THE EFFECTIVENESS OF TEACHING NARRATIVE TEXTBY USING STORY MAPPING

A"Skripsi"

Presented to the Faculty ofTarbiyah and Teachers Trainingin Partial Fulfillment of The Requirements

For the Degree of S.Pd (Bachelor of Arts) in English Language Education

.....III

By:

IMAS MASPUPAH104014 000 t~!t'!fl'

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DEPARTMENT OF ENGLISH EDUCAnONFACULTY OF TAREIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITYJAKARTA

1430 Hl2009 M

'"~"·;~RPUSTjI.YAAN UT~UIN SYAHID vl/\f<ARTA· I

THE EFFECTIVENESS OF TEACHING NARRATIVE TEXTBY USING STORY MAPPING

(An Experiment. St.udy of the First Year Students of SMA 87 Jakarta Selatan)

A'Skripsi'

Presented to the Faculty of Tarbiyah and Teachers Training

in Partial Fulfillment ofThe Requirements

For the Degree of S.Pd (Bachelor ofArts)in English Language Education

By:

llUas Maspupah104014000294

APPROVED BY

Advisor

Dra. Farida Hamid, M.Pd.NIP. 150249910

DEPAR.TMENT OF ENGLISH EDUCATIONFACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITYJAKARTA

1430 H/2009 M

ENDORSEMENT BY THE EXAMINATION COMMITEE

The examination committee of the Faculty ofTarbiyah and Teacher's Training certifies

that the 'Sic.ripsi' (scientific paper) entitled 'The Effectiveness of Teaching Narrative

Text by Using Story Mapping written by Imas Maspupah, student's registration

number: l(l4014000294, was exanlined by the committee on June 23'd 2009, and was

declared to have passed and, therefore, fulfilled one of the requirements for academic

title of 'SPd' (Bachelor of Arts) in English Language Education at the Department of

English Education.

Jakarta, June 2yd 2009

EXAMINATION COMMITTEE

~

LCHAIRMAN : l'rs. Syauki. M.Pd. (- )NIP. 19641212 199103 1002 ~

" ,SECRETARY : Neneng Sunengsih. S.Pd. ( )

NIP. 150293232

EXAMINER 1 : Drs. Nasrun Mahmud, M.Pd. (NIP. 150041070 ",---EXAMINER 2 : Dra. Hidayati. M.Pd. ( ) ..

NIP. 19601027 1987032003

Acknowledged by:

Dean of Tarbiyah and Teachers Training Faculty

ABSTRACT

MASPUPAH, IMAS, 2009, Tbe Effectiveness of Teacbing Narrative Text byUsing Story Mapping (An Experimental Study at the First Year Students ofSMA 87 Jakarta), Skripsi, English Department, the Faculty of Tarbiyah andTeachers' Training, SyarifHidayatullah State Islamic University Jakarta.Advisor: Farida Hamid, M.Pd, Dra.

Key Words: narrative text and story mapping

This study is aimed at describing the objective condition the teaching narrativetext by using story mapping at the first year students of SMA 87 Jakarta. Itincludes the students reading narrative text mastery by using story mapping, theeffect of students' interest towards the students reading narrative text mastery, thestudents motivation that can be affect the students reading narrative text master·,in teaching learning process and the student achievements by using story mappingin teaching narrative text.

The aim of the research is to get the information about using story mapping inteaching narrative text, moreover it is conducted to get the effective technique inteaching narrative text at the first year of 87 Senior High School Jakarta. Sampleof the research is as much 40 students and an English teacher. This research isusing experiment method in the quantitative form by collecting data fromdocumentation, observation and test.

The data collected in this research analyzed by using t-test. According to the resultof statistical calculation, it is obtained the value of to (t observation) is 2, 22 andthe value of t, from df (38) on degree of significance of 5% is 2, 02. It means thatthe value of to is higher than tt. Based on the result, the null hypothesis (Ho) whichsays there is no significance influence in teaching narrative text by using storymapping is rejected. It means that the alternative hypothesis (Ha) which says thathere is significance influence in teaching narrative text by using story mapping isaccepted.

Based on the findings of the study, it can be concluded that teaching narrative textby using story mapping is quite success and can run well in the class situation, byusing story mapping the students feel more interested and enjoy doing activities inthe class. It also can give the students opportunities to be active in learningnarrative text.

ABSTRAK

MASPUPAH, IMAS, 2009, The Effectiveness of Teaching Narrative Text byUsing Story Mapping (An Experimental Study at the First Year Students ofSMA 87 Jakarta), Skripsi, English Education Department, Faculty of Tarbiya andTeachers' Training, UIN SyarifHidayatullah Jakarta.Pembimbing: Farida Hamid, M.Pd, Dra

Key words: narrative text dan story mapping

Tujuan dari penclitian ini adalah untuk menggambarkan suatu kondisi yaitukefektifitasan mengajar teks narrative dengan story mapping pada kelas X siswaSekolah Menengah Atas Negeri 87 Jakarta. Tujuan tersebut antara lain,kefektifitasan mengajar teks narrative dengan menggunakan story mappingterhadap bacaan siswa, motivasi siswa yang dapat mempengaruhi keterampilanmembaca siswa dalam proses belajar mengajar, dan prestasi siswa ym;,'menggunakan story mapping dalam pengajaran narrative

Selain itu tujuan dari penelitian ini adalah untuk mendapatkan inforrnasi tentangkefektifan mengajar narrative dengan menggunakan story mapping, selebihnyahal ini dilakukan untuk mendapatkan kefektifitasan teknik dalam mengajarnarrative di kelas X siswa SMA Negeri 87 Jakarta. Siswa yang terrnasuk dalampenelitian ini berjumlah 40 orang dan seorang guru bahasa Inggris. Penelitian initerrnasuk penelitian eksperimen dalam bentuk quantitative dengan mengumpulkandata-data dari dokumentasi, observasi dan test.

Data-data yang di kumpulkan dalam penelitian ini di analisa menggunakan test-t.berdasarkan hasil statistik, telah didapatkan nilai to yaitu sebesar 2,22 dan nilaidari tt dari df (38) pada taraf siguifikan 5% yaitu sebesar 2, 02. Dari hasil tersebutjelas bahwa nilai to lebih tinggi dari pada tt. Selanjutnya, dapat ditarik kesimpulanbahwa hipotesis nihil (Ho) yaitu tidak ada pengaruh yang signifikan daripenggunaan story mapping dalam mengajar narrative ditolak. Sedangkan hipotesisalternative (Ha) yaitu ada pengaruh yang signifikan dari penggunaan storymapping dalam mengajar narrative diterima.

Berdasarkan hasil dari penelitian ini, dapat disimpulkan bahwa kefektifitasanmengajar narrative dengan menggunakan story mapping adalah cukup berhasil,dengan story mapping tidak hanya efektif untuk siswa tertarik dalam belajar dansenang melakukan kegiatan-kegiatan di kelas, tetapi belajar aktif yang dapatmemberikan siswa kesempatan untuk lebih aktifmembaca.

ACNOWLEDGMENT

In the name ofAllah, the Beneficent, the MercifUl

All praises be to Allah, the Lord of the Worlds, by His help guidance, and

blessing finally the writer could finish this paper properly. Peace and blessing be

upon Muhammad SAW, his descendants, his companion and his followers.

On this great occasion, the writer would like to express her greatest honor to her

beloved family, her parents H.Muhammad and Nurilah, her sisters and brothers

(lin, Hana, Uswah, Raja and Abi) and especially to her beloved husband

(Kusnadi) who always gives support and moral encouragement in finishing her

study then, Ora. Hj. Farida Hamid, M.Pd as her advisor, thanks for her sincere and

generous help and professional advices.

The writer would like also to express her gratitude, thank and appreciation

to the following persons:

I. All lecturers of English Department who have taught and educated the

writer during her study at UIN SyarifHidayatullah Jakarta.

2. Drs. Syauki, M.Pd, the chief ofEnglish Department.

3. Prof. Dr. Dede Royada, M.A, the Dean of Faculty of Tarbiyah and

Teacher Training, UIN SyarifHidayatullah Jakarta.

4. Ora. Hidayati, M.Pd, for her valuable help, guidance, correction and

suggestion in skripsi writing. This work would not be completed without

a great deal ofhelp from her

5. Drs. Mh. Hadinoto, the headmaster of 87 Senior High School and staffs,

who has allowed the writer to observe and conduct the research there.

6. All teacher of 87 Senior High School who have given inspiration to the

writer.

7. First year 87 Senior High School Students who have help the writer in

the research.

8. All friends in A class thanks for your motivation, care and support

May Allah guide them and give them all happiness throughout their lives.

Finally, the writer recognizes this writing is far from perfect. Therefore, it

is really a pleasure for her to receive critics to accomplish it and she hopes

that this work would be beneficial, particularly for her and for those who

are interested in. the write welcomes suggestions and comment from the

readers for the improvement of this skripsi.

