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Journal of English Study Program

Islamic University of Riau, Pekanbaru, October 9th 2015, pg. 1-11.

THE EFFECT OF USING STORY MAPS STRATEGY TOWARDS


WRITING SKILL OF THE SECOND YEAR STUDENTS AT
SMP IT SYAHRUDDINIYAH KAMPAR KIRI HILIR

Wahyu Saputra
Email: ws.ws612@gmail.com

Dr. H. Fakhri Ras, M.Ed1


Khulaifiyah, S.Pd, M.Pd2

Abstract: One type of written text in English language teaching is recount text. In
essence recount text is a recount experiences and events of the past with the aim
to provide information or to entertain the reader. Objectives of this research is to
find out the effect of using Story Maps strategy towards writing skills of the
second year Students of SMP IT Syahruddiniyah Kampar Kiri Hilir. The research
is experimental research, by number of population is 154 students and number of
sample is 30 students of VIIID as experimental class and 30 students of VIIIE as
control class. Experimental class taught by the story maps, is more effective in
improving students' writing skills than the control class. It is proved that the
mean increase made by experimental group for the pre-test 57,50 to post-test
77,67 and increased for 20,17 point (25,97%) higher than control class. Then,
based on the calculation the standard deviation of the experimental and control
group in the hypothesis testing, it was found that value of tobs was greater than
ttab (2,45 > 2,00) in alpha decision level (0,5) with degree of freedom (DF = 58)
consequently, the null hypothesis is rejected and the alternative hypothesis is
accepted. Based on the result of the research, it can be conclude that there is a
significant effect of using story maps learning strategy to improve writing skills of
the second year Students of SMP IT Syahruddiniyah Kampar Kiri Hilir.

Keywords: Story Maps Strategy, Writing Skill, Recount Text

INTRODUCTION

The Background of Problems


The competency standards specified recount text stating and inquire about
further in competence in the basic rewrite activities, events, and events, short and
information in summary form (recount simple, according to the context of used.
text), with indicators to be achieved is; SK Writing is system for interpersonal
(Standar Kompetensi) on lesson plan communication using visible or graphic
guidance no 3 is Understanding and symbols on a surface such as paper, or
applying knowledge (factual, conceptual, even stone slabs, the daily newspapers,
and procedural) based on curiosity about advertisements, bill, notices, letters etc.
science, technology, arts, culture and Writing is not just putting pen to paper or
events related with phenomena. Then KD writing down ideas but it is how these
(Kompetensi Dasar) no 3.12 is applying ideas are presented or expressed
text structure and elements of the effectively. This highly demanding
Language to perform social functions process of writing requires a number of

