The Use of Prediction Strategy to Improve Students' Reading Comprehension Achievement at Senior High School

Abstract

This classroom action research (CAR) was conducted to determine the use of the Prediction strategy to improve the students’ reading comprehension achievement in the eleventh grade of MA Darussalam in the 2021/2022 academic year. The population consisted of 24 students in 11th grade (XI MIPA) students of MA Darussalam. There were two kinds of data collected by the researcher; primary and secondary data. The primary data were collected from the observation, and reading test, while the secondary data were collected from the result of the interview and documentation. Implementing the action in the first and the second meetings in the teaching-learning process used analytical exposition text using the Prediction strategy. The third meeting was used to conduct the reading test. This research was conducted collaboratively with the English teacher to observe the student’s participation in the teaching and learning reading process. Based on the observation results, the percentage in the first meeting showed that 67% or 16 of 24 students were considered active participants, and 33% or 8 of 24 were passive participants in the teaching and learning process. The second meeting showed that 83% or 20 of 24 students were categorized as active participants, and 17% or 4 of 24 were categorized as passive participants in the teaching and learning process. It could be seen that the students’ participation in the second meeting was higher than in the first meeting. From the percentage above, the student’s active participation has been achieved. In addition, there was an improvement in the students’ reading comprehension achievement by using the Prediction strategy. It could be proved by the percentage of students reading tests. The percentage showed that 79 % or 19 of 24 students fulfilled the standard scores determined; this research was successful due to the target of the students who got a score in the reading test ≥70. While before applying the Prediction strategy, the percentage showed that 68,66% or 16 of 24 students fulfilled the standard score that was determined. Thus, it could be concluded that the Prediction strategy successfully improved the students’ active participation and reading comprehension achievement. Based on the results of this study, it was proved that there was a significant improvement in using the Prediction strategy in the reading teaching-learning process through analytical exposition text on the eleventh-grade students. Therefore, the researcher would like to give suggestions to English teachers and future researchers. It is recommended for the English teacher to teach reading, especially on analytical exposition text, by using the Prediction strategy. In addition, the result of this research can be used by future researchers as guidance to investigate further research on different skills, areas, or designs. Besides, due to the limitation of this research, future researchers are advised to arrange research using classroom action research (CAR).