June, 82009

The Writer

TABLE OF CONTENTS

ENDORSEMENT SHEET i

ABSTRACT IN ENGLISH. ii

ABSTRACT IN INDONESIAN .iii

ACKNOWLEDGEMENT .iv

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER I

CHAPTER II

: INTRODUCTION

A. Background of the Study i

B. Scope and Limitation of the Stucly 3

C. Formulation of the Problem 3

D. Objective of the Study................... .. .4

E. Significance of the Study 4

F. Hypothesis 5

G. Operational Definition 5

: THEORETICAL FRAMEWORK

A. Narrative Text

1. Definition and Kinds ofNarrative Tcxt. 6

2. Purpose ofNarrative Text. 8

3. Schematic structures 9

4. Linguistic Features ]0

B. Story Mapping

I. Definition of Story Mapping 11

2. The Purpose of Story Mapping ]3

v

3. The Technique of Using Story

Mapping 13

4. The Advantages and Disadvantages or Story

Mapping 13

C. Teaching Narrative Text by Using Story

Mapping 16

CHAI'TER III : THE PROFILE OF THE SCHOOL SMA S7 JAKARTA

1. History of SMA 87 Jakarta 18

2. School Identity........................... .. 18

3. Vision & Mission 19

4. Curriculum ,.............. 1()

5. Facilities 19

6. Total of Students 20

7. Total of Teachers 21

8. Organization of SMA 87 23

CHAPTER IV : RESEARCH DESIGN

A. Research Design 24

B. Place and Time of the Research 24

C. Subj,ect of the Study 24

D. Research Instrument.. 25

E. Data and Source Data 25

F. Techniques of Collecting Data 25

G. Techniques of Data Analysis 26

CHAPTER V : RESEARCH FINDINGS AND DISCUSSIONS

A. Research Findings

1. Teaching Preparation..... ...28

2. Kinds of Materials used by English Teacher

at SMA 87 Jakarta 28

VI

3. The Ways Used by English Teacher to Evaluate the

Students Skill .30

B. Research Discussion

1. Teaching Preparation 30

2. Material Used at SMA 87 31

3. Evaluation Applied by the English Teacher in the

Classroom 31

4. Data Description 31

5. Data Interpretation................ .. 37

CHAPTER VI : CONCLUSION AND SUGGESTION

1. Conclusions .

2. Suggestions, , 30

BIBLIOGRAPHy .

APPENDIXES

Vll

. .......... .40

LIST OF TABLES

I. Table I Facilities of School. 17

2. Table II Total of Students I8

3. Table III Total of Teachers I9

4. Table IV Organization of SMA 87 Jakarta 22

5. Table V Score of Pre-test and Post-test ofExperimcnt Class 27

6. Table VI Score of Pre-test and Post-test of Control Class 28

7. Table VII Comparison of the Score of Expcriment and Control Class 29

VIII

LIST OF FIGURES

I. Figure 2.1 J 5

2. Figure 3.1 23

3. Figure 5.1 .30

IX

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study, scope

and limitation of the study, formulation of the problem, objective ofthe study,

significance of the study, hypothesis and operational definition

A. Background of Stndy

Language is a communication used by people to communicate through

spoken and written language. English as an international language has been

used by all people in the world. The people of non native speaker use English

as their second langnage to communicate in many different kinds of social

situation and for many different purposes.

In educational, English has an important role. It could be seen that

language has been learned in any levels of education. For instance, in

Indonesia, English has been taught from elementary level up to the university.

Most books in the libraries of university and institutes are also written in

English.

English is different from Indonesian language. Every language has its

own rules and its own skills. In learning English, there are four skills listening,

speaking, reading and writing that should be mastered. One of important skill

is reading.

Reading is very essential for us in order to increase our knowledge.

This idea is supported by the fact that reading has become part of our daily./

life. We read many kinds of written materials from newspaper, magazine until

academic books. Through reading we can get a lot information, knowledge,

enjoyment and even problem solution. Therefore, the ability to read the text in

any form will give a great deal advantages in our life. Actually, the purpose of

reading is for pleasure. It makes possible for each student to learn what she or

2

he needs and like. It also different from studying, because there is no test after

finish our reading.

Talking about reading activities, objectively on average, we can expect

to read every time and consider it as daily activities; we may read newspaper

every day of our life to find some news or science to expand our knowledge.

Learners may read book at school or at home, to achieve a good point on

every subject ofstudy.

There are some problems for the learner to comprehend English

literary or book or any other printed materials. Most of them just have some

means or ability to pronounce and recognize the individual words for the text

without knowing the message or the meaning ofwhat the author extends.

One of kind reading text is narrative text. Narrative text is a kind

text that describes a sequence of fictional or non fictional events. It consists of

orientation, complication or problem and resolution. It sometimes also makes

learners confused. The effect is that they do not understand plot ofthe story.

Asking the students to translate the story is usually ineffective

methods. They are very bored about that. As good teacher must be given a

method that learners enjoy it.

Learning a new language can be difficult process. However, the reward

is being able to communicate with a whole new country or cultural of people.

For that reason, many factors influence student's achievement in English, one

of them is teaching with strategy. For carrying out the various curricular

decisions, the teacher must learn how to employ a wide range of teaching

strategies that is methods of approaching the students. l Learning a new

language should be fun, interactive and exiting so, strategies are very

important for language learning be cause they are tools which are essential for

developing communicative competence. These strategies allow the teacher to

know certain technique of teaching and suitable method in giving the material

to consider student's ability in acquire material in the learning process.

1 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in LanguageTeaching, (London: Cambridge University Press, 1996), p. 87

3

To solve the problems in teaching narrative text, the teacher can use

suitable and interesting methods or techniques that are suitable for the

learners. Techniques depend on the teacher, the imagination, his creativity and

the condition of class, a certain problem can be solved with the various

techniques?

Based on the description above, the writer wants to propose one

teaching techniques that have been shown to be a beneficial teaching

technique in improving reading comprehension especially, in narrative text by

using story mapping.3 Story mapping is a graphic or semantic visual

representation of a story. This map illustrates way to provide an overview ofa

story. It includes brief information about characters, setting, goal, event and

resolution.4

In teaching narrative text by using story mapping, the teacher ask the

student to read first the text then, make a conclusion by draw a graphic or

anything relate to the story. It is to develop their comprehension in reading.

n. Scope and Limitation of the Study

The scope of this study focuses on using story mapping to improve

student's reading skill at SMA 87 Jakarta. To limit of the problems will be

discuss in this skripsi consists of: (a) the English teacher preparation before

teaching narrative text, (b) the kinds of materials used by the English teacher

in teaching narrative text and (c) the teacher's ways to evaluate the students'

skill in narrative text.

C. Formulation of the Problem

In this study, the writer is necessary to do an evaluation of students on

teaching learning process of English especially in teaching narrative text at 87

2 Mulyanto Soemardi. Pengajaran Bahasa Asing Sebuah Tiryauan Dar; Segi Metodologi,(Jakarta: Bulan Binlang, 1975), p.14

3 Sandra Silbesrtein, Technique an Resources in leaching Reading, (New York: OxfordUniversilj Press, 1994), p.49

Pamela J, et.al., Teaching Reading A BalancedApproachjor Today's Classroom, (NewYork: McGraw Hill), p. 345

4

Senior High School. The main problem of this study is "does the use of story

mapping can improve the students' skill in learning narrative text?"

The main problem is formulated into two sub problems as follows:

1. Does the teacher make the teaching preparation before teaching narrative

text?

2. What kinds of materials are used by the English teacher in teaching

narrative text?

3. How is the teacher's ways to evaluate the students' skill in narrative text?

D. Objective of the Study

In line with the statement of formulation of the problem stated above,

the general objective of this study is to evaluate the teaching learning process

of the English subject especially in teaching narrative text at 87 Senior High

School Jakarta. Objective ofthe study are follows:

1. To describe the preparation made by the English teacher in teaching

narrative text.

2. To describe the kinds of materials used by the English teacher in teaching

narrative text

3. To describe the teacher ways in evaluating the students' skill in narrative

text.

E. Significance ofthe Study

The findings or results of this study are expected to contribute to the

English teacher, students and other researchers. To English teacher, the

findings of this study are expected to be able to enrich the teachers'

knowledge in terms of the teaching narrative text in using story mapping at

first year of 87 Senior High School students Jakarta.

To students, the result of this study is expected to make process of

learning more communicative and enjoyable so that it will increase their

reading habit especially in narrative text. To other researchers, the results of

5

this study are hoped as a basic consideration and information to do the further

investigation.

F. Hypothesis

The statistic hypothesis states:

1. Alternative Hypothesis (Ha): there is significance difference between

the students' achievement in reading narrative text by using story

mapping and without using story mapping at 87 Senior High School,

Jakarta.

2. Null Hypothesis (Ho): there is no significance difference between the

students' achievement in reading narrative text by using story

mapping and without using story mapping at 87 Senior High SChOCh,

Jakarta

G. Operational Definition

The following are given to make the readers have the same

understanding or perception for some terms used in this study. They are also

intended to avoid ambiguity or misinterpretation. They are as follows:

1. Narrative text is a kind of text that describes a sequence offictional

or non fictional events. It consists of orientation, complication or

problem and resolution.

2. Story Mapping is a graphic or semantic visual representation of a

story. This map illustrates way to provide an overview of a story. It

includes brief information about characters, setting, goal, event and

resolution.

3. SMA Negeri 87 Jakarta is the acronym of "Sekolah Menengah

Atas Negeri" which is located in Rempoa, Jakarta Selatan

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses about the theoretical

framework which is consist ofnarrative text, story mapping and teaching narrative

text by using story mapping which is comprise of defmition, the schematic

structure, linguistic features, the purpose, technique using story mapping,

advantages and disadvantages.