WAHYU SAPUTRA 1
skills and conventions like organization in Setting of the Problems
the development of ideas and information; Based on the background of the
a high degree of accuracy in choosing the study mentioned above, the identification
right words so that there is no ambiguity of the problem of the research are:
of meaning and also the right use of 1. The lack of curiosity of students
complex grammatical devices to focus and towards the subject matter presented by
emphasize ideas. Besides, writing the teachers. In a learning situation,
demands the researcher to have careful students tend to get tired and less
choice of vocabulary and understand enthusiastic in learning the English
grammatical patterns and to be able to language, especially on the ability to
write sentence structures that is write.
appropriate to the subject matter. 2. The students skills in writing stories is
In teaching process, teachers are poor, the inverted arrangement of many
using a method usually difficult to create a stories and not directed properly. The
classroom atmosphere that is conducive.
concept of the story that written is still
If there is a change, the classroom disheveled.
atmosphere is difficult normalized again. 3. The low ability second year students in
It's a sign of disturbance in the process of writing recount text, arrangement of
educational interaction. As a result, the orientation, series of events and re-
road becomes less effective lessons. The orientation is still not well-structured
efficiency and effectiveness of goal and less of ideas.
attainment was so disturbed, due to the
4. The teachers do not use a appropriate
poor students to concentrate. The method
strategy in teaching writing, teaching
used only one can not be played, because process were less active then it
the disorder stems from the weakness of influence the students writing ability.
the method.
Teaching or learning strategy can be
Limitation of the Problem
done in various ways. One way that can
be used is to use images that use color plot In this research the researcher has
or setting in order to attracting the been done as an experimental research.
attention of students. Research limited the issues to be discuss
Story Maps has been believed to be is just to find out:
able to describe the elements of the story 1. How the students ability to writing a
into a Story Maps. Story Maps gives a story concept?
clear picture of how the elements, the 2. How the students ability in writing
setting and plot in a story. Thus the recount text by arrangement of
mindset of the students can guess how the orientation, series of events and re-
course of an existing story through orientation?
pictures displayed and rewriting stories
that emerge from the image. By using the Formulation of the Problem
Maps it will help student arrangement and Based on the limitation of problem
concept their idea bank of the story above, formulation of the problem in this
writing. research follows: Is there any significant
Based on these descriptions, the effect of using Story Maps strategy to
researcher are interested in doing research improve writing skills of the second year
by headings The effect of using Story Students of SMP IT Syahruddiniyah
Maps strategy towards writing skills of Kampar Kiri Hilir?
the second year students at SMP IT
Syahruddiniyah Kampar Kiri Hilir.

WAHYU SAPUTRA 2
THEORETICAL FRAMEWORK Recount Text
According to Hyland (2004:39)
Learning Strategies recount is a kind of genre that has social
According to Iskandarwassid function to retell event for the purpose of
(2011:7) a learning strategy is a persons informing or entertaining. The tense that
approach to learning and using used in recount text is past tense. Social
information. Students use learning purpose of recount is to reconstruct past
strategies to help them understand experiences by retelling events in original
information and solve problems. Students sequence. We can look at the sample of
who do not know or use good learning recount in personal letters, police report,
strategies often learn passively and insurance claims, and incident reports.
ultimately fail in school. Learning According to Anderson (1997:48) a
Strategy instruction focuses on making recount is speaking or writing about past
students more active learners by teaching events or a piece of text that retells past
them how to learn and how to use what events, usually in the order which they
they have learned to be successful. happened. Recount text means the form of
According to Djamarah (2011:233) the text telling about someone experience
learning strategy can be described as the in the past that used in curriculum 2004,
nature and behavior. Rubin conducted a there for the experience of the readers
study on the difference between the themselves, such as their adventure and
properties of successful language learning their days activities. Recount text means
and language learner properties that do telling about oneself adventures or the
not work, while Oxford defines learning days activities.
strategies as "behaviors or actions taken
by learners in order to be more successful Story Maps
language learning, focused, and fun". Acording to Khatib (2012:1116) a
Story Maps is considered as a kind of
Writing graphic organizer which includes a visual
According to Alice (1999:2) writing aid that displays the chunks of
is a discovery process that involves information to be studied. And a Story
discovering ideas, how to organize them Maps help students understand the
and what that you want to put over to your components of the story. The Story Maps
order, so a lot of what a researcher does as is a visual depiction of the setting or the
a researcher doesnt actually appear on the sequence of major events and actions of
page. It is a means of communication. story characters with the aim of enabling
Whenever the researcher want to write, he students to relate story events and to
has to knowing the audience or reader, it perceive structure in literary selections.
will help in reaching and the goal is According to Kurniawan (2013:5)
communicate clearly and effectively. Story Maps is a technique used after a
According to Groth (2013:1) there story has been read. It includes identifying
are three basic principles in academic the main elements, and categorizing the
writing, namely, content, register, and main events in sequential order. A graphic
offences. Referring to content, it should representation is often used to illuistrated
be made clear, specific, and relevant. The the story structure and sequence of events.
register should be formal, to the point, and A Story Maps is a visual depiction of the
concise. On the other hand, academic settings or the sequence of major events
writing should be free from offences and, and actions of story characters. This
in most cases, should avoid sensitive procedure enables students to relate story
issues. events and to perceive in literary.

