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THE INFLUENCE OF STORY MAPPING AND STUDENTS’
INTELLIGENCE IN TEACHING READING COMPREHENSION
(An Experimental Research in the Tenth Grade of SMAN 3 Surakarta in the
Academic Year of 2012 / 2013)
A Thesis
By
DIAN RACHMAWATI
NIM : S891102009
Submitted to Graduate School of Sebelas Maret University as a Partial Fulfillment

to Obtain the Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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MOTTO
Esok lebih cerah lebih terang dan lebih baik
(Dian Rachmawati)
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DEDICATION
This research paper is dedicated to:
My beloved parents
My beloved husband
My beloved brother and sister
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ABSTRACT
DIAN RACHMAWATI, S891102009, 2012. The Influence Of Story

Mapping and Students’ Intelligence In Teaching Reading Comprehension (An
Experimental Research in the Tenth Grade of SMAN 3 Surakarta in the Academic
Year of 2012 / 2013). Thesis. Surakarta. English Education Department of
Graduate School, Sebelas Maret University of Surakarta. The First Advisor: Dr
Abdul Asib, M.Pd; The Second Advisor: Drs. Martono, M.A.
Key Words: Story Mapping strategy, PQ4R strategy, Reading, Student

Intelligence
The objectives of the research are to identify: (1) whether the story
mapping is more effective than PQ4R in teaching reading for the tenth grade
students of SMAN 3 Surakarta in the academic year of 2012/2013; (2) whether
the reading comprehension achievement of the students having high intelligence is
better than that of those having low intelligence in learning English; and (3)
whether there is an interaction between teaching strategies and intelligence in
teaching reading for the tenth grade students of SMAN 3 Surakarta in the
academic year of 2012/2013.
The research was carried out at SMA N 3 Surakarta, from July 2012 to
September 2012. The research method was experimental. The subject of the
research is the first grade students of X-1 and the first grade students of X-6. Each
of them consists of 30 students. The first grade students of X-1 are as
experimental class who were taught using Story Mapping strategies and the first
grade students of X-6 are as control class who were taught using PQ4R strategies.
The data were in the form of quantitative data and they were taken from a test.
They are the scores of students’ reading test after having nine times treatment for
each class. The researcher analyzed the data using ANOVA or analysis of
variance and Tukey test.
Based on the result of data analysis, the research findings are: (1) The
Story Mapping strategy is more effective than PQ4R strategy to teach reading for
the first grade students of senior high school; (2) The reading comprehension of
the students having high intelligence is better than that of those having low
intelligence; and (3) There is an interaction between teaching strategies and
students’ intelligence. Based on these research findings, it can be concluded that
Story Mapping strategy is an effective strategy to teach reading comprehension of
the first grade students of SMA N 3 Surakarta.
The result of the research implies that story mapping is a very effective
teaching strategy for teaching reading. Story Mapping can be used to improve
students’ reading as it can help them to generate, elaborate, and organize their
ideas. Therefore, it is recommended that: (1) it is better for teachers to apply story
mapping in the teaching and learning process; (2) the students use story mapping
in learning reading as one of their meaningful strategies to overcome their
problem in improving reading; and (3) the future researchers can conduct research
of the same kind with different sample and different students’ condition.
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Influence of
Story Mapping and Students’ Intelligence in Teaching Reading Comprehension
(An Experimental Research in the Tenth Grade of SMAN 3 Surakarta in the
Academic Year of 2012 / 2013). It is not a plagiarism or made by others.
Anything related to others’ works is written in quotation, the sources of which are
listed on the list of references.
If then the pronouncement proves wrong, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, 24 October 2012
Dian Rachmawati
S891102009
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ACKNOWLEDGMENT
Alhamdulillahirobbil’alamin, praised be to Alloh SWT, the owner of

this universe, the merciful who gives a million blessing, miracles and accountable
gifts to the writer, so she can accomplish her thesis.
My deepest gratitude is addressed to Dr. Abdul Asib, M.Pd. and Drs.
Martono, M.A. Patiently and cast aside the time to read even check my thesis
formation word by word then give the support, suggestion, criticism, guidance,
and motivation for writing this thesis. I am very esteeming them, patiently lead in
writing and give the trouble-shooting solution.
Circumstantial thank utterance I submit not only to Prof. Dr. Ir.
Ahmad Yunus, M.S, as the Director of Graduate School of Sebelas Maret
University for giving the chance and facilities so that the writer can study in the
university but also Drs. Makmur Sugeng, M.Pd. as the Principal of SMA N 3
Surakarta who has given me permission in my research of my thesis and has
provided place and time to equip from the research.
Thanks to all the students of the first grade of X-1 and X-6 SMA N 3
Surakarta in the academic year of 2012/2013 who have done all the try out of
instrument and post test items honestly. I don’t forget to thanks to you all, the
students of the first grade of X-1 and X-6 in the academic year 2012/2013 who
have welcome warmly to my research in class and also have answered the
instrument and posttest to complete the research.
The writer invites comments and suggestions from the readers for the
betterment of this thesis. The writer hopes that this research will give an important
contribution to the development of English education.
Surakarta, 24 October 2012
Dian Rachmawati
S891102009
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TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………….….....i

APPROVAL ...........................................................................................................ii
LEGITIMATION ..................................................................................................iii
MOTTO .................................................................................................................iv
DEDICATION .......................................................................................................v
ABSTRACT ……………………………………………………………….….....vi
PRONOUNCEMENT ..........................................................................................vii
ACKNOWLEDGEMENT ...................................................................................viii
TABLE OF CONTENTS ……………………………………………………......ix
LIST OF TABLES …………………………………..………………………......xi
LIST OF FIGURES ………………………………………….………………....xii
LIST OF APPENDICES …………………………………………………….....xiii
CHAPTER I INTRODUCTION
A. Background of The Study …………………................................1
B. Problem Identification …………………………………..............7
C. Limitation of The Problem ……………………………................8
D. Problem Statement ………………………...................….............8
E. Purpose of the Study ……………………….........………............9
F. Research Benefits .....………………………….......………..........9
CHAPTER II REVIEW LITERATURES, RATIONALE, AND HYPOTHESIS
A. Definition of Reading .……………………………....................12
1. Definition ……………………...........................................12
2. Skill for Reading Comprehension ......................................16
3. Purpose of Reading .............................................................19
4. The Phases of Reading ........................................................21
5. The Techniques of Reading ................................................22
6. Model of Reading ...............................................................23
B. Story Mapping Strategy
1. Definition ..........................................................…..............24
2. Advantages and Disadvantages of Story Mapping ……….27
3. Procedure of Teaching Reading Using Story Mapping…...29
C. PQ4R Strategy
1. Definition ………………...................................................30
2. The Step of PQ4R ...............................................................31
3. The Step of Applying PQ4R Learning Strategy .................32
4. Learning Activity Using PQ4R Strategy ............................33
D. The Difference between Story Mapping and PQ4R ……….....33
E. Intelligence
1. Definition ............................................................................35
2. Theories of Intelligence ......................................................37
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3. Factors Affecting Intelligence ............................................39

4. The Intelligence Quotient (IQ) ...........................................41
F. Review of Related Studies .........................................................43
G. Rationale ....................................................................................45
H. Hypothesis ……….…………………………...........................48
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of Research .......…………………....................50
B. Research Method
............………………..........……..................50
C. Population, Sample and Sampling ……....................................51
D. Variables and Research Design ...........………….……..............53
E. The Technique of Collecting Data .......………..........................54
F. Data Analysis .............................................................................57
G. Statistical Hypothesis .................................................................59
CHAPTER IV THE RESULT OF THE STUDY
A. Data Description ………………...…………............................62
B. Normality and Homogeneity Test……………….…..……........71
C. Hypothesis Verification ……………….……...........................72
D. Discussion ………………….....................................................79
CHAPTER V COMPLICATION, IMPLICATION, SUGGESTION
A. Conclusion ………………...………….....................................85
B. Implication ………………….……..………….........................86
C. Suggestion ……………..….………….…….............................87
BIBLIOGRAPHY
APENDICES
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LIST OF TABLES
Table 2.1 The Steps of Applying PQ4R Learning Strategy ..........................32

Table 2.2 Learning Activity Using PQ4R Strategy ......................................33
Table 2.3 The Difference between Story Mapping and PQ4R......................33
Table 3.1 Factorial Design....................................................................................54
Table 4.1 Frequency distribution of A1...............................................................63
Table 4.2 Frequency distribution of A2...............................................................64
Table 4.3 Frequency distribution of B1 ..............................................................65
Table 4.4 Frequency distribution of B2...............................................................66
Table 4.5 Frequency distribution of A1B1...........................................................67
Table 4.9 The summary of the normality of the sample distribution.............71
Table 4.10 Data homogeneity.................................................................................72
Table 4.11 The Summary of ANOVA...................................................................73
Table 4.12 Table of Mean of Scores .....................................................................73
Table 4. 13 The Summary of Tukey Test ..................................................................75
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LIST OF FIGURES
Figure 4.1 The histogram and polygon of the students taught using Story
Mapping Strategy (A1) ............................................................63
Figure 4.2. The histogram and polygon of the students taught using PQ4R
Strategy (A2) ............................................................................64
Figure 4.3. The histogram and polygon of the students having high intelligence
(B1) .............................................................................................65
Figure 4.4. The histogram and polygon of the students having low intelligence
(B2) .............................................................................................66
taught using Story Mapping strategy (A1B1) ...........................67
taught using Story Mapping strategy (A1B2) ...........................68
taught using PQ4R strategy (A2B1) ...........................................69
taught using PQ4R strategy (A2B2) ...........................................70
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LIST OF APPENDICES
APPENDIX 1 Lesson Plan Story Mapping ..............................................93

APPENDIX 2 Lesson Plan PQ4R ..........................................................139
APPENDIX 3 Blueprint of Reading Test ...............................................183
APPENDIX 4 Reading Test ...................................................................184
APPENDIX 5 The Validity and Reliability of Reading Test Item .........206
APPENDIX 6 The Scores of Intelligence and Post Reading Test ..........212
APPENDIX 7 The Sample of the Research ............................................213
APPENDIX 8 Frequency Distribution of the Research ..........................214
APPENDIX 9 Computation of Mean .....................................................222
APPENDIX 10 Computation of Mode .....................................................230
APPENDIX 11 Computation of Median ..................................................237
APPENDIX 12 Computation of Standard Deviation ...............................245
APPENDIX 13 Computation of Normality ..............................................253
APPENDIX 14 Computation of Homogeneity .........................................261
APPENDIX 15 The Result of ANOVA Test ............................................262
APPENDIX 16 Syllabus ...........................................................................266
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CHAPTER I
INTRODUCTION
A. Background of the Study
In Indonesia, English is the first foreign language taught from elementary
school to university. It shows that English has an important role for learner to
communicate in their daily life in globalizations era and to develop their
communication ( Kurikulum, 2004: 384 ).
English is also taught in Senior High School (SMA). In senior high school,
English is one of compulsary subjects. It is taught to the students from the tenth
until twelfth grade. In this case, the senior high school students also have to
master the four language skill, namely reading, listening, writing and speaking.
Reading is very important skill to be mastered because by reading, the
students will get much information, which is very useful for their life. Widdowson
in Urquhart (1982: 22) states that reading is the process of receiving and
interpreting information encoded in language through the medium of print. From
the explanation, it can be seen that reading has a power to create a better
condition. Bloom and Greene in Bernhard (1994: 218) explain “Reading is used to
establish structure and maintain social relationship between and among people”.
Related to a phenomenon reading cannot be separated from the other language
skills. Brown supports it by stating ” Reading is treated as one of two or more
interrelated skills. A course that deals with reading skills, then will also deal with
related listening, speaking, and written skills”.