A. Narrative Text

1. Definition

According to Chatman, S. and B. Attebery (1993) "narrative is the

telling of a story or communication of a chain of events, fictive or real. Aspects

of narrative include how the story is told, the context in which it is presented,

and the construction of the story. J

In terms of media, narrative is the coherence/organization given to

a series of facts. The human mind needs narrative to make sense of things. We

connect events and make interpretations based on those connections. In

everything we seek a beginning, middle and the end? We understand and

construct meaning using our experience of reality and of previous texts. Each

text becomes part of the previous and the next through its relationship with the

audience.

I Chatman, S. and B. Attebery, .Reading Narrative Fietian. (New York:Mcmillan,1993), p.lS

2 The Media Student's Book (2nd Ed) Branston/Stafford (1999): Ch 3 Narratives, takenfrom www.•oogle.eom. 28 December, 2008

7

Based on Wikipedia dictionary, narrative has definition such as;

"a narrative or story is a construct created in a suitable fonnat(written, spoken, poetry, prose, images, song, theater, or dance) thatdescribes a sequence of fictional or non-fictional events. It derivesfrom the Latin verb narrare, which means "to recount" and is relatedto the adjective gnarus, meaning "knowing" or "skilled":[l](Ultimately derived from the Proto-Indo-European root gnjj-, "toknow".[2]) The word "story" may be used as a synonym of"narrative", but can also be used to refer to the sequence of eventsdescribed in a narrative. A narrative can also be told by a characterwithin a larger narrative.,,3

From description above, it can be said that narrative text has many

meanings. Narrative text has been learned since junior high school. Until now,

learners still confuse about it. Actually, narrative text is same with the story. It is

only different tenn. When were child, we have been read Cinderella story. It is

kinds ofnarrative text. It consists of fiction story.

There are many types of narrative. They can be imaginary, factual

or a combination of both. They may include fairy stories, mysteries, science

fiction, romances, horror stories, adventure stories, fables, myths and legends,

historical narratives, ballads, slice of life, personal experience. Narrative text is

easy reading for students because most of students like reading a story. Their

difficulties may be in reading comprehension.

Besides type of narrative, there are the basic elements of narrative

text is:

a. Characters

All stories have characters that the author presents in the story. These

are the easiest elements for students to locate. Many writers insist that

the character is the single most important element in the narrative text.

In the delineation of character has certain method at their disposal. They

3 Taken from, Http·//en.Wikipedia.orglwiki/narrative, 11 January, 2009

8

can describe us character physically: age, height, weight and so forth.

They can develop the character through action: what he does in different

situations, how to react the problems. The author can also depict

character through dialogue: how the character talks, what he says.

Sometimes the author tells you what the character thinking.

b. Setting

Writers, to add interest, always let readers know where and when the

story takes place (for example, what period of history, or seasons of the

year). Sometimes the writer gives so many details it seems to paint a

picture you can see in your imagination. These details are called the

"setting" ofthe story.

c. Plot

Every story has on going events, plus actions by characters. A writer

usually starts a story by introducing characters and problems that they

face. The sequence of main actions by characters, as they respond to

and solve problems, is called plot.

d. Conclusion

At the end of a story, the author brings action to a climax the most

exciting point in the whole story. Then events are brought to a

"conclusion" here the writer brings together all the important things that

happened in the story, and tells how events work out for the characters. 4

2. The Purpose

The basic purpose of narrative is to entertain, to gain and

hold a readers' interest. However narratives can also be written to teach or

4 Chatman, S. and B. Attebery, Reading Narrative Fiction, p.23

9

infonn, to change attitudes / social opinions e.g. soap operas and television

dramas that are used to raise topical issues. Narratives sequence

people/characters in time and place but differ from recounts in that through the

sequencing, the stories set up one or more problems, which must eventually find

a way to be resolved.

3. Schematic Structure ofNarrative Text

An effective narrative text has several significant

characteristics, which you may use as standard to guide your reading. In a

Traditional Narrative the focus of the text is on a series ofactions:

a. Orientation

Orientation is introduction in which the characters, setting

and time of story are established. Usually answers who? when? where? e.g. Mr.

Wolf went out hunting in the forest one dark gloomy night.

b. Complication or problem

The complication usually involves the main character

(often mirroring the complications in real life).

c. Resolution

There needs to be a resolution of the complication. The

complication may be resolved for better or worse/happily or unhappily.

Sometimes there are a number of complications that have to be resolved. These

add and sustain interest and suspense for the reader. 5

And for the example:

'Wasito Hadi, dkk, Bahasa lnggris un/uk SMA/MA kelas X. (Jakarta: PT. Tunas Melati,2007) p. 46

10

'.The Smartest Animal

"Once there was a farmer from Laos. Every morning and everyevening, he ploughed his field with his buffalo. One day, a tigersaw the farmer and his buffalo working in the field. The tiger wasvery surprised to see a big animal listening to a small animal. Thetiger wanted to know more about the big animal and the smallanimal.After the man went home, the tiger spoke to the buffalo; "you areso big and strong. Why do you do everything the man tells you?"The buffalo answered; "oh, the man is very intelligent". The tigerasked; "can you tell me how intelligent he is?" "No, I can't tellyou", said the buffalo; "but you can ask him" So the next day thetiger asked to the man; "Can I see your intelligence?" But the mananswered; "it at home". "Can you go and get it?" asked the tiger."Yes" said the man; "but I am afraid you will kill my buffalo whenI am gone. Can I tie you to a tree?"After the man tied the tiger tothe tree, he didn't go home to get his intelligence. He took hisplough and hit the tiger. Then he said; "Now you know about myintelligence even you haven't seen it,,6

Schematic Structure Aualysis

• Orientation: introducing specific participants; farmer and

his buffalo, setting in Laos.

• Complication: revealing a series of crisis: the tiger wanted

to know more about the farmer and the

buffalo, the tiger wanted to know about the

farmer's intelligence.

• Resolution: the crisis is resolve: the farmer hit the tiger

By making the schematic structure, students will be easy

understanding the story and they can memorize it for long time.

4. Linguistic Features

In narrative there are some linguistic features such as:

'Wasito Hadi., dkk, BAhasa lnggris Un/uk SMAIMA ke/as l,p.50

11

• Action verbs: Action verbs provide interest to the writing.

• Written in the first person (I, we) or the third person (he, she,

and they).

• Usually past tense

• Specific nouns: Strong nouns have more specific meanings,

e.g. oak as opposed to tree. 1

• Active nouns: Make nouns actually do something, e.g. It was

raining could become Rain splashed down or There was a

large cabinet in the lounge could become A large cabinet

seemed to fill the lounge.

• Use ofadjective and adverbs: Writing needs judicious use of

adjectives and adverbs to bring it alive, qualiJY the action and

provide description and information for the reader.

• Focus on specific participant. Participant is the people, places

and things which can be related experientially in the story.

B. Story Mapping

l.The Defmition of Story Mapping

Sometimes the goal of a reading lesson might be to examine the

various pieces of a story 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 the

skill in specified lesson again and again throughout the year. One skill for

digging into a story to examine its parts is story mapping. As was mentioned

earlier in the chapter, when students develop a schema for stories, that is an

internal understanding of the expected pieces that make up a typical story, they

are better able to comprehend the narratives that they read. But before we discuss

about the definition of story mapping it is better for us to know the short story of

story mapping.

7 Hetty Herawati, Marhaban, LKS: Bahasa·lnggris SMA Ice/as X, (Bogor: CV BinaPustaka), p. 34

12

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 ofcomprehension and memory are used by

both adults and children to encode and store information in their long term

memories.s

Story mapping or can be referred as mind mapping, idea mapping,

word mapping, etc is a term which describes a variety strategies designed to

show how key word or concept are related to one another through graphic

representation.

As we know, story is a text that gives reader an entertainment.

After read the story usually the reader get many experiences. Story text can mak,

the reader sad or happy. According to Oxford Dictionary story is an account of

past events, incidents, etc.9

Mapping can be defined as a sketch or drawing that shows location

or relation between things or place.1O Mapping is an effective technique for

teaching narrative text, and it is also effective for improving note taking and

creative thinking skills.

According explanation above, story map is a graphic or semantic

visual representation of a story. This map illustrates way to provide an overview

of a story. It includes brief information about characters, setting, problem, goal,

events and resolution. I I

Based on Hare,V., & Bingham, A. (1986), story mapping is a

technique used after a story has been read. It includes identifYing the main

elements, and categorizing the main events in sequential order. A graphic

8 Pamela J, e1.al.• Teaching Reading A BalancedApproachfor Today's Class Rooms.(New York: Me Graw Hill), p. 345

9 A.S Hornby, Oxford Advamced Leamer's Dictionary of Current English, (Oxford:Oxford University Press, 2000), p. 1177

10 "Map", NTC Dictionary, (Illinois: NTC, publishing Club, 1998), p. 55411 Pamela, Teaching Reading .... p. 345.

