Chapter I IMPROVING STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGHSTORY MAPPING TECHNIQUE AT GRADE XI SMA N 7 PADANGSIDIMPUAN

 

CHAPTER I

INTRODUCTION

A.  Background of the Problems

In Indonesian education curriculum, the purpose of learning English for students is, to provide them the creativity of using English language as a tool of communication even if it is for talking or writing. Curriculum of English Senior High School, English has four basic language skills. They are listening, reading, speaking and writing. Listening and reading are receptive skills because learners do not need to produce language to do these, they receive and understand it. On the other hand, speaking and writing are productive skills because learners need to do these to produce language.

To develop students’ ability in dispensing the information in English, writing could be used as a media. Furthermore, the act of writing is an essential activity for them in their future academic life. Talking about learning English, students use both speaking and writing in order to communicate to another. In writing a sentence or a text, the students have to focus on the rules of writing such as topic of paragraph, body of paragraph, and conclusion of paragraph.

Writing is a process how to generate the letter, words and sentences. Therefore, students must be able to combine the words that easier to understand by human. Writing disabilities are caused by problems in vocabulary and grammar. However, an understandable and acceptable writing not only depends on vocabulary and grammar but also has to be well sequenced, cohesive, coherent, and appropriate with its purpose.

In conveying and sharing ideas or opinions, it is good to understand the types of texts used by the writer. There are many kinds of text such as recount, procedure, report, explanation, narrative, descriptive, news item. Narrative is one of the texts that must be learned by students in Senior High School. Narrative is a kind of text which s frequently use in the daily life to tell the past event. In addition, narrative pattern is use to convey someone’s experience in his or her life.

A narrative text is a piece of text which tells a story used time order to organize the sentences in the text. In other words, narration is story writing, write about events in order that happen. In other hand, writer use time order to organize his/ her sentence. In the narrative text, writer use time to tell what happen first, what happen next and what happen after that. The text consists of orientation, complication or problems, resolution and coda.

A story mapping is a visual graphic map in which is provided the elements of story such as setting, characters, problems, and resolution. This technique enables students to relate story events and to perceive structure in literary selection in composing narrative text. To apply this technique, the teacher has to give the students the concepts of story mapping, including the steps of writing story mapping. By using story mapping technique, the students have to focus on composing a good narrative text because in writing narrative text, they will write their own story or retell a story based on what they have been read also the students have to pay attention to the rules of writing and all components of writing especially grammar, structure and the sentence use on writing narrative text.

Based on the explanation above, writing is very important in the education field. Therefore, students need to be exercised and trained in order to have a good writing skill. However, in teaching writing skill is still have some problems, especially when the teacher giving writing text materials to the students at grade XI IPA 3 SMA N 7 Padangsidimpuan.

The problems are; students are expected to delivering idea in their written, but many students still get difficulties in delivering their idea, they sometimes confuse how to start their writing, they are confuse how to organize their ideas because they have not motivation to write due to their limited range of vocabulary, and they are unable to build a sentence or paragraph correctly.[1]

First, students are expected to delivering idea in their written, but many students still get difficulties in delivering their idea. In teaching writing the teacher use traditional technique to teach writing. In fact, learning English with the same teaching technique makes the students bored, because the technique is monotonous. That is why teachers need various methods which can increase students’ creativity and sense of writing. The teacher should use available resources to develop students’ creativity in learning English, especially in writing.

Second, they sometimes confuse how to start their writing, they are confuse how to organize their ideas because they have not motivation to write due to their limited range of vocabulary. On the other hand, their teacher do not create and think of effective way to motivate and stimulate them in order they can be more excited in following learning process in the classroom.

Third, they are unable to build a sentence or paragraph correctly. Some of them have not understand such as grammar and words structure and they don’t have a background knowledge about English. So, they cannot recognize and improve a sentence or paragraph correctly. As a result, students need to spend so much time to finish their writing and may not be able to continue their writing.

