CHAPTER IV
RESEARCH RESULT
A. Data
Description
This chapter finding and discussion based on
the analysis of the data collected from implementation of story mapping
technique to improve 23 students writing ability in narrative text in each
cycle of this research. The research was done at the XI grade of SMA N 7
Padangsidimpuan. Related to research finding; the data were attained from
teaching learning process and evaluation.
The aim of giving an evaluation was to know how far students writing
ability in narrative text through story mapping technique in this action
research. Researcher applied quantitative analysis by used formulation of mean
score that described the data as follow.
1. Cycle 1
In the first cycle, there was two meetings. The
meeting conducted of 90 minutes. Every meetings had done for 2 x 45 minutes.
So, two meetings had done for 4 x 45 minutes or 180 minutes. There were some
differences of each cycle. Therefore, the researcher made the activities for
the first cycle as follow:
a. First
Meeting
1)
Planning
The first meeting was conducted on Saturday,
November 11th 2017. It was done in XI IPA 2 grade of SMA N 7
Padangsidimpuan, consisted 23 students. The class would be instructed by the
researcher for each meeting during the research done in the classroom, it was
done in planning stage. The researcher
had to prepare and plan the materials and apply the story mapping technique
that would be tough to the students. The researcher made lesson plan based on
the syllabus and prepared text that use procedure of story mapping in the text.
Then, prepare instruments for students.
2)
Action
The activity in this
stage was the implementation of the lesson plans which mean implementing every
step which arranged in the planning stage. The researcher came into the
class with English teacher of XI IPA 2, Arnisah, S.Pd. Then, the researcher
explained that purpose of this research is to complete data for thesis.
The first step, the
researcher greeted the students to open the class and then checked the
students’ attendance. The researcher explained the purpose was not for
teaching like usual but for research. The research gave the learning material
to the students about narrative text by using story mapping technique.
The second step, before started the lesson, the
researcher asked the students to review about what is a narrative text. There
were some students responded that they still remembered the material about
narrative text, but a half of them still responded confusedly. Then, the
researcher continued by giving some explanation about narrative text. the
researcher also stimulated the students’ idea to create an example of the
narrative text.
Finally, the researcher was going to the
materials. The researcher gave students example of narrative printed text “The
Princess and The Pea”. Then, explained the procedure of story mapping technique
to help students got easy to create a narrative text. Then, the researcher
explained the steps to write; planning, organizing, revising, and editing. The researcher gave story mapping technique to
students as planning in writing. Next, the researcher explained how to complete
the story mapping before writing.
Meanwhile, the researcher asked students to
think their last experience, and the researcher asked students to create their
last experience into a narrative text by using story mapping technique. After
created example of narrative text, the researcher gave timing to finish this
activity, and the researcher collected the students writing result.
3) Observation
In this research, the researcher observed the
students’ activity when teaching and learning process. While the researcher was
explaining, there were some students who confused about the story mapping, most
of students did not enthusiastic when
learning writing narrative text, there were some students doing their task were
not appropriate with instruction, there were several students had not finished
yet their task and did not collect the task on time. So, in the next meeting,
researcher must give more motivation to students.
4) Reflection
The conclusion of applying the action in this
meeting was:
a) There
were some students doing their task were not appropriate with instruction. It
may be caused the students did not understand yet about the procedure of story
mapping technique.
b) There
were several students had not finished yet their task and did not collect the
task on time. It may be caused the students were lack interest in doing their
task.
From the reflection phase above, the researcher
realized that the first cycle was less and there must be more effort to develop
student’ writing skill in narrative text by using story mapping technique. It
can be concluded that, the action needed to change to be improve again in the
next meeting.
b. Second
meeting
1) Planning
The second meeting was conducted on Monday,
November 13th 2017. It was done in XI IPA 2 grade of SMA N 7
Padangsidimpuan, consisted 23 students. In this meeting, the researcher
analyzed the result from the first meeting, prepared all materials that would
be need in teaching, design the teaching writing procedure through story
mapping technique.
2) Action
The researcher greeted the students cheerfully
to open the class and the students responded it enthusiastically. The
researcher then checked students attendance list. In the second meeting, the
researcher focused to eliminate the problems which was found in the first
meeting by motivating, encouraging controlling and managing the class. But
before that the researcher remembered students again about learning material
that learn in previous meeting. The researcher presented and explained about
the story mapping technique.