13

representation is often used to illustrate the story structure and sequence of

events.12

2. The Purpose ofStory Mapping

A story map is a visual depiction of the settings or the sequence of

major events and actions of story characters. This procedure enables students

to relate story events and to perceive stTUcture in literary selections. By

sharing personal interpretations of stories through illustrations, students

increase their understanding and appreciation of selections. Story maps can be

used as frameworks for storytelling or retelling, and as outlines for story

writing.

The purposes are:

• to enhance students' interpretative abilities by enabling them to

visualize story characters, events and settings

• to increase students' comprehension of selections by organizing and

sequencing main story events

• to develop students' sense ofstory which will assist storytelling,

retelling and writing

• to increase students' awareness that story characters and events are

interrelated

3. The Technique of Using Story Mapping

The general procedure to follow when preparing a basic story

mapping includes the following steps:

a. Read the story. Write a sequenced summary of the main ideas,

keys events, and characters that make up the plot of the story

12 Hare, V., & Bingham, A, Teaching students main idea comprehension. (New York:Indian Press, 1984), p.54

14

b. Place the title, theme, or topic of the story in the center of the

graphic story map in a predominant bubble (figure 1) or at the

top ofthe semantic chart.

c. For the graphic organizer, draw enough ties projecting out

symmetrically from the center ofthe 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.

d. Draw additional ties projecting out symmetrically from each

secondary bubble to accommodate the important details

associated with the key plot event, adding relevant information

from the summary list.

e. Review the final story map for completeness13

Based on the explanation above we can make the graphic story

map as example:

Continue to the next page

13 Pamela J, el.al.. Teaching Reading A BalancedApproach/or Today's Class Rooms,(New York: Me Grow Hill), p. 346

Hoiho

S-ror-y Map

15

Figure 2.1 Graphic Story Mappingl4

4. The Advantages and Disadvantages ofStory Mapping

There are many advantages from story mapping. Firstly, for

teachers become more involved in thinking about the structure of the story they

are to teach and how each part of the story relatesJo the others. In other words,

completing a story map helps students to focus the lesson, leads to more

purposeful teaching, and results in a better quality learning experience for the

students.

Students, get benefit from the use of story maps too. Such concrete

representations aid readers in visualizing the story. Here are some advantages

for students:

1. Mapping enables students to store information in their

personal schema more efficiently

2. Facilitates the recall of story elements more completely and

accurately

3. Students can more easily see how the story pieces mesh

14Taken from, h.t.!P-://english.unitecnology.ac.nzJresources/units/hoiho/story map-:illf. 11January,2009

16

4. The students' knowledge continually applies when they

predict what might happen next in one story after another.

5. To enhance students' interpretative abilities by enabling

them to visualize story characters, events and setting

6. To increase students' comprehension of selection by

organizing and sequencing main story events

7. To develop students' sense of story which will assist story

telling, retelling and writing

8. To increase students' awareness that story characters and

events are interrelated!5

Then, disadvantages of story mapping are:

I. Story mapping can be use only in certain kinds of text, for

example narrative text

2. Teaching narrative text using story mapping need a longer time

than without using story mapping.

C. Teaching Narrative Text by Using Story mapping

Teaching narrative text by using story mapping, takes a longer

time than without using story mapping. So, as a teacher we have to give the best

for the students. These are the steps to teach narrative text by using story

mapping:

Step 1: Introduce the concept of a story mapping to students and

preview main elements. Tell students that a story mapping can help them to better

understand a story's characters and events.

Step 2: Set aside at least four successive instructional days to

introduce the major components of the story mapping: (A) IdentifYing important

characters and their personalities and motivation, (B) IdentifYing main problem

15 Pamela J, Pamela J, et.al., Teaching Reading A BalancedApproachfor Today's ClossRooms, (New York: Me Graw Hill), p.348

17

and significant plot developments, (C) Noting characters' attempts to solve

problems, and (0) IdentifYing a narrative's overarching theme.

Interactive Instruction: Make the instruction of each story component

highly interactive, with clear teacher demonstration and use of examples. 'Think

aloud' as you read through a story with the class to illustrate to students how you

arrive at your conclusions. Elicit student discussion about the story. As you fill

out sections of the story map worksheet on the overhead, have students write

responses on their own copies of the worksheet.

Step 3: Error Correction: When students commit errors, direct

them to the appropriate section ofthe narrative to reread it for the correct answer.

Use guide questions and modeling as necessary to help students to come up with

an appropriate response.

Step 4: After students have been introduced to the key story

mapping elements, the group is now ready to use that technique to analyze a

sample narrative passage. Have students read independently through a story.

Pause at pre-determined points to ask the group key questions (e.g., "Who is the

main character? What is she like?"). After discussion, encourage students to write

their answers on the story map worksheet while you fill out the same worksheet as

an overhead. Give specific praise to students for appropriately identifYing story

mapping elements.

Step 5: When students are able to use the story mapping

independently, ask them read through selected stories and complete the story map

worksheet on their own. Check students' responses and conference individually

with those students requiring additional guidance and support.

CHAPTER III

THE PROFaE OF THE SCHOOL SMA 87 JAKARTAThis chapter presents and discusses about history of SMA 87,

school identity, vision &mission, curriculum, facilities, total of students, teacher,

and organization of SMA 87 Jakarta

1. History of SMA 87 Jakarta

Firstly, SMA 87 located on JI.Ulujami Raya Pasanggrahan, Jakarta

Selatan. Actually, until 2002, it really needs a new building because the old

building was very damage. Since 2002/2003, first year of SMA 87 students have

been stayed in new building that located on JI. Mawar II Rempoa Raya, Bintaro

South Jakarta based on decision of Dikmenti Provo OK! Jakarta. Then, two

months later, second year and third year of students learn in a new building.

New building of SMA 87 is in JI. Mawar II Rempoa Raya, Bintaro

Jakarta Selatan has vision and mission that can increase quality of education and

human resources. All of the teacher graduating Sland S2. Study starts at 6.30

A.M to 3.30 P.M every Monday until Thursdays, but on Friday finish at about

11.30 A.M and especially on Saturday only extracurricular class.

2. School Identity

Name ofSchool : SMA Negeri 87 Jakarta

Head Master

Address

Established

Status

Phone/Fax

: Drs. M.h. Hadinoto

: JI. Mawar II Rempoa Raya, Bintaro Jakarta

Selatan

: 1987

: State

:73881969/73887855

19

3. Vision:

Superior in performance, spiritual and emotional intelligent

4. Mission:

• Doing believing and piety building through learning process

• Creating a conducive school to support teaching -learning process

and developing environment program

• Doing learner building to get the best achievement, behavior,

responsibility in culture

• Giving motivation in professionalism and spirit through

autonomous perception

5. Curriculum

academic year 2007/2008, 87 Senior High School have already

applied KTSP which focused on student's acquiring of communication

ways used by people of target language, such as interpersonal and

transactional conversation, genre of writing text, and literature

understanding in the learning language.

KTSP is the only one curriculum that gives stakeholders of

education more rights to develop their syllabus, method and material of

teaching learning based on their students' need and the environment.

6. Facilities

Table 3.1

Facilities and extracurricular

NO Facilities yes/ NO Extracurricular yes/ no

no

1 MosqueiMushola -.J 1 Scout X

2 Library -.J 2 Pengajian Siswallembaga -.J

Dakwah Siswa

3 Toilet -.J 3 Buletin/student magazine X

Contmue to the next page

21

Table 3.3

Total of eleven grade students

XI-IPA I 12 28 40

XI-IPA 2 13 27 40

25 55 80

XI-IPS I 20 15 35

XI-IPS 2 23 14 37

XI-IPS 3 22 15 37

XI- IPS 4 22 15 37

Total 112 114 226

Table 3.4

Total ofTwelve Grade Students

XII-IPA I 12 28 40

XII-IPA 2 13 27 40

25 55 80

XII- IPS I 22 18 40

XII- IPS 2 22 16 38

XII-IPS 3 24 15 39

XII-IPS 4 23 15 38

116 119 235

Total 347 351 698

8. Teacher

All of the teacher based on their capabilities, so learning process

done very well. They graduated from many universities in and out of

Jakarta; State Jakarta University (UNJ), UHAMKA etc.

22

Especially in English teachers, they have the same vision of

teaching English in 87 Senior High School is take the students to be able

to communicate using English and of course to help them getting standard

graduated score which determined by the government.

Table 3.4

Number of SMA 87 Teachers

PNS 38

PTT 2

Honor 3

Total 43

9. Organization of SMA 87 Jakarta

Figure 3.1

Organization of SMA 87 Jakarta

23

School Committee ------- PrincipalDrs. H. Abdul Hamid, MSQ Drs. M H.Hadinoto

Administration AffairRiyani Subiatin, SE

Student Affair Curriculum Affair I--Facility

Ora. Umi Harini Ora. Hermastuti M.R Drs. Kukuh HS, MM

Staffs StaffStaffs l. Suhadi, S.Pd H.Dadi Supriadi, S.Pd

l. Drs. Supardi 2. Hj. Winarti, S.Pd2. Ora. Bakti Utami 3. Safiuddin, S.Pd

ITeachers IICounseling Coordinators I

OSISIMPKStudents

CHAPTER IV

RESEARCH DESIGN

This chapter presents and discusses about research design, place

and time of the study, subject of the study, research instrument, data and source

data, technique ofcollecting data and techniques of data analysis.

