer wishes may Allah bless her and her family.
Besides, the writer would also special thanks to:
1. Dra. Nurlena Rifa’i, MA, Ph.D, as the Dean of Faculty of Tarbiyah and Teacher’s
Training.
2. Drs. Syauki, M.Pd. and Zaharil Anasy, M. Hum, as Head and Secretary of the
English Department.
3. All lecturers in the English Department, for teaching precious knowledge, sharing
Philosophy of like and for giving wonderful study experience.
4. Dra. Hj. Farisa, M.Pd, the headmaster of SMP N 245, Jakarta.
5. Dra. Rita Herawati as the English teacher of SMP N 245, Jakarta.
6. All of the teachers of SMP N 245, Jakarta.
v
7. All of the students in the second year of SMP N 245, Jakarta.
8. My lovely brothers and sister
9. All friends in English Department 2006 academic year
Finally, the writer realizes that this paper is far from being perfect. It is a
pleasure for him to receive criticism and suggestion for improving this paper.
Jakarta, January 2014
The Writer
vi
TABLE OF CONTENTS
Page
ENDORSEMENT SHEET .............................................................................. i
ABSTRACT ...................................................................................................... ii
ABSTRAK ........................................................................................................ iii
ACKNOWLEDGMENTS ............................................................................... iv
TABLE OF CONTENTS ................................................................................. vi
LIST OF TABLES .......................................................................................... ix
LIST OF FIGURES .......................................................................................... x
LIST OF APPENDICES ................................................................................ xi
CHAPTER I INTRODUCTION
A. Background of the Study .................................................. 1
B. Limitation of the Study ..................................................... 4
C. Formulation of the Study ................................................... 4
D. Objective of the Study ........................................................ 4
E. Significance of the Study .................................................. 4
CHAPTER II THEORETICAL FRAMEWORK
A. Reading ............................................................................. 5
1. Definition of Reading ................................................. 5
2. Purpose of Reading ..................................................... 6
3. Reading Skills and Strategies ..................................... 7
B. Narrative Text ................................................................... 9
1. Definition of Narrative Text ....................................... 9
2. Purpose of Narrative Text.......................................... 10
3. Schematic Structures of Narrative Text .................... 10
4. Grammatical Features of Narrative Text .................. 12
C. Story Mapping .................................................................. 14
vii
1. Definition of Story Mapping ...................................... 14
2. Purpose of Story Mapping ......................................... 15
3. Technique of Using Story Mapping ........................... 16
4. Advantage and Disadvantages of Story Mapping ...... 18
D. Teaching Narrative Text by Using Story Mapping .......... 19
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Study ............................................ 20
B. Subject and Object of the Study ....................................... 20
1. Subject of the Study………………………………… 20
2. Object of the Study…………………………………. 20
C. Method of the Study……………………………………. 21
D. The Writer’s Role on the Study…………………………. 21
E. Research Design………………………………………... 22
F. The Classroom Action Research (CAR) Procedure ......... 24
1. Planning Phase ........................................................... 24
2. Acting Phase .............................................................. 24
3. Observing Phase ........................................................ 25
4. Reflecting Phase ........................................................ 25
D. The Technique of Collecting Data .................................. 26
1. Interview……………………………………………. 26
2. Observation…………………………………………. 26
3. Field Notes………………………………………….. 26
4. Test………………………………………………….. 27
E. The Technique of Data analysis ...................................... 27
F. The Criteria of the Action Success ................................. 29
CHAPTER IV RESEARCH FINDINGS
A. Before Implementing the Action ..................................... 30
1. The Result of Pre Interview ...................................... 30
viii
2. The Result of Pre Questionnaire ................................ 31
3. The Result of Pre Test ............................................... 36
B. The Implementing of Classroom Action Research……... 37
1. Findings of the First Cycle ....................................... 37
b. Planning ............................................................... 37
c. Acting ................................................................. 37
d. Observing ............................................................ 39
e. Reflecting ............................................................ 41
2. Findings of the second Cycle .................................... 42
a. Planning ............................................................... 42
b. Acting ................................................................. 42
c. Observing ............................................................ 44
d. Reflecting ............................................................ 48
C. Discussion of the Data after Implementing CAR ............ 49
a. The Result of Post Questionnaire ........................ 49
b. The Result of Post Interview ............................... 53
B. The Interpretation of the Data .......................................... 54
1. Data of Observation ................................................... 54
2. Data of Questionnaire ................................................ 55
3. Data of Interview ....................................................... 55
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................... 56
B. Suggestion ........................................................................ 57
BIBLIOGRAPHY ............................................................................................ 58
APPENDICES .................................................................................................. 60
ix
LIST OF TABLES
Page
Table 3.1 The Schedule of the Classroom Action Research ........................... 32
Table 3.2 Analytic Scoring Rubric of Narrative Writing .............................. 36
Table 4.1 The Result of Pre Questionnaire ................................................... 40
Table 4.2 Students’ Participation Result on the Teaching and
Learning in the 1st Cycle ............................................................... 44
Table 4.3 Students’ Participation Result on the Teaching and
Learning in the 2nd
Cycle ............................................................... 49
Table 4.4 Students’ Reading Score of Pretest, Posttest 1, and Posttest 2 .... 52
Table 4.5 The Result of Post Questionnaire .................................................. 54
x
LIST OF FIGURES
Page
Figure 2.1 The Example of Schematic Structure of Narrative Text ............ 11
Figure 2.2 The Example of Grammatical Feature of Narrative Text ........... 13
Figure 2.3 The Graphic of Story Map ......................................................... 17
Figure 3.1 Classroom Action Research Design of Kurt Lewin
………………………………………………………………… 22
Figure 3.2 The Description of Implementation of Classroom Action Research
………………………………………………………………… 24
Figure 3.3 The Schedule of Action of Classroom Action Research………. 25
xi
LIST OF APPENDICES
Page
Appendix 1a Interview for the English Teacher in the Preliminary Study ......... 60
Appendix 1b The Result of Interview in the Preliminary Study ......................... 61
Appendix 2a Interview for the English after Classroom Action Research…….63
Appendix 2b The result of Interview after Classroom Action Research ........... 64
Appendix 3a Questionnaire for Students in the Preliminary Study .................... 67
Appendix 3b The Result of Questionnaire in the Preliminary Study ................. 69
Appendix 4a Questionnaire for Students after Classroom
Action Research ............................................................................ 72
Appendix 4b The Result of Questionnaire before Classroom
Action Research ........................................................................... 73
Appendix 5a The Sample of Students’ Reading Narrative Text in Preliminary..74
Appendix 5b Students’ Reading Narrative Text Scores
in the Preliminary Study ................................................................ 79
Appendix 6a The Sample of Students’ Reading Narrative Text
in the Cycle 1 ............................................................................... 81
Appendix 6b Students’ Reading Narrative Text Score in the Cycle 1............... 97
Appendix 7a The Sample of Students’ Reading Narrative Text
in the Cycle 2 ............................................................................... 94
Appendix 7b The Students’ Reading Narrative Text Score
in the Cycle 2 ............................................................................... 94
Appendix 8 The Students’ Field Notes in Pre-Observation .............................. 96
Appendix 9 The Students’ Field Notes in the First Action of First Cycle ........ 97
Appendix 10 The Students’ Field Notes in the Second Action of First Cycle ... 98
Appendix 11 The Students’ Field Notes in the First Action of Second Cycle ... 99
Appendix 12 The Students’ Field Notes in the Second Action of Second Cycle.
.................................................................................................... 100
xii
Appendix 13 Lesson Plan in the First Cycle .................................................... 101
Appendix 14 Lesson Plan in the Second Cycle ............................................... 108
1
CHAPTER I
INTRODUCTION
This Chapter presents the general account of the present study. It
covers background of the study, formulation of the problem, aim of the
research, and contribution to the research.
A. Background of the Study
Every language has its own rules and skill. When students learn
English they will learn the four language skills, such as listening,
speaking, reading, and writing. As one of the language skills, reading has
an important role to increase our knowledge. For instance, by reading
newspaper, magazine, academic books and the others we can get a lot of
information, knowledge, and the new thing certainly. Therefore, the ability
to read the text in any form will give great advantage in our life.
There are many kind of reading texts that should be learned by
High School in Indonesia. One of reading text types that second year of
Junior High School students learn and should be mastered is narrative text.
Narrative text is one of text type which tells about story or events to
entertain or to inform the reader or listener.1
Based on the writer’s experience during in teaching second year
class at SMPN 245 Jakarta, most of the students still faced the difficulties
in learning narrative text. Consequently they are still difficult to achieve
the minimal mastery level criterion (KKM) considering English Subject
gains score 71 (seventy One).
Based on the interview result with the teacher on 3rd
May 2013
about students’ reading test, there are some problems faced by students
while they are reading the material. First, most of them just are able to
pronounce the word without comprehending the meaning of the text.
Second, many students are difficult to understand in longer reading
1 Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p.
6
1
2
material which contains a story. Third, they cannot recognize rhetorical
structures which are consist of orientation, complication or problem and
resolution. The effect is they do not understand plot of the story.
Based on the interview some students which is started from 7th
to
10th
May 2013, the writer found that the students got bored during reading
activities because their teacher often asks them to read then asks them to
translate the text. After that, the teacher usually gives the students
exercises about the story. Besides, the students’ physical condition, their
interest to the material, and the difficulty of the text selections made
students seldom to participate in reading activities. It usually causes they
become bored then did not pay attention to the teacher’s explanation.
According to some causes above, the writer considers that it should
be solved by creating suitable and interesting techniques which suitable
with the condition in the class and give a chance for students to participate
during reading activities. It is similar with Soemardi which stated that
techniques depend on the teacher. The teacher can use his or her creativity
to solve the various problems in the class.2
Based on the description above, the writer wants to propose one of
the teaching techniques in improving reading comprehension especially in
narrative text that is by using story mapping. Story mapping is a visual
representation of a story which provide an overview what story talk about
through a graphic or semantic map visualization which consist of
characters, setting, problem, goal, events and resolution.3 Therefore, the
writer assumes that students need to learn how to organize ideas to create
stories, or to summarize the contents of a story after reading a story to
improve their reading comprehension.
2 Mulyanto Soemardi, Pengajaran Bahasa Asing: Sebuah Tinjauan dari Segi Metodologi,
(Jakarta: Bulan Bintang, 1975), p.14 3 Pamela J. Farris, Carol J. Fuhler, Maria P. Walter, Teaching Reading: A Balanced
Approach for Today’s Classrooms, (New York: Mc Graw-Hill Companies, Inc, 2004), p. 345
3
Finally, in this research the writer will try to apply Story Mapping
Technique as a strategy in teaching reading especially in narrative text. In
this case, the writer will do an action research entitled “Improving
Students’ Understanding of Narrative Text through Story Mapping
(Classroom Action Research at the Eighth Grade of SMP N 245,
Jakarta)”.
B. Limitation of the Study
The scope of the study focuses on story mapping to improve
students’ reading comprehension in narrative text at SMP N 245, Jakarta.
The writer limits the study only by applying story mapping in teaching
narrative text to the second grade students at SMP N 245, Jakarta.
C. Formulation of the Study
To make the study easy to understand, the writer formulates the
problem as follow: “Can story mapping improve students’ understanding
of narrative text at SMP N 245, Jakarta?.
D. Objective of the Study
Based on the formulation above, the objective of this study is to
know whether story mapping can improve students’ understanding of
narrative text at SMP N 245, Jakarta.
E. Significance of the study
The results of this study are expected to the English teacher,
students, and writer. To English teachers, the result of this study could
help them applying to appropriate method in learning narrative text by
using story mapping.
To students, the result of this study is expected to create interactive
and enjoyable learning so the understanding of the students will be
improved.
4
And to writer, this research is expected to widen his knowledge
about teaching reading strategy, especially knowledge about story
mapping technique in teaching narrative text.
5
CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers some theories related to the study. The discussion
focuses on the reading, narrative text, and story mapping
A. Reading
1. The Definition of Reading
Generally, when people read a text, they are not only saying or pronounce
the words but also they need to understand the message from the text. In this
sense, Arthur W. Heilman stated that reading is more than mechanical process
such as pronouncing word correctly although mechanics are an essential part of
the process but also the recognition of meaning.1 It means that reading is not only
to get the information from the text passively but also a thinking process to
understand the meaning. That statement is in line with Jeremy Harmer who stated
that reading is a practice which is dominated by the eyes and the brain.2
From the definitions above, it shows that reading is a thinking process and
more than producing the words. That is why we call that reading is a complex
process. It similar with Arthur W. Heilman who stated that reading is a
complicated process because reading need mechanical and comprehension skills,
and those skills are influenced by the reader’s attitudes, knowledge, and past
experience.3
Thus, the readers should do that if they want to get the information
or the idea from the text. If they do not do that, they will get nothing. It is similar
with Jeremy Harmer that states:
Reading is an incredible active occupation. To do it successfully, we
have to understand what the words mean, see the pictures the words
are painting, understand the arguments, and work out if we agree
with them. If we do not do these things – and if students do not do
1 Arthur W. Heilman, Principles and Practices of Teahing Reading, (Boston: Charles E.
Merrill Publishing Company 1967) p. 8 2 Jeremy Harmer, The Practice of English language Teaching, (New York: Longman,
1983), p. 153-154.
3 Arthur, op. cit., p.3
6
these things – then we only just scratch the surface of the text and we
quickly forget it. 4
The definition above shows that reader needs skills and strategies to read
the text or to comprehend the messages. Thus, comprehension becomes the main
purpose of the reading process.
According to William Grabe and Fredricka K. Stoller, reading is the
reader’s ability in taking information from the text and combine it with theirs
knowledge or information that they already has. It means that the readers’ ability
to understand the author’s message is influenced by their background knowledge
with the topic in the text. The readers have to be able to use their prior knowledge
in order to help them to understand the texts that they read. If they do not have
background knowledge or information about the materials that they read, they will
face some difficulties in understanding the texts or they have to work hard to
understand it.
In addition, Pamela states that reading comprehension is the process of
making meaning from the text. 5
In sum up, the writer take a conclusion that reading is a process of
thinking in getting meaning from the text through some skills and connecting the
information from the text with the reader’s prior knowledge.
2. The Purposes of Reading
The reader reads the reading material is influenced by their purpose in
reading. In this sense Asher Cashdan stated that the reader reads the text depends
on his or her own purpose. The students may read the text to prepare the
examination, to find out the information, or just to spent their time.”6
4 Jeremy Harmer, How to Teach English, (Edinburgh: Addison Wesley Longman
Limited, 1998), p. 70 5 Pamela J. Farris, Carol J. Fuhler, Maria P. Walter, Teaching Reading: A Balanced
Approach for Today’s Classrooms, (New York: Mc Graw-Hill Companies, Inc, 2004)p. 321. 6 Asher Cashdan, Language, Reading, and Learning, (Boston: University Park Press,
1979), p. 75.
7
In a line with the description above, Rivers and Temperly stated that there
are some reasons that students may need or want to read. The list as follows:
a) To obtain information for some purpose or because curious about some
topic
b) To obtain instruction on how to perform some task for our work or daily
life
c) To keep in touch with friends by correspondence or to understand business
letters
d) To know when or where something will take place or what is available
e) To know what is happening or has happened (as reported in newspapers,
magazines, reports)
f) For enjoyment or excitement.7
From the explanation above, the writer concludes that there are purposes
for reading which are to get the information and to have fun. In other words, one
wants to read texts because he or she wants to get information and he or she wants
to read because the texts are interesting for them.
3. Reading Skill and Strategies
a. Reading Skill
The way to become a good reader is through practice.8 The readers need
operate their eyes and mind to get the message from the text that they have read.
They will forget the text if they just scratch the text.9 Thus, the readers need some
skills to become a fluent reader. According to Harmer there are some reading
skills, they are:
a). Scanning
In this skill the readers do not need to read every word to get
information from the text that they read, but they need to concentrate with
the information they are looking for. For the example, the readers need to
7 Rivers and Temperly in Jo McDonough and Christopher Shaw (ed), Materials and
Methods in ELT, (Malden:Blackwell Publishing, 2003), p. 90 8 Nida Husna, Step by Step to Reading Skill, (Jakarta: Faculty of Tarbiya and Tachers
Training Syarif Hidayatullah State Islamic University,) p. 12 9 Jeremy Harmer, How to Teach English, (Edinburgh: Addison Wesley Longman
Limited, 1998), p. 70
8
be able to scan the text when they are looking for a name, a number, and
other details from the text.
b). Skimming
In skimming the readers need to read every word because the target
is to get a general idea of what the text talk about.
c). Reading for detailed comprehension
The students often have to be able to access the text for detailed
information. The information required can be of many kinds. Thus, the
teacher need to teach reading with emphasize on scanning and skimming
and the teacher should do the best to give a mixture of materials and
activities so that the student can practice using scanning and skimming
with English text.10
b. Reading Strategies
According to Rubin in Anderson’s book states that there are strategies in
reading, they are:
a) Keep the meaning of a passage in mind while reading and use it to
predict meaning
b) Skip unfamiliar words and guess their meaning from remaining
words in a sentence or later sentences
c) Circle back in the text to bring to mind previous context to decode
an unfamiliar words
d) Identify the grammatical function of an unfamiliar word before
guessing its meaning
e) Examine the illustration and use information contained in it
decoding
f) Read the title and draw inferences from it
g) Recognize cognates
h) Use knowledge of the world to decode an unfamiliar word
i) Skip words that may add relatively little to total meaning.11
10
Jeremy Harmer, How to Teach English, (New York:Pearson Education Limited, 2007),
p. 101 11
J. Charles Anderson, Assessing Reading, (New York: Cambridge University Press,
2000), p. 310
9
B. Narrative Text
1. Definition of Narrative Text
Generally, there are two main categories of texts, they are literary and
factual.12
Narrative is one kind of literary text beside poetic, dramatic, and
response which tells a story with the purpose to entertain the reader or audience.13
Meanwhile, according to Greasser narrative shows the events which are organized
in schematic structure, and the reader could predict it.14
From the statements above, it shows that narrative is one of reading text
which tells about story or events and has main purpose to entertain the reader.
In addition, narrative text requires a content background for understanding.
According to Pamela J. Farris reading a narrative text in a historical period or
related to a scientific finding usually necessitates having some related knowledge
in that specific area.15
On the other word, the reader who reads narrative text needs
to become familiar with the previously reviewed literary elements of character,
setting, problem and solution, theme, and writing style.
There are many types of narratives. Narrative can be imaginary or factual.