The researcher asked students to mention some
familiar title of narrative text and list it on the whiteboard. Then, the
researcher asked students to choose one of those titles. Next, the researcher
made draft of story mapping with the elements; title, characters, settings,
problems, solutions on the whiteboard. After that, the researcher asked
students to raise their hand to fill the story mapping draft which still empty
that appropriate with the title had chosen and do this step until all of
elements of story mapping had completed. Then, the researcher asked students to
create the narrative text by using those story mapping had completed.
Furthermore, the researcher asked students to
create a narrative text about their last experience by using story mapping
technique. The students were doing their task, the researcher walked around the
class to make sure that they work individually. After students had done their
writing, the researcher corrected their works and gave a marks as first test of
first cycle.
3) Observation
The students on this meeting look more interest
and enthusiastic to write. The students showed the improvement then the previous meeting. The students more calmly
and asked to the researcher if they were confuse. More than half of students
finished the test on time.
4) Reflection
In this meeting, most of students were still
confuse to answer the test. Based on the observation most of the students still
low motivation. The result of the first test in the first cycle showed the
students still fewer to got score above the minimum mastery criterion or KKM.
There were 2 students got score 40, 2 student got score 45, 2 students got
score 50, 3 students got score 55, 4 students got score 60, 1 student got score
65, 4 student got score 70, 5 students got score 75.
The indicators score in writing paragraph
narrative by using story mapping technique could be seen in following table
Table3
Students’ Writing Scores in Cycle 1
|
Criteria of
writing |
Score |
Mean |
|
Grammar |
230 |
10 |
|
Vocabulary |
270 |
11.73 |
|
Mechanic |
300 |
13.04 |
|
Fluency |
285 |
12.39 |
|
Form |
310 |
13.47 |
Figure 3
The indicator’s Score First Cycle
From
the figure of students’ score above can be seen the students’ ability for each
indicator of writing ability and the lower ability that the students have
achieve is in grammar criteria, the mean score is 10 from maximal score is 20.
c. Students’
Problems in cycle 1
There were two factors could influence writing
narrative text, they were:
1) Internal
Factor
Firstly, in grammar students did not understand
about tenses, it made difficult to construct words in sentence. The researcher
gave solution for students by ordering to write the pattern of tenses that
needed in the whiteboard. Secondly, in vocabulary students used word based on
dictionary directly and they felt difficult to identify adverb, verb, adjective
and noun. So, the researcher gave explanation how to identify noun, verb,
adjective, and adverb. Thirdly, in mechanic students’ system in write English spelling
was far from should have been. The researcher suggested students to read and
write anymore, look and read the text about English. Fourthly, in fluency
students couldn’t choice structure and vocabulary consistently appropriate. So,
the researcher suggested students to choose the familiar vocabulary and teach
how to use dictionary in order to get vocabulary quickly. Finally, in form
students were difficult to identify general classification and generic
structure in narrative text. Hence, the researcher gave explanation about
material as clear as possible to students.
2).External Factor
There were 3 students who confused about story mapping. So, the researcher explained
again the procedure of story mapping clearly. Then choose the interesting topic
based on their want to be discussed. Some students did not enthusiastic when
learning writing narrative text. So, the researcher gave some questions for
students about “ The Legend of Toba Lake” to made students learn actively.
There were 6 students who doing their task were not appropriate with
instruction. So, the researcher will change the action on cycle 2.There was 4
students had not finished yet their task and did not collect the task on time.
So, the researcher will change the action on cycle 2 to improve students
understanding and do their task better.
Based on the explanation above, there were some
internal factors that influenced students’ writing ability in class XI IPA 2
SMA N 7 Padangsidimpuan. The researcher solved those problems in cycle 2 in order
to improve their passion in learning writing skill at classroom.
2. Cycle 2
In the second cycle, there were also two
meetings. Each meeting conducted of 2 x 45 minutes or there was 90 minutes
again. In each cycle there were also some steps must doing by the researcher
again, there were planning, action, observation, and reflection. The second cycle conducted
on Saturday, 18th November and Monday 20th November 2017.
a. Third
Meeting
1) Planning
The first meeting in second cycle conducted on
Saturday, 18th 2017. The condition on the second cycle was different
with the first cycle, the researcher made changing in this action or in the
teaching learning process. Based on the problem on first cycle, most of the
students still low motivation, so that the researcher could give high
motivation to make the students more interest.