A. Research Design

The research design of this study is categorized as an experimental

research about the effectiveness of teaching narrative text by using story

mapping at SMA 87 Jakarta. An experimental study focuses on a treatment and

outcome. This study may also include two classes of 10th grade students' they

are 10.3 and 10.6 ofSMA 87 Jakarta, as the context in which the experiment is

conducted. The two classes were handled by different English teachers but they

own similar educational background. This study expected to give the visible

image ofteaching English include:

(a) The teaching preparation made by the English teacher, (b) kinds of

materials used by English teacher, (c) teacher's ways to evaluate the students'

skill in narrative text.

B. Place and Time ofResearch

The research was conducted at SMA 87 Jakarta that is located on

JI. Mawar 2 Rt 001/013 Rempoa Raya Bintaro Pesanggrahan Jakarta Selatan.

The research was held from February 10th to March 30th 2009.

C. Subject of the Study

The subject of this study consists of the teacher and ten grade

students of SMA 87 Jakarta. There were 698 students who studied at SMA 87

Jakarta. The population of the ten grades was 237 students and divided into six

classes, which consist of 10.1 until 10.6, for eleven grades was 226 students are

25

divided by 2 program, social and science. They are 11 IPAI, 11 IPA 2, 11 IPS

1, 11 IPS 2, 11 IPS 3 and 11 IPS 4. Then, for twelve grades were 235 students

are divided by 2 program, social and science. They are I2IPA 1, 12 IPA 2, 12

IPS I, 12 IPS 2, 12 IPS 3 and 12 IPS 4. There were four English teachers in that

school. The ten grade students handled by two teachers, and for eleven and

twelve grade handle by two teachers.

For the research, the writer took sample 20 students from 10.3 and

10.6, and total of sample is 40 students. The writer held field research by taking

the scores of 20 students each class by used odd of students register or random

sampling.

D. Research Instrument

For research instrument the researcher used three instruments to get

the data, they are observation, documentation and test.

E. Data and Source Data

The data of this study were three types, there are the teaching

preparation made by English teacher before teaching narrative text, kinds of

materials used by English teacher in teaching narrative text and the teacher's

ways to evaluate the students' skill in narrative text.

The data about the teaching preparations were made by the English

teacher of SMA 87 Jakarta were derived from teacher's documentation were

stated in her lesson plan, syllabus, and curriculum. Then, the data of the

evaluations are applied and given by English teacher to the students'

achievement in teaching and learning activities were obtained from the test,

students score and students' answer sheets.

F. Techniques of Collecting Data

There were three techniques were used by the researchers in

collecting the data, namely: observation, documentation and test.

26

I. Observation

This observation is the main technique in collecting the data of

teaching preparation, teaching materials and the evaluations were used in the

teaching and learning process. The observation was conducted 2 times in

February 2009. In this case, the researcher acted as an observer who observed

the teaching-learning process without being involved in the process. Therefore,

this technique can be categorized as non-participant observation.

2. Documentation

This documentation was used to complete the data such as the

teaching preparations were made by the English teacher, syllabus, curriculum,

lesson plan, students score and students answer sheets.

3.Test

The test technique was used to fmd out the result of students'

achievement in learning narrative text and it is as main technique in collecting

the data. The test was applied in the experimental and controlled class to find

out of the score of the students' achievement in understanding narrative text and

it is as a comparative between experimental and controlled class. It was

conducted four times. For the first time is given pre-test for both of class and

three times for teaching and the last meeting is given post test. The test which

consists of 20 numbers of multiple choices and one essay is used to measure the

students' capability in reading skill especially in narrative text.

G. Techniques or Data Analysis

The technique of data analysis of data from observation,

documentation and data from test were analyzed in some steps as below:

I. Data From Observation

The data from observation was conducted by the researcher to

make her easier in reporting the research report, this data analyze about the

teaching process were conducted by English teacher in the classroom.

27

2.Data from documentation

The data from documentation covered about the teaching

preparations were made by the English teacher in which applied to the teaching

and learning activities in the classroom. In this step the researcher also analyzed

the teaching preparations were made.

3. Data from Test

This data was gained to find out the result score of students in

teaching narrative text by using story mapping in which applied into two

classes, experiment and controlled class. It was obtained from 10.3 as an

controlled class and 10.6 as an experiment class ofSMA 87 Jakarta.

After getting the data from observation and evaluation using

statistic calculation ofthe t-test with significant 0, 05 as follows:

=MX-MY

-;========1(NI+N2)(Nl. N2)

M = The average of score the result of learning from each group

X = Class with using story mapping test (experiment class)

Y = Class without using story mapping test (control class)

N1 = Total ofexperiment class

Nz = Total ofcontrol class

df = Degree of freedom

=N j +Nz-2

1 Sudjiono, AIlas,Pengantar Stalistik Pendidikan, (Jakarta:PT Raja Gravindo Peesado,2008), p.318

PERPUSTAKA~NUT~lUIN SYAHID JAKARTA I

'l""""Sl .... , . . I'

CHAPTER V

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents and describes about the findings of the

research based on the data were gathered during the research includes the

teaching preparations made by the English teacher before teaching narrative

text, kinds of materials are used by English teacher in teaching narrative and

the teacher's ways to evaluate the students' skill in narrative text.

A. Research Findings

The researcher found some findings from the research conducted at

SMA 87 Jakarta, which explained generally as follows:

1. Teaching Preparation

The teaching preparations had been made by the English teacher

will help her in conducting applying teaching-learning process in the class

and as a consideration for the learning objectives which are reached

regularly.

2. Kinds ofmaterials used by English teacher at SMA 87 Jakarta

The instructional materials used in teaching-learning activities

gathered from the students' answer sheet by using story mapping in

teaching narrative text presented in the figure 5.1

29

Afteryou read the story below, jill out this map!

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 ofthe 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? Sac­

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 many times 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".

30

Figure 5.1

Story Mapping

Setting

-

Character

Problem

The Smartest Parrot

Solution

Adaptedfrom the students answer sheet.

3. The ways used by English teacher to evaluate the students skill

The ways used by English teacher to evaluate the students in

learning narrative text still used conventional strategy or GTM (Grammar

Translation Method).

B. Research Discussion

1. Teaching Preparation

From the observation which is conducted by the researcher, the

writer gained some documents ofteaching preparations which are made by

31

English teacher. The real English teacher made annual program, semester

program and lesson plan.

2. Material used at SMA 87 Jakarta

The English teacher used the material in teaching-learning

activities from the text book and LKS, namely Bahasa Inggris untuk

SMAIMA kelas X and LKS Sakti Bahasa Inggris untuk SMA semester 1.

3. Evaluation applied by the English teacher in the classroom

The English teacher made the evaluations for the students were

assignment and group work. The evaluations conducted while using story

mapping in teaching narrative text was running and test. The test used for

two classes, firstly for the experiment class where using story mapping and

second for controlled class without using story mapping in teachin)!

narrative text. The data of both classes described as data description, and

data interpretation.

a. Data Description

The writer held the research by taking the scores of 20 students

each class randomly and analyzed those score in order to find out whether

there is any significant difference on students' reading achievement in

reading comprehension test after they are taught by using story mapping,

and their scores as follow:

• Experiment class using Story Mapping

The result of pre-test is gained with range score between 50 and

80, the mean score is 64, 75 then, in the post-test, the range score is

between 75 and 90, and the mean score is 450. The result of data analysis,

both data calculation and raw scores, can be described as follows:

Table 5.1

The Score ofPre test and Post test ofExperiment Class

Student Pre·test PosHest Gained score

I 50 70 20

2 65 75 10

3 65 75 10

4 70 75 5

5 80 90 10

6 65 80 15

7 75 85 10

8 50 70 20

9 55 70 15

10 60 75 15

11 65 90 25

12 60 80 20

13 70 80 10

14 70 80 10

15 65 75 10

16 70 90 20

32

33

17 75 85 10

18 80 80 0

19 50 75 25

20 55 75 25

N=20 LX= 1295 LX =9000 IX=285

MX=64,75 MX=450 MX=14,25

• Control class without using story mapping

The result of pre-test is gained with range score between 45 and

80 and the mean score is 66. Then, the result of post-test is gained with

range score between 60 and 90, mean score is 74, 75.