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Besides, reading is essential skill for learners of English as a second
language. For most of these learners it is the most important skill to master in
order to ensure success not only in learning English, but also in learning any
content subjects in which reading is required. In short, with the strengthened
reading skill, learners will make greater progress and development in all other
areas of learning (Nunan, 2003: 69).
However, reading is a complex task to do. As what is stated by Moreillon
(2007: 10), in order to be readers, learners must take their ability to pronounce
words and to “read” pictures and then make the words and images mean
something. So, reading is more than just pronounce words from the text but the
learners should also catch what the text means.
Moreillon (2007: 10) defines reading as an activity in making meaning from
print and from visual information. In other words, reading is the activity to get
meaning or message from the text or grasping the meaning out from the text.
From this point of view, it can be concluded that the main point of reading
activity is comprehending the written text.
Grabe and Stoller (2002: 9) express a similar view of reading, stating that
reading is the ability to draw meaning from the printed page and interpret this
information appropriately. Futhermore, they also state that reading for general
comprehension is the ability to understand information in a text and interpret it
appropriately.
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Teachers should know that their students have different strengths. In the
language-teaching field some of the differences among students have been
attributed to students’ different learning or cognitive styles. For instance, some
students are better visual learners than aural learners. They learn better, when they
are able to read new material rather than simply listen to it (Larsen-Freeman 2000:
169).
The aim of teaching for the reader is to comprehend and to react to what is
written (Brown, 1982:18). In general, the aim of teaching reading is to develop
the students' ability to read the material, get information and understand about
text. Since most of the texts or books written in English, it is important to teach
the students reading English texts. By teaching reading, it is expected that every
student can have good ability in reading.
Unfortunately, most of the senior high school (SMA) students do not have
the competence in good reading. Based on the observation done in SMAN 3
Surakarta, the students’ average score in reading comprehension is still low. It
shows that the students still have problems in reading. The problems are: a)
students got difficulties to catch the main idea of text; b) students got difficulties
to determine the specific information, either implicitly or explicitly; c) students
got difficulties to infer and grasp meaning of words and d) students got difficulties
to determine references.
Many teachers still use PQ4R strategy to teach reading. The implementation
of PQ4R strategy takes a long time. PQ4R strategy is not a quick trick, but the
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benefit may be well worth the invested time. PQ4R is an acronym for Preview,
Question, Read, Reflect, Recite, and Review, so if we use the strategy of course
that we have to take the steps.
Since the teachers’ strategy in teaching reading become one of the important
factors in this case, the teacher of reading must have a variety of strategies. There
are many teaching strategy in teaching reading, one of them is Story Mapping.
Anderson (1978) states that mapping is a process of reorganizing and rearranging
(moving) the most important ideas and information from your reading or textbook
and converting it into a diagram with your own words to help you understand and
remember what you read. Story Mapping is a strategy for teaching the learner who
profits from a visual representation of story organization in order to develop
adequate comprehension. Often the abundance of facts overwhelms the young
reader, who needs a simple structure such as a story map to apply to stories to
help him organize and remember events.
The writer have developed a procedure for mapping stories by identifying
each of the components as a means of developing or questioning taxonomy for
stories. Both Beck et al. and Pearson recommended that story maps be used by
teachers and basal reading publishers as guides for the generation of questions for
narratives. We speculated that low achieving, special needs students might need
something more concrete than a frame work of questions, so we used the pictorial
story map as the organizer for readers to use by filling in the map components as
they read. The basic premises for the following study were that (a) the
organization that under lies text structure can be generalized to all texts (Gordon
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& Pearson,1983), (b) that poor comprehenders can be taught to understandstories
by using a simple story structure as an organizational framework.
The story map is a highly effective, practical way to help students organize
story content into a coherent whole. It is an effective strategy for exceptional and
low achieving students (it improves comprehension of materials that are above
their instructional levels). Teachers become more involved in thinking about the
structure of the story they are to teach and how each part of the story relates to the
others. This concrete representations aid student in visualizing the story. Students
can more easily see how the story pieces mesh, knowledge they continually apply
when they predict what might happen next in one story after another. It enables
students to store information in their personal schema more efficiently and
facilitates the recall of story elements more completely and accurately.
In teaching reading, internal factors play important roles. One of the most
important internal factors that influence students’ reading comprehension is the
students’ intelligence. Intelligence is included in cognitive ability which is very
influential and plays an important role in the process of teaching and learning. By
having high intelligence the students are able to solve their problem, cooperate
with other, achieve the material easily, etc. Gardner in Brophy (1990: 597) states
that intelligence is the ability to solve problems or to develop outcomes and
product that are valued in one or more cultural settings. Deboer (1966: 131) says
that background experience, interest, and native intelligence may also play a part
in determining how many and which individual words a reader may miss and still
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have high comprehension. The students’ intelligence has the crucial thing to
improve the students’ reading skill.
Students having high intelligence are able to cooperate with other students
and they will always be very active in doing the instruction from the teacher or
expressing their ideas, creative in solving the problem, they have initiative and
confidence in doing something without waiting for any command from the
teacher, wonder and critical about material they feel unclear yet, and learn from
the mistake they made so that they will never do the same mistake again.
Students’ high intelligence may also awake or strengthen the students’
intelligence and spirit in reading because they always enjoy studying and are
always able to find the solution from the problem they face. In addition, Deboer
(1966: 132) states that there is a substantial correlation between intelligence and
reading ability. It means that the students who have high intelligence will have
high ability in understanding a text, while the students’ who have low level of
intelligence will have low ability in understanding a text.
Related to work by psychologist, Gardner (1999: 41-44) states that multiple
intelligences have been influential in language teaching circles. Teachers who
recognize the multiple intelligences of their students acknowledge that students
bring with them specific and unique strengths, which are often not taken into
account in classroom situations. Gardner has theorized that individuals have at
least seven distinct intelligences that can be developed over lifetime. The seven
are: (1) Logical/mathematical-the ability to use numbers effectively, to see
abstract patterns, and to reason well; (2) Visual/spatial-the ability to orient oneself
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in the environment, to create mental images, and sensitivity to shape, size, color;
(3) Body/kinesthetic-the ability to use one’s body to express oneself and to solve
problems; (4) Musical/rhythmic-an ability to recognize total patterns and a
sensitivity to rhythm, pitch, melody.(5) Interpersonal-the ability to understand
another person’s moods, feelings, motivation, and intentions; (6 )Intrapersonal-the
ability to understand oneself and to practice self discipline; and (7)
Verbal/linguistic-the ability to use language effectively and creatively. While
everyone might possess these seven intelligences, they are not equally developed
in anyone individual. Some teachers feel that they need to create activities that
draw on all seven, not only to facilitate language acquisition among diverse
students, but also to help them realize their full potential with all.
Based on the ideas above, the writer is interested in knowing the reality,
then she is interested in conducting a research entitled: “The Influence Of Story
Mapping and Students Intelligence In Teaching Reading Comprehension’ (An
Experimental Research in the Tenth Grade of SMAN 3 Surakarta in the Academic
Year of 2012 / 2013).
B. Problem Identification
Dealing with the background of the study, there are some problems that can
be identified:
1) Why do the students still have low reading comprehension skill?
2) Why have the students not been able to achieve reading skills maximally?
3) What factors cause the students’ low reading comprehension skill?

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4) Does student’s Intelligence influence the student’s reading skill?
5) What strategy is effective to teach reading related to students’ Intelligence
Quotient?
6) Is Story Mapping effective to teach reading for the students having high
Intelligence Quotient?
7) Is PQ4R effective to teach reading for the students having low Intelligence
Quotient?
C. Limitation of The Problem
The writer realizes that it is impossible to investigate all the problems,
therefore, the writer only limits the problems of the reseach which are supposed to
influence the students’ reading comprehension, namely: the strategies used by the
teacher (Story Mapping and PQ4R Strategy) and the students’ intelligence (high
and low). The writer also limits the subject of the research that is the tenth grade
students of SMAN 3 Surakarta in the academic year of 2012/2013.
D. Problem Statement
Based on the identification of the problems and problem limitation
mentioned above, the researcher stated the problems to be researched as follows:
1) Is the story mapping more effective than PQ4R in teaching reading for the
tenth grade students of SMAN 3 Surakarta in the academic year of
2012/2013?
2) Is the reading comprehension of the students having high intelligence
better than that of those having low intelligence in learning English?

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3) Is there any interaction between teaching strategies and intelligence in
academic year of 2012/2013?
E. Purpose of The Study
1) To know whether the story mapping is more effective than PQ4R in
academic year of 2012/2013.
2) To know whether the reading comprehension achievement of the students
having high intelligence is better than that of those having low intelligence
in learning English.
3) To know whether there is an interaction between teaching strategies and
intelligence in teaching reading for the tenth grade students of SMAN 3
Surakarta in the academic year of 2012/2013.
F. Research Benefits
1) For the researcher
To develop the researcher’s knowledge on the development of various
strategy implemented in teaching English to the students of Senior High
School, and to develop another research. The other researchers can
develop the research based on the result and use it as one of references to
study about reading comprehension and its implementing in their research.
2) For another researcher
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To give a brief knowledge to another researcher to conduct the similar
research in another school with another research subject and the result of
this thesis can be use for starting point to conduct the next research.
3) For the students
The use of story mapping in the teaching and learning process will surely
attract the students’ attention to study. The students are motivated to read
as they get new information from the text given therefore their vocabulary
mastery will be increased as a result the students’ English reading
comprehension is improved.
4) For teachers
The benefits of the research is to explore and prove whether the story
mapping strategy is effective to be applied in teaching reading so that the
students can improve their English reading comprehension optimally. It
can motivate teachers to find a new strategy or technique which is
appropriate in teaching reading. It also encourages the teachers to develop
their creativity to improve teaching learning process. In addition, the
teacher’s capability to conduct the teaching and learning activity is
improved as a result the teaching and learning activity can run well.
5) For school
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The benefits of the research for school are it can increase the students’
achievement and it can develop learning strategies which stimulate
students’ intelligence in reading.
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CHAPTER II
REVIEW LITERATURES, RATIONALE AND HYPOTHESIS
This chapter deals with theories used as the basis for supporting the study. It
mainly covers the definition of reading, instructional story mapping strategy,
PQ4R, and intelligence.
A. Definition of Reading
1) Definition of Reading
Reading is an active process to get information through written language. In
other word, it can be said that reading is an interactive process that goes on
between the reader and the text, resulting in comprehension. The text presents
letter, words, sentences, and paragraph that encode meaning. The reader uses
knowledge, skills, and strategies to determine what the meaning is. Urquhart
(1998: 15) states that reading involves processing language messages.
Widdowson in Urquhart (1998: 20) also states that reading is the process of
getting linguistic information via print. Further, he states that getting information
is one-way process from writer or text to reader. Further, Urquhart (1998: 22)
states that reading is a process of receiving and interpreting information encoded
in language via the medium of print.
From the above statements, it can be concluded that reading is an activity,
which needs a process. It is impossible to read fluently without practicing reading