Mark and Kathy Anderson classified types of narratives; they are humor, romance,
crime, real-life fiction, mystery, fantasy, science fiction, diary-novels, and
adventure.16
Meanwhile, there can be a combination of narratives from those
different types such as; a crime novel could also include romance and mystery, an
adventure narrative could include humor and romance.17
12
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:
MACMILLAN, 2003), p.ii 13
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:
MACMILLAN, 2003), p.6 14
Greasser in Thom Hudson (ed), Teaching Second Language Reading, (New York:
Oxford University Press, 2007), p.179 15
Pamela, op. cit., p. 496. 16
Anderson. loc. cit. 17
Anderson. loc. cit.
10
2. The Purpose of Narrative Text
Basically, the purpose of narrative text is to entertain the readers. So, the
readers are expected to be able to enjoy the text which being read. Similar with
that purpose, Andersons states that the purpose of narrative is to entertain the
reader or audience.18
In addition, other than providing an entertainment, narrative
can be to make the audience think about an issue, give them a lesson from the
story that they read or listen.19
3. The Schematic Structure of Narrative Text
Narrative has five main parts which are orientation, complication, and
sequence of events, resolution, and coda.
a. Orientation is the part of the story where tells about who is in the story,
when it is happening, where it is happening and what is going on
b. Complication is the part of the story where the problems in the story
developed.
c. Sequence of events is part of the story where the characters react to the
complication. It is about their feelings and what they do.
d. Resolution is part of the story where the problem is solved.
e. Coda is part of the story which is announced by narrator if there is
moral or special message to be learned from the story. If there is no
oral or special message. The narrative ends at the resolution.20
In the following is the example of schematic structure of narrative text which is
taken from (http://www.example of narrative text,com), :
18 Ibid., p.3
19 Ibid., p.6
20 Ibid., p.ii
11
The Smartest Parrot
Once upon time, a man had a wonderful parrot. There
was no other parrot like it. The parrot could say every word,
except one word. The parrot would not say the name of the
place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he
could not understand why the parrot would not say Catano.
The man tried to teach the bird to say Catano however the
bird kept not saying the word.
At the first, the man was very nice to the bird but then
he got very angry. “You stupid bird!” pointed the man to the
parrot. “Why can’t you say the word? Say Catano! Or I will
kill you” the man said angrily. Although he tried hard to
teach, the parrot would not say it. Then the man got so angry
and shouted to the bird over and over; “Say Catano or I’ll kill
you”. The bird kept not to say the word of Catano.
One day after he had been trying so any ties to make
the bird say Catano, the man really got very angry. He could
not bear it. He picked the parrot and threw it into the chicken
house. There were four old chickens for next dinner “You are
as stupid as the chickens. Just stay with them” said the man
angrily. Then he continued to humble; “You know, I will cut
the chicken for my meal. Next it will be your turn, I will eat
you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken
house. He opened the door and was very surprised. He could
not believe what he saw at the chicken house. There were
three death chickens on the floor. At the moment, the parrot
was standing proudly and screaming at the last old chicken;
“Say Catano or I’ll kill you”.21
21 B. Louisa, Teaching Narrative Text, 2009, p.3, (http://www.example of narrative
text,com),
Orientation
Telling who and where
Complication
The triggers a series
of event
Sequence of events
Where the characters
react to the
complications
Resolution
In which the
problem from the
complication is
solved
Coda, that gives the
moral to the story
12
4. The Grammatical Features of Narrative Text
In a narrative text there are grammatical feature included, they are:
a. Nouns which could help the reader to identify the specific
characters and places in the story that they read
b. Adjective that give descriptions about the characters and setting in
the story
c. Verbs that identify the actions that occur in the story
d. Time words that related with events show the time or when the
events occurred. 22
In the following is the example of language features of narrative text
related to the smartest parrot story below:
22
Anderson. loc. cit.
13
The Smartest Parrot
Once upon time, a man had a wonderful parrot.
There was no other parrot like it. The parrot could say
every word, except one word. The parrot would not say
the name of the place where it was born. The name of the
place was Catano.
The man felt excited having the smartest parrot but
he could not understand why the parrot would not say
Catano. The man tried to teach the bird to say Catano
however the bird kept not saying the word.
At the first, the man was very nice to the bird but
then he got very angry. “You stupid bird!” pointed the
man to the parrot. “Why can’t you say the word? Say
Catano! Or I will kill you” the man said angrily. Although
he tried hard to teach, the parrot would not say it. Then the
man got so angry and shouted to the bird over and over;
“Say Catano or I’ll kill you”. The bird kept not to say the
word of Catano.
One day after he had been trying so any ties to make
the bird say Catano, the man really got very angry. He could
not bear it. He picked the parrot and threw it into the chicken
house. There were four old chickens for next dinner “You are
as stupid as the chickens. Just stay with them” said the man
angrily. Then he continued to humble; “You know, I will cut
the chicken for my meal. Next it will be your turn, I will eat
you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken
house. He opened the door and was very surprised. He
could not believe what he saw at the chicken house. There
were three death chickens on the floor. At the moment, the
parrot was standing proudly and screaming at the last old
chicken; “Say Catano or I’ll kill you”.23
23
Louisa, loc. cit., p.3
Specific characters:
The parrot
Adjectives providing
description: …the
smartest parrot…”
Verbs showing
actions:
…pointed,
shouted, and kept
not to say
Use of time
words to connect
events:
One day, the next
day
14
From the explanation above, it can be concluded that the grammatical
features are could help the readers to understand the story. Through grammatical
structures the readers are helped to identify the specific characters and places,
actions or events, and time when the events occurred.
C. Story Mapping
1. The Definition of Story Mapping
Generally, the goal of a reading activity is to get understanding of a text.
So, sometimes the students are being taught in a less teacher directed manner. In
this case, once a skill is taught, the students practice it within the current lesson
and then use their skill in the becoming lesson. One skill for digging into a story to
examine its part is story mapping. Before going to the definition of story mapping
it is better to know the short story of story mapping.
The origin of story maps lies within story grammar research. The term
story grammar refers to the hierarchical rules or psychological structures that
people use to create and remember stories the skeleton underlying a story, so to
speak. These psychological models of comprehension and memory are used by
both adults and children to encode and store information in their long term
memories.24
Based on that definition, story mapping could help the readers recognize
the story in their long-term memories. Through practical way it could help the
readers organize the story content into a coherent whole.
The term story mapping consists of two words, they are story and map.
According to Hornby in Oxford Advanced Learner’s Dictionary “Story is a
description of events and people that the writer or speaker has invented in order to
entertain people.”25
It means that story is a fiction selection to entertain a reader or
as a part for pleasure. Meanwhile, map is defined as “A drawing to describe or
give information about something, especially the way it is arranged or
24
Pamela, op. cit., p. 345. 25
A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (New York:
Oxford University Press, 2003), p. 1333.
15
organized.”26
It means mapping could be defined as a sketch or drawing that
shows location or relation between things or place. In other definition, story map
is a graphic or semantic visual representation of a story which illustrates way to
provide an overview of a story that includes brief information about characters,
setting, problem, goal, events and resolution.27
According to explanation above, story mapping can also be referred as
word mapping or idea mapping which designed to show how the concept or key
words of a story are related one another. So, through graphic representation could
help the readers to identify and categorizing the main events in sequential order of
a story.
2. The Purpose of Story Mapping
According to Harvey and Goudvis in Pamela J. Farris, story mapping has
some purposes as follow:
a. Allows readers to create mental images from words in the text
b. Enhances meaning with mental imagery
c. Links past experience to the words and ideas in the text
d. Enables readers to place themselves in the story
e. Strengthens a reader’s relationship to the text
f. Stimulates the imaginative thinking
g. Heightens engagement with text
h. Brings joy to reading28
In short, the purposes of story mapping are expected to facilitate and help
the readers to understand whole parts of story. It is similar to Pamela statement,
she stated that:
A practical teaching activity to strengthen reading comprehension
involves teaching or reviewing the literary elements. Focus on the
basic elements: Setting, plot, characters, major events, the
resolution or solution of a problem, and an exploration of the theme
or author’s message.29
26
Ibid., p. 815. 27
Pamela. loc. cit. 28
Pamela. op. cit., p. 512. 29
Pamela, op. cit., p. 460.
16
From the purposes mentioned above, it can be concluded that story
mapping is aimed to ensure understanding of the review toward literary elements
and to figure out the schematic structure concerning the sequence of action of the
story
3. The Technique of Using Story Mapping
The general procedure to follow when preparing a basic story map
includes the following steps:
1. Read the story. Write a sequenced summary of the main ideas, key
events, and characters that make up the plot of the story.
2. Place the title, theme, or topic of the story in the center of the
graphic story map in a predominant box or at the top of the
semantic chart.
3. Draw enough ties projecting out symmetrically from the center of
the map to accommodate the major events of the story’s plot.
Attach related pieces or second-level information from the
summary list to these ties in chronological order, moving
clockwise around the center. The semantically organized chart is
simply arranged by story elements, so information is transferred to
it accordingly.
4. Draw additional ties projecting out symmetrically from each
secondary box to accommodate the important details associated
with the key plot event, adding relevant information from the
summary list.
5. Review the final semantic chart or story map for completeness30
Based on the explanation above, the graphic of story mapping could be
described as below:
30
Pamela, op. cit., p. 346.
17
Story Map
Figure 2.3
Graphic Story Map31
31
J. Garcia, Fun Learning for Kids, 2008, p. 56 (http://www.2scholastic.com)
Main Characters:
Supporting
Characters: Problem:
Solution:
Setting:
Title and
Author:
18
4. The Advantages and Disadvantages of Story Mapping
Story mapping has advantages and disadvantages. For the advantages story
mapping could help the students and also for the teacher. It is similar with Pamela
who states in her book, “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.” 32
It
means that completing a story map helps students to focus on the lesson, leads to
more purposeful teaching, and results in a better quality learning experience for
the students
According to Pamela, students get many benefits through story mapping.
The following are some advantages for students:
a. The students are able to visualize the story.
b. The students are easy to understand that story is related, so they can
predict what might happen next in one story after another.
c. The students are able to store information from the text in their
perception.
d. The students are easy to remember some information completely
and accurately.
e. The students could increase their awareness that story characters
and events are interrelated.33
Based on the explanation above, through story mapping students achieve
benefits such as to enable them store information in their personal schema more
efficiently, then, to enhance students’ interpretative abilities by enabling them to
32
Pamela. loc. cit. 33
Ibid.
19
visualize story characters, events and setting, and of course to increase students’
comprehension of selection by organizing the sequence of story events.
On the other side, story mapping has also some disadvantages. According
to Pamela” Not to be overused and thus abused, these maps can be applied to
stories in the basal text along with excellent children’s literature, particularly the
shorter text.”34
It means that mapping is only used for narrative text because it
discusses the literary of story.
D. Teaching Narrative Text Through Story Mapping
There are some steps to teach narrative text through story mapping.
According to Pamela, those steps are:35
Step 1. The teacher introduces the story mapping concept to the
students.
Step 2. The teacher writes the title of the story on the board. Then
ask to the students to predict what story is about. This way
is to motivate the students.
Step 3. The teacher asks the students to read the story. Encourage
them to predict about events by using keywords on the text
when the teacher is asking them some questions about the
characters, setting, and theme of the story. Then, ask the
students to write them in the graphic story map.
Step 4. The teacher asks the students reread the story to develop
their fluency.
Step 5. The teacher asks the students to fill out the story map
worksheet.
34
Ibid. 35
Pamela, op.cit., p.102
20
CHAPTER III
METHODOLOGY OF RESEARCH
This chapter presents the method of research, subject, and object of the study,
time and place, research design, the Classroom Action Research (CAR) procedures
technique of collecting data, technique of the data analysis, data validity, and criteria
of the action success.
A. The Time and Place of the Study
This research is held for two months started from May up to June 2013. The
place is at VIII class of SMP Negeri 245 Jakarta, and academic year 2012/2013.
B. The Subject and the Object of Study
1. The Subject of Study
The subject of this study is students at grade VIII class of SMP Negeri
245 Jakarta, and academic year 2012/2013. The number of students consists of 32
(thirty two). It is chosen based upon the interview result with the English teacher.
The English teacher informed about the class proving that they have the lowest
score; it was 40 (forty) in reading test among the other second grade classes.
Therefore the students need an appropriate strategy to help them in improving
their scores toward reading.
2. The Object of Study
The objective of this study is to find out the use of story mapping treatment on
the reading comprehension ability in terms of narrative text at VIII class of SMP
Negeri 245 Jakarta.
21
C. The Method of Study
The method used in this study is Classroom Action Research (CAR).
According to Arikunto, Suharjono and Supardi, classroom action research is a
research which is conducted by teachers, collaborate with the researcher (or
conducted by the teacher who acts as the researcher) in a class or a school where she
or he teaches, by emphasizing on the improvement of the teaching learning process.1
It is similar with McNiff in Wijaya Kusumah and Dedi Dwitagama’s book stated that
classroom action research is a research that is held by the teacher and the result from
his research could be used as a tool to improve the teaching skill.2
Based on the definition above the implementation of Classroom Action
Research is to overcome the problems found in the classroom and to improve the
quality of teaching and learning process.
D. The Writer’s Role on the Study
The writer is as an observer in the classroom. He monitories the students in
CAR and create a lesson plan and the evaluation or test before CAR (pre-test) and
after CAR (post-test) in each final cycle. Besides, the writer also accumulates and
analyzes the data and then he reports the result of study.
E. Research Design
The Classroom Action Research (CAR) procedure used in this research is
Kurt Lewin’s design. It was consisted of two cycles in which each cycle contains
four phases; planning, acting, observing, and reflecting
1 Prof. Suharsimi Arikunto, Prof. Suhardjono, and Prof. Supardi, Penelitian TindakanKelas,
(Jakarta: PT Bumi Aksara, 2009), p.57 2 Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT
MALTA PRINTINDO), P. 8
22
CYCLE 1
CYCLE 2
Figure 3.1
Kurt Lewin Design of CAR3
Based on the Kurt Lewin’s action research design above, the writer would
like to describe further concerning the implementation of Classroom Action
research (CAR) in the cycle one and cycle two as following:
3 Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT
MALTA PRINTINDO), P. 51
Acting
Planning
Observing
Reflecting
Acting Planning
Reflecting Observing
23
CYCLE 1
d
CYCLE 2
Planning After interviewing the teacher, giving
questionnaire to the students, and holding
the pretest, then the teacher & the writer
collaborated to prepare the instruments
such as: lesson plan, observation and
guidelines, and the posttest
Acting The writer implemented the lesson plan
that had been made; that was teaching
narrative text in term of schematic
structures and linguistic feature by
using story mapping technique
Observing The observer observed the teaching
learning process in the classroom. It
included the teacher’s performance, the
class situation, and the students’
response. At the cycle 1 the students
were given the posttest 1. Then the
writer calculated the students’ reading
score result to find if there were some
students’ improvement scores from the
pretest or not.
Reflecting The teacher and the writer discussed
about the result of the implementation in
the action. Next, they made some
modification strategies to revise the
founded problems that would occur
within carrying out the story mapping
technique in the first cycle.
Planning After finding out what was the students’
reading score result at cycle 1, The teacher
and the writer collaborate to prepare some
instruments such as: the new lesson plan
(with some modifications of jigsaw
technique), observation and guidelines,
and the posttest.
Reflecting The teacher and the writer discussed
about the result of the implementation of
the modified action. If the Classroom
Action Research (CAR) target could not
be achieved yet, the action would be
continued (moved to cycle 3), but if the
students’ test result has completed the
criterion of the action success, the cycle
would be stopped.
Acting The writer implemented the new lesson
plan; where students needed to be
emphasized on doing longer discussion
in analyzing the schematic structures
into story mapping technique and
discussing in expert group. They also be
emphasized to answer oral question
from the teacher
Observing The observer observed the writer’s
performance as a teacher, the class
situation, and the students’ response. In
the end of cycle two, the students were
given the test (posttest 2). Next, the writer
calculated the students’ reading score
result all at once the students’
improvement score from the previous
test.
24
Figure 3.2
The Description of implementation CAR
F. The Classroom Action Research (CAR) Procedures
The Classroom Action Research using Kurt Lewin’s design consists of
four phases within one cycle. Those are planning, acting, observing, and
reflecting. After accomplishing the first cycle, it will be probably found a new
problem or the previous unfinished problems yet. Therefore, it is necessary to
continue to the second cycle. The explanation of the phases are:
1. Planning Phase
In this phase there are two steps in making plan. First, planning for
the organization at whole aspects referred to Classroom Action Research
(CAR). Second, making the organize plan from cycle-to-cycle. The organized
plan would be formed into lesson plan based on the current used syllabus. The
lesson plan had been prepared to be implemented in VIII grade at SMP Negeri
245 Jakarta. It had been mentioned some instructions regarding procedures of
teaching, media, resources, and evaluation.
2. Acting Phase
In this phase, both the writer and the teacher collaborated to carry out
the planned action. In implementing the action, the writer taught narrative text
through story mapping technique. Meanwhile the English teacher acted as the
observer who observed all the activities that happen in the teaching learning
process. It begins the process of going more deeply into the issue being
researched. The writer and the teacher took the action phase during three
weeks within two cycles in which each cycle consisted of two meetings in
action. The schedule was as follows:
25
Day/Date Time Cycle I Cycle II
24 May 2013 09.40-11.00 Meeting 1
28 May 2013 09.40-11.00 Meeting 2
31 May 2013 09.40-11.00 Meeting 1
7 June 2013 09.40-11.00 Meeting 2
Figure 3.3
The schedule of Action
3. Observing Phase
This phase discusses about the process of recording and gathering all
relevant data about any aspect occurred during the implementation of the
action. In doing the observation, the observer observed all the activities that
happen in the class. The observer used the observational sheet and field notes
for gathering the result of observation dealing with the teacher performance,
the students’ participation and the class condition.
4. Reflecting Phase
Reflecting phase is the last phase in every cycle. The purpose of this
phase are to reflect the data from the implementation of the action and to know
whether the action is successful or not by matching the result of the
observational phase with the criteria of success. Reflecting phase was carried
out collaboratively, that was to discuss further some problems occurred in the
class. Thus, the reflection was able to be determined after implementing the
action and observation outcomes. If there still might have found some
problems, it needed to move to the next cycle concerning re-planning, re-
acting, and re-observing. Therefore, next cycle was to solve the unfinished
problems yet or the new problems that had been found in cycle one.
26
G. The Technique of Collecting Data
The writer used interview, observation, and field notes dealing with the
qualitative data. On the other side, the writer used the students’ final reading as a
pre-test and post-test to obtain the quantitative data.4 The completely explanation
as follows:
1. Interview
In this case, Interview was applied for the English teacher before the
classroom action research and after classroom action research. It was applied
before classroom action research to know the students difficulties in reading
skill, the students’ participation in reading class, and the teaching strategy in
teaching reading. Meanwhile, it was conducted after classroom action research
to know the teacher’s response about the learning strategy concentrate on
Story Mapping Technique.