According to the problems above, the researcher expects that it needs to be solved. There are many techniques used to English learning especially writing ability, such as listing, outlining, story mapping, sketch and label, that is to develop the knowledge and skill to deal with spoken and written in social context and the researcher choose story mapping. There are reasons why the researcher chooses story mapping technique. First, Story mapping is a graphic or semantic visual representation of a story. Second, the map illustrates ways to show an overview of a story. The last, It also tell the information about its generic structure, such as characters, setting, goal, event and resolution.

In this research, the researcher proposes story mapping as the teaching technique. Mapping is a part of visual aids. Based on the references that the researcher found about story map, it has been proved to be a beneficial as a teaching technique. It regards as one of effective tools which supposed to be a good way to turn a broad idea into a limited and more manageable story which actually gives the words closely related to the theme provided. Moreover, story mapping can help students to motivate them in writing. This technique could be effective as prewriting stage of writing process. As Boulliane states that story map is a tool to create a connection of story components using a visual graphic. Those story components are setting, character, problem, and resolution.[2]

From the explanation above, the researcher interested to conducting a Classroom Action Research (CAR) through the title “ Improving Student’s Writing Ability in Narrative Text Through Story Mapping Technique at Grade XI SMA N 7 Padangsidimpuan”.  

B.  Identification of the Problem

Based on the background of the problem above, the writer finds some  problem as follows:

1.    Most of students still get some difficulties in delivering their idea. Therefore, students should be given a suitable technique which can overcome their problem in writing.

2.    Students are confused to start their writing.

3.    Students are unable to continue a sentence or paragraph correctly.

 

C.  The Formulation of the Problem

Based on the statement above, the researcher formulates the problem as follows: “can story mapping technique improve students’ writing ability in narrative text at grade XI SMA N 7 Padangsidimpuan?”

D.  The Aim of the Research

The aim of this research is to know the result of using story mapping as an attempt to improve teaching technique in learning writing of narrative text.

E.  The Significances of the Research

The significances of the research are :

1.    To the headmaster, as an information. The headmaster can motivate and give suggestion the teachers to be a professional so they can improve their students’ writing ability.

2.    To the English teacher, to provide information about teaching technique which may improve their students’ writing of narrative text in classroom.

3.    To other researcher, as a tool to make a comparison of other similar research particularly to compare some technique which are used to improve the students’ ability of English especially to improve the writing ability of narrative text.

 

 

 

F.   Definition of Terminologies

1.    Improving

Improving is “to make or become better”.[3] Improving is to increase the productivity become better. In this research, improving used to students’ writing ability through story mapping technique at grade XI SMA N 7 Padangsidimpuan.

2.    Writing Ability

Knefel stated people who speak or write must have had some purposes and needs in what they say or write.[4] Writing is one of the elements of skill in language. Then, writing is the mental work of inventing ideas, thinking how to express and organizing into statements and texts that will be clear to a reader. Writing is producing or reproducing written massage. It is an active process to organize and formulate the ideas on the paper. Writing makes a product in the form of written texts which are used to deliver the writer ideas and meanings to the reader.

3.    Narrative Text

There are two main categories of texts; literary and factual. Within these, there are various text types. Each type has a common and usual way of using language. In this paper, the writer will only discuss one of the texts that is being used for research, that is narrative text. Narrative is a text that tells a story and, in doing so, entertains the audience. Also, its narrative purpose is mainly to inform often contains large passage arranging the events in a story strictly in chronological order.

Masiello stated that narrative considers as a good text which is useful for students to describe specifically about a picture of critical elements that build a story such as setting, character, sequence of events, resolution and coda.[5]

4.    Story Mapping Technique

Story mapping are templates that provide students a concrete framework for identifying the elements of narrative stories.[6] Story mapping is a procedure which trains young students to recognize the basic framework of narrative stories in order to enhance their comprehension of text.

 

 

 

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[1]Arnisah, S.Pd as English Teacher at Grade XI IPA 2 of SMA Negeri 7 Padangsidimpuan, Private Interview at October 31^th, 2016.