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something everyday. When people want to get information from written message,
they should make it as a habit for daily activity. It is better for us to read every
single word a day than never do these. Reading activity is an individual activity.
Readers can interpret what they read. Moreover, it needs process to interpret the
right message from written language. Actually studying all the subject matter is a
process. Reader cannot understand the meaning from language written instantly.
Harison and Smith (1980: 23) define reading as the act of responding with
appropriate meaning to print or written verbal symbols. It means that reading is
the result of interaction between the graphic symbols that represent language and
the reader’s language skill, and cognitive skills and knowledge of the words. In
this process, the reader tries to recreate the meaning intended by the writer.
According to Wallace (1992: 4) reading as interpreting means reacting to a
written text as a piece of communication. In other words, we assume some
communicative intent on the writer’s part which the reader has some purposes in
attempting to understand.
According to Williams (1996: 11) reading is a process of obtaining meaning
from written text. Readers carry out knowledge of the writing system, knowledge
of the language, and the ability to interpret meaning from a text.
According to Aeborsold and Field (1997: 15) reading is what happens when
people look at a text and assign meaning to the written symbols in that text. The
similar definition stated by Nunan (1998: 33) that reading is a process of decoding
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written symbols, working from a smaller unit (individual letters) to larger ones
(words, clauses, and sentences).
Based on the theories above, it can be concluded that reading is a more
much complex process to obtain ideas or meaning from a text, which is
symbolized in written or printed language.
Reading is a fluent process of readers combining information from a text
and their own background knowledge to build meaning. The goal of reading is
comprehension (Nunan, 2003: 68). Reading is the process of understanding
written language. It begins with a flutter of patterns on the retina and ends (when
successful) with a definite idea about the author’s intended message. Thus,
reading is at once a “perceptual” and a “cognitive” process. A process bridges and
blurs these two traditional distinctions (Rumelhart, 1994: 864). From the
statement above it can be concluded that reading is a process of getting
information and message from written language. In understanding the massage
from written language, the reader must have the background knowledge. Hence,
in the process of reading, the reader must combine their background knowledge
and the content of the text. Besides, they should combine their interference,
memory, and the strategy of reading. Urquhart (1998: 18) states that any valid
account of reading process must consider such cognitive aspects as reading
strategies, inference, memory, relating text to background knowledge, as well as
decoding and obvious language aspects as syntax and lexical knowledge.
Jarolimek (1985: 243) states that reading with comprehension means that the
reader is able to extract from the selection on the essential facts and
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understanding, visualize details and sense the relatedness of the facts. It can be
concluded that reading with comprehension covers not only reading the selection
on the essential facts, but also trying to comprehend or understand the message in
the selection of the essential facts. Wolf (1987: 307) stated that reading
comprehension can be defined as information processing. It assumes that reading
comprehension is a cognitive process.
Comprehension is the goal of reading. Bartram and Parry in Regina state
that many students who read in a foreign language think, “reading means
understanding or translating every word”. Good readers do not always try to
understand every word, and especially the first time they read for comprehension.
The primary purpose for reading is sometimes overlooked when students are
asked to read difficult text; raising student’s awareness of main ideas in a text and
exploring the organization of a text are essential for good comprehension
(Richards, 2002: 277). From the statement above it can be said that reading is
conscious activity, which is done to find out the information. A good reader is not
only translating or understanding every word but also understanding all about the
texts by retelling it. The reader should understand the main idea of the texts.
Further, a good reader should be able to retell the specific idea of the texts.
The writers of essay or story always give a message, which is written. If the
readers only translate word by word in their writing, the readers cannot pick up
the message of the writing.
A good reading competence requires many components. The students should
have some indicators that can indicate their reading competence such as
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understanding reference in the reading text, understanding main idea,
understanding kinds of paragraph development, understanding the message of the
story, understanding vocabulary, understanding logical inference, distinguishing
between general idea and topic sentence, making accurate prediction, making
restatement, and understanding grammar (Bermuister, 1974: 83).
From the description above, it can be summarized that reading
comprehension is the ability to understand the message from the texts they read
involving the understanding of general ideas, main ideas, explicitly and implicitly
stated information, meaning of certain word, and word reference. In this research,
the researcher chooses story mapping strategies in teaching reading
comprehension.
2) Skill for Reading Comprehension
According to Brown (2004: 187-188) there are two skills in reading, micro
and macro-skills.
a. Micro-skills
1) Discriminating among the distinctive graphemes and
orthographic patterns of English.
2) Retaining chunks of language of different lengths in short-term
memory.
3) Processing writing at an efficient rate of speed to suit the
purpose.
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4) Recognizing a core of words, and interpret word order patterns
and their significance.
5) Recognizing grammatical word classes (noun, verbs, etc)
systems (tense, agreement, and pluralisation) patterns, rules, and
elliptical forms.
6) Recognizing that a particular meaning may be expressed in
different grammatical forms.
7) Recognizing cohesive devices in written discourse and their role
in signalling the relationship between and among clauses.
b. Macro-skills
1) Recognizing the rhetorical forms of written discourse and their
significance for interpretation.
2) Recognizing the communicative functions of written texts,
according to form and purpose.
3) Inferring context that is not explicit by using background
knowledge.
4) From events, ideas, etc. infer links, and connections between
events, deduce causes and effects, and detect such relations as
main idea, supporting idea, new information, given information,
generalization, and exemplification.
5) Distinguishing between literal and implied meaning.
6) Detecting culturally specific references and interpret them in a
context of the appropriate cultural schemata.
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7) Developing and using a battery of reading strategies, such as
scanning and skimming, detecting discourse markers, guessing
the meaning from context, and activating schemata for the
interpretation of texts.
Based on the definitions above, it can be concluded that reading is an
activity to obtain meaning an select the message from written text by finding
reference, identifying main ideas, finding detail information, comprehending the
meaning based on the context, identifying lexical meaning, and understanding
communicative function.
The indicators of reading comprehension are :
1) Word meaning.
2) Main idea.
3) Explicit or detail information.
4) Implicit information.
5) Referent.
3) Purpose of Reading
Learning a foreign language, especially reading skill is often used for
purpose. A person may read for enjoyment or to improve his knowledge. Besides,
the purpose of reading determines the appropriate approach of reading. A person,
hence, selects what they want to read. For instance, one person goes to the
restaurant, he wants to know the price of the food so he read a menu in the
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restaurant, although he does not need to know the name of the food listed. A
person reading poetry for enjoyment needs to recognize the words the poet uses
and the ways they are put together, but he does not need to identify the main idea
and supporting idea of the poetry, just for enjoying. Further, a person reading
scientific article to support his background knowledge needs to know vocabulary
that is used, understand the facts that are presented as hypotheses. A person reads
something because he wants to comprehend something from reading materials
that he reads. Nuttal (1987: 19) states: In foreign language, learning reading is
often used for purposes, which are different from those found in mother-tongue
learning. For example, we noted that reading aloud is often used (mistakenly,
most experts agree) as one form of pronunciation teaching. However, the most
typical use of reading a foreign language class is to teach the language itself. The
typical text in a FL course book is one that helps the teacher to present or practice
specific linguistics items-vocabulary, structures and so on.
Good reader read extensively, integrates information in the text with
existing knowledge, have a flexible reading style, depending on what they are
reading. There are some different skills interacting: perceptual processing,
phonemic processing, and recall. Reading has a purpose: reading serves a
function. It means that if reader gets the opportunities, reader will read more texts.
They spend their time on text intending to improve their knowledge or their
language.
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Grabe and Stoller (2002: 11-15) mention the purposes of reading as follows:
1) Reading to search for simple information.
It’s a common reading ability as a relatively independent cognitive
process. And typically, scan the text for specific piece of information or
specific words.
2) Reading to skim quickly.
It’s a common part of many reading tasks and a useful skill in it’s own
right. It involves, in essence a combination of strategies for guessing
where important information might be in the text.
3) Reading to learn from the texts.
It occurs in academic and professional contexts in which a person needs
to learn a considerable amount of information from a text.
4) Reading to integrate information.
It requires additional decisions about the relative importance of
complementary, mutually supporting or conflicting information.
5) Reading to write and to critique texts.
Both require abilities to compose, select, and critique information from a
text. And represent common academic tasks that call upon the reading
abilities needed to integrate information (Enright et al., Perfetti, Rouet
and Britt) in (Grabe and Stoller, 2002: 14).
6) Reading for general comprehension.
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Reading for general comprehension is, in it’s most obvious sense, the
ability to understand information in a text and interpret it appropriately.
The purpose for reading determines the appropriate approach to reading
comprehension and he adds that reading comprehension is successful when the
reader knows which skills and strategies are appropriate to the type of text, and
understands how to apply them to accomplish the reading purposes (Byrnes,
1998).
4) The Phases of Reading
According to Williams (1999: 37-39), there are three main phases needed to
be followed in reading activity, namely:
1) Pre-reading
This phase is aimed to introduce and arouse learners’ involvement,
interest, and motivation in the topic. In this phase, teachers present
activities that activate and build up background knowledge, while at the
same time helping with vocabulary development, and trying to arouse
learners’ interest.
2) Whilst-reading
The main goals of whilst-reading phase are strategy and skill practice,
and linguistic development, as well as helping learners to understand the
writer’s purpose, and the text structure and context. Some activities like
answering comprehension question, completing diagrams or maps,
making lists and taking notes are whilst-reading type work.

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3) Post-reading
This last phase is aimed to consolidate what has been read with learners’
own knowledge, interest, or ideas. To achieve this objective, the teacher
should give activities that contribute to the integration of reading with
other language skills, for example, listing facts, summarizing, describing
or providing information, discussion, etc.
5) The Techniques of Reading
Francoise Grellet (1981: 4) mentions the main ways of reading as
follow:
1) Skimming
Skimming is quickly running one’s eyes over a text to get the gist
of it. Skimming is used to gather information quickly. According to
Williams, the purpose of skimming is simply to see what a text is
about (1999: 96). The reader skims in order to satisfy a very
general curiosity about a text. It also helps the reader to recognize
their thought and specify what information they can get from a
book, so that their subsequent reading is more efficient. For
example, reading a newspaper (quickly to get general news of the
day), business and travel brochures (quickly to get the
information).
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2) Scanning
Scanning is quickly going through a text to find a particular piece of
information. Scanning occurs when a reader goes through a text very
quickly in order to find a particular point of information (Williams,
1999: 100). For example, a conference guide, airplane schedule.
Scanning involves these steps:
a. Determine what key word to look for
b. Look quickly through the text for those words
c. When you find each word, read the sentence around it to see if
they provide the information being sought.
d. If they do, not read further. If they do not continue scanning.
6) Model of Reading
There are three main models of reading, they are:
1) Bottom-up theory
It means the reader constructs the text from the smallest unit, from
letters to words to phrases to sentences, etc. and then become
automatic, readers are not aware of how it operates. Decoding is
earlier term in this process.
2) Top-down theory
It argues that the reader brings a great deal of knowledge,
expectations, assumptions, and questions to the text, and given a
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basic understanding of vocabulary, they continue to read as long as
the text confirms their expectations.
3) The interactive school of theorist
It describes a process that combines bottom-up and top-down,
depending on the type of the text as well as on the reader’s
background knowledge, language proficiency level, intelligence,
strategy use and culturally shaped beliefs about reading.
Based on the theories above, reading skill is the ability to obtain meaning
and select the massage from written text by finding reference, identifying main
ideas, finding detailed information, comprehending the meaning based on the
context, identifying lexical meaning, and understanding communicative function.
B. Story Mapping Strategy
1. The Definition of Story Mapping Strategy
Story mapping is a strategy that uses a story map to introduce the basic
structure and essential elements of a story. A story map is a graphic display of the
structure of a story and its parts.
A story map is a graphic strategy designed specifically to facilitate students'
story organization. This startegy of instruction uses a diagram (called a 'story
map') to depict visually the settings or the sequence of events and actions of story
characters. Story mapping provides students with a bird's eye view of the basic
story structure and the relationship between story elements.
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According Hanf (1971: 225) describes mapping as “a verbal picture of ideas
which are organized and symbolized reader” . It is a tool for increasing reading
comprehension and retention. The map contains the main idea in the center of the
paper with spokes radiating from the center. These spokes are labeled with words
or phrases that represent the subordinate idea.
Story mapping may be effective in helping students with learning disabilities
comprehend stories and recalling story information (Vallecorsa & deBettencourt,
1997; Idol & Croll, 1987). A story map enables students to visualize the basic
story structure and story elements. It helps students perceive the sequence of story
development. It is particularly useful to help students with leaming disabilities to
develop a sense of story and realize that the settings, events, and characters of a
story are interrelated.
Zipprich (1995) taught a group of intermediate-level students with learning
disabilities and poor writing skills to use a pre-structured story web in order to
improve their narrative story 'writing ability.
Vallecorsa and deBettencourt (1997) investigated a mapping procedure for
teaching elements of the story form to middle grade students with learning
disabilities. In that study, a story-mapping guide was used as a tool to teach the
structures associated with the story form. The results of the study suggested that
the mapping procedure positively affected the number of story elements included
in the students' recall of stories.
Beckand her colleagues (Beck & McKeown, 1981; Beck, McKeown,
McCaslin &Burkes, 1979) have characterized narrative text structure as consisting
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of setting, problem, goal, and resolution; interposed between problem and
resolution are the significant events that contribute to the goal, or resolution of the
problem.
Both Beck et al. and Pearson recommended that story maps be used by
narratives.
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 structure 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.
According Mendiola, story mapping is a visual representation of the logical
sequence of events in a narrative text. The elements of setting, problem, goal,
events, and resolution are recorded visually on a sheet of paper. Story Maps are
graphic organizers of a story that helps students to recognize the basic pieces of a
narrative text. Some of the many elements of a story include :
1) The important characters (their appearance, personality traits,
and motivations).
2) The setting of the story (time and place).
3) The problem faced by the characters.
4) How the problem is approached.
5) The outcome.
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From the definition above it can be concluded that story mapping is a
strategy for teaching the learner who profits from a visual representation of story
organization in order to develop adequate comprehension. Often the abundance of
facts overwhelms the young reader, who needs a simple structure such as a story
map to apply to stories to help him organize and remember events.
2. Advantages and Disadvantages of Story Mapping
A story mapping has some advantages, those are:
a. The story map is a highly effective, practical way to help students
organize story content into a coherent whole.
b. It is an effective strategy for exceptional and low achieving
students (it improves comprehension of materials that are above
their instructional levels).
c. Teachers become more involved in thinking about the structure of
the story they are to teach and how each part of the story relates to
the others.
d. This concrete representations aid students in visualizing the story.
e. Students can more easily see how the story pieces mesh,
knowledge they continually apply when they predict what might
happen next in one story after another.
f. It enables students to store information in their personal schema
more efficiently and facilitates the recall of story elements more
completely and accurately.
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g. For a simultaneous learner who has difficulty organizing sequential
events of the story and remembering factual detail, the story map
uses his visual strengths to develop the text-based skill of story
development.
h. For the passive learner who has difficulty retelling the story and
often leaves out key events or characters in the retelling, the story
map gives a structure to the retelling and reasoning for the facts to
be remembered.
i. For the fact-bound learner who lacks a cohesive sense of story, the
map provides him with an overall view of the story.
A story mapping has some disadvantages, those are:
a. Students with strong auditory but weak visual skills may not profit
from concept mapping.
b. Instructors must evaluate the potential disadvantages of concept
mapping when planning instruction.
c. Educators want to encourage learning with visual aids, but they
must avoid concept maps that discourage critical thinking.
d. Instructors often use concept maps to promote learning, these
visuals have potential disadvantages if they muddle relationships
and discourage critical thinking.
e. Concept maps become difficult to interpret.
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3. Procedure of Teaching Reading Using Story Mapping
According to Mendiola, the procedure of story mapping those are :
a. The teacher selects a narrative passage.
b. The teacher prepares questions to lead students through the story
map.
c. The teacher discusses the organization of a story by explaining that
every story has a beginning, middle, and an end.
d. The teacher explains the visual story map (see the figure) and
relates it to story organization.
• The beginning tells the place and who the characters are.
• During the middle of the story, the central character has a
problem and makes a plan to solve it. Certain events in the
story lead to solving the problem.
• The end of the story tells how the character(s) solved the
problem
e. The students read the story.
f. The teacher and the students fill out the map together. The teacher
uses the prepared questions to guide the completion of the map.
g. The teacher and the students compare this story with other stories
they have read.
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C. PQ4R Strategy
1) The Definition of PQ4R Strategy
The PQ4R is a system that provides a series of steps aimed at helping the
reader understand and remember what he or she has read. PQ4R stand for
Preview, Question, and four R’s: Read, Reflect, Recite, Review.
PQ4R is a strategy that individuals can use to help them better comprehends
written material. It is a strategy that helps individuals focus on orgainizing
information in their minds and making it meaningful.
From the meaning of PQ4R above, we can know that PQ4R is the most
accurate strategy in reading text. But in the implementation of PQ4R strategy, it is
needed a long time. According to lawsagna.typepad.com that PQ4R strategy is not
a quick trick, but the benefit may be well worth the invested time.It means that
PQ4R strategy is can not bed one in the quick time.PQ4R is an acronym for
Preview, Question, Read, Reflect, Recite, and Review, so if we use the strategy of
course that we have to pass the steps.
2) The Steps of PQ4R
a. Preview : Survey the material to get an idea of the general
organization, major topics and subtopics. Look at
headings and picture stotry to identify what you
will be reading about.
b. Question : Ask questions about the material as you read it.
Use headings to ask questions
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(who,what,why,where)
c. Read : Read the material. Try to answer your own
questions while reading.
d. Reflect :Think about the material that you just read and try
to make it meaningful by:
1) Relating it to things that you already know
about.
2) Relating the subtopics to primary topics.
3) Trying to resolve contradictions.
4) Trying to use the material to solves imulated
problems.
e. Recite : Practice remembering the information by stating
points aloud and asking and answering questions.
Use headings, highlighted words and notes on
major ideas.
f. Review : Actively review the material, focusing on asking
yourself questions and rereading the material only
when you are not sure of the answers.
From the steps of PQ4R learning strategy above, we can see that this
strategy can help the students to understand and remember learning material.
Espesially incomprehending the difficulties of learning material and help students
to concentrate in long time. In teaching learning process there are steps of
applying PQ4R learning strategy.
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3) The Steps of Applying PQ4R Lerning Strategy.