2) Action
The researcher greeted the students and
checking the attendance list. The researcher told that the meeting for today
would be different than before. Firstly, the researcher showed the picture of
“The Legend of Toba Lake” story. Then, the researcher make draft of story
mapping with the elements on the
whiteboard. The researcher continued by asking them what is the title of the
story. So, the students answered it enthusiastically. Next, the researcher
asked the students to fill the elements of story mapping until complete on the
whiteboard. So, the students do the learning process more actively more than
first cycle. The last, the researcher asked students to build a narrative text
by using those story mapping.
When the students began to write their text,
the researcher also began to observe again what happened in the classroom as
long as teaching learning process. The researcher observed the students that
they had gotten the improvement than previous cycle. The researcher did not
forget to ask them about their difficulties. The students showed the
improvement where the students more calmly and even any directly and it avoid
annoying in the classroom.
The researcher asked the students to collect
their writing result and the researcher reminded the students to make their
writing draft as clear and good as possible. Then, the researcher closed the
lesson by giving conclusion about narrative text by using story mapping
technique and invited the students to pray together.
3) Observation
In this meeting, generally the class condition
in learning process was better than the previous cycle. It could be seen from
the result of field notes that the students who were able to focus and followed
the writing lesson, they enjoyed doing exercise. The students also more
enthusiastic to learn about the material and students had collected their task
on time.
4) Reflection
The reflection was carried out after do
observation students. The researcher felt satisfied for the effort to improve
the students writing skill of narrative text had been realized. The students
could understand how to make narrative text, and could explore their ideas
easily.
b. Fourth
Meeting
1) Planning
The second meeting on second cycle conducted on
Monday, November 20th 2017. In this meeting the researcher would
give the first test in first cycle about learning material as learn previous to
the students.
2) Action
The
researcher entered the classroom. The researcher greeted the students warmly.
It aimed to relax them before they did the test. Besides, it aimed to remind
them about narrative text briefly. The researcher then checked their attendance
list. There were no students was missing at that day. In this meeting, the
students had to write a narrative text. It was to write about their experience.
Their writing was scored as the test of second cycle.
The researcher continued to explain narrative
text, generic structure, language feature and explain story mapping, how to
make narrative text through story mapping technique. The researcher and
students made draft of story mapping on the whiteboard and discuss what title
will create become narrative text. The researcher and all of students agreed to
choose “The Legend of Toba Lake” story that will be create in narrative text. Then,
the researcher asked one student to fill part of draft of story mapping on
whiteboard and continued by each student until the text complete.
Meanwhile, the researcher asked students to
think their last experience, and the researcher asked students to create their
last experience into a narrative text by using story mapping technique. In
doing this test, the students had to apply what they had learned about the
narrative text in the previous meetings.
After they were ready, the researcher
instructed them to start writing the narrative text. The researcher walked
around to control them. Sometimes the researcher asked some of them to be
quiet. When the researcher informed to students that there were ten minutes
left, they seemed panic. Finally time was up, the researcher gave thanks to the
students and close the class, then went outside the classroom.
3) Observation
The researcher directly observed the students
to see and to give comments and suggestions towards their peer writing result.
The students showed the improvement in writing narrative text through story
mapping technique result more effectively. The students on this last meeting
look more interest and enthusiastic to write. The students did their test
actively and all of students finished the test on time.
4) Reflection
As the reflection from the second test, after
calculating the result of students writing ability test that had done in the
second cycle showed that: Second test in second cycle, the score of the
students improve from first cycle. From the test result can be concluded that 2
students got score 70, there were 4 students got 75, there were 8 students got
80, there were 7 students got 85, and there were 2 students got 90.
Table
4
Students’ Writing Scores in Cycle 2
|
Criteria of writing |
Score |
Mean |
|
Grammar |
300 |
13.04 |
|
Vocabulary |
360 |
15.65 |
|
Mechanic |
365 |
15.86 |
|
Fluency |
385 |
16.73 |
|
Form |
410 |
17.82 |
From
the table of students’ achievement in writing ability above, it could be seen
the students writing scores for each indicator through story mapping technique.
The researcher made the conclusion that story mapping technique in teaching
writing narrative text improved the students of writing ability at grade XI IPA
2 SMA N 7 Padangsidimpuan. Most of the students showed the good improvement in
the writing ability indicators; grammar, vocabulary, mechanic, fluency and
form.