[2]  Tori Boulliane, et.al., Use Story Mapping to increase Students Grammar Text

Comprehension in Elementary with Learning Disabilities, Learning Disability Quarterly Journal, vol.27, 2004, p. 3.accessed at http//www.ukessay.com/../April5^th  2017, 11:15 a.m.

[3]A.S. Hornby. Oxford Advanced Learners’ Dictionary of Current English. (New York: Oxford University Press.19.74), p. 427

[4] Don Knefel, Writing and Life, (New York: College Publishing, 1986), p. 4.

[5] Lea Masiello, Writing in Action: A Collaborative Rhetoric for Collage Writers, (New York: Mcmillan Publishing Company, 1986), p. 108.

[6]Zygouris, Coe V and Glass, C, Story Mapping, Florida Department of Education: Writing Strategy of the Month Journal, vol. 2, 2004, accessed at http:// forpd.ucf.edu/ strategies/ strat Story M.html/ October 11^th 2016, 10:20 a.m.

 

Chapter II IMPROVING STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGHSTORY MAPPING TECHNIQUE AT GRADE XI SMA N 7 PADANGSIDIMPUAN

 

CHAPTER II

THEORETICAL DESCRIPTION

A.  The Theoretical Description

In conducting a research, theories are need to explain some concept or terms applied in research concern. The researcher discussed and elaborated some theories which related to the study. The present study conducted on the ground of the theoreticals as follows:

1.    The Description of Writing Ability

Writing as a progressive activity. It means that when we first write down something, we have already been thinking about what we are going to say and how we are going to say it. Writing is actually one of language skills which is categorized as a productive one. It is a continuing process of discovering the way to find the most effective language for communicating someone’s feelings and thoughts. Writing is also a form of communication to express the thinking or feeling through writing after spoken.

a.    Process of Writing

Writing is the production of the written word that results in a text in which must be read and comprehended in order for communication to take place. In writing, the writer must always use graphic symbols namely letters or combinations of letters that related to the sound made when speaking. Writing is however not just production of graphic symbols. There is necessity that the symbols (the letter) put together to form words, sentences, and paragraphs under certain conventions. By writing activity, a person can find the solution of difficult problem, master the fact even by writing, a person can also communicate through his way that is impossible through other means.

Writing is both a physical and a mental act;[1] it means writing is the physical act of committing words or ideas to some medium, whether it is hieroglyphics inked onto parchment or an e-mail message typed into a computer. On the other hand, writing is the mental act of inventing ideas, thinking about how to express them, and organizing them into a paragraph that will be clear to a reader. Writing makes a product in the form of written texts which are used to deliver the writer ideas and meanings to the reader. When writing, there are two problematic areas namely what to write and how to write it. A writer must also have good knowledge of other writing mechanics such as process of writing. Process writing in the classroom is highly structure as it necessitates the orderly teaching of the process skills.

There are three stages of the writing process, they are:

1)   Prewriting; it is discussion and concept development.

2)   Writing; it is take place in classroom or at home, so students can rely both teacher and students for feedback and support.

3)   Post writing; it is students share their writing with others, read aloud what they have written, or exchange writing with other students.[2]

Writing processes may be viewed as the writer’s tool kit. In using the tools, the writer is not constrained to use them in a fixed order or in stages, and using any tool may create the need to use another. Generating ideas may require evaluation, as writing sentences and evaluation may force the writer to think up new ideas.

b.    The important of Teaching Writing

H. Brown Douglas states that teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge and causing to know or understand.[3] It can be inferred that teaching writing means showing and helping the students to write, giving them instruction in order for them to write, providing them the knowledge, making them understand the knowledge of writing and know how to write so they will be able to write and produce good written product. The skills need and required in writing are highly complex. The foreign language learners have to pay attention to the higher level skills such as planning and organizing and also to the lower level skills such as spelling, punctuation, and word choice.

Learning is relatively permanent change in behavioral tendency and learning is the result of reinforced practice. So, in order to improve the students’ writing skill, the students have to practice to write and get reinforcement from the teachers.