2. Observation
The writer did the observation to monitor and record the data of the
students’ performance during the teaching and learning processes. The data
was taken such as the students’ participation, description of classroom
atmosphere, and the setting of class during teaching and learning process. It
was called as the field notes.
3. Test
A test used in this study is pre-test and post-test. The pre-test was
done before implementing Story Mapping technique. It was to measure
students’ reading comprehension at first. Meanwhile, the post-test was
implemented after using Story Mapping technique. In this study, the test was
4 Suharsimi Arikunto, op. cit., P. 127-132
27
done in form of multiple choices. The test was held on every second action of
each cycle.
H. The Technique of Data Analysis
The analysis qualitative data that used in this study is based on the
observation of students’ activities during teaching learning process, and the
interview before and after Classroom Action Research (CAR). In this case, the
writer collected the students’ score from the preliminary up to post test 2. In
analyzing the numerical data, first the writer tried to get the average of students’
reading score per action within one cycle. It was used to know how well students’
score as a whole on reading skill. It uses the formula:5
Mx : mean
∑x : individual score
N : number of students
Second, the writer tried to get the class percentage which pass the minimal
mastery level criterion (KKM) considering English subject gains score 71
(seventy one) which is adapted from the school agreement at SMP Negeri 245
Jakara. It uses the formula:6
5 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
6 Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008),
p. 43.
F
P = ── X 100%
N
∑x
Mx = ──
N
28
P : the class percentage
F : frequency of students’ score above KKM
N : number of students
Third, after getting mean of students’ score per actions, the writer
identified whether or not there might have students’ improvement score on
reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2.
In analyzing that, the writer uses the formula:
P : percentage of students’ improvement
y : pre-test result
y1 : post-test
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
The data-gathering through observation will be presented qualitatively
based on the condition of the class (it includes what the observer see, hear, and
feel in the classroom). From the data gathering, the observer made field notes and
analyzed it by presenting the description of the field note.
y1 - y
P = ─── X 100%
y
y2 - y
P = ─── X 100%
y
29
I. Criteria of the Action Success
Classroom Action Research (CAR) is able to be called successful if it can
exceed the criteria which have been determined, and fail if it is cannot exceed the
criteria which have been detained. In this study, the research will succeed when
the students could achieve or got score above the target score of the minimal
mastery level criterion (KKM), it was 75%.7 The KKM that must be attained
considering reading subject is 71 (seventy one) which is adapted from the school
agreement (SMP Negeri 245 Jakarta). If the criterion of the action success
achieved, it means that the next action of the Classroom Action Research (CAR)
would be stopped, but if this condition has not been reached yet, the alternative
action would be done in the next cycle.
7 Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka
Cipta, 2006) p. 108.
30
CHAPTER IV
RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the
way to develop students’ reading comprehension of narrative text by using story
mapping at VIII Social class of SMP N 245 Jakarta, academic year 20012/2010.
Related to the discussion of the result, it is divided into three parts. Those are
before implementing the action, the implementation of the action, and discussion
of all the data after implementing the action.
A. Before Implementing the Action
In this part there are three parts; those are interview, observation, and pretest.
1. The Result of Interview in preliminary of the study
The interview was held on Tuesday, May 21st
2013 started at 08.00
A.M and finished at 09.00 A.M. At that time, the writer asked to the
teacher some questions. The first questions were about the general
condition in English class primarily on students’ reading achievement and
performance. The second were the difficulties faced by students in reading
comprehension ability. The last questions were the kinds of strategies
implemented by the teacher previously before Classroom Action Research
(CAR) to solve the students’ difficulties in reading comprehension.
The first questions asked about the general condition in English
class primarily on students’ reading achievement of the test and students’
reading activities. The teacher said that the student’s performance in
learning process had different typical. It could be seen from their
participation in learning English. The students who participate in learning
English gave their attention in learning process such as: listened to the
teachers’ explanation, did the task from the teacher, asked about their
problems in understanding the topic, and discussed with their group when
the teacher divided them in a group. Besides, there were some students
30
31
who did not give attention or participation in the class. It could be seen
from their performance such as: talked with their friends during the
teachers’ presentation, did not do the task from the teacher, did not share
or discuss about their difficulties in understanding the topic, and sometime
they slept in teaching learning process.
The second questions discussed about the students’ difficulties in
reading comprehension. The teacher mentioned the difficulties in reading
for some students in VIII grade in understanding kinds of texts. Their
problem began with the vocabulary, and then they found the difficulties to
answer the questions which related with the text that they read. Moreover,
when they found the long texts which consist of some paragraphs and the
teacher asked to read and translate the text into Bahasa Indonesia, they
thought it was a boring activity. Therefore, they did not pay attention in
teaching learning process and did not do the tasks from the teacher.
The last questions were about the teacher’s strategy in teaching
reading previously to solve the students’ difficulties in reading
comprehension. The teacher used the reading materials from students’
handbook and the English text book served by the school. The teacher said
she ever had used group work to create an active learning process in
teaching narrative text but the fact was the class just became noisy and the
students still found the difficulties in understanding the text. At last, the
teacher suggested the writer techniques that could make the students
interest and participate in reading comprehension. Then, the teacher
suggested that story mapping technique could be a solution to solve the
problems that have explained above.
2. The Result of Questionnaire in Preliminary of the Study
Pre Questionnaire was conducted to know the process of
teaching learning and students’ performance in English especially in
reading activity before implementing the action. The questionnaire used
in this study was Likert Scales questionnaire. It was held on Tuesday,
32
May 21st 2013 at VIII class of SMP N 245 Jakarta, academic year
2012/2013. This class consisted of 32 students. The table below showed
the result of pre questionnaire.
The Result of Questionnaire before Classroom Action Research
No Questions Percentage
(SS) (S) (A) (TS) (STS)
1
Saya sering membaca buku,
komik, koran, novel, atau
majalah yang berbahasa
Inggris.
15.62 28.12 31.25 12.5 12.5
2
Saya selalu bertanya kepada
guru atau teman ketika
menemukan kesulitan dalam
mempelajari pelajaran bahasa
inggris.
18.75 12.5 46.88 15.62 6.25
3
Saya selalu memperhatikan
penjelasan guru selama
kegiatan belajar mengajar
berlangsung.
56.25 21.88 56.25 6.25 0
4
Dari empat skill dalam
bahasa Iggris (Listening,
Speaking, Reading dan
Writing) reading (membaca)
merupakan yang paling susah
saya pahami.
15.62 6.25 40.62 21.88 15.62
5 Saya sangat mudah
menyelesaikan soal-soal atau
tugas yang diberikan guru
25 21.88 31.25 15.62 6.25
6 Setiap hari saya mempelajari
ulang pelajaran bahasa
inggris di rumah.
3.12 12.5 31.25 31.25 21.88
7
Cara guru saya mengajar
pada pelajaran membaca
dalam bahasa Inggris sangat
membantu saya memahami
topik atau tema yang
diajarkan.
28.12 21.88 50 0 0
33
8 Saya merasa kesulitan
memahami teks-teks yang
berbahasa Inggris.
46.88 31.25 12.5 6.25 3.12
9
Saya sangat mudah
memahami teks-teks
narrative yang diajarkan guru
di kelas.
6.25 6.25 3.12 46.88 31.25
10
Saya sangat mudah
menyelesaikan soal-soal yang
berkaitan dengan teks-teks
narrative
9.37 3.12 46.88 21.88 18.75
Keterangan:
(SS) : Sangat Setuju
(S) : Setuju
(A) : Abstain
(TS) : Tidak Setuju
(STS): Sangat Tidak Setuju
Table 4.1
The Result Questionnaires in the Preliminary of Study
The description of the pre questionnaire as follow:
1. The feeling to read English text
The result of the questionnaire showed that 15.62% of
students like to read English text very much, 28.12% of students
like to read English text, 31.25% students felt fair to read the
English text, 12.5% students didn’t like to read English text. And,
12.5% students didn’t like to read English text very much. It can be
drawn the conclusion that most of the students of eighth grade
class like to read English text.
2. The feeling to solve their problem in understanding the lesson
The result of questionnaire showed that 18.75% of students
always ask to the teacher about their problem in understanding
English lesson. 12.5% of students like to share their problem in
34
English lesson. 46.88% of the students felt fair to share their
problem in English lesson. 15.62 % of students did not like to share
their problem in English lesson. 6.25% of students didn’t like to
share their problem in understanding the English lesson very much.
As a conclusion, some students seldom to share their problem in
understanding the English lesson.
3. The Feeling to pay attention to teachers’ explanation
The result showed that 56.25% of students always give
their attention to the teachers’ explanation and 21.88% of the
students usually give their attention to the teachers’ explanation.
56.25% of them felt fair to give attention to the teachers’
explanation. 12.5% of them sometime give their attention to the
teachers’ explanation. It was indicated that the students gave their
attention to the teachers;’ explanation.
4. The feeling if Reading is the most difficult skill in English lesson
It showed that 15.62% of the students did not agree very
much that reading is the most difficult skill and 6.25% of students
also did not agree about that. 40.62% of them felt fair about that.
21.88% of them stated that reading is the most difficult English
skill. Other 15.62% of them agreed very much that reading is the
most difficult skill. It meant that many of students got difficulties
in comprehending the text, so they felt that reading was difficult
skill.
5. The feeling to complete the task or questions about reading.
It showed that 25% of the students could complete the
reading task. 21.88% of the students usually could complete the
reading task. 31.25% of them felt fair to complete the reading task.
15.62% of the students felt that they got difficult in completing the
reading task. And 6.25% of them agreed very much that they got
difficult in completing the reading task. So, some of the students
still got difficult in completing the reading task.
35
6. The activity to study English lesson at home
It showed that 3.12% of the students agreed very much that
they learnt again what they learnt at class. 12.5% of them also
agreed about that. 31.25% of them felt fair. 31.25% of them did not
learn again what they learned at class. Then 21.88% of them did
not agree very much if they learnt again their lesson at home. It
meant most of the students did not study again what they got at
school.
7. The way of the teacher to teach English.
The result showed that 28.12% of the students like the
teacher’s method very much. 21.88% of them also like the
teacher’s method. 50% of them felt fair. So, it indicated that most
of the students like the teacher’s method in teaching English.
8. The feeling of difficult in understanding English text
It showed that 9.37% of students disagreed very much if
they felt boring in the class. 12.5% of them also disagreed about
that. 53.12% of them felt fair. 25% of them felt boring in reading
English text. It means that some students need to be given another
teaching method to motivate them in reading a text.
9. The feeling to understand the narrative text easily.
The result showed 6.25 % of the students agreed very much
if they could understand the narrative text. 6.25% of them usually
could understand the narrative text. 3.12% of them felt fair.
Besides, 46.88% of them stated that they got difficulties in
understanding narrative text. 31.25 of students felt difficult in
understanding the narrative text very much. It could be concluded
many of students felt difficult in understanding the narrative text.
10. The feeling to complete the task or questions about narrative text
easily
It showed that 9.37% of the students got easy in completing
the tasks about narrative text. 3.12% of students usually felt easy
36
in completing the task about narrative text. 46.88% of students
sometime felt easy in completing the tasks about narrative text.
21.88 of students got difficulties in completing the tasks about
narrative text. 18.75% of students felt difficult in completing the
tasks about narrative text very much. It means many of students
still get the difficulties in completing the tasks about narrative text.
The conclusion in term of reading problem was the VIII grade
still got difficulty in reading skill and needed improvement to reach
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM).
3. The Result of Pre Test
The pretest was held before the Classroom Action Research
(CAR). It was conducted on Thursday, May 21st 2013. It started at 09.40
A.M. There were actually 20 questions in multiple-choice form in which
the students carried out the test during 25 minutes.
Based on the result of the pre test, the data showed that the mean
score of pretest was 61.56%. There were only six students who derived the
score above the criterion of minimum completeness (KKM) meanwhile the
other 26 students were below that criterion. The student’s lowest score was
35. From that analyzing, it could be seen that almost of the VIII – 6
students’ reading comprehension was still very low.
B. The Implementation of Classroom Action Research (CAR)
1. The First Cycle
1.1 Planning
In this step the writer and the teacher made a planning for the
action according to the problem that faced by the students in understanding
reading comprehension. First, the writer designed lesson plan for the first
cycle into two lesson plans. Second, the writer employed story mapping
technique as the technique of teaching of reading with the goal of
37
facilitating the students to improve their reading comprehension. Third,
the writer and the teacher decided narrative text to be taught to the
students. In this case, the writer determined the selected material and
exercises into a lesson plan.
The writer also prepared the observation sheets to observe the
students’ and the teacher’s activities in teaching learning process. Beside
that the writer also prepared the post test 1 to collect the data; to know
whether there are some students’ improvement scores from pretest to
posttest.
Next, the writer and the teacher determined the criteria of success.
The criteria of success were 75% of the students’ reading score achieved
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of
English (71) or above and 75% of students participated in reading class.
1.2 Acting
The action of the first cycle was held on May 24th
and 28th
2013.
The teacher did the teaching learning process based on the lesson plan had
been made. The writer acted as the teacher, and the English teacher acted
as an observer. The teacher taught narrative text by using story mapping.
First meeting
May, 24th
2013
The material in the first meeting was the narrative text. The titles of
the texts were The Smartest Parrot, and The Crocodile and the Mouse
Deer. The teacher began the lesson by greeting the students, then ding
brainstorming to motivate the students in learning English. After that the
teacher explained the schematic structure and language features of
narrative text. In this meeting the teacher divided the students into group
work. After that, the teacher asked some of the students from the different
group to read the text loudly. After they read the story, the teacher asked
them to discuss in their group about the schematic structures of the text
38
that they read and taking a note about the schematic structure into the story
mapping sheet. Then, the teacher gave the students some questions based
on the text such as main idea, supporting details, and schematic structures
from the story that they read. Besides, the teacher explained about the
concept of story mapping and gave the examples how to use it. At last, the
teacher asked the students to do exercises into a story mapping sheet by
taking note the key words and by using paraphrase with the second story.
This task was done by the students individually.
Second meeting
May, 28th
2013
In the second meeting the writer took a story with the title was The
Beauty and the Beast. In this session the teacher started the lesson by
motivating students in learning English through a game. Then, the
teacher reviewed about the topic that have discussed in the previous
meeting. After that, the teacher asked students to read the text silently.
After that, some students read the text loudly. After that, the teacher
explained the schematic structures of narrative text and the language
feature considering the narrative text. Then, teacher gave the students
some questions based on the text such as main idea, supporting details,
and schematic structures from the story that they read. In the last
meeting, the teacher and the writer gave the post test 1 to know whether
the students improved their reading comprehension or not. It was done
individually.
1.3 Observing
In this step, the observer observed the students’ participation and
teaching learning process through field notes. These notes such as: the
teacher’s performance, class situation, the students’ response, and the test
that will use in the posttest 1. Besides, the writer also took a note about the
suggestion from the observer for the next meeting. After finishing the first
39
cycle, the writer also collected the data for posttest 1. The result of
observation was the students were motivated in understanding the text. It
was seen from their attention to the teacher’s instruction and they tried to
identify the schematic structures of narrative text even tough some of the
students haven’t already known the concept of story mapping clearly.
Some of them could present their opinion to their members. They brought
the dictionary in order to find out the difficult words’ meaning by
themselves. Some of them wanted to share their ideas with their friends. It
also could be seen from the students’ result in doing experts’ task and
individual task. Their test results were good enough.
Although, the result of field notes showed that the teaching
learning has done well, the class still had some problems such as: The
class was too noisy and took a lot of time when the students made their
group, so she said that it was better to make procedures of grouping be
more simple. Besides, some of students still got the difficulties to find the
keywords in each paragraph. It might be caused so many new words that
they found in the text. Furthermore, there were found some students who
actively in answering the teacher’s questions correctly related to the
schematic structures within the story maps sheet. In the second action of
the first cycle, the students seemed easier to do the exercise and taking
notes note into story maps sheet.
The result of post test 1 showed there were 14 students who passed
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 71
(seventy One). To know the result of students’ reading score, the writer
needs to calculate the mean score. The mean score derived from the
following formula:
n
xMx
32
2205Mx
90.68Mx
40
This data showed that the mean score of the class derived 68.90.
Then, the writer calculated the class percentage whose passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) using
the following formula:
%100xN
F
32
%10014x
%75.43
The data showed that there were 43.75% of the students who got
the score above the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM). Meanwhile the other 18 students were below that
criterion. It implied that the first criterion has not fulfilled.
Besides, to know the students’ improvement from the preliminary
to the first cycle, the writer needs to calculate the mean score from the
preliminary and the first cycle by using the formula below:
%1001
y
yy
P = %10056.61
56.6190.68
P = %9.11
This data showed that there was a slight improvement of students’
mean score from the preliminary study to the first cycle. The mean score
of the previous score was 61.56 and the mean score of the students’
reading comprehension on the first cycle was 68.90 That means that there
was 7.34 points or 11.9% of mean score improvement.
1.4 Reflecting
In this step, the teacher and the writer discussed about the
conclusion of implementing the action. Then, they tried to modify the
41
action in order students more understand in reading and in order 75% of
students in the class could pass the KKM because in the result of posttest 1
showed only 43.75% of students who passed the KKM. It means the
implementation of Story Mapping technique did not yet give satisfactory
result on the improvement of students’ reading comprehension.
Therefore, the writer and the teacher prepared some revision before
the implementation of the next cycle in order to achieve the success
criteria of this study. The revisions about the previous action such as; first,
the students still did not understand about the story mapping concept in
understanding narrative text. Thus, the teacher gave more attention to the
students by checking the students’ worksheet. It could be done by
monitoring and guiding the students when they taking notes sentences
from the text into story mapping sheet. Second, the students still got the
difficulties to make their own sentence or paraphrase about the story in the
text. In this case, the teacher explained the paraphrase firstly and gave the
examples of paraphrase. Third, the class was noisy even some students
made a group and cheated each other in doing the tasks. Thus, the teacher
made the rules during the teaching-learning process. It was done by giving
reward and punishment to the students during they worked in their group.
From the reflecting step above, the writer realized that he must be
improved again in implementing story mapping technique for the next
cycle to achieve the goal.
2. The Second Cycle
2.1 Planning
In this step the writer and the teacher made a planning to solve the
problem that was still found by the students in understanding the
schematic structures of narrative text and story mapping technique. The
lesson plan which was used still related to story mapping in learning
schematic structures of narrative text. The teacher and the writer modified
the lesson by giving explanation of the story mapping concept and the
42
schematic structures clearly. In this case, the teacher did monitoring and
guiding the students when they taking note from the text to the story
mapping sheet. Besides, the teacher explained more about how to make
paraphrase.
