STORY MAPPING STRATEGY TO IMPROVE STUDENTS’ READING SKILL AT SMP AN-NUR WATUKOSEK PASURUAN

The main purpose of this research is to know the improvement of students’ reading skill in narrative text through story mapping strategy. this research was conducted at SMP AnNur Watukosek-Pasuruan. this research is a classroom action research which is conducted in two cycles. this study was carried out on February to April 2021. the subjects were the eight grade students of SMP An-Nur Watukosek, Pasuruan. The data collection involved a number of instruments, namely preliminary test to know the reading ability firstly. Then, using post-test in the end of each cycle, questionnaires, and also an interview. The post-test used in each cycle to know the reading’s improvement after using story mapping strategy. The questionnaire in the form administrated to collect data about the students’ appreciation in learning reading using story mapping, both the teacher’s method, the students, and also story mapping itself. There were several steps in this research implementation, they are identifying the problems, planning, acting, observing and reflecting.the result showed that the students’ reading ability improved and the target of this research was achieved. And also they felt easier to understand the text, because it consist of some elements, are orientation, complication, and resolution..


INTRODUCTION
Every aspect of life involves reading. Every day we always encounter text from functional text like road sign, restaurant menu, product labels, and informative text lie school textbooks to pleasurable ones like short stories and novels. This is in accordance with Rivers (1981:259) who states that the most important activity in any language class is reading. Reading is not only a source of information and a pleasurable activity, but also a means of consolidating one's knowledge of a language. In other words, reading activities can bring many benefits for students such as to get information, pleasure and knowledge. Therefore, teaching reading in the classroom should be interesting and can cause students to be enjoyed and pleasure in the learning experience.
For the most students, especially for the students at eight grades of Junior high School, mastering reading is one of the E-Link Journal Vol. 8 No. 1 (2021)  Based on the two previous studies above, it can be seen that both researchers were the proof that story mapping is a good strategy in teaching reading especially in teaching reading narrative text in order the students' reading skill could be improved.
To be more specific, the advantages of the teaching narrative by using story mapping strategy in three stages of reading activities namely pre reading, whilst reading and post reading will be discussed as follows: in pre reading activity, story map is beneficial to: 1) provide the framework that direct interrelated information such as setting, characters, problems, goal, action and outcome (Rathvon, 1999), 2) enhance the students' ability to predict and set purpose for reading (Almasi, 2003:134).
In Whilst Reading, it is possibly to: 1) provide students a concrete framework for identifying the elements of narrative stories, be cognitive tools that focus attention and enhance the students' ability narrative text, 2) give guidance for students to retell or summarize the story.
The goal of teaching reading is comprehending the text. Learners should be able to make themselves understood, using their comprehending to know implicit and explicit meaning from the text. From this view, I conclude that reading is not only read the text but also comprehend the text, implicit and explicit meanings.

RESEARCH METHOD
Based on the focus of the research, this research intends to improve the students' reading skill using the strategy of story mapping. the researcher used collaborative action research model that suggested by Kemmis and Taggar, which designed planning, actuating, observing (gathering and analysing the data), and reflecting (Burns, 2009, p. 9). this is called "collaborative" because the researcher collaborated with his collaborator in conducting this research.    After identifying the problems, the researcher implemented the story mapping media by following the research procedure (planning, acting, observing and reflecting). This research has implemented into two cycles.

Cycle 1
Based on the result of preliminary study, the researcher with the teacher arranged the planning. the plan was included identification of the problem, planning an action, implementing the action, observing the action, and reflecting on the observation.
During the acting phase, the researcher also conducted the observation.
In this case, the observer was the English teacher. Based on that observation there were some positive and negative findings. The last, the researcher conducted the reflecting phase based on the data that have found in acting and observing phase.
Based on the data above, it concluded that the action of cycle 1 was not success enough because the students score was under the criteria. so, the researcher and his collaborator decided to continue the cycle in order to make a better improvement of the students' reading skill and this classroom action research could be succed.

Cycle 2
Based on the reflection in the cycle 1, the researcher and his collaborators concluded some revisons from the cycle 1 into cycle 2, they are: (1) The teacher must give explanation as simple as possible, (2) The teacher must more firmly in teaching,

Skill by using Story Mapping
Concerning the data gained from: the questionnaire in the second cycle, it was found that the response of the students E-Link Journal Vol. 8 No. 1 (2021) p-ISSN: 2085-1383e-ISSN: 2621-4156 dealing with the implementation of story mapping strategy was good. In the second cycle, the students were more active to answer the researcher's questions and they were more interested with the lesson. As a result, the student's scores were better than in first cycle.

Skill by using Story Mapping
Based on the result of the test above, the student' scores have increased in each cycle. It means that the students reading skills has improved. In the pre-test, the average student scores were only 69,89, after implementation in the first cycle the average of student scores increased to 76,35. Then, the average student scores increased again to 82,29. Accordingly, the number of students who passed KKM also increased in each cycle.
Relating to the data gained from the direct interview among the researcher and the students in the second cycle, the students stated that story mapping strategy was interesting because it used a fascinating layout of story map. Story mapping helped the students to comprehend the narrative text easily by identifying the elements of story of narrative text. The students more attracted with the story mapping in the second cycle, they stated that the detail story map helped them to analyse the complication clearly by identifying the initiating events, problems, attempts, and then they could find the resolution and ending. In contrast, most of them got difficulties to find the problems directly when they used story mapping in the first cycle. From the result of the reflection, the researcher concluded that her remedial action on second cycle was successful. All students could pass the minimum of mastery learning and the mean was above 80%. Ask the students to fill the story map, (2) Give feedback on the students' works to E-Link Journal Vol. 8 No. 1 (2021) p-ISSN: 2085-1383e-ISSN: 2621-4156 improve their understanding about the story map.

CONCLUSION
Based on the findings from the teaching and learning process using story mapping strategy which was done in two cycles, it is concluded that this strategy can improve the progress students' reading comprehension of the eight grade students of SMP An-Nur Watukosek-Pasuruan Academic Year 2020-2021. It also increased the students' participation especially as they worked in group. Their opinion toward story mapping strategy was also positive.
In accordance with the discussion in previous chapter, it can be summarized that the story mapping is an effective way to increase the students' reading ability especially in comprehend the narrative text.
It might be useful as a pre reading, whilst reading, and post reading.