2.    The Description of Narrative Text

a.    The Understanding of Text

Before turning into the definition of narrative, it should be better to know first about what a text is. Texts could be built from a unity of some words. Around people life is always connected with word world. As they communicate with other people using either written or spoken media, they have unconsciously created a text. In line with Knefel that stated people who speak or write must have had some purposes and needs in what they say or write.[4] Text which is constructed obviously contains a message of what the speaker or writer want to convey to the listener or reader. Then, they are supposed to be able to interpret its meaning.

Anderson divided text into two main categories; factual and literary. Within each various types has a usual common way of using language. Literary texts attract our imagination and emotion, it includes of Aboriginal dreaming stories, movie scripts, novels, song lyrics, and soap operas.[5] Literary texts tend to be able to touch our feeling. It can make us laugh or cry, reflect on our own life story, and regard our opinion or judgment. Literary text categories are separated into three main text types such as, narrative, poetic, and dramatic. Media which can be classified in this category are film, videos, CD and television show.

Another text types is factual text. Factual text such as advertisements, announcements, internet website, current affairs shows, debates, recipes, reports, and instruction.[6] Those texts provide information or ideas, and aim to point out, tell or invite the audience. Factual text generally contains about something which is fact or real rather than the literary text. It describes about the chronological of an event which happens around our environment and explains the reason why and how an event could happen from the beginning to the end.

The various texts are called as genre. According to Swales, genre consists of a category of communicative events which the writers share some set of communicative purpose in their writing.[7] There are several kinds of text based on the generic structure and language feature dominantly used such as Narrative, Recount, Spoof, Report, Description, Procedure, etc.

In this research, the researcher discusses one of genres above that is narrative text. It is one type of texts which is taught in Senior High School level. Students are expected to be able to identify a social function, schematic structure, and linguistic feature of narrative text. The social function is a moral value which is explicit in the story. The schematic structure is the distinctive beginning, middle and ending structure of genre. And linguistic feature is significant grammatical pattern of text.

b.    The Understanding of Narrative Text

Narrative writing has an easy concept which is easy to be created by students because the chronological order in narrative text which provides natural and simple organizational pattern. Therefore, most students have ready to make material such as writing a fiction story that encourage creativity of students to pour their imagination out to their story and writing students personal experiences.[8] From those experiences that students have, they can easily tell their story in form of narrative text. As stated by Hedge, the organization of ideas in narrative text is easy because it follows chronological sequences.[9] Narrative could be an easy text to write because the contents are followed a chronological order of a story. so narrative is different from other types of discourse and it is recommended for writing.

c.    The Purpose of Narrative Text

People write a narrative story might be just for pleasure, to attract and get the reader’s interest through the story. Besides, they like to write any kind of story due to they want to reflect their own experience and the think that the readers may have similar with the story that written by the writer. It is in line with Barbara that stated, “some purposes of narrative are: to entertain, to express feelings, to relate experience, to inform something happened with someone, to inform something which can teach a lesson to the reader, and to persuade”[10]

In addition, Anderson also stated that a Narrative is a text that tells a story and, in doing so, entertains the audience.[11] This is one idea to Anderson’s explanation that narrative is used to present a view of the world that entertains or informs the reader or listener.[12] It is also to entertain the readers or listener by presenting a story.

From the explanation above, it means that the social function of narrative text is to amuse the reader or listener, other than providing entertainment, can be to make the audience thinks about an issue, teach them a lesson, or excite their emotions. Also to deal with actual experiences in different ways; narrative deal with the fiction story that can entertain the readers as well.

 

 

d.   The Types of Narrative Text

There are two types of narrative text. Buscemi divided narrative into two: fiction and nonfiction.[13] Narrative fiction is written based on author’s imagination. It has a purpose to inform people about developments that attract or influence them. The example of narrative fiction are magazine article, newspaper, fairy stories, mysteries, horror stories, myth and legend, adventure stories, fable.