From the total number of students that there
were 23 students in class XI, and there were 2 students who didn’t pass Minimum
Mastery Criterion (KKM). The mean score of the second cycle was 80.65 and the
percentage was 91.30%. The students’ improvement in writing narrative text by
using story mapping technique could be seen through following graph:
Figure 4
The Indicators’ Scores Second Cycle
From the figure above, can be seen that every
indicators’ score in second cycle improved than first cycle.
c. Students
problem in cycle 2
From the result finding had done in the second
cycle, the students problems had been solved by several problem solving that
researcher had applied in second cycle as follow:
1) Internal
Factor
Firstly, in grammar there were some students
still did not understand about tenses, it make difficult to construct words in
sentence. So, the researcher gave solution for them by ordering to write again the
pattern of tenses. It showed that the students improved. Secondly, in
vocabulary also there were students still difficult to identify word from
adverb, verb and noun. Hence, the researcher gave explanation how to identify
noun, verb, adjective, and adverb. Thirdly, in mechanic students have system to
write English spelling that far from should have been
The researcher suggested students to read and
write anymore, look and read the text about English. Fourthly, in fluency
students use the unfamiliar vocabulary. So, the researcher suggested students
to choose the familiar vocabulary. Finally in form students were difficult to
identify general classification in narrative text. The researcher gave
explanation about material as clear as possible to students. It showed that the
students improved that can be seen from students’ problem in cycle 1 had solved
in cycle 2.
2) External
Factor
All of students more enthusiastic than first
cycle and they had motivation in learning process. There were 3 students who confused
aboutstory mapping. So, the researcher explained again the procedure of story
mapping clearly. Then choose the interesting topic based on their want to be
discussed. Some students did not enthusiastic when learning writing narrative
text. So, the researcher gave some questions for students about “ The Legend of Toba Lake” to made students
learn actively. There were 6 students who doing their task were not appropriate
with instruction. So, the researcher will change the action on cycle 2.There
was 4 students had not finished yet their task and did not collect the task on
time. So, the researcher will change the action on cycle 2 to improve students
understanding and do their task better. So, students have improved that first
cycle.
Therefore, the problems in cycle one could be
solve successfully. Hopefully, the students were able to survive their behavior
same as cycle 2 in despite of this researcher had been finished in doing
research.
B. The
Comparative Result of Action
The comparative score of students’ ability in
writing narrative text between cycle 1 and cycle 2 showed that, the mean score
in the cycle 1 was 60.65 (21.73 %), then in cycle 2 the mean score 80.65
(91.28) it mean that mean score increased from the score 60.65 become 80.65 it
was passed the Minimum Mastery Criterion (KKM) 75, it could be seen from the
percentage of the students who got the score above. From the data above, the
researcher would like to give some explanation toward the actions have done.
The first test was done in the last meeting of cycle 1 and the second test was
done in the last meeting of cycle 2.
The first test in the first cycle was about
“The Legend of Toba Lake”. In this test the students still fewer to got score
above the minimum mastery criterion or KKM. There were 2 students got score 40,
2 student got score 45, 2 students got score 50, 3 students got score 55, 4
students got score 60, 1 student got score 65, 4 student got score 70, and 5
students got score 75.
Based on the passed on minimum mastery
criterion were 21.73 % students from 23 students in class XI IPA 2 who still
confused about story mapping technique. So, the researcher made the second
cycle to improve students writing narrative text by using story mapping
technique with the other trick in teaching learning process. There was the
formula to calculate mean score:
Mx = ∑f
x
N
= 1395
23
= 60.65
Then, researcher calculated the percentage of
students who passed Minimum Mastery Criterion (KKM). The researcher used
formula as follow:
P = R X 100%
T
P =5 X 100%
23
P = 21.73%
Second test in second cycle, the score of the
students improve. Many students got score above minimum mastery criterion or
KKM with score was 75. In other word, there were two students who still got
score below the KKM as it 70. But their score had improved from first cycle.
From the test result can be concluded that 2 students got score 70, there were
4 students got 75, there were 8 students got 80, there were 7 students got 85,
and there were 2 students got 90.
From the total number of students that there
were 23 students in class XI IPA 2, and there were 2 students who didn’t pass
Minimum Mastery Criterion (KKM). The mean score of the second cycle was 80.65
and the percentage was 91.30%. The calculation of the students score in the
second cycle as follow:
Mx = ∑f
x
N
= 1855
23
= 80.65
To know the calculation of percentage students
who passed Minimum Mastery Criterion (KKM) in cycle 2 the researcher used
formula as follow:
P = R X 100%
T
P =21X 100%
23
P = 91.30 %
Students’ writing ability improved significantly.
The improvement was 60.65(21.73%) in first cycle and 80.65 (91.30%) in the
second cycle.