Table 5.2

The Score ofPre test and Post test ofControl Class

Student Pre-test Post-test Gained Score

I 65 80 15

2 75 75 0

3 70 80 10

4 80 85 5

5 85 90 5

6 75 75 0

7 65 75 10

8 60 70 10

9 55 65 10

10 70 75 15

11 75 75 0

12 50 80 30

13 50 65 15

14 45 60 15

15 65 70 5

16 70 70 0

17 60 70 10

18 60 75 15

19 70 80 10

20 75 80 5

N=20 I Y= 1320 I Y= 1495 IY=185

MY=66 MY=74,75 MY = 9,25

34

35

Table 5.3

Comparison ofthe Score of Student ofClass X-6 (Experiment Class)

and X-3 (Control Class)

No Xl X 2 Xl X2 Xl" X2"

I 85 55 9,5 -1,5 90,25 2,25

2 90 90 14,5 33,5 210,25 1122,25

3 70 65 -5,5 8,5 30,25 72,25

4 80 50 4,5 -6,5 20,25 42,25

5 75 60 -0,5 3,5 0,25 12,25

6 90 70 14,5 13,5 210,25 182,25

7 70 45 -5,5 -11,5 30,25 132,25

8 100 30 24,5 -26,5 600,25 702,25

9 95 35 19,5 -21,5 380,25 462,25

10 80 40 4,5 -16,5 20,25 272,25

II 65 50 -10,5 -6,5 110,25 42,25

12 50 35 -25,5 -21,5 650,25 462,25

13 70 75 -5,5 18,5 30,25 342,25

14 60 70 -15,5 13,5 240,25 182,25

15 90 80 14,5 23,5 210,25 552,25

16 75 65 -0,5 8,5 0,25 72,25

36

17 85 60 9,5 3,5 90,25 12,25

18 80 40 4,5 -16,5 20,25 272,25

19 55 45 -20,5 -11,5 420,25 132,25

20 45 70 -30,5 13,5 930,25 182,25

N=20 LXI = 1510 LXr l130 LXI - 0 L X2- 0 LXI" - 4294, 9 LX{~

4478,2'\<", ./

After comparing between the score of the experiment and control

class, the analysis of data from the result both of class X6 and X3, the

result ofcalculation as follow:

MX=LX=~=1425N 20 •

LY 185MY=-=-=925

N 20 '

MX-MY

LX2+Ly2(Nx+Ny-2)

I)

(NX+NY)(NX. NY)

5

1927,4 4038 • 400

37

5to

~ ~50,72. 0,1

5to

~ ~5,072

5-- 2,222,25

tt 5% =2,02

1% =2 11,

df=(NX+NY)-2

=(20+20)-2

=40 -2 =38

The result oftt significant 0.05 = 2, 02, so, to > tt or 2, 22> 2, 02. It

means that experiment hypothesis (Ha) is accepted.

b. Data Interpretation

Based on the formula above, the writer obtained that to is higher

than tt in significant level 0, 05 is 2, 02, so to> tt or 2,22 > 2,02. It means

that Ha is accepted, or there is significant difference between teaching

narrative texts by using story mapping than without story mapping.

According to the explanation about analysis of the result on the

tables above, writer can conclude that using story mapping in teaching

narrative text is easier than without using story mapping at first grade of

SMA 87 Jakarta Selatan. So, the students' score of learning narrative text

taught by using story mapping are better than teaching narrative text

without using story mapping.

CHAPTER VI

CONCLUSION AND SUGGESTION

This chapter presents the conclusions based on the research findings

described in the previous chapter. Those conclusions are the answer to the

research problems stated in chapter one. It is also presents suggestions for

English teacher

A.CONCLUSION

From the explanation and procedure of learning above, teaching

narrative text by using story mapping has some advantages. For example;

enables students to store information in their personal schema moreiff

efficiently, facilitates the recall of story elements more completely and

accurately etc. Then, there are some new experiences which the teacher and

students can take. Teaching narrative text by using story mapping also make

students can motivated. It can see from the result of test which is held by

the writer.

According to the data, the writer obtained that to is higher than tt in

significant level 0,05 is 2,02, so to > tt or 2,22 > 2,02. It means that ha is

accepted, or there is significant difference between teaching narrative text

by using story mapping than without using story mapping.

B. SUGGESTION

There are some suggestions that can be given in relation to the

writer's conclusion. The suggestions are as follows:

I. Narrative text should be available in school library to give opportunity

to the students to increase their reading habit.

2. Teachers have to motivate students to be more relaxed in learning

English and tell them that English is easy and not to be afraid to make

mistakes especially, in using story mapping.

39

3. It is hoped that teachers should present story mapping technique clearly.

So, students understand about the learning.

4. Teachers can use many sources of English book that is related to the

teaching narrative text

5. It is necessary for teachers to give more exercise of the using story

mapping in teaching narrative text.

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Murcia, Marianne Celce, Teaching Reading as a Second of Foreign Language,

Boston: Heinle & Heinle Publishers, 1991

Nuttall, Christine, Teaching Reading Skills in a Foreign Language, London:

Heinemann, 1982

Osborn, Jean, Paul T. Wilson, and Richard C. Anderson, Reading Education,

Urbana: Lexington Books, 1985

Pakenham, Kenneth J, Making Connections: An Interactive Approach to

Academic Reading, New York: St. Martin's Press, 1994

Richards, J, I Made Markus, Creative English for Sekolah Menengah Alas,

Jakarta: PT Pustaka IImu, 1980

Rotter, W, Your Companion 10

appreciation, Munchen:

in November, 5, 2008

English Texts: Comprehension-analysis­

Manz, 1978, taken from www.google.com.

Ruggiero ,Vincent Ryan, Composition: The Creative Response, California:

Wadsworth Publishing Company, 1985

Silberstein, Sandra, Technique an Resources in teaching Reading, New Yark:

Oxford University Press, 1994

Sudjiono, Anas, Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2006

Soemardi, Mulyanto, Pengajaran Bahasa Asing Sebuah Tinjauan Dari segi

Metodologi, Jakarta:Bulan Bintang, 1975

Wolfgang, Research in Text Theory, (New YorkWalter de Gruyter, 1978

www.Google.Com

APPENDIX 1

NARRATIVE TEXT TEST USING STORY MAPPING FOR EXPERIMENT

CLASS

Multiple Choices: 20 Questions

Choose the best answer and put (X) on your answer sheet!

Text for no 1- 5A fox fell into a well and couldn't get out. By and by a thirsty goat came

along. Seeing the fox in the well it asked ifthe water was good. "Good", said thefox. "It's the best water I've tasted in all my life. Come down and try it yourself.

The goat was thirsty so he got into the well. When he had drunk enough helooked around and but there was no way to get out. Then the fox said," I have agood idea. You stand on your hind legs and put your forelegs against the side ofthe well. Then I'll climb on your back, from there I'll step on your horns, and Ican get out And when I'm out I'll help you out ofthe well."

The goat did as he was asked and the fox got on his back and climbed out ofthe well. Then he coolly walked away. The goat called out loudly after him andreminded him of his promise to help him out The fox merely turned to him andsaid," if you only had thought carefully about getting out, you wouldn't havejumped into the well.

The goat felt very sad. He called out loudly. An old man walking nearbyheard him and put a plank into the well. The goat got out and thanked the oldman.

1. Who are the main characters in this story?

a. Fox and goat

b. Old man and fox

c. Fox and the horns

d. Goat and old man

2. Why did the goat jump into the well?

a. Because the goat was very smart

b. Because the goat was thirsty

c. Because the goat want to take a bath

d. Because the goat was slippery

3.Which of these proverbs will fit the story?

a. Tum over a new leaf

b. Don't judge a book by its cover

c. Look before you leap

d. Every cloud has its silver lining

4. What is kind ofthe text?

a. narrative

b. recount

c. spoof

d. orientation

5. The generic structure of the text is .

a. orientation> conflict> coda

b. orientation> conflict> twist

c. orientation> conflict> reorientation

d. orientation> conflict >complication> resolution

Text For no 6-10

In long time a go there lived girl named Snow White. She lived with her

aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in

the castle because they both wanted to go to America and they didn't have enough

money to take Snow White.

Snow white did not want her uncle and aunt to do this so she ran away

from home when her aunt and uncle were having breakfast. She ran away into the

woods. She was very tired and hungry. Then she saw this little cottage. She

knocked but no one answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then, Snow White woke up. She

saw the dwarfs. The dwarfs said, what is your name? Snow white said, 'my name

is Snow White.'

c. Past continuous

d. Simple past

14. The tiger wanted to know more about the big animal and the small animal.

This sentence show.....

a. Orientation

b. reorientation

c. Complication

d. resolution

15. Who is the main character?

a. Farmer and tiger

b. Tiger and buffalo

c. Tiger

d. farmer

Text for no 16 - 20

Once upon a time, in West Java there was a widow. Her name is Nyimas Inten.

She was very rich. She never gives anything to the poor, so all of her neighbors

hate her.

One day there was a beggar. The beggar prayed to god. She wanted God to punish

her. Finally, Nyimas Inten drowned in a lake with all her properties. The lake was

called "Situ Bagendit." People believe Nyimas Inten is still alive as a leech.

16. Why all ofher neighbors hate her?

a. Because she is stingy

b. Because she is kind

c. Because she is rich

d. Because she is poor

17. What does the beggar do?

a. She gave anything

b. She punish him

c. She prayed to God

d. She drowned

18. What does the beggar want?

a. She wants the God prayed her

b. She wants the God punish her

c. She wants the God drowned her

d. She wants the God gave her

19. Where does the story come from?

a. East Java

b. Jakarta

c. West Java

d. Jogja

20. What was called the lake?

a. Nyimas IoOOn

b. Situ Bagendit

c. Leech

d. Beggar

11. After you read the story below, fill out this map!

THE SMARTEST PARROTOnce 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 thename ofthe place where it was born. The name ofthe 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 many times 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 tum, 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".