The other type of narrative is nonfiction. Narrative nonfiction is written based on personal experience. All the content is tell about real accidents which are occurred in author’s life.

e.    The Schematic Structures of Narrative Text

In constructing text, the researcher should follow several steps that are commonly used to create a narrative story. The generic structures of narrative texts are orientation, complication, sequence of events, resolution, and Coda.[14]

1)   Orientation

This part is commonly mentioned in the first paragraph, it can be called as an introductory part of a story. The narrator let the readers know where and when the story takes place and who are involved in the story called as characters. Every event must be supported by some characters which participated in a story. Characters regard as a particular role in a story. The characters mention such as beautiful, helpful, selfish, faithful, etc. In the part of orientation, students could mention not only adjectives which belongs to the characters but also physical characteristic such as; weight, age, height and so forth.

2)   Complication

In this part, the narrator tells us about something that will begin in a series of event. This event will influence toward one or some characters. The complication is a trigger.

3)   Sequence of events

This part is where the narrator explains about how the characters react to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flash backs. The audience is given the narrator’s point of view.

4)   Resolution

This part can be found in the end of the story. The narrator finishes the story by giving readers and listener about a problem solving of complication or the complication is sorted out.

5)   Coda

The narrator will put together a coda in the text if there is a moral value or message from the story which could become as learning for both the readers and listeners.[15]

 

Actually, the most common schematic structure of narrative text which is learned by students is orientation, complication, and resolution. In this following is the example of schematic structures of narrative text:

The Legend of Beowulf

Orientation

Once upon a time, there was a horrible monster called Grendel. He was half-man and half-monster. He lived in Denmark. One day, he went to   the King's             castle. The king and his men       tried to kill                the monster but their words were useless. A knight called Beowulf heard about the problem and went to Denmark to help the king.

Complication

That night, Beowulf and his men took off their armor and put away their swords and went to sleep. The monster came into the castle and killed a knight. Beowulf woke up and fought the monster-he pulled off an arm! Grendel went back to his home in a lake and died.

Complication

Grendel's mother was very angry and the next night she went to the castle and killed a knight. In the morning, Beowulf went to the lake. He killed  Grendel's mother with a special sword. When he came back, the king was very happy and he gave Beowulf presents and money. 

Resolution

Beowulf went back to his country and became a king. He was king for fifty years. But one day, a dragon came to his country, and it attacked people. It lived in a cave with treasure. The dragon was very big and breathed fire. The knights were afraid and they did not want to fight the dragon.

Coda

King Beowulf was an old man but he put on his armor again and killed to the dragon.[16]

                                  Taken from Opportunities Elementary, 2003

f.     The Linguistic Features of Narrative Text

There are several language features which are commonly found in the narrative text:

1)   Noun which identify characters and place in the story.

2)   Time words that connect event, telling when they occurred.

3)   Verbs that show the actions that occur in the story.

4)   Adjectives that provide accurate descriptions of characters and settings.[17]

In this following is the example of language features of narrative text which still connected with the story presented above:

Table 1

Language Feature of Narrative Text

No	Linguistic Feature	Example
1	Specific participants	Beowulf
2	Generic Participants	The king, Grendel and Grandels’ mother
3	Past Tense	 There was a horrible monster called Grendel.  He lived in Denmark.
4		 He went to the King's castle.  The monster came into the castle and killed a knight
5	Adverb of Time	Once upon a time, one day, when, next night, In the morning.
6	Adverb of Place	In Denmark, In the castle, In the lake, In a cave.
7	Coordinate Conjunction	And, but.

In the language features mentioned above frequently to be used in writing a narrative text by a narrator. It always involves a character or the number of characters in every story. Similarly, in the story of the legend of Beowulf above, the specific character is Bewoulf. Moreover, it uses time word in that story, for example, “Once upon a time…” And also the last two elements of language feature. Furthermore, language features are served to make students easier in understanding a story in a text. By the use of past tense, it helps students to characterize the type of narrative text itself, so they can differentiate a narrative text from other text types and the readers will know what happened in the story. However, conjunction is also really important to elaborate the characters and setting of that story.