Table 2.1. The Steps of Applying PQ4R Learning Strategy
Steps Teacher Activity Student Activity
Step 1 : a. Giving student a text a. Read the title, section headings and visual aids.
Preview b. Giving student a direction to b. Read the first and the ast paragraph to get
read fast. general idea of the purpose and the major
c. Asking student to read the concept.
important part of the text
Step 2 : Asking the students to make a. Predict a question to be answer in the text.
Question questions from the text using b. Convert heading into questions or draw from
WH past experinces to form questions
question(how,who,which,etc).
Step 3 : Asking student to answer their a. Read the text in its entirely
Read question. b. Carrefully read the complete text, recording
notes in the marginor underlining important
information that answers the questions.
Step 4 : Giving information about the a. Link information from the entire chapter or
Reflect material in the text. article together.
b. Attempt to develope insight into the topic and
make associations among the important material
intend while reading.
Step 5 : Asking students to summerize Summarize main points and supporting details of
Recite main points from the whole the complete text.
text that have been learned.
Step 6 : Asking students to check their a. Highlight key points of the text.
Review work and asking to submitted. b. Make sure the question have been answered and
the purpose fully understood.
c. Submitting the work.
4) Learning Activity Using PQ4R Strategy
Table 2.2. Learning Activity Using PQ4R Strategy

No Teaching Activity Activities
1 Opening a. In teaching learning process, teacher must give information
a. Telling the lerning about learning purpose orally.
purpose. b. Review the last material that relevant with the material that
b. Giving a perseption will be explained.
about learning material c. Teacher gives student some motivation using visual fenomena.
with student Forexample, if teacher learn reading text, teacher must gives
knowledge. students the text that will be read.
2 MainActivity a. Before teaching learning process, presenting little bit general
a. Presenting material. description about the material will be learn.
b. Modeling of PQ4R b. Teacher performs PQ4R strategy step by step using material
learning strategy. from the text.
c. Feedback. c. Students follow teacher direction apply PQ4R strategy.
d. Giving independent d. In the feedback, teacher give some questions for students that
exercise. they must be answer.
e. Teacher gives independent exercise for students to read main
points from the text using PQ4R strategy.
3 Closing a. Teacher to get her with students evaluate learning material
a. Evaluation with reading the conclution which they are made from the text.
b. Notes b. The notes are:
1) Teacher must make teaching learning be interesting.
2) In apply the steps of PQ4R strategy, teacher should gives
time allocation.
3) Teacher must uses the word that can be understand by
students.
4) Teacher must direct students when they do the exercise.
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D. The Difference between Story Mapping and PQ4R
In order to give clearer understanding about the difference between Story

mapping and PQ4R, the writer presents the differences that exist in teaching
procedures from both strategies in Table 2.3. Here is the table difference between
Story mapping and PQ4R as follows:
Table 2.3. The Difference between Story Mapping and PQ4R