Setting

f--

haracter Problem

I The Smartest Parrot I

I Solution I

C

1. A

2. B

3. C

4. A

5. D

6. C

7. A

8. A

9. A

10.B

11. A

12.C

B.D

14. C

15. B

16.A

17.C

18.B

19.C

20.B

Answer Key

RENCANA PELAKSANAAN PEMBELAJARAN

Untuk Experiment Class

Nama Sekolah : SMA Negeri 87 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester: XII

Pertemuan : I

Standar Kompetensi

1. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana

berbentuk recount; narrative, dan procedure dalam konteks kehidupan sehari­

hari

5. Memahami makna teks tulls fungsional dan esai pendek sangat sederhana

berbentuk narrative dalam konteks kehidupan sehari-hari dan untuk mengakses

ilmu pengetahuan

Kompetensi Dasar

6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan

berterima denganmenggunakan ragam bahasa tulls dalam konteks kehidupan

sehari-hari dalam teks berbentuk recount, narrative dan procedure

5.2 Merespon makna dan langkah retorika teks tulls esei secara akurat, lancar dan

berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan dalam teks berbentuk recount, narrative dan procedure

Indikator:

Siswa dapat mengidentifikasi tokoh, setting, problem dan solusinya

dalam teks serta melengkapi story mapping yang telah disediakan

Siswa dapat membaca nyaring teks narrative yang dibahas dengan

ucapan dan intonasi yang benar

Jenis Teks : teks fungsional pendek

Tema : Story

5'{

Aspek : Reading dan Writing

Alokasi Waktu : 2 X 45 menit

Tujuan Pembelajaran

Pada akhir pembelajaran :

- Siswa dapat mengidentifikasi tokoh, setting, problem dan solusinya dalam teks

tersebut serta melengkapi story mapping yang telah disediakan

- Siswa dapat membaca nyaring teks narrative yang dibahas dengan ucapan dan

intonasi yang benar

Materi Pembelajaran :

a. Script untuk writing:

Blue Tongue LizardBlue tongue lizard and his wife camped near a swamp long ago. One day BlueTongue Lizard went to get some food. While he was down at the swamp, he lefthis wife sitting under a shady tree. A little while later, Snake passed blue tonguelizard's camp. Snake saw blue tongue lizard's wife sitting under the tree. Hedecided he would steal her from Blue Tongue Lizard.He took her with him and together they ran a long way away. Snake did not knowthat black bird had been watching him. As soon as he ran away with Blue TongueLizard's wife, black bird began singing out to blue tongue lizard," your wife isgone, Snake has taken her away', he cried. Blue Tongue Lizard heard black bird'scall. He went back to the shady tree where he had left his wife and saw she wasgone. He put down his bag which was full offoOO and made a fire. He cooked hisfood and after he had finished eating it, he went to get his spears.He found they had all been broken by snake. Then he found the tracks until hecame to a freshly killed emu. It had been killed by snake. Blue Tongue Lizardknew that Snake and his wife must be nearby. He soon found them near a river.When Snake saw blue tongue lizard he ran to get his spears but blue tongue lizardhad already broken them.'We can fight with our teeth', said Blue Tongue Lizard. Snake agreed and the twoof them fought wildly. Until finally Blue Tongue Lizard caught hold of snake'sbody in his powerful jaws, and bit him in half. With snake dead, Blue TongueLizard took back his wife and together they returned to the swamp.

After you read the story, fill out this map!

Setting

Blue Tongue Lizard

Solution

b. Script untuk reading

[ Problem

Character

J

Blue Tongue LizardBlue tongue lizard and his wife camped near a swamp long ago. One day BlueTongue Lizard went to get some food. While he was down at the swamp, he lenhis wife sitting under a shady tree. A little while later, Snake passed blue tonguelizard's camp. Snake saw blue tongue lizard's wife sitting under the tree. Hedecided he would steal her from Blue Tongue Lizard.He took her with him and together they ran a long way away. Snake did not knowthat black bird had been watching him. As soon as he ran away with Blue TongueLizard's wife, black bird began singing out to blue tongue lizard," your wife isgone, Snake has taken her away', he cried. Blue Tongue Lizard heard black bird'scall. He went back to the shady tree where he had left his wife and saw she wasgone. He put down his bag which was full of food and made a fire. He cooked hisfood and after he had finished eating it, he went to get his spears.He found they had all been broken by snake. Then he found the tracks until hecame to a freshly killed emu. It had been killed by snake. Blue Tongue Lizardknew that Snake and his wife must be nearby. He soon found them near a river.When Snake saw blue tongue lizard he ran to get his spears but blue tongue lizardhad already broken them.'We can fight with our teeth', said Blue Tongue Lizard. Snake agreed and the twoof them fought wildly. Until finally Blue Tongue Lizard caught hold of snake'sbody in his powerful jaws, and bit him in half. With snake dead, Blue TongueLizard took back his wife and together they returned to the swamp.

C. Kosa kata terkait tema : lizard, tongue, spears, shady, swamp

Media Pembelajaran:

Buku Bahasa Inggris kelas X, white board, marker, OHP

Strategi, Model, Pendekatan dan Metode Pembelajaran

Strategi : two ways communication

Model : face to face

Pendekatan: communication

Metode : individual, and group

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN 5

l.l Guru mengucap salam I

1.2 tanya jawab mengenai hal terkait materi. 2

Contoh: "is reading story your hobby?"

1.3 memotivasi siswa dengan menyanyikan 2

lagu 'twinkle-twinkle little star'

n KEGIATANPOKOK 70

2.1 Guru membuat kelompok yang terdiri dari 5

5 orang kemudian memberikan sebuah

cerita

2.2 Guru memilih salah saoo siswa unOOk

membaca teks tersebut kemudian selesai 20

membaca siswa menunjuk ternan unOOk

membaca kembali

2.3 Guru menilai cara membaca siswa dan

memilih siswa yang benar pelafalannya 10

untuk membaca didepan kelas

2.4 Guru menjelaskan mengenai story

mapping15

2.4 Tiap kelompok mengidentifikasi teks

dengan mencari tokoh, setting, problem 20dan solusinya melalui story mapping

yang telah disediakan

ill PENUTUP 10

3.1 Guru memberikan kesimpulan dan 5

menanyakan hambatan yang dialami

oleh siswa

3.2 Guru memberikan kegiatan tindak lanjut 3

berupaPR

3.3 Guru menutup pelajaran 2

Sumber Pembelajaran:

1. Sumber Bahan

syllabus

- Buku Bahasa Inggris untuk kls X, Penerbit PT. Tunas Melati

2. Media

- white board

- OHP

- marker

- Buku Bahasa Inggris SMA Kelas X

Aspek Penilaian

C. Penilaian Proses

Penilaian proses dilakukan selarna proses KBM berlangsung

D. Penilaian Hasil

Penilaian hasil diarnbil dari jawaban siswa atas pertanyaan yang diberikan guru

RENCANA PELAKSANAAN PEMBELAJARAN

Untuk Eksperiment Kelas

Nama Sekolah : SMA Negeri 87 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII

Pertemuan : II

Standar Kompetensi

6. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana

berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari­

bari

5. Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk narrative dalam konteks kehidupan sehari-hari dan untuk mengakses

ilmu pengetahuan

Kompetensi Dasar

6.2 Mengungkapkan makna dan langkah-Iangkab retorika secara akurat, lancar dan

berterima dengamnenggunakan ragam bahasa tulis dalam konteks kehidupan

sehari-hari dalam teks berbentuk recount, narrative dan procedure

5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan

berterima dalam konteks kehidupan sehari-hari dan untuk mengakses i1mu

pengetahuan dalam teks berbentuk recount, narrative dan procedure

Indikator:Siswa dapat membuat story mapping dalam mengidentiftkasi teks narrative

Siswa dapat mengidentifIkasi infonnasi tertentu dalam teks narrative

Jenis Teks: teks fungsional pendek

Tema : Story

Aspek : reading dan writing

Alokasi Waktu : 2 X 45 menit

Tujuan Pembelajaran :Siswa dapat menggunakan story mapping dalam mengidentifIkasi teks

narrative

Siswa dapat mengidentifikasi informasi tertentu dalam teks narrative

Materi Pembelajaran:

a. Script untuk writingMake story mappingfrom the story below!

The wicked spirit Saruram set the forest on fire. Just one man escapedalive. He hid in a hole in the ground and breathed through a hollow stick. Manydays later, he left the hole. The land around was all black and bare. There wereno people, animals or plants. He was all alone and there was nothing to eat.Rather than starve to death, he set out westwards. He travelled towards thesource of the great river where, according to the legends, his ancestors camefrom. An ugly looking creature appeared: it was Samram, the wicked spirit whohad destroyed the forest.

Saruram spoke, "I am sorry", he said, "it was wrong of me to destroyyour world. 1want to make up for the damage 1have done. Take this handful ofseeds, and sow them. You will bring back all the plants ofthe earth.Within seconds planting, a forest miraculously sprang to life. From the forestthe man heard a voice; a beautiful young woman was calling him. He fell inlove with her at once. The couple married and had many sons, but only onedaughter. The girl had her mother's beauty and wisdom. Her brother protectedher jealously, and she longed for a friend ofher own.

One day, as she was walking alone in the forest, she met Ula, who washalf man, half tree. She fell madly in love with him. Every day she returned tosee him. Her mother noticed she had changed. She spent hours painting her face

and decorating her hair with flowers and feathers. In the end, the girl owned upto her mother, who said:"if you really love Via, I shall not forbid you to seehim. But get him to marry you. Ula agreed to marry her. They lived happilytogether.