3.    The Description of Story Mapping Technique

a.    The Definition of Story Mapping

There are many definitions of story mapping stated by several experts. The term story mapping consists of two different words. They are story and mapping. Based on 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.[18] Story is also regarded as a fiction selection to entertain a reader; as a part of pleasure. On the other side, map is defined as a drawing to describe or give information about something, especially the way it is arranged or organized. So, if the word is added with –ing, become mapping, it could be defined as a sketch or drawing that shows location or relation between things or place. In other word it is an action to make a map.

Lewin said that story mapping is a graphic organizer consists of six components which commonly appear in a story; title, characters, settings, main events, problems, and conflicts, and solution or resolution, it helps the writers to make a relation between the stories which they want to write and their knowledge.[19]

Khalaf defined that story mapping could be used as a visual graphic organizer that draws six elements in narrative text such as setting, characters, sequence of major events and actions of story characters, so that students enable to connect story events and to perceive structure in story.[20]

Pamela also stated that story mapping is used to represent some story components in form of graphic visualization which has a purpose to give writers or readers a picture to provide an overview of a story, so that they can make clearly outline the relationships to each other. Those components of story which frequently appears are setting, characters, goal, conflict or sequence of events, and resolution.[21]

Based on the concept of some experts above, story mapping is a graphic organizer used to identify the main elements of the story and categorize the main events in sequential order. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment.

b.    The Kind of Story Mapping

            Farris divided story mapping into two types: graphic story map and bubble map (see figure 2.2 and 2.3). The different colors which fulfill of each element in the story mapping are used to make it more insightful and the teaching learning process become more memorable.[22]

 

1)   graphic story Map

 

 

 

 

 

 

Figure 1

                                   Graphic Story Map

 

2)      Bubble map

 

 

 

 

 

 

 

 

 

Figure 2

Bubble Map

 

 

 

 

c.    The Procedures of Story Mapping

These are some instructions that have to be followed in writing narrative text by using story mapping. The general procedures are used to prepare a basic story mapping includes the following steps:

1)   Elicit students’ current procedures and strategies for planning before writing. Write a list of ideas on the board.

2)   Explain the four stages of writing; planning, composing, revising, and editing. Tell the students that they are going to focus on planning and that you are going to share another strategy with them to help them plan their writing.

3)   Introduce the story mapping as a graphic organizer for planning to write.

4)   Demonstrate the strategy by partially completing a story mapping for your own story.

5)   Have students complete a story mapping for their folk tale. Students may work in groups to share ideas and help each other. When students are finished, have pairs exchange their story maps and check that they are complete.

6)   Have students begin write their stories. Remain them to use story mapping to guide them as they write.

7)   Review their stories.[23]

Those are simple procedures in writing using story mapping which could be applied in classroom. It is used as a framework of outlines for story writing.

d.   The Advantages and Disadvantages of Story Mapping

Here are several advantages and disadvantages of using story mapping as a technique in teaching narrative text. Zygouris and Glass mentioned some advantages of story mapping in their article:

1)   Students can use a story mapping as a pre-writing strategy. The teacher can introduce a topic through a complete story map. Students can make or create ideas about what they will.

2)   Students can use story mapping as a prewriting tool in developing their own stories.

3)    Students can use their story mapping as notes for oral book reports.

4)    Students can use story mapping in preparing media presentations.

5)   Teachers can also use story mapping in writing conferences as a way to help students revise their story writing.[24]

 

            On the other side, story mapping has also some disadvantages. They are :

1)      Story mapping can be applied only for certain kinds of text, such a narrative text, then the maps can be applied to the stories, particularly the shorter text.

2)      Applying story mapping in teaching narrative text needs a longer time than without using this method. Therefore, this method cannot be used for anytime of teaching.[25]

e.    Teaching Narrative Text Using Story Mapping

In this research, the researcher attempts to use story mapping technique in teaching writing of narrative text and find out the effectiveness of the technique. Firstly, the students are given the instruction about what they are going to do and why they should use story mapping in writing of narrative text. The instruction might encourage the students to be more enthusiastic about what they are going to learn and it is important that students should know what they are going to do and gave them ideas when they finished the task.

