Use the Predict-O-Gram Strategy to Increase Student' Reading Comprehension
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ELT-Lectura: Studies and Perspectives in English Language Teaching
Volume 8 Nomor 1, February 2021
ISSN (Print): 2336-8560, ISSN (ONLINE): 2550-0724
Use the Predict-O-Gram Strategy to Increase Student’ Reading
Comprehension
Ratna Nery1, Nyayu Yayu Suryani2
1
Universitas Islam Ogan Komering Ilir Kayuagung, Palembang, Indonesia
e-mail: ratnanery051178@gmail.com
2
Sekolah Tinggi Ilmu Kesehatan Siti Khadijah Palembang, South Sumatra, Indonesia
e-mail: nyayu.ys@stikes-sitikhadijah.ac.id
Abstract:
The objective was to find out the students who were taught using the Predict-O-Gram strategy
differed significantly from those who were not. The research was perfomed. The methodology
used in the present study was a quasi-experimental. The total sample of the research was 54
students, which devided into two groups, namely experimental group (class VIII. B) and a
control group (class VIII. C), each of them consisted of 27 students. To gather the data, the
written exam was used in the design of multiplw choices. Before giving test, thye test was
tried non-sampled students of the 8th year students of MT Subulussalam Kayuagung class VIII.
A for the purpose of determining whether the test was valid and reliable for the non-sample.
The resulting data were analyzed by t-test and the calculation was made with SPSS (Statistical
Package for Social Science) version 20. It was found that the reading performance of students
taught by Predict-O-Gram strategy and those who were not differed significantly based on the
results of an independent sample t-test.
Keywords: Predict-O-Gram strategy, Reading comprehension
1. INTRODUCTION complex structured texts, their grammar
Reading is also an exciting skill for information problems. They are highly reliant
students, as reading is one of the language on their teachers in this situation and have no
abilities learning by students. According to opportunity of engaging actively in learning.
Samo (2018), Reading is reflected primarily To this end, lecturers should engage in a
as a complex meaning-oriented interaction, suitable education strategy to deal with these
where are the students expected to acquire the problems.
non-linear interpretation of a text. Reading Furthermore, reading comprehension is
exercises, therefore, gives students very important for students, but students still
opportunities to learn the language and then have difficulties to understand what they
build words,texts and paragraph .In addition, have read. According to Klingner, Vaughn,
reading needs comprehension making and Boardman (2015), the difficulties that
connections as they read and make meaning students faced with reading are often less
of the text. read-interested in reading, they are also under
Haryati (2014) explains that reading motivated, and they have an insufficient
comprehension is a method in which readers history and vocabulary to connect new
engage in an exchange of ideas with an concepts and connect them with previous
author through writing. It could be concluded learning. In addition, according to Oktavia
that reading is the way to understand the (2013) The difficulties faced by the students
content of the text while reading it. in reading are as follows. First, when the
teacher asked them to describe the
Some of the challenges students face in information in the document, the key idea,
reading is understanding. When reading new specifics and supporting details of the text
discourses such as economic, political or were not known to most of them.. Next, the
legal texts, students are deficient in new teacher does not have an appropriate strategy
vocabulary. Furthermore, as they fulfill in teaching reading. Thirdly, they lacked
ELT- Lectura, Vol 8, No 1, February 202134
vocabulary. It could be concluded that words to predict how those words will be
reading is difficult to comprehend by the used in the upcoming text. According to
students because the students have low Fitriyani (2013), Predict-O-Gram strategy,
motivation, lack of vocabulary, and the the students can be helped to know the text
students did not understand about the reading quickly through the combination of
text. vocabulary, phrase, place from the text that
they already predict. Then, making
Based on primary research in MTs
predictions engages learners and links them
Subulussalam Kayuagung, the writer found
to the text by asking them what they believe
some problems related to the reading activity
could happen throughout the story.
