Using Story Mapping Strategy and Reading Motivation to Improve Reading Narrative Comprehension Achievement of Tenth Graders of SMAN 1 Kotapadang

Hendri Firmansyah, Istikomah Istikomah, Sri Hidayati


The study was conducted to see whether or not there was a significant improvement in reading narrative comprehension achievement between the students who were taught by using Story Mapping and those who were taught by Guided Reading, to know what the students’ reading motivation, and to know whether or not reading motivation significantly contributed to reading narrative comprehension achievement of tenth grader of SMAN 1 Kotapadang Bengkulu. The experimental research with non-equivalent control design was applied in this study. The population was the tenth graders of SMAN 1 Kotapadang and sixty students were selected as the sample purposefully; they were equally grouped into experimental and control ones. To collect the data, Reading Comprehension Test and Motivation Reading Questionnaire (MRQ) were used. The results showed that there was significant improvement in reading narrative comprehension achievement of the students who were taught by Story Mapping, students’ reading motivation was high, and reading motivation was significantly contributed to reading narrative comprehension achievement of tenth graders of SMAN 1 Kotapadang.


Story Mapping Strategy, Guided Reading Strategy, Reading Narrative Comprehension Achievement, and Reading Motivation.

Full Text:



Baswedan, A. R. (2014). Gawat darurat pendidikan di Indonesia. Retrieved from

Farris, P. J. (2004) Teaching reading: A balanced approach for today’s classroom. New York: McGraw-Hill.

Fountas, I. C., & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher Vol. 66 (4), 268-284. International Reading Association

Friedman, T. L. (2015). Classroom strategies; Story maps. WETA Washington, D.C. Retrieved from

Grabe, W. & Stoller, F. L. (2002).Teaching and Researching Finding. Edinburg: Pearson Education.

Guthrie, J. T, Wigfield, A., & Humenick, N. M. (2006). Influences of stimulating tasks on reading motivation and comprehension. The journal of Educational research. Vol. 99(4), 232-246. Maryland: Heldref Publications.

Hauptman, A. L. (2012). Guided reading and motivation. (Unpublished Dissertation). University of Nebraska, Lincoln. Retrieved from

Ibnian, S. S. K. (2010). The effect of using the story-mapping technique on developing tenth grade students’ short story writing skills in EFL. English Language Teaching, 3(4), p181. Retrieved from

Kisfinata , R., Ariani, M., & Sukmantara, I. P. (2013). The effect of using story mapping technique on reading comprehension achievement of the eighth year students at MTs. Negeri Bangsalsari. Pancaran Pendidikan, 2(3), 97-104, FIKIP UNEJ.

Kurniawan, A., Rufinus, A., & Suhartono, L. (2013). Improving students’ reading comprehension on narrative text through story mapping strategy. Journal Pendidikan dan Pembelajaran 2 (5) Retrived from

Leung, W. G. (2005). Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong. 香港大學學位論文, 1-0. (Unpublished master’s thesis). University of Hong Kong, Hong Kong. Retrieved from

Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: a meta–analysis of studies conducted by Gardner and associates. Language learning, 53(1), 123-163. Retrieved from

PISA. (2012). PISA 2012 results in focus. Retrieved from

Richardson, N. (2010). Guided reading strategies for reading comprehension. Education master. Paper 19. School of Arts and Sciences, St. John Fisher College. Retrieved from

Richeck, M.A. (2001). Reading problems (4th ed). London, England: Allyn & Bacon

Schumm, J. S. (Ed.). (2006). Reading assessment and instruction for all learners. guilford Press.

Wang, X. (2007). Three ways to motivate Chinese students in EFL listening style. Asian EFL Journal, 17 (2), 1-16. Retrieved from

Wigfield, A. & Guthrie, J.T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.


Copyright (c) 2019 Linguists : Journal Of Linguistics and Language Teaching

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Linguists : Journal Of Linguistics and Language Teaching

Program Studi Tadris Bahasa Inggris, Gedung C.4.2
Fakultas Tarbiyah dan Tadris
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website :
Email : 




Related image