They also prepared the gift or reward to motivate the students
became more enthusiasts. In this step, the writer also prepared the task that
consisted of implied information question. The writer still also prepared
the observation and field note, camera, and the posttest 2 to collect the
data.
2.2 Acting
The action of the cycle two was done on May 31st and June 7
th
2013. The action was done based on the lesson plan. In this cycle the
writer and the teacher collaborated in teaching and observing the students.
First meeting
May 31st 2013
In the first meeting, the writer introduced a topic about narrative
text with the title A Farmer and His Son. In this step the teacher started the
lesson by giving some questions about the members of family. Then the
teacher took eight members of family, they were grand pa, grand ma,
father, mother, sister, brother, aunt, and uncle. After that, the teacher asked
the students to mention one of those family members. The students who
mentioned the same name of family member would be in a group. After
doing brain storming and made groups work, the teacher told the students
about their role in group. The roles are the students need to discuss about
the schematic structures, the language features, and the key words from the
text that they read. Besides, the students need to answer the questions from
the teacher about the text that they read. In order to motivate students in
teaching learning process, the teacher told that the best group would get a
gift from the teacher. The best group was the group where they discussed
43
the text seriously, helped each other to solve their problems in
understanding the text, and could answer the questions from the teacher
about the text that they read.
Then, the teacher reviewed the schematic structure and language
features of narrative text to the students. The teacher also explained about
paraphrase, it could help the students to write the sentences from the text
into story mapping sheet. The teacher also asked students to discuss it and
answered the written question. When every group finished answering the
written questions, teacher went to the students and asked them orally in
order to know how well they had discussed with their groups. If there was
student who still got difficulties, teacher asked his or her member to
explain about that.
The students went back to their desk group after they discussed in a
group. After that, the teacher gave another story with the title Why do
Hawks Hunt Chicks? and asked the students to complete the story
mapping sheet by identifying the schematic structures of narrative text
from the text. The teacher also gave students written questions about the
text and they answered it individually.
Second meeting
June 7th
2013
In the second meeting, the title of the text was Sangkuriang. The
narrative of the text was not different with the first meeting at the second
cycle. The teacher started the teaching-learning process by giving brain
storming and reviewed what the students had learnt at the meeting before.
In this step the teacher did not explain again about schematic structure of
the narrative text. The teacher just gave a little bit about how to make
paraphrase. After that, the teacher asked the students to read the text
silently and then asked them to complete the story mapping sheet
according to the text that they read. During the students completed the
story mapping sheet, the teacher did monitoring to them.
44
After finishing their task, the teacher gave question orally and
doing simple quiz as in the first meeting. In the last meeting the teacher
and writer gave second post-test in order to know the improvement of
students’ understanding in reading narrative text.
2.3 Observing
As in the first cycle, in this step the observer observed the students’
participation in the learning process in pre and post reading activities
through observation and field note. In the second cycle, generally the class
condition in learning process was better than before. The points of
observation were; the students were motivated in understanding the
material. Many students were familiar with the question of the object of
text and detail information and they knew how to answer the questions
based on the text they have read. Besides, another fact which showed the
students motivated during the lesson. It was showed where they tried to
compete with other groups to finish the task and became the best group.
Those facts showed that the students enjoyed the lesson in doing the
individual exercises and in a group. In the second cycle, the teacher
showed improvement in teaching technique. It could be seen from the fact
during the lesson that students could understand easily and could write the
key words because the guiding and detail explanation from the teacher.
In the last meeting of the second cycle, the teacher gave posttest 2.
The text and the question of the test were still same with the pre and post-
test one. The difference was just on the formation of the choices and the
structural numbers of the questions. After calculating the result of the post-
test 2, the writer found the result; there were 26 students who passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 71
(Seventy One). The writer needs to calculate the data to know the mean of
students’ score in reading comprehension posttest 2. It was derived from
following formula:
45
n
xMx
32
2480Mx
5,77Mx
This data showed that the mean of students’ score in post test 2 was
77.5. It means that the students passed the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) 71 (Seventy One). Then, The
calculation of class percentage about the students who passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM):
%100xN
F
32
%10026x
%25.81
From this data, the writer found that 26 (Twenty Six) or 81.25 %
students passed the Minimum Mastery Criterion – Kriteria Ketuntasan
Minimal (KKM). After that, the writer needs to calculate the data to know
the students’ improvement from the preliminary to the second cycle. In
this step the writer used following formula:
P = %1002
y
yy
P = %10056.61
56.6150.77
P = %9.25
The data showed that there was better improvement of students’
mean score from the students’ reading comprehension in the preliminary
study to the students’ reading comprehension in the second cycle. The
mean score for the preliminary study was 61.56 and the mean score of
reading posttest 2 in the second cycle was 77.50. It means that there was
15.9 points or 25.9% of mean score improvement. The students who
passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
46
(KKM) were 26 students or 81.25% if it is calculated into class percentage.
It indicated that the criterion of success has been achieved. The following
was the table of students’ reading comprehension score.
No Name Pre Test Post Test 1 Post Test 2
1 S1 50 60 80*
2 S2 45 55 75*
3 S3 45 60 75*
4 S4 70 75* 75*
5 S5 55 70 75*
6 S6 75* 80* 85*
7 S7 60 70 80*
8 S8 90* 100* 100*
9 S9 80* 85* 85*
10 S10 40 50 60
11 S11 45 50 65
12 S12 60 70 75*
13 S13 65 75* 80*
14 S14 35 50 65
15 S15 75* 80* 90*
16 S16 80* 90* 100*
17 S17 70 75* 80*
18 S18 45 55 75*
19 S19 70 75* 80*
20 S20 70 75* 75*
21 S21 90* 100* 100*
22 S22 55 65 75*
23 S23 70 80* 90*
24 S24 50 65 75*
25 S25 60 65 75*
26 S26 55 60 65
47
27 S27 70 75* 80*
28 S28 40 45 50
29 S29 60 65 75*
30 S30 60 60 65
31 S31 70 75* 80*
32 S32 55 60 75*
Mean 61.56 68.90 77.50
*: The student who passed the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal KKM (71)
Table 4.2
The Students’ Reading Score of Pretest, Posttest 1, Posttest 2
From the table above, it could be seen that there was improvement
of the students’ number who passed the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM). It also increased from preliminary
study and each cycle. In the preliminary study there were only 9 students
or 18.75% of the students who got the score above the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM); There were 14 students or
43.75% of the students who got the score above the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) in the first cycle; and in
the second cycle, The students who passed the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) were 26 students or
81.25%. It proved that the target of the criterion of success in which
minimum 75% of the students passed the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) could be achieved.
2.4 Reflecting
After getting the result of observation and field notes and posttest
2, the writer and the collaborator carried out the reflection. They felt
48
satisfactory with the result of the action. The result of the posttest 2
showed that 81.25% of the students got the score above the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So it has
achieved the first criterion of success that 75% of the students must get the
score above the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM). Also, the students’ participation in the second cycle
showed better than in the cycle 1. It could be seen from the notes and the
students result on experts’ and individual task. It meant that this criterion
of success has achieved too.
Because of the satisfied result, so the writer and the teacher
assumed that using story mapping technique in teaching reading of
narrative text could improve the students’ understanding.
C. The Discussion of the Data after Implementing Classroom Action
Research (CAR)
After implementing the classroom action research, the writer carried out
the interview to the English teacher who acted as the observer to know her
response about the implementation of the action. Then the writer gave the
questionnaire to the students to know their response about the implementation of
story mapping technique in teaching reading narrative text.
1. The Result of Post Questionnaire
The post-questionnaire was held to know about the students’
response after teaching learning of narrative text through story mapping
technique. The questionnaire used in this study was likert scales
questionnaire. The questionnaire was given to the students in the VIII-6
grade on Friday, June 7th
2013. This questionnaire has ten questions. The
table below showed the result of post questionnaire.
49
N
o Questions
Percentage
(SS) (S) (A) (TS) (ST
S)
1
Saya senang belajar bahasa
Inggris dengan menggunakan
tehnik story mapping. 15.6 53.1 28.1 3.1 0
2
Saya merasa lebih mudah
belajar bahasa Inggris dengan
tehnik Story Mapping. 21.9 40.6 37.5 0 0
3
Saya merasa tidak termotivasi
untuk belajar bahasa inggris
dengan menggunakan tehnik
Story Mapping.
6.3 46.9 43.7 3.1 0
4
Saya merasa lebih mudah
memahami bacaan bahasa
inggris dengan tehnik Story
Mapping
12.5 50 31.3 6.3 0
5
Cara guru mengajar dengan
menggunakan Story Mapping
tidak menyenangkan. 31.3 50 12.5 0 0
6
Saya merasa pasif dan terus
mengandalkan teman saat
memahami narrative text
dengan menggunakan tehnik
Story Mapping.
31.3 31.3 34.5 3.1 0
7
Saya merasa lebih aktif dalam
belajar reading terutama
narrative text dengan
menggunakan tehnik Story
Mapping.
15.6 46.9 34.5 0 3.1
8
Saya merasa tidak nyaman
belajar memahami narrative
text dengan menggunakan
tehnik Story Mapping.
40.6 40.6 15.6 3.1 0
9
Belajar dengan tehnik Story
Mapping, meningkatkan
kemampuan saya dalam
memahami narrative text.
12.5 40.6 40.6 6.3 0
10
Belajar dengan tehnik Story
Mapping tidak membantu
saya untuk mengatasai
kesulitan-kesulitan dalam
memahami narrative text.
18.8 40.6 34.5 3.1 3.1
Keterangan:
(SS) : Sangat Setuju
50
(S) : Setuju
(A) : Abstain
(TS) : Tidak Setuju
(STS): Sangat Tidak Setuju
Table 4.3
The Result of Questionnaire after CAR
The description of the post questionnaire as follow:
1. The feeling toward teaching learning narrative text through Story
Mapping Technique.
The result of the first question showed that 15.6% 0f the
students like using Story Mapping very much, 53.1% of the
students like to learn English through Story Mapping, 28.1% of the
students felt fair about it and 3.1% of the students or just a student
who dislikes using Story Mapping to learn English. The result
indicated that most of students like to learn narrative text through
story mapping technique.
2. The students’ response in learning English using Story Mapping
technique.
The second question showed that 21.9% of students agreed
very much that they got easiness to learn English using Story
Mapping. 46.9 of them also agreed about that. 37.5% of the
students felt fair. It meant that most of students felt that they got
easiness in learning English using Story Mapping technique.
3. The Story Mapping technique gives motivation to the students in
learning English.
The result showed that 50% of the students felt more
motivated in learning English using Story mapping technique. Then
3.1% of students or just one student did not agree about that. It
meant that many of students feel more motivated using Story
Mapping as the technique to learn English.
51
4. The easiness in comprehending the English text using Story
Mapping technique.
The result was 50% of the students stated that
comprehending English text through Story Mapping were easy.
31.3% of them felt fair and 6.3% of students disagreed about that.
It showed that many students agree that they felt easy to
comprehend English text by using Story Mapping technique.
5. Teacher’s style during teaching reading through Story Mapping
technique.
The result showed that 31.3% of the students agreed very
much that the teacher’s method during the action was interesting.
50% of students agreed it and just 12.5% of students felt fair. None
of students disagreed about that it indicated that the teacher had
done the action well.
6. The feeling of passive during teaching learning of reading text
using Story Mapping technique.
The result showed that 31.3% of the students did not agree
very much if they felt passive when learning using Story Mapping.
31.3% of students did not feel passive. There were 34.5% of
students felt fair about that. Just 3.1% of them felt that he was
passive using Story Mapping technique to learn. The result
indicated that most of students like to read through Story Mapping
Technique.
7. Story Mapping Technique help the students to be more active
The result showed that 15.6% of the students agreed very
much that Story Mapping could help them more active. 46.9%
agreed about that. 34.5% of students felt fair about that and just
3.1% who disagreed very much. It meant that there still some
students who needed to be active in using Story Mapping
technique.
8. The feeling uncomfortable using Story Mapping technique
52
The data showed that 40.6% of the students felt
comfortable very much, 40.6% of them also felt comfortable using
Story Mapping to learn reading text. 15.6% of them felt fair. Just
3.1% who felt uncomfortable using Story Mapping technique in
learning comprehending the text. It indicated that most of students
were comfortable using Story Mapping in learning English text.
9. The students’ assumption about the improvement of students’ skill
after using Story Mapping.
The result was 53.1% of the students assumed that learning
reading text using Story Mapping could improve their reading skill.
40.6% of them felt fair. 6.3% of them disagreed about that. So it
indicated that Story Mapping technique could improve students’
understanding in reading.
10. The students’ assumption that Story Mapping could solve their
problems.
The result showed that 18.8% of the students stated that
Story Mapping helped to solve students’ difficulties in
comprehending the text. 40.6% also agreed about that. Just 6.3% of
students or 2 students disagreed about that. It showed that many of
students assumed that could solve their problems in comprehending
the text using Story Mapping technique.
2. The Result of Post Interview
Unstructured interview was conducted on Friday, June 7th
2013
after accomplishing cycle 2. It started at 1.30 P.M and finished at 2.15
P.M. In this case, the writer divided into three criteria of questions. First
criterion talked about the general condition in the class during
implementing the action. It was found that the students’ condition were
better than before. In this sense, they looked enthusiast and motivated in
understanding the story in the text. Besides, the students got easy in
understanding the text by using story mapping.
53
Second criterion was about the solution in implementing Story
Mapping when implementing the action. It was observed that some
students got difficulties to write their own sentences. It was seen when the
students tried to take notes from the story into story mapping sheet. So,
the teacher made a group of them in order to make students could be
more cooperative and helped each other. Besides, the teacher also did
monitoring and guiding during the students was doing their task. In this
case, the teacher gave explanation and examples about paraphrase. The
last criterion is about the opinion of Story Mapping technique. It was said
that Story Mapping technique was a good strategy in teaching reading
text. It could be an effective way to help the students’ difficulties in
understanding the text. Beside it might be able to improve the students’
comprehension; it could be an alternative strategy and could motivate the
English teacher to use it.
From the explanation above, it could be concluded that the teacher
gave a positive response in the implementation of Story Mapping in
understanding narrative text. In addition, Story Mapping technique also
gave a good impact for improvement of the students’ understanding of
narrative text.
D. The Interpretation of the Data
In action research, it needs to look the various data sources to sustain the
result of the research. The data sources used in this study was triangulation. It
was used to know and to check whether the result of each instrument was in
line with the result of other instrument. So it could produce the validity of the
data and it could be clearly seen the accordance of the research findings.
1. Data of Observation
Based on the result of the field note and students’ result in doing
their group task and individual task it indicated that the students’
participation during the teaching and learning process of Story Mapping
54
activities gradually increase from the first cycle into the second cycle.
They became more familiar with the types of the question and knew how
to answer them in the cycle 2. They could solve the previous problem.
They became more motivate when teacher gave quiz and reward.
The improvement of students’ participation meant that the
implementation of Story Mapping technique gave a good impact of their
participation during the teaching and learning process of reading narrative
text. It successfully improved the students’ motivation because the
activities of Story Mapping technique could make the students interest to
involve in doing the activities.
2. Data of Questionnaire
The data of the pre questionnaire revealed that reading was one of
the English skills that difficult to learn. The students had difficulty in term
of getting mind idea and detail information. Students also had difficulty in
comprehending the text and understanding the message from the text.
Those problems made the students did not interest to read the text.
However, after using Story Mapping technique in understanding narrative
text, the students gave positive responses to the action. Besides, Story
Mapping technique could make the condition in the classroom more active
and made the students easier in understanding the text. It is because they
can share their opinion about the text in group. They also could help each
other in solving their problem.
3. Data of Interview
The data from the pre interview with the English teacher indicated
that the students’ ability in reading was poor because the students had
some difficulty in understanding the text, and the students’ participation in
the class was not too active. Consequently, it needed to do the innovation
in teaching and learning of reading text. The writer tried to implement
Story Mapping technique in teaching reading text. After conducting the
55
action, the English teacher gave positive responses toward the action. The
English teacher felt satisfied to the students’ improvement in
understanding the text and also students’ role in the classroom.
57
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this chapter, the writer would like to conclude what have been
discussed in the previous chapters. Before implementing the action it had
been found out that eight grade class of SMP N 245 Jakarta got low scores;
it was 40 (forty) in reading comprehension, especially in understanding
narrative text. The students still got difficulties in identifying the main idea,
the schematic structures, and plot of the story of narrative text.
Consequently, the students did not understand the text that they have read.
Based on those facts, the writer tried to use the teaching techniques that
could help the students in understanding narrative text, it was Story
Mapping. Story mapping is a visual representation of a story which provide
an overview what story talk about through a graphic or semantic map
visualization which consist of characters, setting, problem, goal, events and
resolution.1 In this technique the students are given a graphic map which
consists of schematic structures of narrative text. This graphic map helped
the students in identifying the structure of the story and main idea from the
text. Finally, the students understood the story that they read.
Beside, to prove this assumption the writer conducted a Classroom
Action Research (CAR). According to McNiff, classroom action research is
a research that is held by the teacher and the result from his research could
be used as a tool to improve the teaching skill.2
Based on the data that the writer got from the research, the
implementation of Story Mapping technique in the teaching of reading has
successfully improved the second year students’ reading comprehension in
1 Pamela J. Farris, Carol J. Fuhler, Maria P. Walter, Teaching Reading: A Balanced
Approach for Today’s Classrooms, (New York: Mc Graw-Hill Companies, Inc, 2004), p. 345 2 Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:
PT MALTA PRINTINDO), P. 8
56
57
understanding narrative text. It was also supported by the result of the
questionnaire given to the students in the end of the second cycle. After
using Story Mapping technique in teaching narrative text, the students gave
positive responses toward that action. Story Mapping technique could
overcome their difficulty in analyzing the mind idea and supporting details.
They can share their opinion in understanding what the text is about in
group. It can be concluded that Story Mapping technique could make the
condition in the classroom more interesting and make students easier in
understanding the text.
Finally, the teacher’s response about the implementation of Story
Mapping technique would be an alternative strategy in teaching reading
especially narrative text. Therefore, Story Mapping technique could improve
the students’ reading understanding in narrative text.
B. Suggestion
There are some suggestions to offer to the English teachers and the
other researchers based on the research findings, they are:
1. It is recommended that the students follow Story Mapping technique as
one of their learning strategies to practice and improve their writing
ability in narrative texts which can be done in their extracurricular
activities.
2. It is also suggested that the English teachers implement the Story
Mapping technique as an alternative strategy in teaching narrative text.
3. To the future researcher teachers, particularly those who have the same
problem and are interested in conducting research, it is suggested that
this study could be a reference.
