TEACHING READING COMPREHENSION BY COMBINING PARTNER PREDICTION WITH PREDICT –O- GRAM STRATEGY AT SENIOR HIGH SCHOOL By: Lily Oktavia *) **) Herfyna Asty, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Membaca merupakan proses untuk memahami teks dan memahami ide yang terdapat dalm teks. Dalam proses belajar, membaca adalah salah satu kegiatan yang harus dilakukan oleh siswa. Dengan membaca yang diiringi pemahaman, dapat membuat siswa menambah ilmu pengetahuan, menambah kosa kata baru, dan memperoleh informasi sebanyak mungkin. Oleh karena itu, membaca merupakan salah satu keahlian yang penting dipelajari. Sejalan dengan pentingnya belajar membaca, seorang guru harus tahu bagaimana membuat pembelajaran membaca menjadi menyenangkan. Salah satunya dengan menerapkan strategi yang cocok dan membuat siswa tertarik dengan pembelajaran membaca dan bagaimana membuat siswa memprediksi cerita selanjutnya dalam sebuah teks. Strategi tesebut adalah penggabungan strategi Partner Prediction dengan Predict-O-Gram strategy. Dalam makalah ini penulis menyatakan, penggabungan strategi Partner Prediction dengan Predict-O-Gram strategy adalah strategi yang mempelajari bagaimana memprediksi apa kejadian atau cerita selanjutnya dalam sebuah cerita dan mempelajari kosa kata yang berhubungan dengan generic structure dari teks naratif dalam bentuk diskusi yang baik. Strategi ini tidak hanya mampu membuat siswa tertarik untuk belajar membaca tetapi siwa juga mampu memprediksi isi cerita dan memahami struktur cerita dengan hanya menguasai kosa kata yang behubungan dengan teks yang akan dibahas. Menggunakan penggabungan strategi ini, siswa bekerja dengan kelompok yang telah ditentukan dan akan membuat siswa menjadi aktif dalam menyampaikan pendapat yag telah mereka diskusikan. Dengan demikian, pembelajaran membaca bukan lagi suatu pembelajaran yang membosankan bagi siswa. Key word:
Partner prediction, comprehension
predict–o-
gram
strategy and
reading
*) Penulis **) Pembimbing reading
INTRODUCTION
is
able
to
increase
Reading is one of necessary
knowledge, get information or ideas
skill in our life. As necessary skill,
from what we read. Not only it but
1
also we can get information which
Based on those problems,
there are in the worldwide. Thus,
teachers have to find solution to
reading is a process to get meaning
solve it. The teachers should develop
from
appropriate
the
words,
sentences
or
strategies
to
help
paragraph which are read. It means
students in understanding what they
in reading we have to know meaning
have read. The teacher is suggested
and understanding key word from the
to
text.Furthermore,
effective
we
will
choose
an
appropriate
strategy
to
and
improve
students’ reading comprehension.
comprehend any kinds of text which are stated in reading material. The
purpose
of
teaching
REVIEW OF RELATED
reading at senior high school is to develop
students’
LITERATURE
reading
Reading is one of the most
comprehension in understanding text.
important skills in English subject.
In fact, most of students have any Significant for the students to find
problems in understanding the text :
information and explore ideas from
first, when the teacher asked them to identify information in the text, most
what they read. According to Manzo
of them did not know main idea, (1990:22) “reading is the unlocking
details and supporting detail of the text. Second, most of students can
and construction of meaning from a
not predict
coded message”. Generally, reading
and what will happen
next in the text. Third , the teacher is a process to get the massages of a
had lack of variation in teaching
text. The reader constructs
reading. The teacher just gave the text and asked the students to answer
the
meaning to get the real information
questions of the text and collect it. of the text. While , the reader use
This condition make the students
first their prediction and inference
were active and not focus in reading activity.
2
about information and massages in
Fourth, when the end of the selection
the text.
is near, stop and ask how students
In this paper the writer used
think it will end.
partner prediction with predict –o-
Brassell (2011:123) adds that predict-o-gram is strategy that allow
gram strategy in teaching reading
students to make prediction about comprehension.
