TEACHING READING COMPREHENSION BY COMBINING PARTNER PREDICTION WITH PREDICT O- GRAM STRATEGY AT SENIOR HIGH SCHOOL

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1 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, predict o- gram strategy and reading comprehension *) Penulis **) Pembimbing INTRODUCTION Reading is one of necessary skill in our life. As necessary skill, reading is able to increase knowledge, get information or ideas from what we read. Not only it but 1

2 also we can get information which there are in the worldwide. Thus, reading is a process to get meaning from the words, sentences or paragraph which are read. It means in reading we have to know meaning and understanding key word from the text.furthermore, we will comprehend any kinds of text which are stated in reading material. The purpose of teaching reading at senior high school is to develop students reading comprehension in understanding text. In fact, most of students have any problems in understanding the text : first, when the teacher asked them to identify information in the text, most of them did not know main idea, details and supporting detail of the text. Second, most of students can not predict and what will happen next in the text. Third, the teacher had lack of variation in teaching reading. The teacher just gave the text and asked the students to answer questions of the text and collect it. This condition make the students were active and not focus in reading activity. Based on those problems, teachers have to find solution to solve it. The teachers should develop appropriate strategies to help students in understanding what they have read. The teacher is suggested to choose an appropriate and effective strategy to improve students reading comprehension. REVIEW OF RELATED LITERATURE Reading is one of the most important skills in English subject. Significant for the students to find information and explore ideas from what they read. According to Manzo (1990:22) reading is the unlocking and construction of meaning from a coded message. Generally, reading is a process to get the massages of a text. The reader constructs the meaning to get the real information of the text. While, the reader use first their prediction and inference 2

3 about information and massages in the text. In this paper the writer used partner prediction with predict ogram strategy in teaching reading comprehension. According to Charlotte Rose Sadler Partner prediction strategy is a strategy gives students the opportunity to work with their peers and make prediction about a story or section. Sadler (2001:22) explains that the procedure of partner prediction strategy include into four steps. First, identify places in the text to stop and predict what might happen next. Second, read the title and first portion aloud and ask what students think the story will be about. Third, students should be seated next to partners so they can share their ideas with each other. This process is repeated throughout the reading. Fourth, when the end of the selection is near, stop and ask how students think it will end. Brassell (2011:123) adds that predict-o-gram is strategy that allow students to make prediction about how authors use particular words to tell a story. This strategy can increase students background of knowledge about the material of text that will be read and the students are also able to use any information. Beside that, by this strategy will enrich students vocabulary and improve their comprehension. Brassell (2011:123) explains the procedures of predict-o-gram strategy: (1)The teacher using the chalkboard or an overhead transparency, write a list of new vocabulary words from the text that reflects the story structure.(2) As a whole class, discuss the meanings of the new vocabulary words. Distribute copies of story elements to the students.(3)the teacher places students into small groups of three or four. Ask each group to use their knowledge of the new vocabulary words and story structure (setting, 3

4 characters, problem/goal, actions and resolutions) to predict each word s use in the story. Tell students they may place a word under more that one category. If students have no clues about where should go, tell them to place the word in the mystery words section.(4)as a whole class, discuss where student group placed vocabulary words. Words may be placed in more that one category. Elicit student knowledge about words and what strategies they employed to predict meanings.(5)ask students to make predictions.(6)ask each students to formulate a personal question to answer. Allow students to read text to confirm and reject their predictions.(7)after reading, discuss how the author employed the vocabulary words in the story. DISCUSSION Partner prediction with predict o- gram strategy can be used in exploration and elaboration part. The procedures both this strategies. 1. Identify place in the text to stop and predict what happen next The teacher prepare place to stop what will happen next in the text, while the students predict what will happen next in the text. 2. Read the title and first portion aloud and ask what students think the story what will happen next in the text. The teacher read the title and some sentences in the text, and then the teacher ask the students think about the story 3. Students should be seated next to partners so they can share their ideas with each other.in this procedure the teacher ask the students to seated with partner and the 4

5 students share ideas with their partner about the story. 4. Stop and ask how student think it will end.the teacher ask to the students to stop for their ideas. 5. Using the chalkboard or an overhead transparency, write a list of new vocabulary words from the text.the teacher write a list of new vocabulary words from the text in the chalkboard 6. Discuss meaning of new vocabulary. The teacher and the students discuss about new vocabulary from the text. 7. Ask each students to formulate a personal question to answer. The teacher ask the students to answer the question from the text, based on elements of narrative text in the text. 8. After reading, discuss how the author employed the vocabulary words in the story. CONCLUSION In teaching process at senior high school, a teacher should using the best ways to make teaching learning process be success. The teacher should motivate the students and make them enjoyable in learning, especially in learning reading. Thus, the teacher also should be creative and choose the strategy in order to make the material would be easy to understood by the students. One of the strategies that would be best 5

6 used in teaching reading is combination of Partner Prediction strategy with Predict-O-Gram strategy. The combination of partner prediction strategy with Predict-O-Gram strategy is a strategy to make the students have critical thinking to be able comprehend the text easily through make prediction about the text what will happen next in the text and prediction the vocabulary that given by teacher. In applying this strategy, the teacher should do some steps. Firstly, Identify place in the text to stop and predict what happen next. Secondly, Read the title and first portion aloud and ask what students think the story will be about. Third, Students should be seated next to partners so they can share their ideas with each other. Then, stop and ask how student think it will end. Next, Using the chalkboard or an overhead transparency, write a list of new vocabulary words from the text. Discuss meaning of new vocabulary. Place students into small group placed new vocabulary words. Discuss where students group placed new vocabulary words. Ask students to make prediction. Ask each students to formulate a personal question to answer. After reading, discuss how the 6

7 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 in group to change 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 Comprehension Strategies for Middle Grade Learners:a handbook for content areas teachers. Canada: The International Reading Association 7