of the eighth grade students. Based on the
teacher's interview at MTs Subulussalam Duguay and Artzi (2012), Predict o
Kayuagung, 80% of 75 the students had gram helps students to use learning
difficulty reading the text. It happened techniques such as estimation and self
because they did not understand the elements surveillance. Predict o gram is therefore a
of the text paragraph, such as; topic, main successful way of motivating students to
ideas, vocabulary is also a significant predict how to develop their prior knowledge
problem for the students. They could not of the story. In summary, the author
comprehend and get the information because concludes that the Predict-O-Gram strategy
they did not know the meaning of the text provides an opportunity for students to share
and did not understand what the text told their prediction about the story. This strategy
about. makes it possible not only to increase the
reading ability of students, but also to
According to the above statement,
improve their vocabulary.
reading is very essential and required for
students. In reading skill, students are In this research, the researchers aimed
required to understand different types of text. to Find out whether or not there was a
Based on the KTSP (2006), the standard significant different in the achievement of
reading proficiency in undergraduate high reading comprehension between the students
school is to understand the meaning of taught using Predict-O-Gram Strategy and
simplicity, short essay in the form of those who were not taught.
narration in the environment. Narrative text is
the text that tells something imaginative to 2. METHOD
entertain the reader. According to Arberti The researcher used quasi-experimental
(2014) Narrative text is a text used as a design. Quasi-experimental design involves
means to learn about reading comprehension assignment, but not randomization of
in order to entertain readers or listeners. The participants to groups. In fact, experience
narrative relates to something that has already cannot artificially create groups for the
occurred in the past, so a series of events is experiment (Creswell, 2012). The researchers
usually the underlying structure. conducted the research at MTs. Subulussalam
Depending on the preceding problems, the Kayuagung, in class VIII. It used two classes,
teacher should use appropriate methods to that are: class VIII.B consist of 27 students
help learners understand what they have been and class VIII.C consist of 27 students. In
reading and improve their reading this case, experimental class was class that
comprehension. One strategy that can be used got a treatment, that is giving Predict-O-
is a Predict-O-Gram strategy. The strategy Gram strategy and control class was not
introduces stories to the student in a way that given Predict-O-Gram strategy. Both classes
will strengthen their ability to understand were applied pre-test before teaching,
what they are going to read and develop their learning activity and posttest after teaching
ability to use story elements to increase activity. Post-test and pre-test results were
understanding. compared and calculated to determine the
Predict-O-Gram orients student efficiency of using the Predict-O-Gram
discussion around a narrow selection of strategy in the reading process.
|ELT-Lectura: Studies and Perspectives in English Language Teaching
Copyright© 2021 Ratna Nery, Nyayu Yayu Suryani35
In collecting data, the researchers used Ho: There was no significant different
test, observation, and documentation. The test between students who are taught with
was given to the students in the form of Predict-O-Gram and those who are not, in
multiple choice test, that is the students asked reading comprehension.
to write given twice for pre-test and post-test. Ha: Among students who were taught using
The observation was made on the application the Predict-O-Gram strategy and those who
of meetings, learning activities, and the were not, there was a substantial difference in
implementation of Predict-O-Gram strategy. reading comprehension efficiency.
The collected data in the documentation used From the result of the pre-test in the
to view the data includes, student data, experimental group, it was found that the
various media literacy data, and the design of lowest score was 38.0, the highest score was
the follow-up activities of the literacy 82.0, the mean score was 60.22, and the
activities undertaken by students. The data standard deviation was 11.69. Meanwhile, in
collected was analysed by reducing the data, the post-test, the lowest score was 60.0, the
displaying it, and then concluding the data as highest score was 94.0 and the average score
a response to the formulation of the problem was 80.00 with the SD 6.90.
presented.
