Story Maps and Personal experiences: A Strategy to Enhance Students’ Writing Narrative Text

Abstract

This study investigates the effectiveness of using story maps, integrated with students’ personal experiences, as a strategy to enhance narrative text writing skills. The research employs a pre-experimental design involving the X-IPS 3 of high school students at SMA Negeri 1 Sekaran: an experimental group using story maps based on personal experiences, and a control group employing conventional writing methods. Data were collected through pre-tests and post-tests to measure students’ narrative writing narrative text in terms of structure, coherence, creativity, and language use. The findings reveal a significant improvement in the writing abilities of the experimental group, indicating that combining story mapping with personal experience not only enhances content development but also increases student engagement and motivation. This approach is shown to be an effective pedagogical tool in narrative writing instruction, promoting a deeper connection between learners and their written work.    It showed the effectiveness of the story map by looking at the value of the sign. (2-tailed) is 0,027, and the value of the t-test (2,327) is greater than the t-table (2,024) at a significance level of 0,05 with a degree of freedom (df) = 30. Therefore, the hypothesis of this study is accepted. Integrating story maps with students' personal experiences is an effective strategy to improve narrative writing skills, fostering greater creativity, coherence, and engagement in the writing process.