Next, an example of story mapping is given to the students in which consists of some elements of narrative text such as setting, characters, problem, resolution and coda and explained how to create a story mapping. Then, students had to complete those elements. Students are order to write a narrative text, the topic is decided by her. Students had to create a story mapping by themselves for their own story before they began their writing. They had to fulfill each elements of narrative text which was provided in the story mapping. In the part of problem, they had to write the chronological of some conflicts which might occur in their story. After they finished in completing their story mapping with their ideas, they might start writing their story with using story mapping as their guideline in writing process.[26] Following the story mapping could make students easier in organizing their thoughts and ideas.

In arranging the lesson plan of the teaching and learning process, the researcher used the syllabus in creating the lesson plan and the test which is used in this research. For the writer, syllabus could help her to guide and arrange the lesson plan (RPP) during the learning teaching process. When she made a test to evaluate the students, syllabus was also useful to use in observing the test whether the test is appropriate or not. The syllabus itself might include the standard of competence, based competence, materials, indicators, time location, learning activities and evaluation.

 

 

 

B.  Review of Related Findings

There are relevant studies related to the use of the story-mapping technique in improving students’ writing ability. The first study comes from Rosyida Fauzi (2010). This research has purpose to know whether students’ understanding of narrative text could be improved by using story mapping or not. The result of the study showed that the students can improve their understanding of narrative text through story mapping strategy. After calculating and analyzing the data, there is significantly effect of story mapping to the students of MA Pembangunan Jakarta, 45 better than 73.[27]

The second study comes from M.Yunus (2008). The participants are 40 students who are the members of class 1.5 SMA Negri 3 Palembang. This study is a classroom action research. Preliminary data are gained by interviewing the class English teacher and the first-year students who are having a problem in reproducing English texts especially short stories. The result of this study demonstrated that the students’ scores of writing achievement improved after the application of story mapping and there is a difference in the mean scores of their writing test before.[28]

The Third is a study conducted by Salem Saleh Khalaf Ibnian (2010). His study  attempted to answer the following questions: What are the short story writing  skills needed for tenth grade students in EFL And what is the effect of the using  the story-mapping technique on developing tenth grade students’ short story writing skills in EFL. This study is an experimental study conducted in Jordan  which use 84 tenth grade male students as sample classified into four classes,  two served as an experimental group and the other ones as control. The result  of this research proved that the story-mapping technique had a positive effect  on developing Jordanian tenth grade students' short story writing skills in terms  of content and organization, mechanics of writing, language use as well as in  skills emerged from creative abilities (fluency, flexibility, novelty and  elaboration).[29]

From the study above, it can be concluded  that the story mapping technique has an effect on improving the students’ writing ability. Those study gave the information how to apply story mapping in the classroom, so it can be practiced by the researcher. So, i believe that the story-mapping technique can be regarded as an effective way to improve students’ writing ability.

C.  Conceptual Framework

From the previous theories, the researcher conclude that writing can be as an activity to deliver what someone thinking of using hand-printed. Through writing, people can share and convey their ideas to another. In conveying ideas, it is important to consider the appropriate text type because there are a lot of texts which must be learned by students Senior High School.

Writing is one of the four skills in English. It is considered as a difficult skill since it involves more language then the other skills. Writing become a problem in SMA N 7 Padangsidimpuan surrounding by several aspects that influence this problem. Those aspects are related to the teacher, students, and the learning process. This study concerned with the activation of the story mapping to the students.

D.  Hypothesis of the Action

The hypothesis is needed to show the writer’s thinking and expectation about outcomes of the research related to this study.  The hypothesis of this research is stated that: “story mapping Technique can improve students’ writing ability in narrative text.”

 

 

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[1] David Nunan, Practical English Language Teaching First Edition, (America: The MC.Grow Hill Companies, 2003), p.88.