58
BIBLIOGRAPHY
Anderson, J. Charles, Assessing Reading, New York: Cambridge University Press,
2000
Anderson, Mark., Text Types in English 2, South Yarra: Macmillan, 2003.
Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009.
Cashdan, Asher., Language, Reading, and Learning, New Jersy: University Park
Press, 1979.
Chatman, S., and B. Attebery, Reading Narrative Fiction. New York: McMillan,
1993.
Daniel Zemelman and Hyde Samuels, Reading Comprehension, New York:
Oxford University Press, 1998.
Farris, Pamela J. and Carol J. Fuhler, Teaching Reading: A Balanced Approach
for Today’s Classroom, New York: McGraw-Hill, 2004.
Harmer, Jeremy, How to Teach English, Edinburgh: Addison Wesley Longman
Limited, 1998.
Harmer, Jeremy, The Practice of English language Teaching, New York:
Longman, 1983.
Heilman, W. Arthur, Principles and Practices of Teaching Reading, United States
of America: Charles E. Meerill Publishing Company, 1967
Hornby A. S., Oxford Advanced Learner’s Dictionary of Current English, New
York: Oxford University Press, 2003.
Hudson, Thom, Teaching Second Language Reading, New York: Oxford
University Press, 2007.
Husna, Nida, Step by Step to Reading Skill, Jakarta: Faculty of Tarbiya and
Teachers’ Training Syarif Hidayatullah State Islamic University.
Kusumah, Wijaya and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,
Jakarta: PT Malta Printindo, 2009.
McDonough, Jo Christopher Shaw, Material and Method in ELT, Malden:
Blackwell Publishing, 2003
59
Murcia, Marianne Celce, Teaching Reading as a Second of Foreign Language,
Boston: Heinle & Heinle, 1991.
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran
Bahasa Inggris SMP dan MTs, Jakarta: 2003.
Soemardi, Mulyanto, Pengajaran Bahasa Asing, Jakarta: Bulan Bintang, 1975
Sudijono, Anas, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo
Persada, 2008.
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002.
60
APPENDICES
Appendix 1a: Interview for the English Teacher in the Preliminary Study
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT
MASALAH PENGAJARAN DI KELAS
1. Bagaimana proses pembelajaran bahasa Inggris di kelas?
2. Berapa standar nilai KKM untuk pelajaran Bahasa Inggris di sekolah ini bu, dan
apakah siswa dapat memenuhi standar terebut?
3. Dari empat skill didalam bahasa inggris, skill apa yang menurut siswa paling
sulit bu?
4. Activitas apa saja yang dilaksanakan didalam proses pengajaran reading?
5. Metode apa yang ibu gunakan didalam pengajaran reading?
6. Bagaimana pendapat ibu ketika ibu menggunakan metode tersebut?
7. Apa kendala yang ibu hadapi dalam pengajaran reading?
8. Bagaimana partisipasi siswa ketika pengajaran reading berlangsung?
9. Media apa saja yang pernah ibu gunakan dalam pengajaran reading?
10. Selanjutnya, jenis teks apa yang akan sarankan untuk digunakan dalam penelitian
ini?
61
Appendix 1b: The Result of Interview of the English Teacher in the Preliminary
Study
Interviewer : Abdul Aziz Mansur
Interviewee : Dra, Rita Herawati
Day/date : Tuesday, May 21st 2013
1. Bagaimana proses pembelajaran bahasa Inggris di kelas?
Untuk tingkat perhatian saat KBM berlangsung, variatif ya sebenarnya.
Contohnya untuk kelas yang regular, mereka lebih memberikan perhatian disaat
KBM berlangsung dibandingkan kelas yang unggulan. Kelas unggulan lebih
cuek, rebut dan gaduh saat KBM. Mungkin ini dikarenakan kemampuan mereka
yang ungkin bisa dibilang diatas rata-rata kelas yang lain. Disamping itu
mungkin karena mereka kebanyakan sudah ikut les-les di luar.
2. Berapa standar nilai KKM untuk pelajaran Bahasa Inggris di sekolah ini
bu, dan apakah siswa dapat memenuhi standar terebut?
Untuk kelas regular KKM nya 71, sedangkan untuk yang unggulan itu 76. Jelas
tidaklah mas, karena dikelas yang unggulan pun banyak yang tidak mencapai
KKM.
3. Dari empat skill didalam bahasa inggris, skill apa yang menurut siswa
paling sulit bu?
Kebanyakan dari mereka mendapat kesulitan di reading mas. Ya itu disebabkan
karena vocabulary yang mereka punya itu minim sekali. Tentulah mereka
mengalami kesulitan untuk memahami suatu bacaan atau teks dalam bahasa
inggris.
4. Activitas apa saja yang dilaksanakan didalam proses pengajaran reading?
Seringnya ya saya Tanya jawab dulu dengan siswa terkait dengan materi yang
akan saya ajarkan. Kemudian saya meminta mereka untuk membaca dan setelah
itu saya memberikan pertanyaan untuk memahai sejauh mana anak memahami
teks tersebut.
62
5. Metode apa yang ibu gunakan didalam pengajaran reading?
Saya menggunakan Three Phase Techniques.
6. Bagaimana pendapat ibu ketika ibu menggunakan metode tersebut?
Ya, yang saya rasakan anak lebih mudah untuk memahami.
7. Apa kendala yang ibu hadapi didalam pengajaran reading?
terbentur dengan arti itu sudah pasti. Kemudian mereka kesulitan dalam
menjawab pertanyaan dan mereka cepat bosan ya saat menemui teks-teks dalam
bahasa inggris. Apalagi kalau teks nya panjang.
8. Bagaimana partisipasi siswa ketika pengajaran reading berlangsung?
Yang paling sering terjadi ya mereka males dan ngantuk.
9. Media apa saja yang pernah ibu gunakan dalam pengajaran reading?
Saya sering menggunakan buku yang kira-kira menarik untuk mereka atau
dengan mencari cerita-cerita lainnya selain dari yang ada di buku. Terkadan
menggunakan power point.
10. Selanjutnya, jenis teks apa yang akan sarankan untuk digunakan dalam
penelitian ini?
Menurut saya baiknya narrative ya. Karena kalau teks yang lain seperti
descriptive, mereka sudah bisa atau terlalu mudah untuk mereka, mungkin itu
karena saat mereka kelas 7 pun itu sering diajarkan. Disamping itu juga karena di
ujian yang paling banyak keluar itu jenis teks narrative mas.
Jakarta, May 21st 2013
Interviewer interviewee
Abdul Aziz Mansur Dra. Rita Herawati
63
Appendix 2a: Interview for the English Teacher after Classroom Action
Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT
RESPON PENGGUNAAN STORY MAPPING
1. Bagaimana kondisi siswa ibu dalam pembelajaran reading (membaca) setelah
menggunakan Story Mapping?
2. Bagaimana kemampuan pemahaman membaca siswa ibu setelah menerapkan
Story Mapping?
3. Bagaimana partisipasi siswa ketika pembelajaran reading menggunakan Story
Mapping?
4. Kendala apa yang terlihat ketika belajar reading menggunakan Story
Mapping?
5. Menurut ibu, bagaimana cara mengatasi kendala itu?
6. Apa pendapat ibu, setelah melihat pembelajaran reading menggunakan Story
Mapping?
7. Apakah Ibu merasa lebih termotivasi dengan menggunakan Story Mapping
strategy dalam pembelajaran di kelas?
8. Menurut pendapat ibu, bagaimana activitas yang dilaksanakan dalam proses
pembelajaran reading dengan menggunakan Story Mapping?
9. Setelah melekukan pembelajaran reading dengan menggunakan Story
Mapping, menurut ibu apakah strategi Story Mapping efektif diterapkan pada
pembelajaran reading?
10. Menurut ibu, apakah strategi pengajaran Story Mapping dapat meningkatkan
kemampuan siswa dalam memahami sebuah teks?
64
Appendix 2b: The Result of Interview for the English Teacher after Classroom
Action Research
Interviewer : Abdul Aziz Mansur
Interviewee : Dra, Rita Herawati
Day/date : Friday, June 7th
2013
1. Bagaimana kondisi siswa ibu dalam pembelajaran reading (membaca) setelah
menggunakan Story Mapping?
Mereka terlihat enjoy ya selama KBM, dan lebih memberikan perhatian
selama KBM dibandingkan sebelumnya.
2. Bagaimana kemampuan pemahaman membaca siswa ibu setelah menerapkan
Story Mapping?
Awalnya sih mengalami kesulitan, tetapi setelah beradaptasi dengan tekhnik
ini Alhamdulillah lebih baik ya, itu bisa terlihat dari kemampuan mereka
menjawab pertanyaan-pertanyaan yang berkaitan dengan teks yang
diajarkan.
3. Bagaimana partisipasi siswa ketika pembelajaran reading menggunakan Story
Mapping?
Untuk kemampuan membacanya tentu saja meningkat setelah menggunakan
strategi ini. Bisa dilihat dari hasil test yang sudah diberikan. Mereka dengan
mudah dapat menentukan gagasan utama, gagasan pendukung, informasi
spesifik, dan plot of the story.
4. Kendala apa yang terlihat ketika belajar reading menggunakan Story
Mapping?
Untuk kendala mungkin di awal-awal saja ya, karena saya juga baru
menggunakan tekhnik ini. Tapi setelah kita mengetahui dan bisa beradaptasi
dengan metode ini akhirnya malah menyenangkan. Kendalanya adalah
pengenalan story mappimng ke siswa. Ini menyita waktu yang cukup banyak,
terutama penggunaanya. Misalnya bagaimana cara menuliskan ide-ide dari
teks yang sudah mereka baca ke dalam story mapping sheet. Wah itu banyak
65
sekali pertanyaan. Jadi saya otomatis mengajarkan terlebih dahuku
paraphrase, akhirnya mereka bisa juga walaupun masih banyak kekurangan
yah. Disamping itu juga saya harus sering mengulang penjelasan kembali
bagian-bagian dalam story mapping seperti apa itu, orientation,
complication, dan resolution. Itu mungkin karena mereka lupa atau belum
paham benar yah.
5. Menurut ibu, bagaimana cara mengatasi kendala itu?
6. Apa pendapat ibu, setelah melihat pembelajaran reading menggunakan Story
Mapping?
Menarik, menyenangkan, dan yang sangat terlihat jelas itu adalah belajarnya
lebih interaktif.
7. Apakah Ibu merasa lebih termotivasi dengan menggunakan Story Mapping
strategy dalam pembelajaran di kelas?
Ya, pastinya
8. Menurut pendapat ibu, bagaimana activitas yang dilaksanakan dalam proses
pembelajaran reading dengan menggunakan Story Mapping?
Ya seperti tadi menyenangkan dan komunikasi selama KBM itu terasa sekali.
Ya suasana kelas pun jadi ngga membosankan lah.
9. Setelah melekukan pembelajaran reading dengan menggunakan Story
Mapping, menurut ibu apakah strategi Story Mapping efektif diterapkan pada
pembelajaran reading?
Ya. Menurut saya efektif.
66
10. Menurut ibu, apakah strategi pengajaran Story Mapping dapat meningkatkan
kemampuan siswa dalam memahami sebuah teks?
Saya optimis bisa, dengan catatan semua pihak didalamnya serius dan
mengerti betul konsep story mapping.
Jakarta, June 7th
2013
Interviewer interviewee
Abdul Aziz Mansur Dra. Rita Herawati
67
Appendix 3a: Questionnaire for Students in the Preliminary Study
PEDOMAN KUISIONER UNTUK SISWA
PETUNJUK:
1. Beri tanda chek list (√) pada kolom yang telah disediakan sesuai dengan
pengalaman anda selama belajar bahasa Inggris dengan keterangan sebagai
berikut:
SS : Sangat Setuju TS : Tidak Setuju
S : Setuju STS : Sangat Tidak Setuju
BS: Biasa Saja
2. Jawablah dengan jujur karena jawaban yang anda berikan ama sekali tidak
mempengaruhi nilai.
3. Atas bantuan dan perhatiannya saya ucapkan terimakasih.
No Pernyataan Sikap
SS S BS TS STS
1 Saya sangat senang belajar bahasa Inggris.
2 Saya suka membaca bacaan yang berbahasa
Inggris.
3 Pelajaran bahasa Inggris adalah pelajaran yang
mudah dimengerti.
4
Dari empat skill dalam bahasa Iggris (Listening,
Speaking, Reading dan Writing) reading
(membaca) merupakan yang paling susah.
5 Saya susah memahami bacaan yang berbahasa
Inggris.
6 Setiap hari saya mempelajari ulang pelajaran
bahasa inggris di rumah.
7
Cara guru saya mengajar pada pelajaran
membaca dalam bahasa Inggris sangat
menyenangkan.
8 Saya merasa cepat bosan ketika membaca buku
yang berbahasa Inggris.
68
9
Saya tidak pernah membaca bacaan yang buku,
novel dan komik yang berbahasa iggris kecuali
di sekolah.
10 Pelajaran membaca dalam bahasa inggris
adalah pelajara yang paling tidak saya suka.
69
Appendix 3b: The Result of Questionnaire before Classroom Action Research
RECAPITULATION OF THE QUESTIONNAIRE RESULT
IN LAST CLASSROOM ACTION RESEARCH
No Questions Score Percentage
5 4 3 2 1 5 4 3 2 1
1
Saya sering
membaca buku,
komik, koran,
novel, atau
majalah yang
berbahasa
Inggris.
5 9 10 4 4 15.62 28.12 31.25 12.5 12.5
2
Saya selalu
bertanya kepada
guru atau teman
ketika
menemukan
kesulitan dalam
mempelajari
pelajaran bahasa
inggris.
6 4 15 5 2 18.75 12.5 46.88 15.62 6.25
3
Saya selalu
memperhatikan
penjelasan guru
selama kegiatan
belajar
mengajar
berlangsung.
18 7 5 2 0 56.25 21.88 56.25 6.25 0
4
Dari empat skill
dalam bahasa
Iggris
(Listening,
Speaking,
Reading dan
Writing)
reading
(membaca)
merupakan yang
paling susah
saya pahami.
5 2 13 7 5 15.62 6.25 40.62 21.88 15.62
70
5
Saya sangat
mudah
menyelesaikan
soal-soal atau
tugas yang
diberikan guru
8 7 10 5 2 25 21.88 31.25 15.62 6.25
6
Setiap hari saya
mempelajari
ulang pelajaran
bahasa inggris
di rumah.
1 4 10 10 7 3.12 12.5 31.25 31.25 21.88
7
Cara guru saya
mengajar pada
pelajaran
membaca dalam
bahasa Inggris
sangat
membantu saya
memahami
topik atau tema
yang diajarkan.
9 7 16 0 0 28.12 21.88 50 0 0
8
Saya merasa
kesulitan
memahami teks-
teks yang
berbahasa
Inggris.
15 10 4 2 1 46.88 31.25 12.5 6.25 3.12
9
Saya sangat
mudah
memahami teks-
teks narrative
yang diajarkan
guru di kelas.
2 2 3 15 10 6.25 6.25 3.12 46.88 31.25
10
Saya sangat
mudah
menyelesaikan
soal-soal yang
berkaitan
dengan teks-
3 1 15 7 6 9.37 3.12 46.88 21.88 18.75
71
teks narrative
72
Appendix 4a: Questionnaire for Students after Study
PEDOMAN KUISIONER UNTUK SISWA
PETUNJUK:
1. Beri tanda chek list (√) pada kolom yang telah disediakan sesuai dengan
pengalaman anda selama belajar bahasa Inggris dengan keterangan sebagai
berikut:
SS : Sangat Setuju TS : Tidak Setuju
S : Setuju STS : Sangat Tidak Setuju
BS: Biasa Saja
2. Jawablah dengan jujur karena jawaban yang anda berikan ama sekali tidak
mempengaruhi nilai.
3. Atas bantuan dan perhatiannya saya ucapkan terimakasih.
No Pernyataan Sikap
SS S BS TS STS
1 Saya senang Belajar bahasa Inggris dengan menggunakan
tehnik Story Mapping.
2 Saya merasa lebih mudah belajar bahasa Inggris dengan
tehnik Story Mapping.
3 Saya merasa tidak termotivasi untuk belajar bahasa
inggris dengan menggunakan tehnik Story Mapping.
4
Saya merasa lebih mudah memahami bacaan bahasa
inggris dengan tehnik Story Mapping
5 Cara guru mengajar dengan menggunakan Story
Mapping tidak menyenangkan.
6
Saya merasa pasif dan terus mengandalkan teman saat
memahami narrative text dengan menggunakan tehnik
Story Mapping.
7
Saya merasa lebih aktif dalam belajar reading terutama
narrative text dengan menggunakan tehnik Story
Mapping.
8 Saya merasa tidak nyaman belajar memahami narrative
text dengan menggunakan tehnik Story Mapping.
9
Belajar dengan tehnik Story Mapping, meningkatkan
kemampuan saya dalam memahami narrative text.
10
Belajar dengan tehnik Story Mapping tidak membantu
saya untuk mengatasai kesulitan-kesulitan dalam
memahami narrative text.
73
Appendix 4b: The Result of Questionnaire after Classroom Action Research.
RECAPITULATION OF THE QUESTIONNAIRE RESULT
IN LAST CLASSROOM ACTION RESEARCH
No Questions Score Percentage
5 4 3 2 1 5 4 3 2 1
1
Saya senang belajar bahasa Inggris
dengan menggunakan tehnik story
mapping. 5 17 9 1 0 15.6 53.1 28.1 3.1 0
2
Saya merasa lebih mudah belajar
bahasa Inggris dengan tehnik Story
Mapping. 7 13 12 0 0 21.9 40.6 37.5 0 0
3
Saya merasa tidak termotivasi untuk
belajar bahasa inggris dengan
menggunakan tehnik Story Mapping. 2 15 14 1 0 6.3 46.9 43.7 3.1 0
4
Saya merasa lebih mudah memahami
bacaan bahasa inggris dengan tehnik
Story Mapping 4 16 10 2 0 12.5 50 31.3 6.3 0
5
Cara guru mengajar dengan
menggunakan Story Mapping tidak
menyenangkan. 10 16 4 0 0 31.3 50 12.5 0 0
6
Saya merasa pasif dan terus
mengandalkan teman saat memahami
narrative text dengan menggunakan
tehnik Story Mapping.
10 10 11 1 0 31.3 31.3 34.5 3.1 0
7
Saya merasa lebih aktif dalam belajar
reading terutama narrative text
dengan menggunakan tehnik Story
Mapping.