According
Charlotte
Sadler
Rose
to
how authors use particular words to
Partner
tell a story. This strategy can increase students’ background of
prediction strategy is a strategy gives
knowledge about the material of text students the opportunity to work
that will be read and the students are
with their peers and make prediction
also able to use any information. Beside that, by this strategy will
about a story or section.
enrich Sadler that
the
(2001:22)
procedure
of
explains
students’
vocabulary
and
improve their comprehension.
partner
Brassell (2011:123) explains the procedures of predict-o-gram
prediction strategy include into four
strategy: (1)The teacher using the steps. First, identify places in the text
chalkboard
to stop and predict what might
or
an
overhead
transparency, write a list of new vocabulary words from the text that
happen next. Second, read the title
reflects the story structure.(2) As a and first portion aloud and ask what
whole class, discuss the meanings of
students think the story will be about.
the new vocabulary words. Distribute copies of story elements to the
Third, students should be seated next
students.(3)The to partners so they can share their
teacher
places
students into small groups of three or
ideas with each other. This process is
four. Ask each group to use their knowledge of the new vocabulary
repeated throughout the reading.
words and story structure (setting,
3
1. Identify place in the text to
characters, problem/goal, actions and resolutions) to predict each word’s
stop and predict what happen
use in the story. Tell students they next
may place a word under more that
The teacher prepare place to
one category. If students have no clues about where should go, tell
stop what will happen next in
them to place the word in the “mystery words” section.(4)As a
the text, while the students
whole class, discuss where student
predict what will happen next
group placed vocabulary words.
in the text.
Words may be placed in more that one
category.
Elicit
2. Read the title and first portion
student
knowledge about words and what
aloud and ask what students
strategies they employed to predict
think the story what will
meanings.(5)Ask students to make
happen next in the text. The
predictions.(6)Ask each students to formulate a personal question to
teacher read the title and
answer. Allow students to read text
some sentences in the text,
to
confirm
and
reject
their
and then the teacher ask the
predictions.(7)After reading, discuss how
the
author
employed
students think about the story
the
vocabulary words in the story.
3. Students should be seated next to partners so they can
DISCUSSION Partner prediction with predict –
share their ideas with each
o- gram strategy can be used in
other.In this procedure the
exploration and elaboration part. The
teacher ask the students to
procedures both this strategies. seated with partner and the
4
students share ideas with their
on elements of narrative text
partner about the story.
in the text.
4. Stop and ask how student
8. After reading, discuss how
think it will end.The teacher
the
ask to the students to stop for
vocabulary
their ideas.
story.
5. Using the chalkboard or an
author
employed words
in
CONCLUSION
overhead transparency, write In teaching process a list of new vocabulary at senior high school, a words
from
the
text.The teacher should using the
teacher write a list of new best ways to make teaching vocabulary words from the learning process be success. text in the chalkboard The teacher should motivate 6. Discuss
meaning of
new the students and make them
vocabulary. The teacher and enjoyable
in
learning,
especially
in
learning
the students discuss about new vocabulary from the text. reading. Thus, the teacher 7. Ask
each
students
to also should be creative and
formulate a personal question choose the strategy in order to answer. The teacher ask to make the material would the students to answer the be easy to understood by the question from the text, based students.
One
of
the
strategies that would be best
5
the the
used in teaching reading is
what students think the story
combination
will
Prediction
of
Partner
strategy
be
about.
Third,
with
Students should be seated
Predict-O-Gram strategy .
next to partners so they can
The combination of partner
share their ideas with each
prediction
with
other. Then, stop and ask
Predict-O-Gram strategy is
how student think it will
a strategy to make the
end.
students
have
critical
chalkboard or an overhead
thinking
to
able
transparency, write a list of
comprehend the text easily
new vocabulary words from
through
the text. Discuss meaning of
strategy
make
be
prediction
Next,
Using
about the text what will
new
happen next in the text and
students into small group
prediction the vocabulary
placed
that given by teacher. In
words.
applying this strategy, the
students group placed new
teacher should do some
vocabulary
steps. Firstly, Identify place
students to make prediction.
in the text to stop and
Ask
predict what happen next.
formulate
Secondly, Read the title and
question to answer. After
first portion aloud and ask
reading, discuss how the
6
vocabulary.
the
new
Place
vocabulary
Discuss
each
where
words.
students a
Ask
to
personal
author
employed
the
vocabulary words in the story.. By combining this strategy also gives some advantges such as can make the students to be active readers and will make good interaction change
in
group
to
their
ideas
in
learning reading. It also help the students get information of the text easily.
REFERENCES Brassell,
Danny.2011.Dare
to
Differentiate:Vocabulary Strategies
for
All
Students.New York:Guilford Press Sadler,
Charlotte
Rose.
2001.
Comprehension Strategies for Middle
Grade
Learners:a
handbook for content areas teachers. International
Canada:
The Reading
Association
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