WAHYU SAPUTRA 3
RESEARCH METODOLOGY Location and Time of the Research
The research has been completed on
Research Design second year students of SMP IT
The research is experimental Syahruddiniyah Kampar Kiri Hilir located
research. An experimental research is the at Raya Pekanbaru-Taluk Kuantan streets,
traditional approach to conducting Km. 30, Kampar Kiri Hilir. This research
quantitative research Creswell (2005:282). have completed within a month on May
In an experiment, test an idea (or practice 2015. The schedules of this research are
or procedure) to determine whether it shown in table as follow:
influence an outcome or dependent
variable. An experiment is use establish Table 2.
possible cause and effect between the Schedule of the Research
independent dependent variables. This No Meetings Activity Participant Class

means that researcher control all variables 1


Meeting I
May 07th 2015
Writing recount text
(Pre-test)
Experimental Class

that influences the outcome expect for the 2


Meeting II
May 08th 2015
Learning recount text
using Story Maps strategy
Experimental Class

independent variable. 3
Meeting III
May 14th 2015
Learning recount text
using Story Maps strategy
Experimental Class

It involves two groups, an 4


Meeting IV
May 15th 2015
Writing recount text
(Post-test)
Experimental Class

experimental group and control group.


They were treats differently: however, the
teachers, the length of the time, and the Indicators of the Research
material are same. The experimental In this research, the indicators of
group treated by story maps learning this research adapted from Rencana
strategies, while the control one treated as Pelaksanaan Pembelajaran (RPP)
usual without story maps learning curriculum of 2013 of English Study for
strategies. second year Students of SMP IT
Syahruddiniyah Kampar Kiri Hilir 2014.
Table 1. This RPP focused in writing recount
Research Design paragraph. The indicator of recount text as
No. Class Group Pre-test Treatment Post-test
follow:
1 VIIID Experiment Writing Test Story maps Writing Test
2 VIIIE Control Writing Test - Writing Test
Table 3.
In order to show the effect of Schedule of the Research
No Indicators Max Score Description
variable in this study, both of variables 1 Orientation 40 Introducing the participants, place and
shown in following figure: 2 Series of events 30
time.
Describing series of event that
happened in the past.
3 Re-orientation 30 Stating personal comment of the author
Figure 1. to the story.

Research Design
Data Collecting Technique
Independent Variable Dependent Variable
Story Maps
(X)
Treatment Writing Skills
(Y)
To obtain the data need in this
research, the researcher collect the data by
distributing test to the students. The test is
Variable X : To find out the ability of used to find the score of students writing
students writing skills by recount paragraph. The researcher have
using story maps. done pre-test and post-test to experiment
Variable Y : To aim how increasing or class and control class in order to know
different achievement being the effect of story maps toward writing
taught by using story maps. skills.

WAHYU SAPUTRA 4
Table 4. student. It is has been completed to
Rubrics Score of Writing Recount Rext figure out whether there is any
No. Criteria Score Criteria
significant effect between these groups.
1 Excellent 81 100 - Using the appropriate title
- Introduct paragraph effectively,
Mentioned topic and lead to the
contents, Refers to the arrangement
of matter planning (must be
generalized by readers), Provide Data Analysis Technique
evidence that support and
conclusions are logical complete.
2 Very Good 61 80 - Using the appropriate title
After the data of the research are
- Introduction and conclusion of the
table of contents is acceptable, but
collect, it is necessary to analyze by using
there are some ideas that are not
developed well. Logical sequence,
statistical analysis to analyze the data. To
but the transitional expression does
not seem.
know the result whether it is statistically
3 Good 41 60 - Introduction or conclusion problem significant, it will be analyzed by using t-
with sequence of content,
generalization is not supported by test. Before applying the t-test, it is
the available evidence, the problem
of organizing and table of contents. necessary to follow the following steps:
4 Fair 21 40 - Limited preliminary contents 1. To find students individual score:
- Reading the content is predictable
- Unusual problem with organizing
ideas, lack of evidence support and
illogical conclusion and doesnt
match with the content.
5 Poor 0 20 - There is no introduction and
Where:
conclusion.
- No organization could be seen in
X : Individual score
content/ sctructure of the essay,
lack of evidence and the author
R : Total correct answer
does not make organization
composition (not visible to reader).
N : Amount of test items
100 : Constant number
Source: Brown, J.D & Bailey, M
(1984:254) 2. To find out the mean score