5 15 11 0 1 15.6 46.9 34.5 0 3.1
8
Saya merasa tidak nyaman belajar
memahami narrative text dengan
menggunakan tehnik Story Mapping. 13 13 5 1 0 40.6 40.6 15.6 3.1 0
9
Belajar dengan tehnik Story
Mapping, meningkatkan kemampuan
saya dalam memahami narrative text. 4 13 13 2 0 12.5 40.6 40.6 6.3 0
10
Belajar dengan tehnik Story Mapping
tidak membantu saya untuk
mengatasai kesulitan-kesulitan dalam
memahami narrative text.
6 13 11 1 1 18.8 40.6 34.5 3.1 3.1
74
Appendix 5a: The Sample of Students’ Reading Narrative Text in Preliminary
PRE-TEST
TEXT I.
Read the text below then answer the questions 1 to 10
One Thousand Temples
One upon a time, there was a prince named Bondowoso. He was famous for
his powerful weapon, called Bandung. Therefore, Bondowoso was called Bandung
Bondowoso. Bandung Bondowoso feels in love with a beautiful princess,
Lorojonggrang. He wanted to marry her but she was not interested in him.
Lorojonggrang was afraid to refuse his proposal because Bandung Bondowoso would
destroy her kingdom if she refused.
To make things difficult for Bandung Bondowoso to marry her,
Lorojonggrang gave some requirements. She asked him to build her one thousand
temples within one night. Bandung Bondowoso had to finish them before sunrise.
Without doubt of his success, he accepted the requirements.
With the help of genies and spirits, Bandung Bondowoso almost built one
thousand temples. It was amazing how fast Bandung Bondowoso and his allies built
temples. At four o‟clock in the morning, Bandung Bondowoso had only five more
temples to build. Lorojonggrang got panic because she knew he would complete the
task.
Suddenly, Lorojonggrang had an idea. She called all the women in the
kingdom and asked them to pound rice. She also asked the men to burn a lot of wood
at the east side of the kingdom. Hearing the sound of the pounding and seeing a
bright sky, the genies and spirits were afraid. They ran away with only one more
temple to complete. They thought the morning had come.
Bandung Bondowoso was extremely angry when he found out what
Lorojonggrang had done to him. He cursed Lorojonggrang and turned into a statue.
1. Based on the text, who is the main character of the story?
a. Allies
b. Lorojonggrang and Bandung Bondowoso
c. The women
d. Genies and Spirits
2. What would Bondowoso do if Lorojonggrang refused his proposal?
a. He would Build one thousand temples
b. He would Burn a lot of wood
c. He would complete the task
d. He would destroy her kingdom
3. What did Lorojonggrang do to fail Bandung Bondowoso?
a. Bandung Bondowoso feel in love with Lorojonggrang
75
b. Bandung Bondowoso build the temples
c. Bandung Bondowoso accepted the requirements
d. She asked the woman to pound rice and the men to burn a lot of wood
4. From the text above, we know that…..
a. Bandung Bondowoso is a good person
b. Lorojonggrang is interested with Bandung Bondowoso
c. Lorojonggrang is Bandung Bondowoso‟s wife
d. Bandung Bondowoso failed to built one thousand temples
5. Based on the text above, which one of the following is stated as the complication?
a. Lorojonggrang asked the people in the kingdom to pound rice and burn the
woods
b. Bandung Bondowoso built the temples
c. Bandung Bondowoso wanted to marry Lorojonggrang
d. Lorojonggrang gave Bandung Bondowoso a requirement
6. Who did help Bandung Bondowoso to build the temples?
a. Lorojonggrang
b. Genies and Spirits
c. The woman
d. The man
7. What time did Bandung Bondowoso almost finish the last five temples?
a. At six o‟clock
b. At five o‟clock
c. At four o‟clock
d. At three o‟clock
8. Which of the following is stated as the sequence of story above?
a. Lorojonggrang gave Bandung Bondowoso some requirements
b. Bandung Bondowoso fells in love with Lorojonggrang
c. Bandung Bondowoso built one thousand temples
d. Bandung Bondowoso was angry
9. From the text above, which one of the following is stated as resolution of the story?
a. Bandung Bondowoso cursed Lorojonggrang and turned into a statue
b. Lorojonggrang got angry
c. Bandung Bondowoso built the temples
d. Bandung Bondowoso married with Lorojonggrang
10. What is the minor character from the story above?
a. Genies and Spirits
b. The woman in the Kingdom
c. Bandung Bondowoso
d. Lorojonggrang
76
TEXT 2
Read the text below then answer the questions 11 to 14
The Mouse Deer and the Crocodile
The mouse deer was a very tricky animal but he had many enemies. One of
his enemies was a crocodile. The crocodile lived in a river near a forest.
One day, the mouse deer went to the river. It was a very hot day, and he was very
thirsty and dirty. He wanted something to drink from the river and then he bathed and
splashed about in the water.
Suddenly the crocodile saw the mouse deer. “Hmm… a nice meal.” He
thought. Then, he silently crawled behind the mouse deer and grabbed him. He
caught the mouse deer‟s legs.
The mouse deer was startled and terrified as well. Then, he had an idea. He
saw a twig floating near him. He picked it up and said, “You stupid fool! So you
think you‟ve got me. You‟re biting a twig-not my leg, you, stupid crocodile! Here‟s
my leg.”
And with that, he showed the crocodile the twig. The crocodile could not see
very well. He was a very stupid creature, too. He believed the cunning mouse deer.
He freed the mouse deer‟s leg and snapped upon the twig. The mouse deer ran out of
the water immediately.
“Ha…ha…ha…”, he laughed. “I tricked you!”
11. A crocodile was the mouse deer‟s....
a. Friend
b. Enemy
c. Close friend
d. Brother
12. Following are included into the orientation of the story, EXCEPT ….
a. The mouse deer was a very tricky animal
b. The crocodile freed the mouse deer‟s leg
c. The crocodile lived in a river near a forest
d. The mouse deer splashed about in the water
13. From the text above which one the following is stated as resolution?
a. The crocodile was a very stupid creature
b. The mouse deer laughed
c. The mouse lied to the crocodile that the twig is his leg
d. The crocodile couldn‟t see very well
14. The crocodile believed the cunning mouse deer because...
a. The mouse deer was his enemy
77
b. The mouse deer was his friend
c. The crocodile was smart animal
d. The crocodile couldn‟t see very well and stupid creature
TEXT. 3
Read the text below then answer the questions 15 to 20
SURABAYA
Along time ago there were two animals, Sura and Baya. Sura was the name of
shark and Baya was a crocodile. They lived in the sea.
Once Sura and Baya were looking for some food. Suddenly, baya saw a goat.
“Yummy, this is my lunch. You are greedy” said Sura. Then they fought for the goat.
After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived in the
water and Baya lived in the land. The border was the beach, so they would never fight
again. One day, Sura went to the land and looked for some food in the river. He was
very hungry and there was not much food in the sea. Baya was very angry when he
knew that Sura broke the promise. They fought again.
They both hit each other. Sura bit Baya‟s tail. Baya did the same thing to
Sura. He bit very hard until Sura finally gave up and awent back to the sea. Baya was
happy.
15. Sura and Baya fought because.....
a. They lived together
b. They were animal
c. They want same food, it was a goat
d. They were wild animal
16. Where did Baya go after they made a border?
a. Water
b. Land
c. Sea
d. Mountain
17. What is the complication of the story according to the text above?
a. Baya was very angry because Sura broke the promise
b. Baya was happy
c. Sura was very hungry
d. They were very tired
18. What is the border between their teritory?
a. Beach
b. Sea
78
c. Land
d. Water
19. The story tells you about….
a. Sura and Baya‟s patnership
b. The happy family of Sura and Baya
c. Aggrement of Sura and Baya
d. Sura and Baya‟s fighting
20. Based on the text above, the resolution of the story is...
a. Sura was very hungry
b. Baya was very angry
c. Baya saw a goat
d. Sura gave up and awent back to sea
79
Appendix 5b : Students’ Reading Narrative Text Score in Preliminary Study
THE RESULT OF STUDENTS' READING TEXTS
IN THE PRELIMINARY STUDY
No Student‟s Name Score 1 Aghnaita A‟la Syani 50
2 Anazstasya Putri 45
3 Andhika Mulawarman 45
4 Anugrah Putri. D 70
5 Deanira Qinanty. A 55
6 Deby Abelia 75
7 Dzaki Alfarid 60
8 Fandy Wiratama. P 90
9 Farell Pramuja 80
10 Faris Ahmad Novezar 40
11 Faris Sayyidina Rechan. A 45
12 Fitri Andjani 60
13 Glady Indriyani 65
14 Ikhsan Loviandri 35
15 Irba Zahra Salsabila 75
16 Jovita Salsabila 80
17 Mahatma Bayu Oktifajri 70
18 Maulani Rachma. N 45
19 Mutia Isnaeni 70
20 Nurul Devi 70
21 Rafika Hasanah 90
22 Raihan Al Fajri 55
23 Rina Febriani 70
24 Sabda Yulisio Pratama 50
25 Satrio Tegar Pratama 60
26 Shifa Aurillya 55
27 Syawaliah 70
28 Vadya Amalia Shalsabil 40
29 Vieri Delvechio 60
30 Yara Nadya Almira 60
31 Yohana Sri Pujianti 70
32 Gusti. N Yama Adi. P 55
TOTAL 1970
MEAN 61.56
Minimum Score 35
80
Maximum Score 90
No Level Number of students Percentage
1. 71 ≥ 100 6 18.75
2. 71 ≤ 0 26 81.25
Total 32 100
81
Appendix 5a: The Sample of Students’ Reading Narrative Text in the Cycle 1
POST-TEST 1
TEXT I.
Read the text below then answer the questions 1 to 5
The story of Smart Monkey and Dull Crocodile
One day there was a monkey. He wanted to cross a river. There he asked the
crocodile to take him across the other side of the river. The crocodile agreed and told
the monkey to jump on its back. Then the crocodile swam down the river with the
monkey on his top.
Unluckily, the crocodile was very hungry, he stopped in the middle of the
river and said to the monkey, “my father got very serious injured inside his body. He
has to eat the heart of the monkey. So he will be healthy again.”
The monkey realized that he was in a dangerous situation and he had to think
hard. Then he had a good idea. He told the crocodile to swim back to the river bank.
“What for?” asked crocodile.
“Because I don‟t bring my heart,” said the monkey. “ I left it under a coconut
tress at the riverbank.”
The crocodile agreed and turned around. He swam back to the bank of the
river. As soon as they reached the riverbank, the monkey jumped off the crocodile‟s
back. Then he climbed up to the top of a tree.
“Where is your heart?” asked the crocodile.
“You are foolish.” Said the monkey to the crocodile. “Now I am free and I
have my heart with me.”
1. The monkey told the crocodile that he left his heart........
a. On the top of a tree
b. Under a coconut tree
c. On the crocodile‟s back
d. At the other side of the river
2. Based on the text above, which following stated as resolution?
a. Monkey wanted to cross a river
b. The crocodile swam down the river
c. Monkey told the crocodile to swim back to the river bank
d. The crocodile was very hungry
3. From the text above, which is following stated as sequence of events?
a. The monkey wanted to cross the river
b. The monkey told the crocodile to swim back the river
82
c. The crocoldile swim back the river
d. The monkey climbed up to the tree
4. The monkey asked the crocodile to swim back to the river bank because the
monkey...
a. Tought that he was in danger
b. Didn‟t bring his heart with him
c. Wanted to take his heart
d. Wanted to cross the river
5. From the text above, which following stated as orientation?
a. The monkey asked the crocodile to take him across the river
b. The crocodile agreed and turn around
c. The monkey told the crocodile to swim back to the riverbank
d. The crocodile was very hungry
TEXT 2.
Read the text below then answer the questions 6 to 10
Farmer and a Box
Once time, there was a poor farmer. He lived with his wife. One day, he dug
up his field and found a big box. He then kept in their house. One sunny morning, his
wife dropped an apple in the box. Suddenly the box begun filled with apples. No
matter how many apples were taken out, more apples took place in the box.
One day, the farmer dropped a gold coin into the box. At once, apples
disappeared and the box begun filled up with gold coins. Soon the farmer became
rich.
Having hear that his son got rich, the farmer‟s father visited the couple. His father
was not very strong. He couldn‟t go out to work anymore. So the farmer asked his old
father to help him take the gold coins out of the box.
His father worked hard, took the gold coins out of the box. When he told that
he was very tired and wanted to have a rest, the farmer shouted at him; “Why are you
so lazy? Why can‟t you work harder?. The old man said nothing and continued to
work. Suddenly the old man fell into the box, he died.
At once the gold coins disappeared and the box begun filled up with dead
man. The farmer had to pull out and burried. To do this, the farmer had to spend all
the money which he had collected before. When he had used up all his money, the
boxs broke. The farmer was just as poor as before.
6. What did the farmer find when he dug up his filed?
a. An apple
b. Gold
83
c. The box
d. The coins
7. According to the text above, which following stated as complication?
a. The farmer shouted his father because he couldn‟t work harder
b. The boxs broke
c. The farmer became poor again
d. His father worked hard
8. What is the moral message from the text above?
a. Be a hard worker
b. Be a strong man
c. Do not be arrogant to other people but respect them
d. Be a rich man
9. From the text above, we know that the farmer was...
a. a richman
b. a strong man
c. a bad son
d. a good person
10. What is the resolution according to the text above?
a. The farmer became a richman
b. The farmer became a poor man as before
c. The farmer dug up his field
d. The farmer took the gold coins into the box
TEXT 3.
Read the text below then answer the questions 11 to 15
The cap seller and the monkey
Once, a cap seller was passing through a jungle. He was very tired and nedded
to rest. Then, he stopped and spread a cloth under a tree. He placed his bag full of
caps near him and lay down with his cap on his head. The cap seller had a sound
sleep for one hour.
When he got up, the first thing he did was to look into his bag. He was startled
when he found all his caps were not there. When he looked up the sky, he was very
surprised to see monkeys sitting on the branches of a tree, each of the monkeys is
wearing a cap of on its head. They had evidently done it to imitate him. He decided to
get his caps back by making a humble request to the monkeys.
84
In return, the monkeys only made faces of him. When he begun to make
gesture, the monkeys also imitated him. At least he found a clever idea. “ Monkeys
are a great imitator.” He tought.
So he took off his own cap and threw it down non the ground. And as he had
expected, all trhe monkeys took off the caps and threw the caps down on the ground.
Quickly, he stood up and collected the caps, put them back into his bag and went
away.
11. Where did the cap seller take a rest?
a. On the branches of a tree
b. Jungle
c. Tree house
d. Under the tree
12. Based on the text above which following stated as complication?
a. The cap seller slept for one hour
b. The cap seller was startled when he found all his caps lost
c. The monkey imitated a cap seller
d. The cap seller had a sound sleep
13. When the cap seller got up, he was surprised because...
a. The monkeys was sitting on the branch and wearing his caps
b. The monkeys took his caps
c. The monkeys had a sound sleep
d. The monkey collected the caps
14. What is the resolution acoording to the text above?
a. The cap seller took a rest
b. The monkeys imitated the cap seller
c. The cap seller made a humble request
d. The monkeys sat on the branch
15. From the text above, which is following stated as orientation?
a. Cap seller was passing through a jungle
b. The monkeys made faces of him
c. Monkeys are a great imitator
d. The cap seller slept under the tree
85
TEXT 4.
Read the text below then answer the questions 16 to 20
Bawang Merah Bawang Putih
There were a girl nameed Bawang Putih, she lived with her step mother and
her step sister named Bawang Merah. Bawang Putih‟s life was sad. Her step mother
and her step sister tretaed Bawang Putih badly and always asked her to do all the
household chores.
One morning, Bawang Putih was washing some clothes in a river.
Accidentally, her mother‟s clothes fell down to the river. Finally she met an old
woman. The old woman returned the clothes. She also gave Bawang Putih a small
pumpkin. At home, suddenly Bawang Putih and her step mother and step sister were
surprised. Inside the pumpkins they found jewelries. “Bawang Merah, hurry up. Go to
the river then found the old woman and took big pumpkin. They were screaming.
There were a lot of snakes inside the pumpkin!
Finally both of them realized their mistakes. They apologized and Bawang
Putih forgave them.
16. What is the story about?
a. Malin Kundang
b. Bawang Putih & Bawang Merah
c. Sangkuriang
d. Tangkuban Perahu
17. Who is Bawang Merah?
a. Bawang Putih‟s mother
b. Bawang Putih‟s step sister
c. The old woman
d. The pumpkin‟s owner
18. Who gave the clothes back to Bawang Putih
a. The old woman
b. Bawang merah
c. Her Step mother
d. River
19. Why were Bawang Merah and mother screaming?
a. They found jewelries
b. Mother‟s clothes fell down to the river
86
c. Both of them realized their mistakes
d. There were a lot of snakes inside the pumpkin
20. Why did Bawang Merah and mother say apologize to Bawang Putih?
a. They found jewelries
b. Mother‟s clothes fell down to the river
c. Both of them realized their mistakes
d. There were a lot of snakes inside the pumpkin
87
Appendix 5b : Students’ Reading Narrative Text Score in Cycle 1
THE RESULT OF STUDENTS' READING TEKS
IN THE POST-TEST 1
No Student‟s Name Score 1 Aghnaita A‟la Syani 60
2 Anazstasya Putri 55
3 Andhika Mulawarman 60
4 Anugrah Putri. D 75
5 Deanira Qinanty. A 70
6 Deby Abelia 80
7 Dzaki Alfarid 70
8 Fandy Wiratama. P 100
9 Farell Pramuja 85
10 Faris Ahmad Novezar 50
11 Faris Sayyidina Rechan. A 50
12 Fitri Andjani 70
13 Glady Indriyani 75
14 Ikhsan Loviandri 50
15 Irba Zahra Salsabila 80
16 Jovita Salsabila 90
17 Mahatma Bayu Oktifajri 75
18 Maulani Rachma. N 55
19 Mutia Isnaeni 75
20 Nurul Devi 75
21 Rafika Hasanah 100
22 Raihan Al Fajri 65
23 Rina Febriani 80
24 Sabda Yulisio Pratama 65
25 Satrio Tegar Pratama 65
26 Shifa Aurillya 60
27 Syawaliah 75
28 Vadya Amalia Shalsabil 45
29 Vieri Delvechio 65
30 Yara Nadya Almira 60
31 Yohana Sri Pujianti 75
32 Gusti. N Yama Adi. P 60
TOTAL 2205
MEAN 68.90
Minimum Score 45
88
Maximum Score 100
No Level Number of students Percentage
1. 71 ≥ 100 14 43.75
2. 71 ≤ 0 18 56.25
Total 32 100
89
Appendix 7a: The Sample of Students’ Reading Narrative Text in the Cycle 2
POST-TEST 2
TEXT I.