Table
5
Comparative of Percentage Student’s Comparison
Study
|
No. |
Student’s
Initial |
Cycle
1 First
Test |
Cycle
2 Second Test |
|
1 |
AJH |
*75 |
90* |
|
2 |
A |
*75 |
80* |
|
3 |
AM |
50 |
75* |
|
4 |
AP |
50 |
75* |
|
5 |
ARS |
*75 |
85* |
|
6 |
ASH |
*75 |
80* |
|
7 |
ASN |
40 |
80* |
|
8 |
DA |
*75 |
85* |
|
9 |
DFL |
45 |
90* |
|
10 |
FAN |
40 |
70 |
|
11 |
FN |
55 |
85* |
|
12 |
MH |
70 |
85* |
|
13 |
M |
55 |
85* |
|
14 |
NT |
45 |
70 |
|
15 |
NT |
55 |
80* |
|
16 |
RBS |
70 |
80* |
|
17 |
RH |
70 |
85* |
|
18 |
RP |
60 |
80* |
|
19 |
SP |
60 |
80* |
|
20 |
SP |
60 |
85* |
|
21 |
Y |
65 |
80* |
|
22 |
M |
60 |
75* |
|
23 |
RS |
70 |
75* |
|
|
Total |
1395 |
1855 |
|
|
Mean: M = ∑f x N |
60.65 |
80.65 |
|
|
Percentage: P = R X 100% T |
21.73 |
91.30% |
*The
students who passed the KKM (75) in first cycle and second cycle
The
researcher also provided the graph that showed comparative of students; achievement
between first cycle and second cycle that could be seen below:
Figure 5
The
Comparative of Indicators Score in First Cycle and second Cycle
From the
figure above can be seen that every indicators score improved. Grammar in first
cycle 10 become 13.04 in second cycle, vocabulary in first cycle 11.73 become
15.65 in second cycle, mechanic in first cycle 13.04 become 15.86 in second
cycle, fluency in first cycle 12.39 become 16.73 in second cycle, and form in
first cycle 13.47 become 17.82 in second cycle. So, all of indicators were
improve.
Figure 6
The
Comparative Mean Score of First Test and Second Test
From the figure above, can be seen that
students’ mean score improved from 60.65 in first cycle become 80.65 in second
cycle.
To test the significances, the
researcher used t-test for small samples less than 30 students. The table of
interpreting the data could be looked from the table below:
Table. 6
The Difference Between
Cycle 1 and Cycle 2
|
No |
Students’ Initial |
Cycle 1 |
Cycle 2 |
D=X-Y |
ΣD=D-MD |
ΣD2 |
|
1 |
AJH |
75 |
90 |
15 |
-4.6 |
21.16 |
|
2 |
A |
75 |
80 |
5 |
-14.6 |
213.16 |
|
3 |
AM |
50 |
75 |
25 |
5.4 |
29.16 |
|
4 |
AP |
50 |
75 |
25 |
5.4 |
29.16 |
|
5 |
ARS |
75 |
85 |
10 |
-9.6 |
92.16 |
|
6 |
ASH |
75 |
80 |
5 |
-14.6 |
213.16 |
|
7 |
ASN |
40 |
80 |
40 |
20.4 |
416.16 |
|
8 |
DA |
75 |
85 |
10 |
-9.6 |
92.16 |
|
9 |
DFL |
45 |
90 |
45 |
25.4 |
645.16 |
|
10 |
FAN |
40 |
70 |
30 |
10.4 |
108.16 |
|
11 |
FN |
55 |
85 |
30 |
10.4 |
108.16 |
|
12 |
MH |
70 |
85 |
15 |
-4.6 |
21.16 |
|
13 |
M |
55 |
85 |
30 |
10.4 |
108.16 |
|
14 |
NT |
45 |
70 |
25 |
5.4 |
29.16 |
|
15 |
NT |
55 |
80 |
25 |
5.4 |
29.16 |
|
16 |
RBS |
70 |
80 |
10 |
-9.6 |
92.16 |
|
17 |
RH |
70 |
85 |
5 |
-14.6 |
213.16 |
|
18 |
RP |
60 |
80 |
20 |
0.4 |
0.16 |
|
19 |
SP |
60 |
80 |
20 |
0.4 |
0.16 |
|
20 |
SP |
60 |
85 |
25 |
5.4 |
29.16 |
|
21 |
Y |
65 |
80 |
15 |
-4.6 |
21.16 |
|
22 |
M |
60 |
75 |
15 |
-4.6 |
21.16 |
|
23 |
RS |
70 |
75 |
5 |
-14.6 |
213.16 |
|
Total Mean: X= ∑fx
n |
1395 60.65 |
1855 80. 65 |
450/23 = 19.6 MD= 19.6 |
210.4/23 = 9.15 |
2745.68/23 = 119.38 |
|
|
Percentage: P = R x100% T |
60.65% |
91.65% |
|
|
|
|
Steps of calculating the data:
MD = Mean of difference
MD =ΣD
N
= 450
23
= 19.6
Σ =
Number of difference Score Between Second Cycle and First Cycle.