Research Procedure Where:
In this research, the procedure of X : Mean score
collecting data divided into three phrases. X : Total score
1. Pre-Test N : Number of students
Before treatment, the students in
experimental group were given pre-test 3. To find out standard deviation
by using writing recount text. The
purpose is to know the students writing
skills before treatment. Pre-test
conducted for the first meeting. Where:
2. Treatment S : Standard deviation
After giving the pre-test, the researcher X2 : Total score
began the treatment through use of N : Number of students
story maps learning strategies. This 1 : Constant number
treatment given in order to know is
there significant effect on the students 4. To find out the t-test
writing skills. Treatment has been done
for two meeting. The treatment gives to
experimental group only.
Where:
3. Post-Test
T : T-value (t-test)
After treatment finish, the researcher
Xe : Average of exp
gives post-test to the student. It aims to
Xc : Average of ctrl
know how the effect by using story
maps toward writing skills of the

WAHYU SAPUTRA 5
DATA PRESENTATION AND Table 8.
ANALYSIS Result of Control Class Score
No. Data Pre-test Post-test Increasing Percentage
1 Maximal score 85 100 15 15,00%
The Result of Test 2 Minimal score 20 50 30 60,00%
3 Total score 1750 2315 565 24,41%
4 Mean 58,33 77,17 18,84 24,41%
Both of classes were given the same 5 Standar deviation 21,83 16,54 -5,29 -31,98%
6 Variance 476,44 273,59 -202,85 -74,14%
materials, but they got the different result.
The difference result of these two groups Based on the table explained above,
can be seen in the table below: there is increasing of students test result
Table 5. between pre-test and post-test in term of
Result of Pre-test maximal score increased for 15 point
No.
1
Data
Maximal score
Experimental Class
85
Control Class
85
(15.00%), minimal score increased for 30
2
3
Minimal score
Total score
20
1725
20
1750
point (60.00%), total score increased for
4 Mean 57,50 58,33 565 point (24,41%), mean increased for
5 Standar deviation 17,36 21,83
6 Variance 301,29 476,44 18,84 point (24,41%), standar deviation
decrease for -5,29 point (-31,98%) and
variance decrease for -202,85 point (-
Table 6.
74,14%) of control class without using
Result of Post-test
No. Data Experimental Class Control Class story maps toward students writing skills.
1 Maximal score 100 100
2 Minimal score 55 50
3
4
Total score
Mean
2330
77,67
2315
77,17
Table 9.
5 Standar deviation 16,65 16,54 Result of All Test
6 Variance 277,13 273,59
No. Data Experiment Control Difference Percentage
1 Maximal score 100 100 - 0,00%
Table above showed difference 2 Minimal score 55 50 5 9,09%
3 Total score 2330 2315 15 0,64%
result between experimental class and 4 Mean 77,67 77,17 0,5 0,64%
5 Standar deviation 16,65 16,54 0,11 0,66%
control class in term of maximal score, 6 Variance 277,13 273,59 3,54 1,28%
minimal score, total score, mean, standard
Based on table above, the researcher
deviation and variance.
concludes that the difference of data score
percentage in experiment class was higher
Table 7.
than the control class in terms of maximal
Result of Experimental Class Score
No. Data Pre-test Post-test Increasing Percentage score has no differences, minimal score
1
2
Maximal score
Minimal score
85
20
100
55
15
35
15,00%
63,64%
has differences for 5 point (9,09%), total
3
4
Total score
Mean
1725
57,50
2330
77,67
605
20,17
25,97%
25,97%
score has differences for 15 point
5 Standar deviation 17,36 16,65 -0,71 -4,26% (0,64%), mean has differences for 0,5
6 Variance 301,29 277,13 -24,16 -8,72%
point (0,64%), standar deviation has
Based on the table explained above, differences for 0,11 point (0,66%) and
there is increasing of students test result variance has differences for 3,54 point
between pre-test and post-test in term of (1,28%).
maximal score increased for 15 point
(15.00%), minimal score increased for 35 The Progress of Students Writing
point (63.64%), total score increased for Skills Component
605 point (25.97%), mean increased for
After calculating the result of all
20,17 point (25.97%), standar deviation
tests, we can see the students progress of
decrease for -0,71 point (-4,26%) and
each components in writing recount text
variance decrease for -24,16 point (-
in pre-test and post-test.
8,72%) of experimental class by using
story maps toward students writing skills.