Story Mapping PQ4R
1. The procedure of story mapping 1. The implementation of PQ4R strategy takes a long
enables students to relate story events time.
and to perceive structure in literary 2. PQ4R emphasizes more on reading text.
selections. 3. PQ4R strategy is not a quick trick.
2. Story maps can be used as 4. PQ4R is a strategy that helps individuals focus on
frameworks for storytelling or orgainizing information in their minds and making it
retelling, and as outlines for story meaningful.
writing. 5. PQ4R strategy can help the students to understand and
3. The learners are motivated to read. remember learning material. Especially
4. The student can improve their reading incomprehending the difficulties of learning material
comprehension. and help students to concentrate in long time.
E. Intelligence
Binet in Aiken (1997: 136) defines intelligence as the ability to think
abstractly, the ability to learn, and the ability to adapt to environment. According
to Santrock (1990: 115), intelligence is problem-solving skills, the ability to adapt
and to learn from life’s every day experience. Vygotsky in Santrock (1990: 115)
says that intelligence is the ability to use the tools of the culture with help for
more- skilled individual. In addition, Biscrof (1990: 179) says that intelligence is
the ability to solve the problem of all kinds. Intelligence is the ability to think
abstractly and to learn readily from experience (Flynn in Christensen, 2000: 114).
In the other words, intelligence can be difined as the ability to think abstractly,
solve the problems, learn from life’s every day experience and adapt to
environment.
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In some cases, intelligence may include traits such as creativity, personality,
character, knowledge, and wisdom. However, most psychologists prefer not
including these traits in the definition of intelligence.
Theories of intelligence can be divided into those based on an unliterary
construct of general intelligence and those based on multiple intelligences. Galton,
influenced by Darwin, was the first to advance a theory of general intelligence.
For Galton, intelligence was a real faculty with a biological basis that could be
studied by measuring reaction times to certain cognitive tasks.
Binet and the French school of intelligence believe that intelligence quotient
( IQ) was an average of numerous dissimilar abilities, rather than a real thing with
specific identifiable properties. The Stanford-Binet intelligence test has been used
by both theories of general intelligence and multiple intelligence. It is, however,
the basis for the development of various theories of multiple intelligence.
1) Definition of Intelligence
Intelligence comes from the Latin verb intellegere, which means, “to
understand”. By this rationale, intelligence is arguably different from being
“smart” (able to adapt to one’s environment). At least two major “consensus”
definitions of intelligence have been proposed.
Individual differs from one another in their ability to understand complex
ideas, to adapt effectively to the environment, to learn from experience, to engage
in various forms of reasoning, to overcome obstacles by taking thought
(Whittaker, 1970: 443). Although these individual differences can be substantial,
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they are never entirely consistent: a given person’s intellectual performance will
vary on different occasion, in different domains, as judged by different criteria.
Concepts of “intelligence” are attempted to clarify and organize this
complex set of phenomena. Although considerable clarity has been achieved in
some areas, no such conceptualization has yet answered all the important
questions and none commands universal assent. Indeed, when two dozen
prominent theories were recently asked to define intelligence, they gave two
dozen somewhat different definitions.
A second definition of intelligence comes from “Mainstream Science on
Intelligence “, which did 52 intelligence researchers in 1994: A very general
mental capability that, among other things, involves the ability to reason, plan,
solve problems, think abstractly, comprehend complex ideas, learn quickly and
learn from experience. It is not merely book learning, a narrow academic skill or
test-taking smarts. Rather, it reflects a broader and deeper capability for
comprehending our surroundings “catching on”, “making sense”, of things or
“figuring out” what to do.
Another simple and efficient definition is the ability to apply knowledge in
order to perform better in an environment (Wechsler in Whittaker, 1970: 443).
Researchers in the fields of psychology and learning have also defined
human intelligence. Based on Binet states that judgments, otherwise called good
sense, practical sense, initiative, the faculty of adapting one’s self to
circumstances. Further, Wechsler states that the aggregate or global capacity of
the individual to act purposefully, to think rationally, and to deal effectively with
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his environment, and Gardner(1999: 35) also states that to my mind, a human
intellectual competence must entail a set of skills of problem solving enabling the
individual to resolve genuine problems or difficulties that he or she encounters
and, when appropriate, to create an effective product and must also entail the
potential for finding or creating problems and thereby laying the groundwork for
the acquisition of new knowledge.
2) Theories of Intelligence
The most widely accepted theory of intelligence is based on psychometrics
testing or intelligence quotient (IQ) tests. However, dissatisfaction with traditional
IQ tests has led to the development of a number of alternative theories, all of
which suggest that intelligence is the result of a number of independent abilities
that uniquely contribute to human performance.
a. Psychometric Approach
Despite the variety of concepts of intelligence, the approach to
understand intelligence with the most supporters and published research
over the longest period is based on psychometrics testing.
Stanford-Binet Scale is an IQ test found by two French scientist
Simon and Binet. It provides a single quantitative index of mental
development (Whittaker, 1970: 439). IQ tests include the Binet, Raven’s
Progressive Matrices, the Wechsler Adult Intelligence Scale, and the
Kaufman Assessment Battery for Children. All form of IQ tests correlate
highly with one another. The traditional view is that these tests measure
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“general intelligence factor”. However, this is by no means universally
accepted.
Charles Spearman is credited with having developed the concept of
g. g can be derived as the principal factor using the mathematical method of
factor analysis. One common view is that these abilities are hierarchically
arranged with g at the vertex ( overlaying all other cognitive abilities). g
itself is sometimes considered to be a two parts construct, gF and gC, which
stand for fluid and crystallized intelligence.
Intelligence, as measured by IQ and other aptitude tests, is widely
used in educational, business, and military settings due to its efficacy in
predicting behavior. g is highly correlated with many important social
outcomes- individuals with low IQs are more likely to be divorced, have a
child out of marriage, be incarcerated, and need long term welfare support,
while individuals with high Iqs are associated with more years of
education, higher status jobs, and higher income Intelligence is
significantly correlated with successful training and performance outcomes,
and g is the single best predictor of successful job performance.
IQ tests were originally devised specifically to predict educational
achievement. The inventors of the IQ did not believe they were measuring
fixed intelligence. Despite this, critics argue that intelligence tests have
been used to support nativistic theories in which intelligence is viewed as a
qualitatively unique faculty with a relatively fixed quantity.
b. Triarchic Theory of Intelligence
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Robert Sternberg’s triarchic theory of intelligence proposes three
fundamental aspects of intelligence; analytic, creative, and practical of
which only the first is measured to any significant extent by mainstream
tests. Sternberg and Grigorenko in Jordan and Porath (2006: 225) state
three abilities make up their concept of successful intelligence or triarchic
intelligence. In their concept suggest the need for a balance between
analytic intelligence, on the one hand, and creative and especially practical
intelligence on the other. The ability to analyze is important in school and
creative is more important in the real world, while practical ability is the
most important in the real world.
3) Factors Affecting Intelligence
Intelligence is an illdefined, difficult to quantify. Accordingly, the IQ tests
used to measure intelligence provide only approximations of the posited real
intelligence. In addition, a number of theoretically unrelated properties are known
to correlate with IQ such as race, gender, and height but since correlation does not
imply causation, the true relationship between these factors is uncertain. Factors
affecting IQ may be divided into biological and environmental factors.
a. Biological Factors
Evidence suggests that genetic variation has a significant impact on
IQ, accounting for three fourths in adults. Despite the high heritability of
IQ, few genes have been found to have a substantial effect on IQ,
suggesting that IQ is the product of interaction between multiple genes.
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Other biological factors correlating with IQ include ratio of brain weight to
body weight and the volume and location of grey matter tissue on the brain.
Because intelligence appears to be at least partly dependent on brain
structure and the genes shaping brain development, it has been proposed
that genetic engineering could be used to enhance the intelligence of
animals, a process sometimes called biological uplift in science fiction.
Experiment on mice has demonstrated superior ability in learning and
memory in various behavioral tasks.
b. Environmental Factors
Evidence suggests that family environmental factors may have an
effect upon childhood IQ, accounting for up to a quarter of the variance.
On the other hand, by late adolescence this correlation disappears, such
that adoptive of two or more people with the same parents are no more
similar in IQ than a person that one does not know. Moreover, adoption
studies indicate that, by adulthood, adoptive siblings are no more similar
in IQ than strangers are, while twins and full siblings show an IQ
correlation. Consequently, in the context of the nature versus nurture
debate, the “nature” component appears to be much more important than
the “nurture” component in explaining IQ variance in the general
population.
Cultural factors also play a role in intelligence, for example, on a
setting task to measure intelligence. Westerners tend to take a taxonomic
approach while the Kpelle people take a more functional approach. Instead
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of grouping food and tools into separate categories, a Kpelle participant
stated, “the knife goes with the orange because it cuts it.”
4) The Intelligence Quotient (IQ)
The first intelligence tests are used in the field of psychology. The scales
designed by Binet and Simon were the first intelligence test that became widely
accepted at the beginning of the 20th century. Whittaker (1970: 439) provides a
single quantitative index of mental development. Intelligence is represented as a
ratio of mental age to chronological age.
The Wechsler scales are the most widely used instruments in the field of
psychology for measuring intelligence. The designer published his first scale in
the 1930s. An IQ is a score derived from one of several different standardized
tests attempting to measure intelligence.
Although the term”IQ” is still in common use, the scoring of modern IQ
tests, is now based on a projection of the subject’s measured rank on the Gaussian
bell curve with a center value of 100, and a standard deviation of 15, although
different tests may have different standard deviations.
IQ scores are used in many contexts: as predictors of educational
achievement or special needs, by social scientist who study the distribution of IQ
scores in population and the relationships between IQ score and other variables,
and as predictors of job performance and income.
Terman (1916) developed the original notion of IQ and proposed this scale
for classifying IQ scores :
a. over 140 is genius or near genius.
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b. 120-140 is very superior intelligence.
c. 110-119 is superior intelligence.
d. 90-109 is normal or average intelligence.
e. 80-89 is dullness.
f. 70-79 is borderline deficiency.
g. Under 70 is definite feeble-mindedness.
Genius IQ is generally considered to begin around 140 to 145, representing
25% of the population (1 in 400). Here’s a rough guide based on :
a. 115 - 124 Above average ( e.g., university students).
b. 125 -134 is Gifted ( e.g., post-graduate students )
c. 135 - 144 is Highly gifted ( e.g., intellectuals)
d. 145 -154 is Genius e.g., professors)
e. 155 – 164 is Genius e.g., nobel prize winners)
f. 165 – 179 is high genius
g. 180 – 200 is highest genius
h. > 200 is immeasurable genius
Based on some theories above, it can be concluded that the factors affecting
intelligence are biological factors and environmental factors. Intelligence is the
general mental ability of individual to think rationally and to adapt himself to new
circumstances in the environment. It also includes the ability to focus attention to
certain problem and create a rapid, accurate, and appropriate solution for the
problem.
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F. Review of Related Studies
There are some researchers giving information that gives strong reason for
the use of story mapping strategy in teaching reading comprehension.
According Hanf (1971: 225) describes mapping as “a verbal picture of ideas
which are organized and symbolized reader” . It is a tool for increasing reading
comprehension and retention. The map contains the main idea in the center of the
paper with spokes radiating from the center. These spokes are labeled with words
or phrases that represent the subordinate idea.
Story mapping may be effective in helping students with learning disabilities
comprehend stories and recalling story information (Vallecorsa & deBettencourt,
1997; Idol & Croll, 1987). A story map enables students to visualize the basic
story structure and story elements. It helps students perceive the sequence of story
development. It is particularly useful to help students with leaming disabilities to
develop a sense of story and realize that the settings, events, and characters of a
story are interrelated.
Zipprich (1995) taught a group of intermediate-level students with learning
disabilities and poor writing skills to use a pre-structured story web in order to
improve their narrative story 'writing ability.
Vallecorsa and deBettencourt (1997) investigated a mapping procedure for
teaching elements of the story form to middle grade students with learning
disabilities. In that study, a story-mapping guide was used as a tool to teach the
structures associated with the story form. The results of the study suggested that
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the mapping procedure positively affected the number of story elements included
in the students' recall of stories.
Beckand her colleagues (Beck & McKeown, 1981; Beck, McKeown,
McCaslin &Burkes, 1979) have characterized narrative text structure as consisting
of setting, problem, goal, and resolution; interposed between problem and
resolution are the significant events that contribute to the goal, or resolution of the
problem.
Both Beck et al. and Pearson recommended that story maps be used by
narratives.
By considering the concept of the nature of reading, story mapping, and
review of related research conducted the use of story mapping strategy in the
teaching of reading comprehension, it can be assumed that by using story
mapping strategy, the students can improve their reading ability in comprehending
the text.
G. Rationale
1. The Differences Between Story Mapping Strategy and PQ4R to Teach
Reading Comprehension.
Story Mapping 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 structure in literary selections. By sharing personal
interpretations of stories through illustrations, students increase their
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understanding and appreciation of selections. Story maps can be used as
frameworks for storytelling or retelling, and as outlines for story writing.
By using story mapping, the students can fulfill their interest in reading
activity and learners will try to learn the vocabulary that’s found in the text. In
other words, the learners are motivated to read. By reading a lot, their
comprehension increases and it will them comprehend the reading text easily and
it can improve their reading comprehension.
On the other hand, PQ4R emphasizes more on reading text. The
implementation of PQ4R strategy needs a long time. PQ4R strategy is not a quick
trick, but the benefit may be well worth the invested time.
From the discussion above, it can be assumed that story mapping strategy is
more effective than PQ4R.
2. The difference between the students who have high intelligence and the
students who have low intelligence.
The students with high intelligence are active, creative, and having good
participation to study for getting competency and skill. The students with high
intelligence have high ability in comprehending many texts that the teacher gives
to them. They like to read everything that the teacher gives to them.
Their intelligence, will, of course, influence their achievement, especially in
achieving reading skill. The students with high intelligence have better
achievement than the one of those having low intelligence. They tend to be more
active in teaching and learning process. They have much bravery in answer
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teachers’ question whenever they are asked or not. They have strong intention in
learning that makes them understand the lesson more easily.
Meanwhile, students with low intelligence usually do not have any interest
in joining the learning process. They prefer listening to the teacher to having
effort to do anything by them. They become the followers in joining the reading
class by waiting the teacher’ explanation and translation word by word to get the
message of the text. In reading process they do it almost all the times.
They are passive in the class. They depend on the teacher mostly. Therefore,
it can be assumed that the achievement of the students with high intelligence is
better than the one of those having low intelligence.
3. The Interaction between Strategies and Intelligence in Teaching Reading
The teaching strategy which is used by the teacher in the class gives a big
influence for the success of the teaching and learning process. In reading process,
the teacher also needs to use suitable strategy that will motivate the students in
joining the class. PQ4R cannot motivate the students because this model just
focuses on academic content. Their intelligence can not grow up.
Story Mapping is effective for students who have high level of intelligence,
because by using story mapping the teacher is suggested to using structuring
lessons which include : (a) Processing focus : meaning; (b) Instructional phase :
during or after reading; (c) Response mode emphasize : written; (d) Strategy
emphasized : monitoring and elaboration; (e) Skill emphasized : literal
comprehension; (f) Source of information : text-based; (g) Type of instruction :
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explicit; (h) Type of cognitive processing : successive, but has a visual
arrangement (simultaneous).
The students will be more active and the teacher not only teaches academic
content but also consider making the students develop their social relation with
other students. This model is supposed to be more effective for students having
high intelligence.
Intelligence gives a big influence to the students to improve their reading
skill. If the students have high level of intelligence they will have high ability in
reading many texts. They can read anything that the teacher gives to them. They
will be active in joining the teaching learning process especially in reading
because they have high level of intelligence.
PQ4R seems satisfy the students having low intelligence in joining the
reading class. They depend on the teacher’s explanation to read something. They
don’t need to be more active, and just wait for their teacher’s translation and
explanation to know the message of the text. They are passive in joining reading
class, and they are slower in doing the task. That is why PQ4R is supposed to be
more effective for the students who have low level of intelligence toward
students’ reading skill.
Finally, it can be assumed that story mapping is more suitable for students
who have high intelligence and PQ4R is more suitable for students who have low
intelligence. Therefore, it can also be assumed that there is an interaction between
teaching strategies and students’ intelligence.
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H. Hypothesis
After discussing the theoretical review and rationale, the hypotheses of the
study are:
1) Story Mapping is more effective than PQ4R in teaching reading in the
Tenth Year Students of SMAN 3 Surakarta in the Academic Year of
2012/2013.
2) Students with high intelligence have better achievement in reading than
students with low intelligence in the Tenth Year Students of SMAN 3
Surakarta in the Academic Year of 2012/2013.
3) There is an interaction between teaching strategies and the students’
intelligence in teaching reading in the Tenth Year Students of SMAN 3
Surakarta in the Academic Year 2012/2013. Story Mapping is more
suitable strategy for students with high intelligence and PQ4R is suitable
for the students with low intelligence.
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CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Research
This research will be carried out at SMAN 3 Surakarta from July to
September 2012, in the academic year of 2012/2013.
B. Research Method
Experimental study is chosen in conducting this research. The purpose of
experimental study is to determine cause-and-effect relationship. Through
experimentations, cause and effect relationship can be identified. Because of this
ability to identify caution, the experimental approach has come to represent the
prototype of scientific method for solving problems (Johnson and Christensen,
2000: 23).
The Experimental study is used in this research. Experimental research is
the most conclusive scientific methods, because the researcher establishes the
different treatments (Fraenkel and Wallen, 2000: 8). The treatment used in this
research is independent variable: story mapping strategy is in experimental group
and PQ4R strategy is used for control group.
By experimental study, the researchers find out the effect of at least one
independent variable on one or more dependent variable. This study involves
three kinds of variables. The first is independent variable, it is experimental or
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treatment variable. The independent variables are the teaching strategy (X) and
intelligence, as the second independent variable. The second variable is reading
skill as dependent variable (Y). The writer supposes that the relationship between
X and Y is changed by the level of athird factor Z, or intelligence.
C. Population, Sample, and Sampling
1. Population
Fraenkel and Wallen (2000: 103-104) state that population is the larger
group to which one hopes to apply the results. The population is the whole subject
of the research (Arikunto, 2002: 108). From the statement above, it can be said
that population is the subject in which the researcher can gain the data. The
population in this research is the tenth grade students of SMAN 3 Surakarta in the
academic year 2012/2013. It consists of 10 classes where each class consists of 30
students. The total number of population is 300 students.
2. Sample
Sample is a group in a research study from which information is obtained
(Fraenkel and Wallen, 2000: 103). Sample is a half and or a part of the population
which is being researched (Suharsimi Arikunto, 2002: 109). The sample is smaller
than the total of population. There are two classes used in this research, one class
for experimental group and the other one for control group.
The samples of this research are the tenth grade 1 and the tenth grade 2 of
SMAN 3 Surakarta in the academic year of 2012/2013. The number of students of
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each class is 30 students. So, the total number of the students in both classes is 60
students. The tenth 1 is for experimental class and the tenth 2 is for the control
class. The experimental class was taught using story mapping strategy while the
control class was taught using PQ4R strategy.
3. Sampling Technique
Sampling is the way or technique of taking samples out of population. In
determining the sample, the researcher employed cluster random sampling
technique to the total population. The use of cluster random sampling is due to the
fact that the number of population is large enough, in accordance with Arikunto’s
statement (2006: 133) that samples can be used if the number of the population is
too large to be observed wholly.
According to Burke (2000: 172), cluster random sampling is a type of
sampling in which clusters (a collective type of unit that includes multiple
elements) are randomly selected. Moreover, Burke (2000: 172) says that cluster
sampling is just like random sampling except that rather than taking a random
sample of individuals, the researcher takes a random sample of clusters. In this
case, a classroom is a cluster because it is a collective unit composed of many
single units (students). In short, the writer selects randomly 2 clusters (2 classes)
from the larger set of all clusters (10 clusters or 10 classes) in the population and
includes all the elements in the selected clusters as the sample of this research. By
using this sampling method, each individual in population has an equal chance of
being included in the sample so that this sampling method can be used to produce
representative samples.
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The sample of this research consists of 60 students coming from 2 classes
(X-1 and X-6). Then the writer assigns the sample into the experimental group
(X-1) and the control group (X-6) randomly.
Each class was divided into two groups, students who have high intelligence
and those having low intelligence. One of the two classes was taught by story
mapping and the other class was taught by PQ4R, so there are four groups:
a. Students with high intelligence who were taught by story mapping
b. Students with low intelligence who were taught by story mapping
c. Students with high intelligence who were taught by PQ4R
d. Students with low intelligence who were taught by PQ4R
D. Variables and Research Design
1. Variables
The research uses three variables; two independent variables and one
dependent variable, as follows:
a. Independent Variable 1 (X1)
Independent variable 1 (X1) in this research is the implementation of story
mapping strategy and PQ4R strategy.
b. Independent Variable 2 (X2)
Independent variable 2 in this research is students’ intelligence in learning
English.
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c. Dependent Variable (Y)
The dependent variable is student reading skill.
2. Research Design
It is an experimental research by using factorial design 2 x 2 with ANOVA
analysis. This research uses two independent variables; the experimental variable
is story mapping strategy and PQ4R strategy, and attributive variable is the
students’ intelligence in learning English. The research design is as follows:
Table 3.1. Factorial Design

