SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2008

Ukuran Huruf:  Kecil  Sedang  Besar

Using Story Mapping Through Cooperative Learning to Improve the Eight Graders Reading Ability of SMP Negeri 4 Malang

Galuh Dwiretno Niken Agrikaltarini

Abstrak


This study is intended to describe how the use of story mapping can help the eight graders improve their ability in comprehending reading texts. The researcher was interested in doing the study because the teaching technique applied by the teacher was not effective to make the student comprehend reading text and also because the students’ scores in reading were below the minimum mastery learning standard (SKBM). The subjects of the study were the students of class VIII B of SMP Negeri 4 Malang.

 

The study was designed as a classroom action research, following Kemmis and McTaggart’s model. The study was conducted in two cycles, each of which consisted of four steps, namely, planning, implementation, observation, and reflection. In the planning stage the researcher designed the lesson plan, prepared the research instruments, prepared the instrument of evaluation of the students; mastery, and prepared the criteria of success. In the implementation stage the researcher conducted what had been designed in the lesson plan. In the observation stage the researcher recorded and collected data of the story mapping implementation. Last, in the reflection stage, the researcher decided whether or not the technique applied was successful to solve students’ problem in reading. The instruments to collect the data were the evaluation sheet of the lesson plan, field notes, and students’ response journal. There was also an instrument in the form of quiz for evaluating the students’ mastery.

 

The results of this study show that story mapping improves the students’ ability in comprehending reading texts, especially narrative. Most of the students’ scores in quiz in each cycle after the implementation of the technique were above the SKBM. The students’ learning progress report scores after the implementation of the technique were also similar in which half of the students scores were above the SKBM. Story mapping activates the students as well as the teacher, thus makes the class run more lively. Story mapping makes it easier for the students to understand a reading text. This technique also promotes cooperation and appreciation among the students.

 

There are several suggestions that ought to be considered by the English teachers. First, it is important for teachers to vary their teaching techniques in order to avoid students’ boredom. Second, teachers should design class activities that activate the students. Third, it is recommended for the teachers to include story mapping as one of the teaching techniques applied in the class.