Promoting Prediction Strategy in Comprehending PISA Reading Text for Students at Universitas Timor

Delti Yulita; Febronia Lasi; Emanuel M. Y Hano'e

doi:10.32938/jpsh.v4i2.9577

Authors

Delti Yulita Universitas Timor
Febronia Lasi Universitas Timor
Emanuel M. Y Hano'e Universitas Timor

DOI:

https://doi.org/10.32938/jpsh.v4i2.9577

Keywords:

higher level thinking, making prediction, reading strategy, prior knowledge

Abstract

The ability to comprehend a higher level of text is important in this new era. In order to achieve the comprehension, students need more effective strategy in reading. Thus, this activity is promoting making prediction strategy in purpose to help students to engage with PISA reading text that require higher level of thinking. By making prediction, the students are trained to use their prior knowledge and connect it with the new information from the text. This activity was conducted in Universitas Timor and attended by 29 students in critical reading class. The results showed that prediction strategy effectively improve students’ comprehension and change their reading behaviour. The prediction test classified 70% of the students were in grade 4 and 3 at making prediction while the 30% were in grade 1 and 2. The excellent students were exposed that making prediction help them to actively interacting with the text and trained their mind to think and predict before, during and after reading. The students with low grade revealed their difficulties were in understanding the main idea and didn’t know how to use their prior knowledge. Therefore, it is necessary for the students to practice brainstorming to activate their prior knowledge.

References

Alfisyahrin, R. (2022). The Implementation of Prediction Strategy in Improving Students’ Reading Comprehension in English Recount Text [Thesis (Masters)]. UIN Ar-Raniry.

Aliah, A., Syam, U. K., & Mahmudah, D. R. (2025). The Use of Prediction Strategy to Enhance Students’ Reading Comprehension on English Recount Text. English Language Teaching Methodology, 5(1), 66–71. https://doi.org/10.56983/eltm.v5i1.922

Aprilia, D., Herlina, H., & Mortini, A. V. (2023). The Implementation of Direct Reading Thinking Activity to Improve Reading Comprehension. Esteem Journal of English Education Study Programme, 6(1), 117–124. https://doi.org/10.31851/esteem.v6i1.10225

Brod, G. (2021). Predicting as a learning strategy. Psychonomic Bulletin & Review, 28(6), 1839–1847. https://doi.org/10.3758/s13423-021-01904-1

Brod, G., Hasselhorn, M., & Bunge, S. A. (2018). When Generating a Prediction Boosts Learning: The Element of Surprise. Learning and Instruction, 55, 22–31. https://doi.org/10.1016/j.learninstruc.2018.01.013

Dewi, W. D. P. F., Santosa, M. H., & Dewi, K. S. (2023). The Effect of Nearpod Toward Tenth-Grade Students’ Reading Skill in A Public Senior High School in North Bali, Indonesia. PANYONARA: Journal of English Education, 5(2), 189–204. https://doi.org/10.19105/panyonara.v5i2.9979

Elihami, E., & Ismail, I. (2017). Increasing Students’ Reading Comprehension through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency. Edumaspul: Jurnal Pendidikan, 1(2), 61–70. https://doi.org/10.33487/edumaspul.v1i2.41

Ismawati, E., Hersulastuti, H., Amertawengrum, I. P., & Anindita, K. A. (2023). Portrait of Education in Indonesia: Learning from PISA Results 2015 to Present. International Journal of Learning, Teaching and Educational Research, 22(1), 321–340. https://doi.org/10.26803/ijlter.22.1.18

Nanda, D. W., & Azmy, K. (2020). Poor Reading Comprehension Issue in EFL Classroom Among Indonesian Secondary School Students: Scrutinizing the Causes, Impacts and Possible Solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12. https://doi.org/10.22373/ej.v8i1.6771

Ntereke, B. B., & Ramoroka, B. T. (2017). Reading Competency of First-Year Undergraduate Students at University of Botswana: A Case Study. Reading & Writing, 8(1). https://doi.org/10.4102/rw.v8i1.123

Pitogo, J. M. (2021). Prediction Chart: A Tool in Enhancing Reading Comprehension. International Journal of English Language Studies, 3(2), 17–25. https://doi.org/10.32996/ijels.2021.3.2.3

Prastika, R. M., Ismiyati, Y., & Munawwaroh, khidayatul. (2020). The Effect of Prediction Strategy Toward Students’ Reading Comprehension for the Tenth Grade Students at SMAN 8 Muaro Jambi. JELT: Journal of English Language Teaching, 4(2), 144–151. https://doi.org/10.33087/JELT.V4I2.63

Rahmawati. (2019). Peningkatan Keterampilan Membaca Berorientasi Strategi TPRC (Think, Predict, Read, Connect) Di Kelas Vi Sekolah Asar Negeri 023 Pulau Kijang Kecamatan Reteh. JURNAL PAJAR (Pendidikan Dan Pengajaran), 3(2). https://doi.org/10.33578/pjr.v3i2.7069

Sholikhah, H. A., & Azizah, M. (2019). Improving Reading Achievements in Descriptive Text by Using TPRC (Think, Predict, Read and Connect) Strategy. Southeast Asian Journal of Islamic Education, 1(2), 165–180. https://doi.org/10.21093/sajie.v1i2.1481

Yulita, D., & Saijao, M. F. (2022). Sosialisasi Pengenalan dan Penanganan Masalah Kecemasan Membaca Teks Bahasa Inggris Siswa-Siswa SMAN 1 Kefamenanu. Jurnal Pengabdian Sains Dan Humaniora, 1(1), 10–17. https://doi.org/10.32938/jpkm.1.1.2022.9-16

Yuzulia, I. (2021). A Study on Students’ Motivation Towards Learning English Language. Eltin Journal : Journal of English Language Teaching in Indonesia, 9(1), 10–17. https://doi.org/10.22460/ELTIN.V9I1.P10-17

Zawadzka, K., & Hanczakowski, M. (2019). Two Routes to Memory Benefits of Guessing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(10), 1748–1760. https://doi.org/10.1037/xlm0000676