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A quantitative comparative design measures achievement through pre-test and post-test results, and addresses three research questions: students’ achievement after each treatment, the presence of significant differences between the two techniques, and learners’ responses. The researcher limited texts to narrative and descriptive types and treated 72 eighth graders, yielding p-value (sig) = 0.279 greater than α = 0.05.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementation-of-story-mapping-and-mind-mapping-toward-students-reading-comprehension-enhancement-a-comparative-study/588994/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementation-of-story-mapping-and-mind-mapping-toward-students-reading-comprehension-enhancement-a-comparative-study/588994.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of this study on reading comprehension?","Question",{"text":113,"@type":114},"The study aims to determine whether implementing Story Mapping and Mind Mapping produces a significant enhancement in students’ reading comprehension and to compare the two techniques.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was student reading comprehension measured?",{"text":118,"@type":114},"A quantitative comparative design was used, measuring achievement through pre-test and post-test results after the respective treatments.",{"name":120,"@type":111,"acceptedAnswer":121},"What do the results indicate about the difference between the two techniques?",{"text":122,"@type":114},"The reported p-value (sig) = 0.279, which is greater than α (0.05), shows no significant difference between the two techniques, although both are considered effective in enhancing reading comprehension.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},588994,1792172359,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":46,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Implementation of Story Mapping and Mind Mapping  \nToward Students’ Reading Comprehension Enhancement: A Comparative Study  \nNovia Wulandari  \n[wulannovia213@gmail.com](wulannovia213@gmail.com)  \nPerguruan Advent Cilacap, Indonesia  \nAbstract  \nThe purpose of this study is to find out significant difference in implementing Story Mapping and Mind Mapping techniques toward students’ reading comprehension enhancement. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. This study addressed three research questions: (a) What is the achievement of the students after being treated with Story Mapping and Mind-mapping Techniques? (b) Is there any significant difference between Story Mapping and Mind-mapping techniques in enhancing students’ reading comprehension?, (c) What is students’ response towards Story Mapping and Mind-mapping techniques?  \nThere are different types of text in reading; however, the researcher limited the texts given to the participants—utilizing narrative and descriptive texts only. This study utilized small average amount of sample size—72 eight graders to be given the treatment. The purpose of limiting the number of participants is to provide effective treatment for them.  \nThe result of this study shows that p. value (sig) = 0.279 > α (0.05). After analyzing the data, the researcher found out that the students reading comprehension are enhanced but there is no significant difference in reading comprehension enhancement between those who acquired Story Mapping technique and those who acquired Mind Mapping technique. Both techniques are deemed to be effective in enhancing students’ reading comprehension.  \nKeywords Reading comprehension, Story Mapping, Mind Mapping  \nIntroduction  \nReading comprehension is the process of understanding meaning from a text. The purpose of reading is to obtain an overall understanding of what is described in the text rather than to obtain meaning from particular words or sentences. Duke (2003) stated that in order to succeed in reading, a person should have good comprehension; comprehension is a process in which readers make meaning by interacting with text through the combination of prior knowledge and previous experience. Nguyen (2013) asserted that reading comprehension in a foreign language is more complicated than reading in the first language.“In the case of Indonesians, there is a high level of acceptability and tolerance of the use of English. The teaching of English in the school curriculum is given a higher priority over all other foreign languages in the school systems”. “Thus, the teaching of English as a Foreign Language (EFL) is in fact compulsory” (Katemba, 2013) . However, “as Indonesian students, they have already encountered problems with reading  \ncomprehension in Indonesian, the language that they’ve acquired and learned, they also find it way more difficult to read and comprehend reading in English, the foreign language that they do not acquire and learn it barely for a short time”(Siagian & Katemba, 2016) .  \nThe outcome of reading comprehension is the mental representation of a text meaning that is combined with the readers’ previous knowledge. However, there are still many students who learn English deal with comprehension issues. Siriphanich (2010) stated that students cannot understand the text because they do not know the meaning of words in the text. They have hard time making conclusion on what they read. Therefore, to help students enhance their reading comprehension, the researcher implemented two techniques: Story Mapping and Mind-Mapping and compared both techniques to seek students’ achievement in reading and find out significant difference between both techniques in terms of teaching reading. In this field, the teacher has important role to encourage students to establish passion for reading by providing them with related resources in enhancing reading comprehension.  \nReed","cbCaiqopay3Wnxjp","https://ap.wps.com/l/cbCaiqopay3Wnxjp","pdf",236337,"English","# Abstract\n# Introduction\n## Purpose of Enhancing Reading Comprehension","[{\"question\":\"What is the purpose of this study on reading comprehension?\",\"answer\":\"The study aims to determine whether implementing Story Mapping and Mind Mapping produces a significant enhancement in students’ reading comprehension and to compare the two techniques.\"},{\"question\":\"How was student reading comprehension measured?\",\"answer\":\"A quantitative comparative design was used, measuring achievement through pre-test and post-test results after the respective treatments.\"},{\"question\":\"What do the results indicate about the difference between the two techniques?\",\"answer\":\"The reported p-value (sig) = 0.279, which is greater than α (0.05), shows no significant difference between the two techniques, although both are considered effective in enhancing reading comprehension.\"}]","Implementation of Story Mapping and Mind Mapping - Toward Students’ Reading Comprehension Enhancement: A Comparative Study | PDF",1792066338]