One day Ula met a jaguar while out hunting. There was a terrible battle.The jaguar attacked the tree man. Via fought bravely, but the jaguar carried himoff. Via's young wife sat up all night waiting for her husband's return. In themorning, her brothers went out to search for him. She went with them, carryingher baby.

They found her husband's remains bones, leaves, branches and all.Kneeling down, she put them back together, and spoke some magic words.Ula's wife hugged him closely, and closed his eyes. Soon to her surprise, sheheard Ula speak: 'I've been asleep for a long time"

VIa asked his wife to wait while he went to drink from a stream. He bentdown to take some water and gazed at his reflection. Something was wrong. Atlast he realized what was new. He was no longer a tree man.

b. Read the story again and do the exercises!I. Who was Saruram?2. What did Saruram do?3. How many people were saved?4. Who was Via?5. What animal beat Via in a fight?6. Why Saruram want to make up for the forest damage?7. Where did Via meet his wife?8. Why did Via's girlfriend take him prisoner?9. Why did the Jaguar attack VIa?10. When did realize that he was no longer a tree man?

Media Pembelajaran:

Hand out, white board, marker, etc

Strategi, Model, Pendekatan dan Metode Pembelajaran

Strategi : two ways communication

Model : face to face

Pendekatan: communication

Metode : individual, and whole class

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN 10

l.l Guru mengucap salam 1

1.2 Guru memotivasi siswa dengan membuat 3

games "BOOM"

1.3 Mengulang pelajaran yang lalu mengenai 6

story mapping

II KEGIATAN POKOK 70

2.1 Guru memberikan tugas tiap siswa untuk

membuat story mapping dari cerita yang 20

disediakan

2.2 Guru meminta salah satu siswa untuk

membuat story mapping di papan tulis 15

2.3 guru mengoreksi pekeJjaan siswa 10

2.4 Guru menjelaskan mengenai narrative text 10

2.5 Guru meminta siswa untuk menjawab 15

pertanyaan berdasarkan cerita tersebut

ill PENUTUP 10

3.1 Guru memberikan kesimpulan dan 5

menanyakan hambatan yang dialami oleh

siswa

3.2 Guru memberikan kegiatan tindak lanjut 3

berupaPR

3.3 Guru menutup pelajaran 2

Sumber Pembelajaran:

1. Sumber Bahan

- syllabus

- Buku Bahasa Inggris Ulltuk kls X, Penerbit PT Widya Utama

2. Media

- white board

- marker

- hand out

Aspek Penilaian

A. Penilaian Proses

Penilaian proses dilakukan selama proses KBM berlangsung

B. Penilaian Hasil

Penilaian hasH diambH dari jawaban siswa atas pertanyaan yang diberikan guru

Nomor : istimewa

Jakarta, 27 Juni 2008

: I (satu)

: Pengajuan Judul Skripsi

Lampiran

Hal

Kepada Yth

Ketua Jurusan Pendidikan Bahasa Inggris

Di tempat

Assalamualaikum Wr. Wb

Salam silaturahmi dan teriring doa semoga bapak selalu skses dalam mejalankan

aktivitas sehari-hari. Mengingat akan berakhirnya masa studi saya di tingkat strata I

(SI), maka saya yang bertanda tangan di bawah ini;

Nama : Imas Masfufah

NIM : 104014000294

Fakultas : I1mu Tarbiyah dan Keguruan

Jurusan : I'endidikan Bahasa Inggris

Semester : VIII

Bermaksud untuk mengajukanjudul skripsi mngenai: "THE EFFECTIVENESS OF

TEACHING NARRATIVE TEXT BY USING STORY MAPPING"(An Experiment

at first year of State Senior High School 87 Jakarta)

Sebagai bahan pertimbangan bagi bapak, dengan ini saya lampirkan:

I. Outline

2. Abstraksi

3. Daftar Kepustakaan Sementara

Demikian judul skripsi ini saya ajukan, denan harapan semoga bapak berkenan

menyetujui dan sekaligus dapat menentukan dosenpembimbingnya. Atas perhatian

bapak, saya ucapkan terima kasih.

Wassalamualikum Wr. Wb.

(

p{~~

iPcri&.. +-I Vi we} ~

~ ~1'~

Pemohon

~~/1/

Imas Masfufah

DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGEFJ

SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUANTelp. '(62-21) 7443328, 7401925, Fax. (62-21) 7443328

mda Nomor j5, Ciputat 15412, Indonesia

Jakarta, 2 Juli 2008

......... Email ;11injkt@cabi.net.id__,,,,,,,~m,,,,nY'''''_'''''''~~'''_''''''''=~''''!.''!!'!!''''''!!!!!!!!~';''''~_!!!!!!!!'!!'!!!!!!!!!!!!!!!!'!!!!!!!!!!!!"""!!!!!!!!~!!!!!!!!i!!!!!

• Un. 01/F.VKM.0131 83;"2008• Abstraksi/Outline• BIMBINGAN SKRIPSI

NomorL.amp.H a I

Kepada Ytl'.Ora. Farida Hamid, M.PrIPembimbinQ SkripsiFakultas IImu Tarbiyah dan KeguruanUIN Syarif Hidayatull3hJakarta.

Assa/amu'a/aikufT1 WI'. wb.

Dengail ini diharapkan kesediaan Saudara untuk menjadi Pembirnbin£ 111I(materi/teknis) penu'isan skripsi mahasiswa.'

Nama Imas Masfufah

NIM

Jurusan

Semester

104014000294

Pendidikan Bahasa Inggris

VIII

Judul SkripsiThe effectiveness of teacr.ing nurrative text by usingstory mapping (an experiment at first year cf statesenior high school 87 Jakarta)

Judul tersebut telClh disetujui oleh Jurusan yang bersangkutanpada tanggal1 Juli2008 ab<trak/outline terlampir dapat melakukan perubahan redaksional padajudul tersebut Apabila perubahan substansial dianggap perlu, moh:)npembimbing menghubungi jurusan terlehih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapntjiPerpanjang selama 6 bulan berE(utnya tanpa surat perpanjangan .

Atas perhatian dan kerja sama Saudara, kami uCapkaQ terima kasitr.

Wassa/amu'a/aikum wr.wb.

'''I>l9'ltJ)("f''tl~didik.an Bahasa lnggris,

Tembusan.1. Dekan FITK2. MahasiswaYbs

SURAT PERMOHONAN IZIN PENELITIAN

DEPARTEMEN AGAMAUIN JAKARTAFITKJI. Ir. H. Juanda No 95 Ciputat 15412/ndonesia

Nomer : Un.Ol/F.tlPP.009/..:tot /2009Lamp. : Outline/ProposalHal : Permohonan Izin Penelitian

Kepada Yth.Kepala SMA 87

Jakarta

Assail/mil 'alaiku/JI WI'. \Vb,

FORM (FR)No. Dokul1Jen FITK-FR-AKD-082TgL Terbit -----,----;5°-J7:a"'nccua:c:r"i2"0:;::0;;9---1

No. Revisi: 00Hal ----;1""/1------1

Jakarta, 27 Februari 2009

Dengan hormat kami sampaikan bahwa,

NamaNIMSemesterJurusanJudul Skipsi

: lmas Maspupah: I040 14000294: X (Sepuluh): Pendidikan Bahasa lnggris:The Effectiveness of Teaching Narrative Text By Using StoryMapping. (An Experiment at First Year ofState Senior High School87 Jakarta).

adalah benar mahasiswa/i Fakultas IImu Tarbiyah dan Keguruari UrN Jakarta yang sedangmenyusun skripsi, dan akan mengadakan penelitian (riset) di instansi yang saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakanpenelitian di tempat dimaksud.

Atas perhatian dan kelja sama Saudara, kami ucapkan terima kasih.

~Vassalalllll 'alaiklllll lI'r.lrb.

Tembusan:I. Dekan FITK2. Pembantu Dekan Bidang Akadcmik3, Mahasiswa yang bersangkutan

I'Hfvn;I\INTAI J I)/\];I\AI J j(1 lUSUS IBUKOTA JAKARTADJNAS PENDJDIKAN MENENGAI-I DAN TUNGGI

SMA NEG~RI 87 JAKARTAJ1. Mawar II, Rempoa, Bintaro, Kec. Pesanggrahan Jakarta Selatan

Telp/Fax. 021-73881969/021-73887855

SURAl' KETERANGAN

NO : 047/1.851.65/2009

Yang bertanda tangan eli bahawah ini :

NamaJabatan

Menerangkan bahwa

NamaNIMFakultas

Prog. StudiJcnjang

Drs. Mh. HaelinotoKepala Sekolah

IMAS MASPUPAH104014000294FITK (Fakultas I1mu Tarbiyah elan Keguruan)Universitas Islam Negeri (UIN) SyarifI-lidayatuJlah JakartaPenelielikan Bahasa InggrisS- I (Strata I)

Adalah benar Mahasiswa tersebut telah meJaksanakan Penelitian/PengumpuJan DatalObservasi, dengan judul :

"THE EFFECTIVENES;S' OF TEilCHING NARRATIVE TEXT BY USING STORYMAPPING"

Penelitian tersebut telah eliJaksanakan sejak Bulan November 2008 s.eI. Bulan Januari2009 eli SMA Negcri 87 Jakarta.

Demikian surat keterangan ini elibuat untuk elipergunakan sebagaimana mestinya.