WAHYU SAPUTRA 6
Table 10. Table 11.
Student Progress in Experimental Class Student Progress in Control Class
Recount Text Components Recount Text Components
Orientation Series of events Re-orientation Orientation Series of events Re-orientation
Pre-test Mean 23,83 21,33 12,33 Pre-test Mean 25,00 23,33 10,00
Post-test Mean 31,33 25,33 21,00 Post-test Mean 29,83 25,86 22,76
Total Score Increase 7,50 4,00 8,67 Total Score Increase 4,83 2,53 12,76
Percentage (%) 23,94% 15,79% 41,27% Percentage (%) 16,18% 9,78% 56,06%

It can be seen from table that the It can be seen from table that the
increasing is shown by students in increasing is shown by students in
students writing skills who taught by writing recount text and doesnt teaching
Story maps learning strategy. The by story maps and used by teacher own
increasing of students for orientation was strategy. The increasing of students for
23.94%, series of event was 15.79% and orientation was 16.18%, series of event
re-orientation was 41.27%. The was 9.78% and re-orientation was
percentages of students writing recount 56.06%. The percentages of students
text component can be seen in this writing recount text component can be
following graphic: seen in this following graphic:

Figure 2. Figure 3.
Student Progress in Experimental Class Student Progress in Control Class
Experimental Class Control Class
35,00 35.00
31,38
29.83
30,00 30.00
25,52 25.00 25.86
25,00 23,83 25.00 23.33 22.76
21,33 21,03
20.00
Average
Average

20,00

15,00 Pre-Test 15.00 Pre-Test


12,33
Post-Test 10.00 Post-Test
10,00 10.00

5,00 5.00

0,00 0.00
Orienta tion Series of events Re-Orienta tion Orienta tion Series of events Re-Orienta tion

Component of Recount Text Component of Recount Text

Figure 2 showed the students Figure 3 showed the students


average score increased in each recount average score increased in each recount
text components from the low score to text components from the low score to
higher score. First, from the graphic we higher score. First, from the graphic we
can see the lowest mean score was re- can see the lowest mean score was re-
orientation where in pre-test the students orientation where in pre-test the students
got 12,33 points in pre-test and score in got 10,00 points in pre-test and score in
post-test increased become 21,00 points or post-test increased become 22,76 points or
increased 41,37%. Second, in series of increased 56,06%. Second, in series of
events the students got 21,33 points in events the students got 23,33 points in
pre-test and increased become 25,33 pre-test and increased become 25,86
points in post-test or increased 16,40%. points in post-test or increased 9,78%.
Third, in orientation, the students got Third, in orientation, the students got
23,83 points in pre-test then increased 25,00 points in pre-test then increased
become 31,33 points in post-test or become 29,83 points in post-test or
increased 24,05%. increased 16,18%.