D = X – Y
N = 23 Students
SDD= Standard
Deviation from the Difference Score Between First Test and Second Test.
SDD =
=
=
=
= 10.91
SEMD = Standard
error from mean of difference
SEMD
=
=
=
=
=
= 2.32
t0
=
t0
=
t0
= 8.44
Degrees
of freedom (df) =
N–1 = 23–1 = 22
The
calculation result of t0= 8.44, with df = 22, level of signification
in “Table Nilai t” (tt5% = 6.2). it can be known that the result of
t0 is bigger than tt. Based on the result, it means that there is a significant
improvement between students’ writing learning process result in the first
cycle and second cycle.
Finally,
The calculation result of t0= 8.44, with df = 22, level of signification in
“Table Nilai t” (tt 5% = 6.2). It can be known that the result of t0
is bigger than tt (8.44 ˃ 6.2). Based on the result, it means that
there is a significant improvement between students’ writing learning process result
in the first cycle and second cycle. So, the hypothesis is accepted, it means
that using story mapping technique can improve students’ writing narrative text
ability at grade XI IPA 2 SMA N 7 Padangsidimpuan.
C. Discussion
of the Research Finding
Story mapping technique in writing ability gave
opportunity for students more interactive. The students have done gained their
new ideas, made relationship between ideas to develop their topic. In other
hand, story mapping technique guide the students to develop their imagination
and idea in writing process to make paragraph.
Furthermore, based on related findings in this
research, story mapping technique is a good technique in teaching learning. Firstly,
Rosyida Fauzi script entitled “Improving Students’ Understanding of Narrative
Text by Using Story Mapping (A Classroom Action Research at the First Grade
Students of MA Pembangunan)”.[1]
The aim of research is to know whether students’ understanding of narrative
text could be improved by using story mapping or not. After calculating and
analyzing the data, there is significantly effect of story mapping to the
students of MA Pembangunan Jakarta, 45 better than 73.
Secondly, M.Yunus has done research in SMA
Negri 3 Palembang with the title” Improving Students’ Skill of Creating Short
Story Mapping”.[2]The
research design in classroom action research (CAR). Base on the data analysis,
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.
Thirdly, a script of Salem
Saleh Khalaf Ibnian “The Effect of Using the Story- Mapping Technique on
Developing Tenth Grade Students’ Short Story Writing Skills in EFL”.[3]
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).
From the review of related finding above, the
researcher also found the result that story mapping technique improve the
students ability in writing narrative text at classroom XI IPA 2 SMA N 7
Padangsidimpuan. The result found during the research. The learning activity
was more comfortable for students where they could use their critical thinking
while learning and teaching process. Finally, students writing ability improved
significantly. The improvement of students ability was 60.65 (21.73%) in
first cycle and 80.65 (91.30%) in the second cycle.
D. The
Threats of the Research
When doing the research, the researcher found
that some threats in this research. The researcher found that some students
were less in English learning motivation. It could be seen from the observation
sheet, there were some students in the first cycle students didn’t have
motivation when learning writing narrative text, students didn’t have full
attention when learning writing narrative text, students didn’t answer the
question actively, students didn’t enthusiastic when learning writing narrative
text, students didn’t doing all the task, students didn’t collect the task on
time and students doing their task were not appropriate with instruction.
Then, when the learning process, some students
made class be noisy that make another students didn’t have concentration
because they didn’t hear what explained by researcher, so it became most of
students did not understand and confused with the material. In order to
researcher made solution as give motivation and most pay attention to students.
[1]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
5th 2017, 11:30 a.m.
[2]M.Yunus,
Improving Students’ Skill of Creating Short Story Mapping at SMA Negri
Palembang 3, (Script 2008), accessed at http//www.ukessay.com/../April
5th 2017, 10:20 a.m.
[3]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
3th 2017, 10:10 a.m.
