The Application of Story Mapping Technique to Improve Writing Skills

Abstract

This research aims to find out whether or not the application of the story mapping technique can improve the writing skills of Grade X students of SMK Negeri 3 Palu. The type of this research was a quasi-experimental research design that involved two groups; experimental and control. The population was Grade X students of SMK Negeri 3 Palu. The sample was selected by applying purposive sampling technique. They were X RPL A consisting of 30 students (experimental group) and X TSM A consisting of 34 students (the control group). The experimental group was given the treatment, while the control group was not. The technique of data collection was test. They were pre-test and post-test. The result of data analysis indicated that there was a significant difference between the post-test results of two groups. By applying two tails test at 0.05 level of significance with 60 degrees of freedom (df) or 62-2=60, it was found that the t-counted (8.462) was greater than the t-table (1.669). It means that the research hypothesis is accepted. In conclusion, the application of story mapping technique can improve writing skills of Grade X students of SMK particularly in writing English Narrative Text. The result of this research will be very beneficial for future studies, especially for the English teacher of junior and senior high school or lecturer of English Education Study Program. They can apply this technique in their daily instructional process, as well as they can conduct a class action or experimental research by applying the story mapping technique. In addition, this technique can not only for teaching writing but it also can be applied for teaching reading. By doing so, the future study can be also focused on Improving reading skills through story mapping technique.

Problems Faced by Rural Area Students at Madrasah Tsanawiyah in Learning English Speaking

“…Questionnaire responses and further analysis aligned with findings from previous studies (Ratnasari, 2020;Jaya et al, 2022), underscoring the students' difficulties with key language aspects, including vocabulary and pronunciation. These challenges were exacerbated by psychological barriers such as shyness, lack of confidence, and both intrinsic and extrinsic motivational deficits, which were also noted by Usman et al (2019) and Said et al (2023). Anxiety and a limited understanding of spoken content further impeded their ability to engage effectively in English communication.…”

The Effects of Story Mapping and Hortatory Exposition Techniques on Students’ Compositions

“…The most graphic organizer used in investigating its effect on EFL students' writing development is the mind-mapping technique. Recently, Suprayogi et al [50], Indrawati [51], Usman et al [52], Fu et al [45], Latifah [53], Cope et al [47], Berendsen et al [54], Ynda et al [55], Yuliana [56], Chavez et al [57], Boon et al [58], and Johana [59] investigated the effect, the role, the significance of story mapping in developing, improving, and promoting EFL students' writing skills and abilities in writing all kinds of composition and essay (narrative, descriptive argumentative, expository, cause and effect, and analytical). The selection of the mind mapping technique in this study was based on its positive significance on students' writing performance.…”

“…Previous Studies. Usman et al [69] investigated the impact of the story mapping technique on students' writing skills. The participants were 64 students of Grade X of SMK Negeri 3 Palu who were divided into two (experimental and control) groups.…”

Enhancing Students’ Learning Outcomes: Bits and Pieces Game

“…However, it is crucial to note that writing a good paragraph requires a systematic, specific, and understandable approach. Therefore, it is considered challenging and difficult skills for learners to acquire (Usman et al, 2020, Sihes et al, 2014, Fareed, et al, 2016, Alamri, et al, 2021.…”

“…In order to write descriptive English text well, students need to possess knowledge of the writing elements: vocabulary, content, grammar, structure, and mechanics (Usman et al, 2020). As vocabulary constitutes a crucial aspect of language learning, it is imperative that it is both learned and taught.…”