WAHYU SAPUTRA 7
Hypothesis Testing Interpretation Data
Hypothesis testing used to know In teaching writing to the second
how the result of the research. In this year students of SMP IT Syahruddiniyah
study the researcher used hypothesis Kampar Kiri Hilir, the writer used story
testing was null hypothesis. maps to build students understanding of
H0 : There is no significant effect of using concepts and in writing story, as well as
story maps learning strategy to expand the ideas and creativity of the
improve writing skills of the second students become better. There has been
year Students of SMP IT research conduct on the many and varied
Syahruddiniyah Kampar Kiri Hilir. benefits of using story maps to enhance
Ha : There is a significant effect of using lesson with preschool and elementary age
story maps learning strategy to school children.
improve writing skills of the second Firstly, teacher ask students to read
year Students of SMP IT the class a picture book example of the
Syahruddiniyah Kampar Kiri Hilir. plot pattern were studying. Second,
students gathering concepts/ ideas from
the book and add them to idea bank form.
Third, students choose character
graphics. Fourth, students create a story
maps for the children using one or more
new character graphics. Fifth, teacher let
students to create their own story maps
using one or more of the new character
graphics provide them. They will also
base their story problem on the same
concept/ idea you models and collected
Based on the calculation of t-test from the author. Sixth, the point of these
above, it was clearly seen that the value of story planning sessions is to build the
Tobs 2,45. Meanwhile, the value of ttable on concept of story problem and resolution.
the degree of freedom 58 (DF 30 + 30 2 Seventh, repeat this process of: reading
= 58) at = 0.5. in level of significant for books, collecting ideas, modeling a story
two tail test is 2,00 (Sudijono, 2012). We maps, and students creating own story
could see the significant difference maps five times. If students show a strong
between tobs and ttable was much greater. grasp of the plot structure go on to writing
(2,45 > 2,00). a story which uses this pattern.
It can be conclude, because of tobs
was much greater than ttable, the null 1) Eka Dian Safitry (Students no. 7,
hypothesis is rejected and alternative experimental class, VIIID)
hypothesis is accepted. And the Before the writer gave treatment
alternative hypothesis is There is a that was teaching writing skills by using
significant effect of using story maps story maps. Basically, she has been able
learning strategy to improve writing skills to compile recount text at the pretest,
of the second year Students of SMP IT based on the orientation that explains
Syahruddiniyah Kampar Kiri Hilir. We aspects of participant, place and time as
could see it through the increasing of well as aspects of the series of events
means of the experimental group the pre- that describes the events that have
test to the post-test. passed. But there is no re-orientation at
the end of the paragraph. When the post
test, she have good results about story