Strategy Story Mapping PQ4R
Intelligence (A1) (A2)

High (B1) A1B1 A2B1
Low (B2) A1B2 A2B2
E. Technique of Collecting Data
The writer uses tests to obtain the data. According to Arikunto (2002:
127) test is a set of questions, exercises of other instrument which are used to
measure skill, knowledge, intelligence, and aptitude of an individual or group.
The tests are used to obtain the data of the students’ intelligence and the
students’ reading skill. The form of test is objective test.
The reading test is used to know the students’ skill in reading. And to
know the students’ intelligence, the writer take the result of IQ test from
school.
Although the term”IQ” is still in common use, the scoring of modern
IQ tests, is now based on a projection of the subject’s measured rank on the
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Gaussian bell curve with a center value of 100, and a standard deviation of 15,
although different tests may have different standard deviations.
IQ scores are used in many contexts: as predictors of educational
achievement or special needs, by social scientist who study the distribution of
IQ scores in population and the relationships between IQ score and other
variables, and as predictors of job performance and income.
Terman (1916) developed the original notion of IQ and proposed this
scale for classifying IQ scores :
a. over 140 is genius or near genius.
b. 120-140 is very superior intelligence.
c. 110-119 is superior intelligence.
d. 90-109 is normal or average intelligence.
e. 80-89 is dullness.
f. 70-79 is borderline deficiency.
g. Under 70 is definite feeble-mindedness.
The reading test is in multiple choice forms. Test must be valid and
reliable. Therefore, the test is tried out to know the validity and reliability. It is
done before the treatment. The tryout is not done in the experiment or control
class.
The Biserial point formula is used to know the validity of the reading
test:
Where :
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: Biserial point correlation validity

: Standard of deviation
: the testy proportion that can answer the correct answer of items
:1–p
: the average of total score for all testy
: the average of score testy for the correct answer
Arikunto (2002: 252)
The test items are valid if r obtained is higher than r table or > and
invalid if r obtained is lower than r table or <
The next formula (KR 20 Kuder-Richardson) is used to know the reliability of
the reading test:
Where :
: Kuder –Richardson formula 20 reliability coefficient
: the number of test items
p : the proportion of test takers who pass the items
q : the proportion of test takers who fail the items
: the variance of the total test scores
Arikunto (2002: 163)
The instrument is reliable if r obtained or is higher than r table or >
F. Data Analysis
There are two types of data analysis in this research, those are: descriptive
analysis and inferential analysis. Before analyzing the data by using inferential
analysis, the normality and homogeneity test should be conducted. The normality
test uses Lilliefors test (Lo) and homogeneity uses chi-square.
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1. Normality Test
The normality test is done to determine whether the data are in normal
distribution or not. The results of students’ scores in reading test are
analyzed by using Lilliefors test (Lo), with the criteria if Lo < Lt, the data
are in normal distribution.
2. Homogeneity Test
To test the homogeneity of the population variance, chi-square is used. If
Xo2 is lower than Xt2, it can be concluded that the data are homogeneous.
3. Hypothesis Testing
Testing the hypothesis in this research is done after getting the normality
and homogeneity of the data by using ANOVA 2 x 2 techniques.
The steps of analyzing data are as follows:
a. The total sum of squares:
b. The sum of squares between groups:
c. The sum of squares within groups:
d. The between-columns sum of squares:
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e. The between-rows sum of squares:
f. The sum-of-squares interaction:
g. The number of degrees of freedom associated with each source of
variation:
df for between-columns sum of squares = C – 1 = 2 – 1 = 1
df for between-rows sum of squares = R – 1 = 2 – 1 = 1
df for interaction = (C – 1)(R – 1) = 1 X 1 = 1
df for between-groups sum of squares = G -1 = 4 – 1 = 3
df for within-groups sum of squares = (n-1)
df for total sum of squares = N – 1
where: C = the number of the column
R = the number of rows
G = the number of groups
n = the number of subjects in one group
N = the number of subjects in all groups
h. Tukey Test:
Story Mapping is compared with PQ4R in teaching reading
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High intelligence is compared with low intelligence
Story Mapping is compared with PQ4R in teaching reading for
students having high intelligence
Story Mapping is compared with PQ4R in teaching reading for
students having low intelligence
G. Statistical Hypothesis
The researcher formulates the statistical hypothesis that consists of
null hypothesis (H0) and alternative hypothesis (H ). The statistical
hypotheses are as follows:
1) The difference in reading comprehension between students who are
taught by story mapping strategy and students who are taught by
using PQ4R strategy.
H01 : µ A1 = µ A2
H 1 : µ A1 > µ A2
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H01 : There is no significant difference in reading
comprehension between the students who are taught by
story mapping strategy and students who are taught by
PQ4R strategy.
H 1 : The students who are taught by using story mapping
strategy have better reading skill than students who are
taught by PQ4R strategy.
2) The difference in reading comprehension between students who
have low level of intelligence with the students with high level of
intelligence in reading.
H02 : µ B1 = µ B2
H 2 : µ B1 > µ B2
H02 : There is no significant difference in reading
comprehension between the students who have low level
of intelligence and students who have high level of
intelligence.
H 2 : The students who have low level of intelligence have
better reading skill than the students who have high level
of intelligence.
3) The interaction between teaching strategies and students’
intelligence in teaching reading.
H03 : µ A x µ B = 0
H 3 : µA x µB 0
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H03 : There is no interaction between teaching strategies and
students’ intelligence in reading. It means that the effect
of
intelligence level on reading skill does not depend on
teaching strategy.
H 3 : There is an interaction effect between teaching strategy
And students’ intelligence in teaching reading. It means
that the effect of intelligence level on reading skill
depends on teaching strategy.
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CHAPTER IV
THE RESULT OF THE STUDY
This chapter discuses the result of the study. The data are analyzed to get the
clear conclusion. The steps that are taken can be classified as the following steps:
(1) Data description; (2) Normality and Homogeneity test; (3) Hypothesis test;
and (4) Discussion. These four steps can be classified chronologically and
explained clearly as follows:
A. Data Description
The posttest scores are classified into eight categories: (1) The scores of the
students taught by using Story Mapping (A1); (2) the scores of those taught by
using PQ4R (A2); (3) the scores of students having high intelligence (B1); (4) the
scores of students having low intelligence (B2); (5) the scores of students having
high intelligence who are taught by using Story Mapping (A1B1); (6) the scores
of students having low intelligence who are taught by using Story Mapping
(A1B2); (7) the scores of students having high intelligence who are taught by
using PQ4R (A2B1); and (8) the scores of students having low intelligence who
are taught by using PQ4R (A2B2). The followings are the detailed descriptions of
students’ scores in each category.
1. The scores of the students in the experimental class taught by using Story
Mapping (A1).
The scores are : 58, 60, 62, 64, 64, 64, 66, 70, 72, 72, 74, 76, 76, 78, 78, 78,
80, 82, 82, 84, 84, 84, 84, 84, 86, 86, 88, 92, 92, 94.
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The data description shows that the range of the scores is 36. The mean is 77.13.
The mode is 88.21. The median is 78. And the standard deviation is 10.07. (see
appendix 8.1, 9.1, 10.1, 11.1, and 12.1)
Table 4.1. Frequency distribution A1

Class Limit Class Boundaries Midpoint Tally Frequency Percentage
54 - 59 53.5 - 59.5 56.5 I 1 3.33
60 - 65 59.5 - 65.5 62.5 IIII 5 16.67
66 - 71 65.5 - 71.5 68.5 II 2 6.67
72 - 77 71.5 - 77.5 74.5 IIII 5 16.67
78 - 83 77.5 - 83.5 80.5 IIII I 6 20.00
84 - 89 83.5 - 89.5 86.5 IIII III 8 26.67
90 - 95 89.5 - 95.5 92.5 III 3 10.00
30 100.00
Figure 4.1. The histogram and polygon of the students taught by using Story
Mapping (A1)
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2. The scores of the students in the control class taught by using PQ4R
(A2)
The scores are : 58, 58, 60, 60, 62, 64, 66, 66, 66, 68, 70, 70, 70, 70, 72,
74, 74, 74, 76, 76, 76, 76, 78, 78, 80, 80, 82, 82, 84, 84
The data description shows that the range of the scores is 26. The mean is
71.8. The mode is 77.1. The median is 73. And the standard deviation is
7.76. (see appendix 8.2, 9.2, 10.2, 11.2, and 12.2)
Table 4.2. Frequency distribution A2

58 - 61 57.5 - 61.5 59.5 IIII 4 13.33
62 - 65 61.5 - 65.5 63.5 II 2 6.67
66 - 69 65.5 - 69.5 67.5 IIII 4 13.33
70 - 73 69.5 - 73.5 71.5 IIII 5 16.67
74 - 77 73.5 - 77.5 75.5 IIII II 7 23.33
78 - 81 77.5 - 81.5 79.5 IIII 4 13.33
82 - 85 81.5 - 85.5 83.5 IIII 4 13.33
30 100.00
Figure 4.2. The histogram and polygon of the students taught by using PQ4R (A2)
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3. The scores of students having high intelligence (B1).

The scores are : 58, 60, 60, 62, 64, 66, 66, 68, 70, 72, 74, 74, 76, 78, 78,
78, 80, 82, 82, 84, 84, 84, 84, 84, 86, 86, 88, 92, 92, 94.
76.86. The mode is 82.21. The median is 78. And the standard deviation
is 10.30. (see appendix 8.3, 9.3, 10.3, 11.3, and 12.3)
Table 4.3. Frequency distribution B1
55 - 60 53.5 - 59.5 56.5 III 3 10.00
61 - 66 59.5 - 65.5 62.5 IIII 4 13.33
67 - 72 65.5 - 71.5 68.5 III 3 10.00
73 - 78 71.5 - 77.5 74.5 IIII I 6 20.00
79 - 84 77.5 - 83.5 80.5 IIII III 8 26.67
85 - 90 83.5 - 89.5 86.5 III 3 10.00
91 - 96 89.5 - 95.5 92.5 III 3 10.00
30 100.00
(B1)
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4. The scores of students having low intelligence (B2)