[2] J. Michael O’Malley and Lorraine Valdez Pierce, Authentic Assessment for English Language Learners Practical Approach for Teachers, (New York: Addison-Wesley, 1995), p. 139.

[3] H.Douglas Brown, Language Assessment: Principles and Classroom Practice,(New York: Pear son Education.Inc 2004), p. 330.

[4] Don Knefel, Writing and Life, (New York: College Publishing, 1986), p. 4.

[5] Mark and Kathy Anderson, Text Types in English 3, (Sydney: McMillan), 1997, p. 2.

[6] Ibid, p. 1.

[7] John M. Swales, Genre Analysis: English in Academy and Research Settings, (New York: Cambridge University Press,1990), p. 59.

[8] Don Snow, From Language Learner to Language Teacher: An Introduction to Teach English as a Foreign Language, (Alexandria: Teachers of English to Speakers of Other Languages (TESOL), 2007), p. 154.

[9] Tricia Hedge, Writing: Resource Books for Teachers, (New York: Oxford University Press, 1988), p. 118. 

[10] Barbara Fine Clouse, the Student Writer: Editor and Critic 7th edition, (New York: McGraw Hill, 2006), p. 186.

[11] Mark Anderson and Kathy Anderson, Text Types in …., p. 3.

[12] Ibid. p. 6.

[13] Santi S. Buscemi, A Reader for Developing Writers, (New York: McGraw Hill, 2002), p. 341.

[14] Mark Anderson and Kathy Anderson, Text Types in…, p. 4.

[15] Ibid.

[16] Joko Priyana, et al., Interlanguage: English for Senior High School Students XI, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 83.

[17] Mark and Kathy Anderson, Text Types in…, p. 8.

[18] A.S. Hornby. Oxford Advanced Learners’ Dictionary of Current English. (New York: Oxford University Press.19.74), p. 815.

[19]Larry Lewin, Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in grade 6-12 1st ed, (New York: Jossey-Bass, 2003), p. 68, acsessed at http://www.ccsenet.org/elt./March 29 ^th 2017, 08:20 a.m.

[20] Salem Saleh Khalaf Ibnian, The Effect of Using Story Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL, Journal of English Language Teaching, vol.3, 2010, p. 182, accessed at http//www.ukessay.com/../April 3^th 2017, 10:10 a.m.

[21] Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Writing - a Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p. 345.

[22] Ibid, p.3.

[23] Anna Uhl Chamot, et al., The Learning Strategies Hand Book, (New York: Longman), 1999, p. 217. Accessed at http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139524490/ April 5^th, 2017.09:20 a.m.

[24] Zygouris, Coe V and Glass, C, Story Mapping, Florida Department of Education: Writing Strategy of the Month Journal, vol. 2, 2004, accessed at http:// forpd.ucf.edu/ strategies/ strat Story M.html/ October 11^th 2016, 10:20 a.m.

[25]Ibid.

[26] Annisa Purwaning Sayekti, Using Story Mapping To Teach Students’ Writing Ability of Narrative Text (A Pre-Experimental Study at The Eleventh Grade Students 0f Sma Negeri 90 Jakarta), (Script  2014), accessed at http//www.ukessay.com/../March 29^th 2017,08:20 a.m.

[27] Rosyida Fauzi, Improving Students’ Understanding of Narrative Text by Using Story Mapping (A Classroom Action Research at the First Grade Students of MA Pembangunan), (Script UIN Jakarta 2010), accessed at http//www.ukessay.com/../April 5^th 2017, 11:30 a.m.

[28] M.Yunus, Improving Students’ Skill of Creating Short Story Mapping at SMA Negri Palembang 3, (Script  2008), accessed at http//www.ukessay.com/../April 5^th 2017, 10:20 a.m.

[29] Salem Saleh Khalaf Ibnian, The Effect of Using the Story- Mapping Technique on  Developing Tenth Grade Students’ Short Story Writing Skills in EFL, English Language Teaching. Vol. 3,2010, accessed at http://www.ccsenet.org/elt./April 3^th 2017, 10:10 a.m.