From the result of the pre-test in the
In the instrument test, the researchers control group, it was found that the lowest
used validity and reliability. Validity was score was 28.0, the highest score was 70.0,
used to measure the data. While reliability the mean sore was 49.55, and the standard
refers to the extent to which test score are deviation was 11.88. During this time, in the
free measurement errors. The researchers posttest, the lowest score was 40.0, the
used face and content validity. highest score was 74.0 and the average score
In technique analysis data the was 57.51 with the standard deviation of
researchers, used t-test formula. Before 8.87.
applying t-test value in examining of
hypotheses, the researchers done by test of On the normality of the data, Shapiro-
normality and homogeneity to know whether Wilk test was used. This test was testing to
or not the experimental class and regulated see if the observed data fit a normal
class data are typically distributed. distribution. Based on the result normality
test in the pre-test, it showed p value of the
3. FINDINGS AND DISCUSSION Shapiro-Wilk pre-test of the experimental
group was 0.887 > 0.05. The distribution of
The researchers conducted the research
the information was therefore normal.
at MTs. Subulussalam Kayuagung, in class
Meanwhile, it showed p value of the Shapiro-
VIII. It used two classes, that are: class
Wilk post-test of the experimental group was
VIII.B consist of 27 students and class VIII.C
0.268 > 0.05. It meant that the distribution of
consist of 27 students. In this case,
the data was normal.
experimental class was class that got a
treatment, that is giving Predict-O-Gram On the normality of the data, Shapiro-
strategy and control class was not given Wilk test was used. This test was testing to
Predict-O-Gram strategy. Both classes were see if the observed data fit a normal
applied pre-test before teaching, learning distribution. Based on the test normality
activity and posttest after teaching activity. result in the pre-test, he showed that the
Posttest and pre-test results were compared Shapiro-Wilk p-value in the pre-test in the
and calculated for the effectiveness of using control group was 0.145 > 0.05. The
the Predict-O-Gram strategy in the reading distribution of the information was therefore
process. Below are the results of the normal. Meanwhile, it showed p value of the
effectiveness tests that were conducted. In the Shapiro-Wilk in post-test of the control group
meantime, these assumptions are summarized was 0.150 > 0.05. It meant that the
as follows: distribution of the data was normal.
|ELT-Lectura: Studies and Perspectives in English Language Teaching
Copyright© 2021 Ratna Nery, Nyayu Yayu Suryani36
To know the homogeneity of the test, reading text given during the treatment. This
Levene Statistic was used. The calculation strategy could develop students’ thinking
homogeneity of variance data in experimental about a topic before the students start to read,
and control group found that the sign (0.135) since they predicted vocabulary that the
was higher than p-value (0.05). It may be teacher given from the text.
concluded that the experimental and control Based on the statistic result for matched
group data were homogenous. The following samples in the control group, the resulting t
table presents the outcome of homogeneity of (5.84) was found to be greater than the t-table
variance which was calculated using SPSS (2.0555). It meant that the students in the
version 20. control group haven't progressed after
The result of the homogeneity of the teaching reading using an explanation. The
test using Levene’s test method. Levene score students in the control group did not have
shown in line based on Mean was 2.306 with improvement in their reading comprehension
a p value (Significance) was 0.135. Since the achievement because the students were asked
p value was higher than 0.05. It meant that by the teacher to read the text and to find the
there was the sameness of variant in each meaning of the words.
group. It meant that the test was From the independent sample t-test
homogeneous. Since the data distribution of result, the mean difference between the
the test was considered normal and experimental and control groups was found to
homogeneous. be 22.48; t-obtained was 10.39. As t-obtained
Based on the result of group statistics (10.39) was above the t - table (2.0066) and p
of independent samples t-test, the value of t- value (0.000) was lower than avalue (0.05).
obtained was 10.39 at the significant level This implies that the null hypothesis (Ho)
p37
opportunity to the students to present their significant difference in reading
prediction about the story, and this strategy comprehension achievement.
improve student’s ability in reading and
increase students’ vocabulary. REFERENCES
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4. CONCLUSION comprehension on narrative texts by
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