The scores are: 58, 58, 60, 62, 64, 64, 64, 66, 66, 70, 70, 70, 70, 72, 72,
74, 74, 76, 76, 76, 76, 76, 78, 78, 80, 80, 82, 82, 84, 84.
The data description shows that the range of the scores is 26. The mean is 72.06.
The mode is 76.5. The median is 73. And the standard deviation is 7.63. (see
appendix 8.4, 9.4, 10.4, 11.4, and 12.4)
Table 4.4. Frequency distribution B2
58 - 61 57.5 - 61.5 59.5 III 3 10.00
62 - 65 61.5 - 65.5 63.5 IIII 4 13.33
66 - 69 65.5 - 69.5 67.5 II 2 6.67
70 - 73 69.5 - 73.5 71.5 IIII I 6 20.00
74 - 77 73.5 - 77.5 75.5 IIII II 7 23.33
78 - 81 77.5 - 81.5 79.5 IIII 4 13.33
82 - 85 81.5 - 85.5 83.5 IIII 4 13.33
30 100.00
(B2)
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5. The scores of students having high intelligence who are taught by

using Story Mapping (A1B1)
The scores are: 78, 78, 78, 80, 82, 84, 84, 84, 84, 86, 86, 88, 92, 92, 94.
84.67. The mode is 85.78. The median is 84. And the standard deviation
is 5.16. (see appendix 8.5, 9.5, 10.5, 11.5, and 12.5)
Table 4.5. Frequency distribution A1B1
74 - 78 73.5 - 78.5 75 III 3 20.00
79 - 82 78.5 - 82.5 80 II 2 13.33
83 - 86 82.5 - 86.5 84 IIII I 6 40.00
87 - 90 86.5 - 90.5 88 I 1 6.67
91 - 94 90.5 - 94.5 92 III 3 20.00
15 100.00
who are taught by using Story Mapping (A1B1)
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6. The scores of students having low intelligence who are taught by using Story
Mapping (A1B2).
The scores are: 58, 60, 62, 64, 64, 64, 66, 70, 72, 72, 74, 76, 76, 82, 84.
69.6. The mode is 68.1. The median is 70. And the standard deviation is
7.86. (see appendix 8.6, 9.6, 10.6, 11.6, and 12.6)
56 - 61 55.5 - 61.5 58.5 II 2 13.33
62 - 67 61.5 - 67.5 64.5 IIII 5 33.33
68 - 73 67.5 - 73.5 70.5 III 3 20.00
74 - 79 73.5 - 79.5 76.5 III 3 20.00
80 - 85 79.5 - 85.5 82.5 II 2 13.33
15 100.00
who are taught by using Story Mapping (A1B2)
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7. The scores of students having high intelligence who are taught by using
PQ4R (A2B1).
The scores are: 58, 60, 60, 62, 64, 66, 66, 68, 70, 72, 74, 74, 76, 82, 84.
69.07. The mode is 67.5. The median is 68. The standard deviation is
7.92. (see appendix 8.7, 9.7, 10.7, 11.7, and 12.7)
56 - 61 55.5 - 61.5 58.5 III 3 20.00
62 - 67 61.5 - 67.5 64.5 IIII 4 26.67
68 - 73 67.5 - 73.5 70.5 III 3 20.00
74 - 79 73.5 - 79.5 76.5 III 3 20.00
80 - 85 79.5 - 85.5 82.5 II 2 13.33
15 100.00
who are taught by using PQ4R (A2B1)
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8. The scores of students having low intelligence who are taught by using
PQ4R (A2B2).
The scores are : 58, 66, 70, 70, 70, 74, 76, 76, 76, 78, 78, 80, 80, 82, 84.
74.53. The mode is 80.1. The median is 76. The standard deviation is 6.78.
(see appendix page 8.8, 9.8, 10.8, 11.8, and 12.8)
56 - 61 55.5 - 61.5 58.5 I 1 6.67
62 - 67 61.5 - 67.5 64.5 I 1 6.67
68 - 73 67.5 - 73.5 70.5 III 3 20.00
74 - 79 73.5 - 79.5 76.5 IIII I 6 40.00
80 - 85 79.5 - 85.5 82.5 IIII 4 26.67
15 100.00
who are taught by using PQ4R (A2B2)
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B. Normality and Homogeneity Test
1. Normality
Before analyzing the data for testing the hypotheses, the researcher analyzes
the normality and the homogeneity of the data. The following is the summary of
normality of the sample distribution.(see appendix 13)
Table 4.9. The summary of the normality of the sample distribution.

Data Number of Sample Lo Lt Alpha Distribution of Sample
A1 30 0.1108 0.1610 0.05 Normal
A2 30 0.0925 0.1610 0.05 Normal
B1 30 0.0956 0.1610 0.05 Normal
B2 30 0.0968 0.1610 0.05 Normal
A1B1 15 0.1942 0.2200 0.05 Normal
A1B2 15 0.1904 0.2200 0.05 Normal
A2B1 15 0.1506 0.2200 0.05 Normal
A2B2 15 0.1528 0.2200 0.05 Normal
Based on the table, all the obtained values for Lo < Lt, therefore all Ho were
accepted. The scores of reading comprehension for each category came from
populations which were distributed normally.
2. Homogeneity
After analyzing the normality of the sample distribution, the researcher analyzes
the homogeneity of the data. The data can be considered as homogeneous when
2 2
the result of o is lower than t at the significance level of = 0,05 The
following is the analysis of the data homogeneity. (see appendix 14)
Table 4.10. Data homogeneity

No X1 X2 X3 X4 (X1)2 (X2)2 (X3)2 (X4)2
1 86 66 60 70 7396 4356 3600 4900
2 78 60 72 80 6084 3600 5184 6400
3 84 64 68 82 7056 4096 4624 6724
4 82 72 82 80 6724 5184 6724 6400
5 78 64 84 78 6084 4096 7056 6084
6 94 82 74 66 8836 6724 5476 4356
7 92 72 74 78 8464 5184 5476 6084
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8 84 70 58 58 7056 4900 3364 3364

9 92 74 76 76 8464 5476 5776 5776
10 84 84 66 70 7056 7056 4356 4900
11 80 76 60 76 6400 5476 3600 5776
12 84 58 64 76 7056 3364 4096 5776
13 78 62 66 74 6084 3844 4356 5476
14 86 64 62 84 7396 4096 3844 7056
15 88 76 70 70 7744 5776 4900 4900
1270 1044 1036 1118 107900 73228 72432 83972
2
o = (In10) ){B- (ni-1)log Si2} = (2.3026)(92.0096-90.8986) = 2.5583. It shows
2 2 2
that o is 2.5583. Because o (2.5583) is lower than t , 95(3) (7.810), it can be
concluded that the data are homogeneous.
C. Hypothesis verification
1. Multifactor Analysis of Variance Two-Way Design
In order to gain a scientifically acceptable result of analysis, the analysis
must be conducted systematically. The research data are then analyzed using
ANOVA test and Tukey test. In ANOVA, the result of Ho is rejected if Fo > Ft. It
means that there is a significant difference and an interaction. It is used to
examine the value of two groups both the means between group and the means
within the groups. Between the groups (FA and FB) is the result of the means of
the variance of each independent group. Then, within groups (Error S/A) of the
variance deals with the variation of the scores within each of the experimental
groups. It is referred to error variance. The 2X2 ANOVA test can be presented as
follows :
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Table 4.11. The summary of a 2 x 2 multifactor analysis of variance
Source of SS df MS F obs F t(0.05)

Variant
Between columns 426.66 1 426.66 9.71 4.00
(Reading Strategy A 1 and A 2 )
Between rows 345.59 1 345.59 7.86 4.00
(Intelligence B 1 and B 2 )
Columns by rows 1,581.09 1 1,581.09 35.97 4.00
(Interaction between A and B)
Between groups 2,353.34 3 784.45
Within groups (error variance S/A) 2,461.59 56 43.96
Total Variance (total SS) 4,814.93 59 81.61
The summary of the mean scores of reading comprehension is presented in
Table 4.12. Here is the table for summarizing mean of scores as follows:
Table 4.12. Table of Mean of Scores

Intelligence SM (A1) PQ4R (A2) Average
84.67 69.07 76.86
High (B1)
(A1B1) (A2B1) (B1)
69.6 74.53 72.1
Low (B2)
(A1B2) (A2B2) (B2)
77.1 71.8
Average
(A1) (A2)
Based on the table 4. 11 above, it can be concluded that :
a. Fo between columns (9.71) is higher than Ft(.05) (4.00), so the
difference between columns is significant. It means that the null
hypothesis (H0) which states that there is no significant difference in
reading comprehension between the students taught by using Story
Mapping and students taught by using PQ4R is rejected.It can be
concluded that teaching reading using Story Mapping to the tenth
grade students at SMA N 3 Surakarta is significantly different from

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the one using PQ4R. The mean score of students taught by using Story
Mapping (77.13) is higher than that of those taught using PQ4R
(71.8). It means that teaching reading using Story Mapping to the
tenth grade students of SMA N 3 Surakarta is more effective than the
one using PQ4R.
b. Fo between rows (7.86) is higher than Ft(.05)(4.00), so the difference
between rows is significant. It means that the null hypothesis (H0)
which states that there is no significant difference in reading
comprehension between the students having high level of intelligence
and students having low level of intelligence is rejected. It can be
concluded that students having high intelligence demonstrate a
significantly different result in their learning from the ones having low
intelligence. The mean score of students having high intelligence
(78.86) is higher than that of those having low intelligence (72.1). It
means that the achievement of teaching reading to the students having
high intelligence is better than the one to the students having low
intelligence.
c. Fo between columns by rows (35.97) is higher than Ft(.05)(4.00), so it
can be concluded that there is an interaction effect between the two
variables, the teaching strategies and students’ intelligence on the
students reading comprehension. It means that the null hypothesis
(H0) which states that there is no interaction between teaching
startegies and students’ intelligence in reading is rejected. In this case,
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Story Mapping is more suitable for students with high intelligence
while PQ4R is more suitable for students with low intelligence.
The result of the Fo (interaction) is 35.97 and the Ft at the level of
significance = 0.05 is 4.00 in which Fo (35.97) is higher than Ft (4.00). It means
that the null hypothesis ( H0 AB : µA x µB = 0) is rejected and the alternative
hypothesis (H1 AB : µA x µB 0) is accepted. It can be concluded that there is
an interaction between reading strategies and students’ intelligence on reading
comprehension, in which Story Mapping is suitable for students having high
intelligence and PQ4R is suitable for low intelligence.
2. Tukey Test
After knowing the result of computation of ANOVA factorial design, it
needs Tukey Test to compare the means of every treatment with the other means.
The summary of Tukey test is displayed in Table 4.13. It is explained as follows:
Table 4.13. The Summary of Tukey Test