Read the text below then answer the questions 1 to 5
A Clever Man and His Donkey
A man with his donkey carrying two sacks of wheat was on his way to the
market. After a little while he was tired and they rested under a tree.
When he woke up fron his nap he could not see the donkey and started
searching for the donkey everywhere. On the way he met a boy, he asked the boy,
“have you seen my donkey?” The boy asked, “Is the donkey‟s left eye blind, his right
foot lame and is he carrying a load of wheat?” the man was happy and said, “Yes,
exactly! Where have you seen it?” the boy answered “I haven‟t seen it.” This made
the man very angry and he took the boy to the village chief for punishment.
The judge asked, “Dear boy, if you had not seen the donkey, how could you
describe it?” The boy answereed, “I saw the tracks of a donkey and the right and left
tracks were different from this. I understood that the donkey that passed there was
limping. And the grass on the right side of the road was eaten but the grass on the left
was not. From that I understood that his left eye was blind. There were wheats seeds
scattered on the ground and I understood that he must have been carrying a load of
wheat. The judge understood the boy‟s cleverness and told the man to forgive the
boy.
1. The text shows that the boy knew about the donkey based on …
a. the clues that he saw.
b. the words which people said.
c. the report made by passers by.
d. the people who told him.
2. According to text above which is following stated as orientation?
a. the judge understood the boy‟s cleverness
b. the man took the boy for punishment
c. a man with his donkey rested under a tree
d. the man was angry
3. What lesson can we learn from telling the story?
a. Punishment should be done as soon as possible.
b. Law enforcement must be done to everyone.
c. We should not jump into conclusion quickly.
d. We must not be little people especially children
4. “Is the donkey‟s left eye blind, his right foot lame and is he carrying a load of
wheat?” The underlined word means that the donkey‟s right foot was…
a. very strong.
90
b. unable to walk.
c. very weak.
d. all right.
TEXT II.
Read the text below then answer the questions 5 to 9
An ant went to the river for a drink. The water rushed so fast that he was
washed off from the bank into the river.
“I shall drown.”he cried. “Help! Help! Help!” but his voice was so tiny that it
couldn‟t be heard. A dove perched on a tree hanging over the water. She saw the ant
struggling and quickly bit off a leaf and let it fall into the water. The ant climbed
upon it and floated down the river, until the leaf was washed upon the bank of the
river.
The ant called out in its tiny voice. “Thank you kind dove, you haved save my
life, „but of course the dove couldn‟t hear him.
Several day afterwards, the dove again perched on the tree, a hunter crept up
stealthily to the tree. His gun was pointed at the dove and ge was about to school,
when he was beaten on the leg by an ant.
He screamed in pain and dropped his gun. This frightened the dove and she
flew away. “Thank you, kind ant,” coed the dove. The and heard it and was happy
that he could help her.
5.Who would drown?
a. the dove
b. the hunter
c. the leaf
d. the ant
6. Who saved the dove‟s life?
a. The dove
b. The hunter
c. The leaf
d. The ant
7. What is the major character from the story above?
a. An ant and dove
b. The dove
c. The hunter
d. The leaf
91
8. What can we learn from the story?
a. thanking each other for kindness is dangerous
b. helping each other is the best way in life
c. supporting each other in a crime is good
d. sharing each other makes a wealthy life
9. What is the main idea of the third paragraph?
a. The ant struggling for its life
b. The dove saving the ant‟s life
c. The ant drawning in the river
d.The floating ant
TEXT III.
Read the text below then answer the questions 10 to 15
Raden Putra was the king of Jenggala Kingdom. He had a beautiful queen and
a beautiful mistress. The mistress planned to make the queen leave the palace, so she
could be the new queen. The mistress told the King that the queen wanted to poison
him. The King was very angry. He sent the pregnant quenn to a jungle as a
punishment.
After sevral months lived in the jungle, the queen gave birth to a healthy baby
boy. She named him Cindelaras. He grew up as a nice, healthy, and handsome young
man. One day, while Cindelaras helped her mother to collect some firewoods, an
angel dropped an egg. He took the egg and carefully took care of it. The egg hatched
into a chick and then it become a strong rooster. The rooster had a magical power and
skillful in fighting. Besides that, the rooster could also sing.
One day, the rooster sang, “My master is Cindelaras. He lives in the jungle.
His father is a King. His name is Raden Putra.”
Cindelaras heard that song and talked to his mother about it. His mother told
him the whole story. Cindelaras was very surprised. He decided to go to the palace to
meet the King, his father. He brought his rooster with him.
10.Cinderellas and his father lived in a…
a. Jail
b. Jungle
c. Palace
d. Village
11. From the text above, we know that…
a. the rooster can‟t sing a song
b. the king put the queen into the jail
c. the mistress was a kind and lovely woman
d. cindelaras‟ rooster was very good in fighting
92
12. What is the sequence of event from the story above?
a. The King sent the pregnant queen to the jungle
b. Cindelaras heard a song
c. Cindelaras brought his rooster to the palace
d. Cindelaras was very surprised
13. Why did the mistress tell the King that the queen wanted to poison him?
a. The queen was pregnant
b. The mistress wanted to be a queen
c. The queen was ugly
d. The mistress loved the King
14. The writer wrote the text to…
a. entertain the reader
b. tell his/her experience
c. describe jungle in general
d. inform about Jenggala Kingdom
TEXT III.
Read the text below then answer the questions 15 to 16
The Legend of Bukit Kelam
Long time ago in Sintang Regency West Kalimantan, there lived a man that
was very strong. The people called him Bujang Beji. With his strong body, he could
move and lift everything easily. All.
One day, he wanted to go to firmament so that he made a hill by lifting stones
and soil. Day by day, the stones and soil were piled up and nearly reached the sky.
Those materials had already formed a very big hill. “If I got the sky, I will meet the
Gods and disturb their kingdom, “he said to himself arrogantly. But, the Gods had
already known Bujang Beji‟s bad plan and they didn‟t want that happen. So, before
the hill reached the sky a few meters, the Gods destroyed it. When Bujang Beji
worked hard for his purpose. The sinew of their rattan bags were cut down and all
stones collapsed.
Finally, the hill dammed up the Kapuas River and now the people called it
Bukit Kelam.
15.From the text above, we know that Bujang Beji is…
a. a good person
b. handsome
c. arrogant
d. humble
16. According to the text above which following stated as complication?
a. Bujang Beji lived in West Kalimantan
93
b. The Gods destroyed Bujang Beji‟s plan
c. Bujang Beji made a hill
d. Bujang Beji has a strong body
17. Where did Bujang Beji live?
a. West Sumatera
b. West Kalimantan
c. West Java
d. North Kalimantan
18. What did the material use by Bujang Beji to make a hill?
a. Rattans
b. Woods and stones
c. Metals
d. Stones and soil
19. What is the orientation based on the story above?
a. Bujang Beji wanted to go to firmanent
b. Hill damn up the Kapuas river
c. Bujang Beji could move and live everything easily
d. The Gods had already known Bujang Beji‟s bad plan
20. Based on the text above which following stated as resolution?
a. Bujang Beji made a hill
b. All stones collapsed and the hill damned up the Kapuas river
c. Bujang Beji could move and lift everything easily
d. The stones and soil were piled up
94
Appendix 7b: Students’ Reading Narrative Text Score in Cycle 2
THE RESULT OF STUDENTS' READING TEKS
IN THE POST-TEST 2
No Student‟s Name Score 1 Aghnaita A‟la Syani 80
2 Anazstasya Putri 75
3 Andhika Mulawarman 75
4 Anugrah Putri. D 75
5 Deanira Qinanty. A 75
6 Deby Abelia 85
7 Dzaki Alfarid 80
8 Fandy Wiratama. P 100
9 Farell Pramuja 85
10 Faris Ahmad Novezar 60
11 Faris Sayyidina Rechan. A 65
12 Fitri Andjani 75
13 Glady Indriyani 80
14 Ikhsan Loviandri 65
15 Irba Zahra Salsabila 90
16 Jovita Salsabila 100
17 Mahatma Bayu Oktifajri 80
18 Maulani Rachma. N 75
19 Mutia Isnaeni 80
20 Nurul Devi 75
21 Rafika Hasanah 100
22 Raihan Al Fajri 75
23 Rina Febriani 90
24 Sabda Yulisio Pratama 75
25 Satrio Tegar Pratama 75
26 Shifa Aurillya 65
27 Syawaliah 80
28 Vadya Amalia Shalsabil 50
29 Vieri Delvechio 75
30 Yara Nadya Almira 65
31 Yohana Sri Pujianti 80
32 Gusti. N Yama Adi. P 75
TOTAL 2480
MEAN 77.5
Minimum Score 50
95
Maximum Score 100
No Level Number of students Percentage
1. 71 ≥ 100 26 81.25
2. 71 ≤ 0 6 18.75
Total 32 100
96
Appendix 8: The Students’ Field Notes in Pre-Observation
FIELD NOTES
Action : Pre-observation
Day/Date : May 21st 2013
Time : 09.40 – 11.00 WIB
Theme / Sub theme : The Schematic Structure of Narrative Text
Title : Surabaya
I. Good points
From the students‟ side
Some students paid attention to the teacher‟s explanation
Some students were interested with the story
From the teacher‟s side
The teacher gave the clear explanations to the students.
The teacher gave the clear directions when he gave the assignments for
the students
II. Things to consider
From the students‟ side
Students need to master their vocabulary
Students need to know the schematic structure of narrative text
Students should have given chance to be active in the teaching learning
process
From the teacher‟s side
Teacher should manage the time as good as possible. In order to make it
be more efficient.
Teacher should ask the students to bring the dictionary.
Observer
Dra. Rita Herawati
97
Appendix 9: The Students’ Field Notes in Field Notes in the First Action of First
Cycle
FIELD NOTES
Action : 1st / 1
st Cycle
Day/Date : May 24st 2013
Time : 09.40 – 11.00 WIB
Theme / Sub theme : The Schematic Structure of Narrative Text
Title : The Smartest Parrot, the Crocodile and the Mouse
Deer
III. Good points
From the students‟ side
Some students paid attention on the teacher‟s instructions.
Some students have tried to identify the schematic structure of narrative
text.
From the teacher‟s side
The teacher gave clear explanations about the schematic structure of
narrative text to the students.
IV. Things to consider
From the students‟ side
Students need to enhance their vocabulary.
Students should be able to find the keywords in each paragraph.
Students should work and discuss together with their group.
From the teacher‟s side
Teacher should manage the time as good as possible. In order to make it
be more efficient.
Teacher should explain how to find the keywords to the students.
Teacher should make the procedure of grouping be more simple, so the
class would not waste too long time just for finding the group.
Observer
Dra. Rita Herawati
98
Appendix 10: The Students’ Field Notes in Field Notes in the Second Action of
First Cycle
FIELD NOTES
Action : 2nd
/ 1st Cycle
Day/Date : May 28th
2013
Time : 09.40 – 11.00 WIB
Theme / Sub theme : The Schematic Structure of Narrative Text
Title : Beauty and the Beast
V. Good points
From the students‟ side
Some students could identify some schematic structures of narrative text.
Some could answer the questions about the story.
From the teacher‟s side
Teacher gave clear explanations about the schematic structures of
narrative text.
VI. Things to consider
From the students‟ side
Students need to be more confident to organize the schematic structure of
narrative text.
From the teacher‟s side
Teacher should give the clear explanation how to organize the idea of
orientation, complication, and resolution of the story into story mapping.
Observer
Dra. Rita Herawati
99
Appendix 11: The Students’ Field Notes in Field Notes in the First Action of
Second Cycle
FIELD NOTES
Action : 1st / 2
nd Cycle
Day/Date : May 31st 2013
Time : 09.40 – 11.00 WIB
Theme / Sub theme : The Schematic Structure of Narrative Text
Title : Why do Hawks Hunt Chicks?, A Farmer and his Son
VII. Good points
From the students‟ side
Most of students participated in the discussion
Most of Students were very motivated to work together and helped each
other in order to be the best group.
From the teacher‟s side
Teacher gave good motivation to the students.
Teacher guided and controlled the class very well.
VIII. Things to consider
From the students‟ side
Students were noise.
Students need more time to do presentation with their group.
From the teacher‟s side
Teacher should go around the class to handle the students‟ noise.
Observer
Dra. Rita Herawati
100
Appendix 12: The Students’ Field Notes in Field Notes in the Second Action of
Second Cycle
FIELD NOTES
Cycle/Meeting : 2nd
/ 2nd
Cycle
Day/Date : June 7th
2013
Time : 09.40 – 11.00 WIB
Theme / Sub theme : The Schematic Structure of Narrative Text
Title : Sangkuriang
IX. Good points
From the students‟ side
Most of students could answer the questions according to the text.
Some students could identify the keywords in each paragraph of the story.
From the teacher‟s side
Teacher could explain the schematic structure of narrative text clearly.
Teacher could motivate the students to organize the idea of orientation,
complication, and resolution of the story into story mapping sheet.
X. Things to consider
From the students‟ side
Work quickly and save the time
From the teacher‟s side
Motivate the students to be more active.
Observer
Dra.Rita Herawati
101
Appendix 13: Lesson Plan in the First Cycle
LESSON PLAN
CYCLE 1 OF CAR
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
READING I. IDENTITAS
Sekolah : SMP N 245 Petukangan Utara, Jakarta Selatan
Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan)
Semester : Genap
Tema : What do you usually do in your free time?
Aspek/skill : Reading
Alokasi Waktu : 2 x 40 Menit
Jenis Teks : Narrative
Tahun Pelajaran : 2012/2013
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam esei pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Membaca
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi
yang berterima yang berkaitan dengan lingkungan sekitar.
IV. INDIKATOR
Siswa dapat:
Mengidentifikasi gagasan utama dalam teks narrative
Mengidentifikasi langkah retorika (schematic structure) teks narrative
Mengidentifikasi informasi rinci (specific) dalam teks narrative
Berperan aktif selama kegiatan belajar mengajar berlangsung
102
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi gagasan utama dalam teks narrative
Mengidentifikasi langkah retorika (schematic structure) teks narrative
Mengidentifikasi informasi rinci (specific) dalam teks narrative
Berperan aktif selama kegiatan belajar mengajar berlangsung
VI. MATERI PEMBELAJARAN
Vocabulary items related to
Monologue short texts in the form of descriptive
NARRATIVE TEXT
A. SCHEMATIC STRUCTURE OF NARRATIVE TEXT
Orientation
In this part is about the opening paragraph where the characters of the
story are introduced.
Complication
In this part shows that the problems in the story developed
Sequence of Events
In this part shows that the characters react to the complication
Resolution
In this part shows that the problems or conflicts are solved
Coda
This is the last part where the moral of the story is given
B. GRAMMATICAL FEATURES OF NARRATIVE TEXT
Nouns
Adjective
Verbs
Time Words
103
Part A.
Please read the story below then write down the simple past
tense in this story!
The Smartest Parrot
Once upon time, a man had a wonderful
parrot. There was no other parrot like it. The
parrot could say every word, except one word.
The parrot would not say the name of the place
where it was born. The name of the place was
Catano.
The man felt excited having the smartest
parrot but he could not understand why the
parrot would not say Catano. The man tried to
teach the bird to say Catano however the bird
kept not saying the word.
At the first, the man was very nice to the
bird but then he got very angry. “You stupid
bird!” pointed the man to the parrot. “Why can‟t
you say the word? Say Catano! Or I will kill
you” the man said angrily. Although he tried
hard to teach, the parrot would not say it. Then
the man got so angry and shouted to the bird
over and over; “Say Catano or I‟ll kill you”. The
bird kept not to say the word of Catano.
One day after he had been trying so any
ties to make the bird say Catano, the man really
got very angry. He could not bear it. He picked
the parrot and threw it into the chicken house.
There were four old chickens for next dinner
“You are as stupid as the chickens. Just stay
with them” said the man angrily. Then he
continued to humble; “You know, I will cut the
chicken for my meal. Next it will be your turn, I
will eat you too, stupid parrot”. After that he left
the chicken house.
Orientation
Telling who and
where
Complication
The triggers a
series of event
Sequence of
events
Where the
characters react
to the
complications
Resolution
In which the
problem from
the
complication
is solved
104
The next day, the man came back to the
chicken house. He opened the door and was
very surprised. He could not believe what he
saw at the chicken house. There were three
death chickens on the floor. At the moment, the
parrot was standing proudly and screaming at
the last old chicken; “Say Catano or I‟ll kill
you”.
Please answer these questions based on the story above!
1. What is the word that the parrot couldn‟t say?
2. Why did the man get angry to the parrot?
3. Where was the parrot born?
4. Where does the main complication take place?
5. What is the message or moral value that we can take from
the story above?
Part B.
Please read the story below then write down the schematic
structure from this story into the story mapping sheet by your
own words!
Why Do Hawks Hunts Chicks?
Once upon a time, a hawk fell in love with a hen. The hawk
flew down from the
sky and asked the hen, “Will you marry me?”
The hen loved the brave, strong hawk and wished to marry
him. But she said, “I cannot fly as high as you can. If you give me
time, I may to fly as high as you. Then we can fly together.”
The hawk agreed. Before he went away, he gave the hen a ring.
“This is to show that you have promised to marry me, “said the hawk.
It so happened that the hen already promised to marry a
rooster. So, when the rooster saw the ring, he became very angry.
“Throw that ring away at once!” shouted the rooster. Then he was so
frightened at the rooster‟s anger that she threw away the ring
immediately.
Coda, that gives
the moral to the
story
105
When the hawk came a few months later, the hen told him the
truth. The hawk was so furious that he cursed the hen, “Why didn‟t
you tell me earlier? Now, you‟ll always be scratching the earth, and
I‟ll always be flying above to catch your children,” said the hawk.
VII. METODE PEMBELAJARAN
Three-phase technique
VIII. LANGKAH - LANGKAH KEGIATAN
KEGIATAN
Waktu Aspek / skill
( menit ) Yang di
kembangkan
I. Kegiatan awal :
Greeting (memberi salam dan
tegur sapa)
Tanya jawab berbagai hal terkait
kondisi siswa
Brainstorming dengan memberi
pertanyaan yang berhubungan
dengan tema.
II. Kegiatan Inti :
Guru memberikan siswa contoh
text narrative.
Guru meminta siswa membaca
dalam hati.
Guru menjelaskan schematic
structure tentang text narrative
yang diberikan.
Guru meminta siswa menjawab
pertanyaan yang berkaitan dengan
teks
Guru meminta siswa menuliskan
langkah-langkah retorika atau
schematic structure yang sudah
tersusun ke dalam lembar story
mapping dengan menggunakan
kata-kata sendiri.
Guru membagi siswa dalam home
group (4 orang setiap kelompok).