WAHYU SAPUTRA 8
writing and developing the ideas disheveled and not sequentially. But
conceptualized story. there is re-orientation at the end of the
paragraph. When the post test, she have
2) Novi Agata Ananda Putri (Students no. good results about story writing and
13, experimental class, VIIID) developing the ideas conceptualized
Before the writer gave treatment story.
that was teaching writing skills by using
story maps. Basically, she has been able
to compile recount text at the pretest, CONCLUSION AND SUGGESTION
based on the orientation that explains
aspects of participant, place and time. Conclusion
But she had difficulty in establishing However, this study also described
the concept of a story that has and explained about the recommendations
happened. The stories seem disheveled not only for students, but also for the
and not sequentially. But there is re-
teacher which especially by using story
orientation at the end of the paragraph. maps toward students writing skills.
When the post test, she have good
results about story writing and Theoretical Conclusion
developing the ideas conceptualized
story. Story maps help students to
categorizing the main events in sequential
3) Dinda Aulia (Students no. 9, control order. A graphic representation is often
class, VIIIE) used to illuistrate the story structure and
Before the teacher gave treatment sequence of events.
that was teaching writing skills by using
teacher own strategy. Basically, she has Practical Conclusion
been able to compile recount text at the This research is an experimental
pretest, based on the orientation that research. It is done in two groups: an
explains aspects of participant, place experimental group and control group.
and time as well as aspects of the series The experimental group treats by using
of events that describes the events that story maps and the control group treats
have passed. There is re-orientation at without using story maps. The location of
the end of the paragraph, but it just only the research was SMP IT Syahruddiniyah
a few words and still not show the Kampar Kiri Hilir. Target population of
maximal re-orientation. When the post this research was second year of SMP IT
test, she have good results about story Syahruddiniyah Kampar Kiri Hilir, was
writing and developing the ideas 154 and sample was 60.
conceptualized story. Based on analysis of data in
previous chapter, the result of research
4) Thia Rezky Hedriani (Students no. 27, can be concluded as follows:
control class, VIIIE) There is a significant effect of using
Before the teacher gave treatment story maps learning strategy to
that was teaching writing skills by using improve writing skills of the second
teacher own strategy. Basically, she has year Students of SMP IT
been able to compile recount text at the Syahruddiniyah Kampar Kiri Hilir.
pretest, based on the orientation that Experimental class taught by the story
explains aspects of participant, place maps, is more effective in improving
and time. But she had difficulty in students' writing skills than the
establishing the concept of a story that control class.
has happened. The stories seem

WAHYU SAPUTRA 9
Suggestion to improve various capabilities in other
language such as writing (another text
Suggestion for English Teacher
genre), reading, listening and speaking. So
Basically the learning strategies that this story maps learning strategies can be
used by teachers has been very good in used for all components of a study
improving students' writing skills but, supported by scientific explanations and
students still confious to draft story idea. educative.
This limitations of the students writing Kurniawan (2013:5) sad story maps
stories based on personal experiences and is a technique used after a story has been
difficult when develop the story in read. It includes identifying the main
sequence. elements, and categorizing the main
Based on the results of this study events in sequential order. This procedure
can be known that the story maps is more enables students to relate story events and
effectively on maximizing the ability of to perceive in literary selections.
students to write stories especially recount
text in accordance with the aspects
contained in the recont text. REFERENCES
Acording to Khatib (2012:1112) a
Story Maps is considered as a kind of Alice, and Houge, Ann. 1999. Writing
graphic organizer which includes a visual Academic English. 3rd Edition.
aid that displays the chunks of New York: Addison Wesley
information to be studied. And a Story Longman.
Maps help students understand the
components of the story. Anderson, Lorin, W. 1997. Taxoromi For
Learning, Teaching, and
Suggestion for Students Assessing: A Revision of Biboms
Taxonomy of Educational
The ability of students to write a Objectives. New York: Addison
story quite well. But the content of the Wesley Longman, Inc.
story is less interesting and there are some
students who still do not sequential story Bram, Barli. 1995. Write Well Improving
ideas. Students are expected to continue to Writing Skills. 3rd Edition. New
develop his writing skills not only to York: Pearson Education Inc.
recount text, but also various types of
other text. Brown, J.D & Bailey, M. 1984. A
According to Bram (1995:29) good Categorical Instrument for Scoring
writing in any languages involves Second Language Writing Skills.
knowledge the convention of written Language Learning Reasearch
discourse in culture as well as the ability Club. University of Michigan.
to choose the precise words that convey
ones meaning. To write an interesting Creswell, J. W. 2005. Educational
text and good paragraph, we should know Research. New Jersey: Person
what a paragraph is. A paragraph is a Education International.
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information about one main or central Djamarah, Zain. 2010. Strategi Belajar
idea. Mengajar. Jakarta: Rineka Cipta.

Suggestion for Next Researchers ____________ . 2011. Psikologi Belajar,


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The writer suggests that the other
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