Between Group qo qt (0,05) Significance
A1 – A2 4.42 2,89 Significantly different
B1 – B2 3.97 2,89 Significantly different
A1B1 – A2B1 9.18 3.01 Significantly different
A1B2 – A2B2 2.9 3.01 Not significantly different
a. Between A1 – A2 or columns (Story Mapping compared with PQ4R)
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The computation illustrates that qO (4.42) is higher than qt (2.89)
b. Between B1 – B2 or rows (Students having high intelligence compared
with the students having low intelligence)
c. Between A1B1 – A2B1(Experimental group compared with control
group for students having high intelligence)
d. Between A1B2 – A2B2(Experimental group compared with control
group for students having low intelligence)
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The computation illustrates that qO (2.9) is lower than qt (3.01)
Based on the summary of Tukey test, it can be concluded that:
a. qo between columns (4.42) is higher than qt (2.89), so the difference
between columns is significant. It can be concluded that teaching
reading by using Story Mapping to the tenth grade students at SMA N
3 Surakarta is significantly different from the one using PQ4R. The
mean score of students taught by using Story Mapping (77.13) is
higher than that of those taught by using PQ4R (71.8). It means that
teaching reading by using Story Mapping to the tenth grade students at
SMA N 3 Surakarta is more effective than the one using PQ4R.
b. qo between rows (3.97) is higher than qt (2.89), so the difference
between rows is significant. It can be concluded the students having
high intelligence are significantly different in reading comprehension
from the students having low intelligence. The mean score of students
having high intelligence (78.86) is higher than that of those having
low intelligence (72.1), so the students having high intelligence have
a better reading comprehension than the students having low
intelligence.
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c. qo between columns for students with high intelligence (9.18) is
higher than qt (3.01), so the difference between columns for students
with high intelligence is significant. It can be concluded that teaching
reading by using Story Mapping to the tenth grade students having
high intelligence is significantly different from the one using PQ4R.
The mean score of students having high intelligence who are taught by
using Story Mapping (84.67) is higher than that of those taught by
using PQ4R (69.07). It means that teaching reading using Story
Mapping to the tenth grade students having high intelligence is more
effective than the one using PQ4R.
d. qo (2.9) is lower than qt (3.01), so the difference between columns for
students with low intelligence is not significant. It can be concluded
that teaching reading using Story Mapping to the tenth grade students
having low intelligence is not significantly different from the one
using PQ4R. It means that students with low intelligence will end up
or will “almost” have the same result when they are taught using both
strategies, Story Mapping and PQ4R.
Based on the result of Tukey test at point c and d above, it can be concluded
that there is an interaction between teaching strategies and intelligence. It means
that teaching reading using Story Mapping to the tenth grade students having high
intelligence is more effective than the one using PQ4R. While, in this case,
students with low intelligence will end up or will “almost” have the same result
when they are taught using both strategies, Story Mapping and PQ4R.
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D. Discussion
This research is one of the efforts to generate some improvement in
teaching reading to the tenth grade students of the senior high school
students. It has been discussed in the previous chapter that Story Mapping is
one of the alternatives to obtain the intention. The following is the elaboration
discussions of the research findings.
1. Story Mapping strategy is more effective than PQ4R strategy for teaching
reading comprehension.
The result of the study shows Fo between columns (9.71) is higher
than Ft(.05) (4.00). It indicates that the difference between reading
comprehension of the students taught by using Story Mapping and those
taught by using PQ4R is significant. It is also supported by the result of
tukey test. qo between columns (4.42) is higher than qt (2.89), so the
difference between columns is significant. It can be concluded that
teaching reading using Story Mapping to the tenth grade students at SMA
N 3 Surakarta is significantly different from the one using PQ4R. The
mean score of students taught by using Story Mapping (77.13) is higher
than the one of those taught by using PQ4R (71.8). It means that teaching
reading using Story Mapping to the tenth grade students at SMA N 3
Surakarta is more effective than the one using PQ4R.
According Hanf (1971: 225) describes mapping as “a verbal picture
of ideas which are organized and symbolized reader” . It is a tool for
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increasing reading comprehension and retention. The map contains the
main idea in the center of the paper with spokes radiating from the center.
These spokes are labeled with words or phrases that represent the
subordinate idea.
Story Mapping 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 structure 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.
By using story mapping, the students can fulfill their interest in
reading activity and learners will try to learn the vocabulary that’s found in
the text. In other words, the learners are motivated to read. By reading a
lot, their comprehension increases and it will them comprehend the
reading text easily and it can improve their reading comprehension.
On the other hand, PQ4R emphasizes more on reading text. The
implementation of PQ4R strategy needs a long time. PQ4R strategy is not
a quick trick, but the benefit may be well worth the invested time.
From the discussion above, it can be assumed that story mapping
strategy is more effective than PQ4R.
2. The reading comprehension of students with high intelligence is better
than the one of those with low intelligence.
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Binet in Aiken (1997: 136) defines intelligence as the ability to
think abstractly, the ability to learn, and the ability to adapt to
environment.
In the other words, intelligence can be difined as the ability to think
abstractly, solve the problems, learn from life’s every day experience and
adapt to environment.
In some cases, intelligence may include traits such as creativity,
personality, character, knowledge, and wisdom. However, most
psychologists prefer not including these traits in the definition of
intelligence.
From the data analysis, Fo between rows (7.86) is higher than
Ft(.05)(4.00), so the difference between rows is significant. It can be
concluded that students having high intelligence demonstrate a
significantly different result in their learning from the ones having low
intelligence. It can be seen that students with high intelligence are able to
show better competence in expressing their ideas. The Tukey test also
shows that the qo between rows (3.97) is higher than qt (2.89), so the
difference between rows is significant. It can be concluded the students
who have high intelligence are significantly different in reading
comprehension from the students having low intelligence. The mean score
of students having high intelligence (76.86) is higher than the one of those
having low intelligence (72.1), so the students having high intelligence
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have better reading comprehension than the students having low
intelligence.
The students with high intelligence are active, creative, and having
good participation to study for getting competency and skill. The students
with high intelligence have high ability in comprehending many texts that
the teacher gives to them. They like to read everything that the teacher
gives to them.
Their intelligence, will, of course, influence their achievement,
especially in achieving reading comprehension. The students with high
intelligence have better comprehension than the one of those having low
intelligence. They tend to be more active in teaching and learning process.
They have much bravery in answer teachers’ question whenever they are
asked or not. They have strong intention in learning that makes them
understand the lesson more easily.
Meanwhile, students with low intelligence usually do not have any
interest in joining the learning process. They prefer listening to the teacher
to having effort to do anything by them. They become the followers in
joining the reading class by waiting the teacher’ explanation and
translation word by word to get the message of the text. In reading process
they do it almost all the times.
They are passive in the class. They depend on the teacher mostly.
Therefore, it can be assumed that the comprehension of the students with
high intelligence is better than the one of those having low intelligence.
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3. There is an interaction between teaching strategies and students
intelligence.
The finding of the study describes that there is an interaction effect
between two variables (teaching startegies and intelligence) on the ability
to read. This is showed by the Fo between columns by rows (35.97) is
higher than Ft(.05)(4.00). It can be concluded that there is an interaction
effect between the two variables, the teaching strategies and students’
intelligence.
Story Mapping is effective for students who have high level of
intelligence, because by using story mapping the teacher is suggested to
using structuring lessons which include : (a) Processing focus : meaning;
(b) Instructional phase : during or after reading; (c) Response mode
emphasize : written; (d) Strategy emphasized : monitoring and elaboration;
(e) Skill emphasized : literal comprehension; (f) Source of information :
text-based; (g) Type of instruction : explicit; (h) Type of cognitive
processing : successive, but has a visual arrangement (simultaneous).
Story Mapping is effective for students who have high level of
intelligence. The students will be more active and the teacher not only
teaches academic content but also consider making the students develop
their social relation with other students. This model is supposed to be more
effective for students having high intelligence.
Intelligence gives a big influence to the students to improve their
reading skill. If the students have high level of intelligence they will have
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high ability in reading many texts. They can read anything that the teacher
gives to them. They will be active in joining the teaching learning process
especially in reading because they have high level of intelligence.
PQ4R seems satisfy the students having low intelligence in joining
the reading class. They depend on the teacher’s explanation to read
something. They don’t need to be more active, and just wait for their
teacher’s translation and explanation to know the message of the text.
They are passive in joining reading class, and they are slower in doing the
task. That is why PQ4R is supposed to be more effective for the students
who have low level of intelligence toward students’ reading skill.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
The discussion of the findings has been presented in the previous chapter.
This chapter presents the conclusion, implication of the research, and suggestion
for teachers, students, and other researchers based on the findings of the research
discussed in the previous chapter.
A. Conclusion
It has been clearly described in the previous chapter that the research
findings are as follows:
1) Story Mapping is more effective than PQ4R strategy to teach reading for
the tenth grade students of SMA N 3 Surakarta in the academic year of
2012/2013.
2) The reading comprehension of the tenth grade students of SMA N 3
Surakarta in the academic year of 2012/2013 having high intelligence is
better than that of those having low intelligence.
3) There is an interaction between teaching strategies and students’
intelligence in teaching reading for the tenth grade students of SMA N 3
Surakarta in the academic year of 2012/2013. Story Mapping is clearly
more suitable for students with high intelligence while PQ4R is suitable
for students with low intelligence.
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Based on the research findings, the conclusion is that the Story
Mapping strategy is an effective teaching strategy for teaching reading to the
tenth grade students of SMA N 3 Surakarta. Story Mapping is simple, fun,
and arousing students’ intelligence in generating, organizing and developing
their ideas, students are getting more active and more encouraged to study
reading and improve their reading comprehension. As a result, the students’
reading comprehension can improve optimally.
B. Implication
The result of this study shows that the strategy of Story Mapping is
better than PQ4R in English reading comprehension. It implies that the Story
Mapping is appropriate for teaching reading, particularly to the tenth grade
students of Senior High School. It also means that it can be used to improve
students’ reading as it can help them to generate, elaborate, and organize their
ideas.
The use of Story Mapping strategy in teaching reading is more
effective, meaningful, communicative, and integrated than the strategy of
PQ4R. It also means that it is more suitable in narrative text than procedural
and descriptive text. From that result, Ideally, this strategy has to be
implemented in the class in order to achieve optimal result. By applying this
strategy, the teacher has some roles. They should play key roles as facilitators
of favorable interactions rather than as dominators during teaching and
learning process. The teacher permit the students freely in delivering idea
related to the topic in order that the students can explore their prior knowledge
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connected to the concept of the text. It can be applied by the teacher to
improve their intelligence. The students with high intelligence will be
motivated in learning, as they have to study more seriously. Here are steps for
implementing Story Mapping. At least there are seven steps in this process :
(1) the teacher selects a narrative passage; (2) the teacher prepares questions to
lead students through the story map; (3) the teacher discusses the organization
of a story by explaining that every story has a beginning, middle, and an end;
(4) the teacher explains the visual story map and relates it to story
organization: the beginning tells the place and who the characters are, during
the middle of the story, the central character has a problem and makes a plan
to solve it. Certain events in the story lead to solving the problem, the end of
the story tells how the character(s) solved the problem; (5) the students read
the story; (6) the teacher and the students fill out the map together. The
teacher uses the prepared questions to guide the completion of the map; (7) the
teacher and the students compare this story with other stories they have read.
The right strategy used to teach reading can make the process of
teaching and learning more alive and conducive. It can be known from their
intelligence to study. If the students enjoy the class, they will be motivated to
learn; it can improve their learning achievement.
C. Suggestion
Based on the conclusions and implications written earlier, there are
some suggestions proposed.
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1) For the researcher
To develop the researcher’s knowledge on the development of
various strategy implemented in teaching English to the students of Senior
High School, and to develop another research. The other researchers can
develop the research based on the result and use it as one of references to
study about reading comprehension and its implementing in their research.
2) For another researcher
To give a brief knowledge to another researcher to conduct the
similar research in another school with another research subject and the
result of this thesis can be use for starting point to conduct the next
research.
3) For the Students
Story Mapping is a simple strategy which can be used for reading
activities. It is helpful in teaching and learning process in the classroom.
Story Mapping is also useful in other reading activities to generate,
organize and develope ideas, opinion and thoughts. So, the researcher
suggests that all students learn how to use it.
4) For teachers
Correct choice of teaching strategy can make the teaching and
learning process not only run well but also interesting and enjoyable.
Enjoyable teaching and learning activities will help students receive the
material more effectively and efficiently; it will also makes the teacher
more focus on the necessary things needed for the class. Story Mapping is
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a strategy which will lead students to be more independent; thus it is good
to be applied in small classes as well as the big ones. It is simple, fun and
arousing creativity. That’s why, it is recommended for teacher to apply it
in their class.
5) For school
The benefits of the research for school are it can increase the
students’ achievement and it can develop learning strategies which
stimulate students’ intelligence in reading.
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perpustakaan.uns.ac.id digilib.uns.ac.

THE INFLUENCE OF STORY MAPPING AND STUDENTS’

INTELLIGENCE IN TEACHING READING COMPREHENSION

(An Experimental Research in the Tenth Grade of SMAN 3 Surakarta in the

Academic Year of 2012 / 2013)

Submitted to Graduate School of Sebelas Maret University as a Partial Fulfillment

ENGLISH EDUCATION DEPARTMENT

Esok lebih cerah lebih terang dan lebih baik

This research paper is dedicated to:

My beloved brother and sister

DIAN RACHMAWATI, S891102009, 2012. The Influence Of Story

Key Words: Story Mapping strategy, PQ4R strategy, Reading, Student

Story Mapping and Students’ Intelligence in Teaching Reading Comprehension

(An Experimental Research in the Tenth Grade of SMAN 3 Surakarta in the

Academic Year of 2012 / 2013). It is not a plagiarism or made by others.

listed on the list of references.

If then the pronouncement proves wrong, I am ready to accept any

academic punishment, including the withdrawal or cancellation of my academic

Surakarta, 24 October 2012

Alhamdulillahirobbil’alamin, praised be to Alloh SWT, the owner of

Surakarta, 24 October 2012

TITLE PAGE ……………………………………………………………….….....i

3. Factors Affecting Intelligence ............................................39

Table 2.1 The Steps of Applying PQ4R Learning Strategy ..........................32

APPENDIX 1 Lesson Plan Story Mapping ..............................................93

A. Background of the Study

In Indonesia, English is the first foreign language taught from elementary

communicate in their daily life in globalizations era and to develop their

communication ( Kurikulum, 2004: 384 ).

Reading is very important skill to be mastered because by reading, the

interpreting information encoded in language through the medium of print. From

Related to a phenomenon reading cannot be separated from the other language

skills. Brown supports it by stating ” Reading is treated as one of two or more

related listening, speaking, and written skills”.

Besides, reading is essential skill for learners of English as a second

content subjects in which reading is required. In short, with the strengthened

areas of learning (Nunan, 2003: 69).

However, reading is a complex task to do. As what is stated by Moreillon

learners should also catch what the text means.

Moreillon (2007: 10) defines reading as an activity in making meaning from

activity is comprehending the written text.

comprehension is the ability to understand information in a text and interpret it

language-teaching field some of the differences among students have been

attributed to students’ different learning or cognitive styles. For instance, some

written (Brown, 1982:18). In general, the aim of teaching reading is to develop

student can have good ability in reading.

the competence in good reading. Based on the observation done in SMAN 3

Surakarta, the students’ average score in reading comprehension is still low. It

to determine the specific information, either implicitly or explicitly; c) students

that we have to take the steps.

Anderson (1978) states that mapping is a process of reorganizing and rearranging

profits from a visual representation of story organization in order to develop

adequate comprehension. Often the abundance of facts overwhelms the young

help him organize and remember events.

The writer have developed a procedure for mapping stories by identifying

each of the components as a means of developing or questioning taxonomy for

& Pearson,1983), (b) that poor comprehenders can be taught to understandstories

by using a simple story structure as an organizational framework.

students to store information in their personal schema more efficiently and

facilitates the recall of story elements more completely and accurately.

important internal factors that influence students’ reading comprehension is the

students’ intelligence. Intelligence is included in cognitive ability which is very

that intelligence is the ability to solve problems or to develop outcomes and