Guru meminta siswa berdiskusi
10
Menit
60
Menit
Menyiapkan diri
siswa sebelum
masuk materi
Siswa dapat
mengenal teks
narrative,
mengidentifikasi isi
teks, dan menjawab
pertanyaan tentng
teks narrative
106
tentang hasil kerjanya tentang
certita yang sudah tertulis didalam
story mapping tersebut dengan
teman kelompoknya
III. Kegiatan akhir :
Guru meninjau kembali tentang
kegiatan yang telah dilakukan di
dalam kelas.
Guru menanyakan kepada siswa
tentang kesulitan-kesulitan yang
dihadapi siswa
Guru memberikan tugas kepada
siswa berkaitan dengan materi
yang telah diajarkan
10
Menit
Feed back dan
reinforcement
IX. SUMBER BELAJAR & MEDIA BELAJAR:
A. Sumber Belajar
Buku teks (Firmansyah Diyata,” Stepping More”, Penerbit CV.
Regina, 2005, Jakarta).
Buku LKS (Program Edukasi Efektif “ Bahasa Inggris”, Penerbit
Swadaya Murni, 2008, Jakarta)
Kurikulum KTSP Bahasa Inggris kelas VIII
Silabus SMP Kelas VIII
B. Media Belajar
Script teks yang terlampir.
Story Mapping Sheets
X. PENILAIAN
A. Teknik : Tes Tulis
B. Bentuk : Tertulis.
C. Instrumen : Terlampir
XI. PEDOMAN PENILAIAN
Nilai siswa = Skor prolehan X 100, Max. score: 100
Skor siswa
107
Mengetahui Jakarta, 24 Mei 2013
Observer Researcher
Dra. Rita Herawati Abdul Aziz Mansur
108
Appendix 14: Lesson Plan in the Second Cycle
LESSON PLAN
CYCLE 2 OF CAR
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
READING XII. IDENTITAS
Sekolah : SMP N 245 Petukangan Utara, Jakarta Selatan
Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan)
Semester : Genap
Tema : What did you do yesterday?
Aspek/skill : Reading
Alokasi Waktu : 2 x 40 Menit
Jenis Teks : Narrative
Tahun Pelajaran : 2012/2013
XIII. STANDAR KOMPETENSI
Membaca
Memahami makna dalam esei pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar.
XIV. KOMPETENSI DASAR
Membaca
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi
yang berterima yang berkaitan dengan lingkungan sekitar.
XV. INDIKATOR
Siswa dapat:
Mengidentifikasi gagasan utama dalam teks narrative
Mengidentifikasi langkah retorika (schematic structure) teks narrative
Mengidentifikasi informasi rinci (specific) dalam teks narrative
Berperan aktif selama kegiatan belajar mengajar berlangsung
109
XVI. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi gagasan utama dalam teks narrative
Mengidentifikasi langkah retorika (schematic structure) teks narrative
Mengidentifikasi informasi rinci (specific) dalam teks narrative
Berperan aktif selama kegiatan belajar mengajar berlangsung
XVII. MATERI PEMBELAJARAN
Vocabulary items related to
Monologue short texts in the form of descriptive
NARRATIVE TEXT
C. SCHEMATIC STRUCTURE OF NARRATIVE TEXT
Orientation
In this part is about the opening paragraph where the characters of the
story are introduced.
Complication
In this part shows that the problems in the story developed
Sequence of Events
In this part shows that the characters react to the complication
Resolution
In this part shows that the problems or conflicts are solved
Coda
This is the last part where the moral of the story is given
D. GRAMMATICAL FEATURES OF NARRATIVE TEXT
Nouns
Adjective
Verbs
Time Words
110
Part A.
Please read the story below then write down the simple past
tense in this story!
Two Travelers and a Big Tree
Once, two men traveled on a dusty and
rough road that had no trees on its sides. They
were walking to a distant village during day
light to attend a wedding feast.
The summer sun was so hot that they
were sweating a lot
They looked for a shady tree for shelter
from the sun. after some time, they saw a big
old tree with thick, green leaves and branches
spread far and wide thick, green leaves and
branches spread far and wide like a big
umbrella. They made the tree a shelter, put their
small bundles on the ground and stretched
themselves out in the cool shadow of the tree.
They felt relieved and rested for a while, talking
about the wedding feast.
After about an hour, one of the travelers
said to his friends, “look! What a useless ugly
old tree! So big and yet it bears no fruits at all”
On hearing this, the tree felt insulted.
Angrily, it yelled, “You, ungrateful man! You
are enjoying my cool shadow and using it for a
shelter, yet you call me useless and ugly! Can
there be a more wretched creature than you? So
now, get up and get away from here!”
Feeling scared that a tree could talk, the
two men ran away in horror.
Orientation
Complication
Resolution
Complication
Resolution
Re-orientation
111
Please answer these questions based on the story above!
1. What is the tree look like according to the text above?
2. Why did the tree feel insulted?
3. Why did the men decide to take a rest in their trip?
4. Where did the complication take place based on the
story above?
5. What did the man feel and do after the tree got angry?
Part B.
Please read the story below then write down the schematic
structure from this story into the story mapping sheet by your
own words!
SANGKURIANG
Once upon a time in west java, Indonesia lived a wise king
who had a beautiful daughter. Her name was Dayang Sumbi. She liked
weaving very much. Once she was weaving a cloth when one of her
tool fell to the ground. She was very tired at the time so she was too
lazy to take it. Then she just shouted out loud.
She shouted “Anybody there? Bring me my tool. I will give
you a special present. If you are female, I will consider you as my
sister. If you are male, I will marry you”
Suddenly a male dog, its name was Tumang, came. He brought
her the faliing tool. Dayang Sumbi was very surprised. She regretted
her words but she couldn‟t deny it. So she had to marry Tumang and
leave her father. Then they lived in a small village. Several months
later they had a son. His name was Sangkuriang. He was a handsome
and healthy boy. Sangkuriang liked hunting very much. He often went
to the forest using his arrow. When he went hunting Tumang always
with him. In the past there were many deer in Java so sangkuriang
often hunted for deer.
One day Dayang Sumbi wanted to have deer‟s heart so she
asked Sangkuriang to hunt for a deer. Then Sangkuriang went to the
112
forest with his arrow and his faithful dog Tumang. But after several
days in the wood Sangkuriang could not find any deer. They were all
disappeared. Sangkuriang was exhausted and desperate. He didn‟t
want to disappoint her mother so he killed Tumang. He didn‟t know
that Tumang was his father. At home he gave Tumang‟s heart to her
mother. But dayang Sumbi knew that it was Tumang‟s heart. She was
so angry that she could not control her emotion. She hit Sangkuriang
at his head. Sangkuriang was wounded. There was a scar in his head.
She also repelled her son. Sangkuriang left her mother in sadness.
Many years passed and Sangkuriang became a strong young man. He
wandered everywhere. One day he arrived at his own village but he
didn‟t realize it. There he met Dayang Sumbi. At the time Dayang
Sumbi was given an eternal beauty by God sho she stayed young
forever. Both of them did not know each other. So they fell in love and
then they decided to marry.
But then Dayang Sumbi recognized a scar on his
Sangkuriang‟s head. She knew that Sangkuriang was his son. It was
impossible for them to marry. She told Sangkuriang but Sangkuriang
did not believe her. He wished that they marry soon. So Dayang
Sumbi gave a very difficult condition. She wanted Sangkuriang to
build a lake and a boat in one night! She said she needed that for
honeymoon. Sangkuriang agreed. With the help of genie and spirits
Sangkuriang tried to build them. By midnight he had finished the lake
by building a dam in Citarum river. Then he started building the boat.
It was almost dawn when he nearly finished it. Meanwhile Dayang
Sumbi kept watching on them. She was very worried when she knews
this. So she made lights in the east. Then the spirits thought that it was
already dawn. It was time for them to leave. They left Sangkuriang
alone. Without their help Sangkuriang could not finish the boat.
Sangkuriang was very angry. He kicked the boat. Then the boat
turned out to be mount Tangkuban Perahu. It means boat upside down.
From a distant it looks like a boat upside down.
XVIII. METODE PEMBELAJARAN
Three-phase technique
XIX. LANGKAH - LANGKAH KEGIATAN
113
KEGIATAN
Waktu Aspek / skill
( menit ) Yang di
kembangkan
II. Kegiatan awal :
Greeting (memberi salam dan
tegur sapa)
Tanya jawab berbagai hal terkait
kondisi siswa
Brainstorming dengan memberi
pertanyaan yang berhubungan
dengan tema.
II. Kegiatan Inti :
Guru memberikan siswa contoh
text narrative.
Guru meminta siswa membaca
dalam hati.
Guru menjelaskan schematic
structure tentang text narrative
yang diberikan.
Guru meminta siswa menjawab
pertanyaan yang berkaitan dengan
teks
Guru meminta siswa menuliskan
langkah-langkah retorika atau
schematic structure yang sudah
tersusun ke dalam lembar story
mapping dengan menggunakan
kata-kata sendiri.
Guru membagi siswa dalam home
group (4 orang setiap kelompok).
Guru meminta siswa berdiskusi
tentang hasil kerjanya tentang
certita yang sudah tertulis didalam
story mapping tersebut dengan
teman kelompoknya
III. Kegiatan akhir :
Guru meninjau kembali tentang
kegiatan yang telah dilakukan di
dalam kelas.
10
Menit
60
Menit
10
Menit
Menyiapkan diri
siswa sebelum
masuk materi
Siswa dapat
mengenal teks
narrative,
mengidentifikasi isi
teks, dan menjawab
pertanyaan tentng
teks narrative
Feed back dan
reinforcement
114
Guru menanyakan kepada siswa
tentang kesulitan-kesulitan yang
dihadapi siswa
Guru memberikan tugas kepada
siswa berkaitan dengan materi
yang telah diajarkan
XX. SUMBER BELAJAR & MEDIA BELAJAR:
C. Sumber Belajar
Buku teks (Firmansyah Diyata,” Stepping More”, Penerbit CV.
Regina, 2005, Jakarta).
Buku LKS (Program Edukasi Efektif “ Bahasa Inggris”, Penerbit
Swadaya Murni, 2008, Jakarta)
Kurikulum KTSP Bahasa Inggris kelas VIII
Silabus SMP Kelas VIII
D. Media Belajar
Script teks yang terlampir.
Story Mapping Sheets
XXI. PENILAIAN
D. Teknik : Tes Tulis
E. Bentuk : Tertulis.
F. Instrumen : Terlampir
XXII. PEDOMAN PENILAIAN
Nilai siswa = Skor prolehan X 100, Max. score: 100
Skor siswa
Mengetahui Jakarta, 24 Mei 2013
Observer Researcher
Dra. Rita Herawati Abdul Aziz Mansur
115
ITEM ANALYSIS OF ENGLISH TEST
N = 32 MG = 16
UG = 8 LG = 8
Item
No. Group
Options DIF
(%) DIS Status
A B C D
A. The Test Items of Pretest
1
UG 0 *8 0 0
56.25 0.75 Used MG 1 *8 2 5
LG 1 *2 2 3
2
UG 1 1 0 *6
50 0.375 Revised MG 5 1 3 *7
LG 4 0 1 *3
3
UG 0 0 2 *6
46.87 0.5 Used MG 1 4 4 *7
LG 2 1 3 *2
4
UG 0 0 0 *8
68.75 0.5 Used MG 2 1 3 *10
LG 2 0 2 *4
5
UG *7 0 1 0
59.37 0.625 Used MG *10 2 4 0
LG *2 3 3 0
6
UG 0 *8 0 0
56.25 0.625 Used MG 5 *7 2 2
LG 1 *3 2 2
7 UG 0 1 *7 0
50 0.75 Used MG 2 4 *8 2
116
LG 4 1 *1 2
8
UG 0 0 2 *6
40.62 0.75 Used MG 2 2 5 *7
LG 2 2 4 *0
9
UG *8 0 0 0
62.5 0.625 Used MG *9 2 1 4
LG *3 1 1 3
10
UG *5 1 1 1
37.5 0.375 Used MG *5 4 3 4
LG *2 2 2 2
11
UG 0 *8 0 0
59.37 0.875 Used MG 3 *10 0 3
LG 3 *1 1 3
12
UG 1 0 1 *6
46.87 0.625 Used MG 2 2 4 *8
LG 0 4 3 *1
13
UG 0 1 *7 0
50 0.75 Used MG 2 2 *8 2
LG 2 3 *1 2
14
UG 0 0 0 *8
59.37 0.75 Used MG 2 2 3 *9
LG 3 1 2 *2
15
UG 0 0 *8 0
65.62 0.625 Used MG 1 2 *10 3
LG 2 1 *3 2
117
16
UG 0 *8 0 0
65.62 0.5 Used MG 2 *9 3 2
LG 1 *4 2 1
17
UG *6 2 0 0
46.87 0.75 Used MG *8 4 0 4
LG *1 4 1 2
18
UG *8 0 0 0
71.87 0.5 Used MG *11 2 2 1
LG *4 0 2 2
19
UG 0 0 *7 1
53.12 0.625 Used MG 2 3 *8 3
LG 4 0 *2 2
20
UG 0 1 0 *7
53.12 0.75 Used MG 2 3 2 *9
LG 0 4 4 *1
118
B. The Test Items of Posttest of Cycle 1
1
UG 0 *8 0 0
55 0.625 Used MG 3 *9 2 2
LG 3 *3 2 0
2
UG 0 0 *7 1
50 0.75 Used MG 2 2 *8 4
LG 2 2 *1 3
3
UG 1 *6 0 1
40.62 0.75 Used MG 3 *7 3 3
LG 5 *0 2 1
4
UG *8 0 0 0
62.5 0.75 Used MG *10 3 1 2
LG *2 2 1 3
5
UG 0 0 *8 0
65.62 0.875 Used MG 1 1 *12 2
LG 2 2 *1 3
6
UG 0 0 *8 0
62.5 0.5 Used MG 4 4 *8 0
LG 2 2 *4 0
7
UG *7 1 0 0
53.12 0.75 Used MG *9 4 2 1
LG *1 3 3 1
8
UG 0 *7 0 1
46.87 0.875 Used MG 2 *8 3 3
LG 5 *0 1 2
119
9
UG 0 0 *8 0
62.5 0.5 Used MG 0 4 *9 3
LG 0 3 *3 2
10
UG 0 *7 1 0
53.12 0.625 Used MG 0 *8 5 3
LG 0 *2 4 2
11
UG 0 0 0 *8
71.87 0.375 Revised MG 1 1 2 *10
LG 1 1 1 *5
12
UG 0 *7 0 1
53.12 0.625 Used MG 2 *8 2 4
LG 1 *2 1 3
13
UG *8 0 0 0
53.12 0.875 Used MG *8 4 3 1
LG *1 3 3 1
14
UG 0 0 *6 2
43.75 0.75 Used MG 1 4 *8 3
LG 3 3 *0 2
15
UG 0 1 0 *7
62.5 0.625 Used MG 1 2 2 *11
LG 2 3 1 *2
16
UG 0 *8 0 0
71.87 0.25 Used MG 3 *9 1 3
LG 0 *6 0 2
17 UG 0 *8 0 0
53.12 0.875 Used MG 3 *8 1 4
120
LG 4 *1 0 3
18
UG *8 0 0 0
68.75 0.375 Used MG *9 2 3 2
LG *5 0 3 0
19
UG *7 1 0 0
50 0.75 Used MG *8 3 3 2
LG *1 3 4 0
20
UG 0 0 2 *6
43.75 0.75 Used MG 2 2 4 *8
LG 3 1 4 *0
121
C. The Test Items of Posttest of Cycle 2
1
UG *6 2 0 0
43.75 0.75 Used MG *8 3 3 2
LG *0 4 2 2
2
UG 0 0 *7 1
53.12 0.5 Used MG 3 3 *7 3
LG 2 1 *3 2
3
UG 1 0 *6 1
43.75 0.75 Used MG 2 4 *8 2
LG 4 1 *0 3
4
UG 1 2 *5 0
34.37 0.625 Used MG 3 3 *6 4
LG 2 3 *0 3
5
UG 0 0 0 *8
56.25 0.75 Used MG 2 2 4 *8
LG 3 3 0 *2
6
UG 0 0 0 *8
71.87 0.25 Used MG 3 1 3 *9
LG 0 0 2 *6
7
UG *8 0 0 0
84.37 0.125 Used MG *12 4 2 1
LG *7 0 1 0
8
UG 0 *8 0 0
59.37 0.75 Used MG 2 *9 3 2
LG 1 *2 2 3
122
9
UG *5 2 0 1
46.87 0.5 Used MG *9 4 2 1
LG *1 2 2 3
10
UG 0 *8 0 1
56.25 0.5 Used MG 2 *7 3 4
LG 3 *3 0 2
11
UG 1 0 0 *7
59.37 0.75 Used MG 3 1 0 *12
LG 3 2 3 *0
12
UG *5 2 0 1
43.75 0.625 Used MG *9 4 2 1
LG *0 3 1 4
13
UG 0 *8 0 0
59.37 0.75 Used MG 4 *9 1 2
LG 3 *2 3 0
14
UG *4 0 3 1
37.5 0.375 Used MG *7 3 2 2
LG *1 3 2 2
15
UG 0 0 *8 0
71.87 0.5 Used MG 1 3 *11 1
LG 2 4 *4 0
16
UG 1 *6 1 0
50 0.75 Used MG 1 *9 2 3
LG 1 *1 2 4
17 UG 0 *8 0 0
84.37 0.125 Used MG 2 *12 4 3
123
LG 0 *7 0 1
18
UG 0 0 0 *8
65.62 0.5 Used MG 3 1 3 *9
LG 1 3 2 *4
19
UG 0 0 *8 0
59.37 0.5 Used MG 5 0 *8 3
LG 3 1 *3 1
20
UG 0 *7 0 1
50 0.75 Used MG 3 *8 2 3
LG 3 *1 1 3
PEDOMAN PENILAIAN
DISCRIMINATION
DIFFICULTY
0% - 30% 30% - 79% 80% - 100%
High Medium Low
-1 – 0,0 Bad DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 Good USED USED USED
0,6 – 1,0 Very Good USED USED USED
124
Revisi:
Pretest
2. What would Bondowoso do if Lorojonggrang refused his proposal?
a. He would Build one thousand temples
b. He would Burn a lot of wood
c. He would complete the task
d. He would destroy her kingdom
2. Bobdowoso would…….if Lorojonggrang refused his proposal
a. build one thousand temples
b. burn a lot of wood
c. complete the task
d. destroy the Kingdom
Posttest 1
11. Where did the cap seller take a rest?
a. On the branches of a tree
b. Jungle
c. house
d. Under the tree
11. Where did the cap seller take a rest?
e. On the branches of a tree
f. Jungle
g. Under the tree house
h. Under the tree
