MINI RISET

( Students Attitude Toward Predicting Strategy In Reading )

Lecturer : Emeliya Sukma Dara Damanik, [Link]

COMPILED

BY :

Hilyati Fitria Harahap & Rizky

azima 0304203031 & 0304203006
TBI 1

ENGLISH EDUCATION

FACULITY OF TARBIYAH AND TEACHING TRAINING

STATE ISLAMIC UNIVERITY OF NORTH SUMATERA

MEDAN

2021/2022
1. Background study

The priority of teaching English in school is reading because it can cover three other
skills. (Achsain, 1985:36) states that reading skill involves three other skills: listening,
speaking, and writing. Perusing might be considered as the way to get data from books,
magazines, paper, and leaflets. The advancement of science requests individuals to peruse a
ton. Numerous science books written in English and perusing ability will help understudies to
satisfy their needs. Propensity perusing expertise can likewise enhance vocabularies. The
educating of English is necessary to foster particularly in showing perusing understanding
because of the strategies of showing the impact the students‟ achievement. Along these lines,
the educator of English should choose the appropriate way, technique, and system to instruct.
Foreseeing is one strategy that can be utilized to educate perusing. Foreseeing includes
reviewing the text to guess what will occur straightaway. Thinking processes involved in
predicting assist students in making meaning (Block, Rodgers, & Johnson, 2004). To do this
effectively, understudies should enact applicable foundation information that they have on the
point. Whenever understudies have made any predictions, they have a reason for perusing, to
affirm or negate their forecast. Moreover, the chance has been made for the understudies to
interface the new information with the information they as of now have.

By making predictions, readers are using the following processes: prior knowledge,
thinking on a literal and inferential level, adding to their knowledge base, linking efferent and
affective thinking processes, making connections, and filling the gaps in the author's writing
(Block et. al., 2004). Perusers should make intelligent forecasts dependent on data from the
text and their earlier information. Information on anecdotal text constructions, for example,
characters, setting, issue, goal, subject, or illustration help understudies in making
expectations. Genuine peruser helps like text headings, representations, and highlights like
guides, inscriptions, and tables likewise assist understudies with making consistent forecasts
concerning what they figure they will gain from the perusing. Allowing students to preview
what they will be reading by discussing text 3 features and using graphic organizers provides
students with visual clues for predicting (Oczkus, 2003).

2. Problem of study

Based on the background of study, the writer proposes some problems:

1. What is the definition of predicting and what are strategies used in reading?
2. How do student’s attitudes predict a reading?
3. Why the strategy of predicting is important in reading ?

3. The objective of study

Predicting is an important reading strategy. It allows students to use information from

the text, such as titles, headings, pictures, and diagrams to anticipate what will happen in the
story (Bailey, 2015). When making predictions, understudies imagine what will come next in
the text, because of their earlier information. Predicting urges kids to effectively think ahead
and pose inquiries. It likewise permits understudies to comprehend the story better, make
associations with what they are perusing, and interface with the text.

Making predictions is also a valuable strategy to improve reading comprehension.

Students can make predictions about a story, based on what they have already heard, read, or
seen. This, in turn, will allow students to become actively involved in the reading process. To
determine if their predictions are correct, students should be required to reread portions of the
text to recall facts about the characters or events within the story. Picture walks can serve as a
tool to organize information within a story, which can also increase a child's comprehension.
During a picture walk, students can activate their prior knowledge and connect the visual
images in the story to their own experiences.

Understudies can likewise utilize a realistic coordinator to anticipate the result of a

story. They can do this by distinguishing hints inside the text to foresee how characters will
act and how critical issues in the story will be tackled. When utilizing a realistic coordinator,
understudies can remain completely occupied with the story as they catch their musings
intelligently. Teachers really must urge kids to record hints that either uphold or deny their
predictions. Educators can likewise permit understudies to reconsider their forecasts to
ponder the pieces of information that are found inside the text.

Making predictions urges perusers to utilize decisive reasoning and critical thinking
abilities. Perusers are offered the chance to reflect and assess the text, hence extricating more
profound significance and understanding abilities. Understudies will likewise be keener on
the perusing material when they interface their earlier information with the new data that is
being educated.

Readers should make predictions before, during, and after reading. There are several
different kinds of predictions that a reader can make with a text. Readers can:

1. Predict what the book will be about (Reader use titles and cover illustrations, etc.)
Predict the author’s purpose (Is the author trying to convince us of something? Does the
author want to teach us something? Etc.)
2. Predict future events in the book (Reader bases these predictions on previous events or
character words and actions)
3. Predict why an author included a specific text feature (What does it teach us? What
information does it help clarify?)
4. Predict what they will learn from the text or section within a text (Reader uses titles,
headings, and subheadings to inform predictions)
5. Predict what would happen next at the end of the book if it were to continue Predicting
involves more than just trying to figure out what will happen next. Predicting requires
students to draw on a variety of other secondary skills. As students look for evidence for
their predictions, they also ask themselves questions, reread the text, recall information
given in the text, infer, and conclude.

Making predictions helps set the stage for students to monitor their comprehension.
Making predictions naturally encourages the reader to want to continue reading to find out if
their predictions were correct or not. By making predictions and then reading on to see if
those predictions were correct helps to let the students know if their thinking was on the right
track. Using the prediction strategy correctly, truly will result in comprehending the text more
fully.

The concept of predicting will no doubt not be new to understudies. Enacting this
expertise while perusing, be that as it may, may require some training. Since understudies
may not be halting to make forecasts as they read, express guidance to prepare understudies
to do as such is fundamental. You can present this perusing cognizance procedure with a
basic exercise. Let understudies know that you will play a speedy game that will expect them
to think about the thing you will do next in your school day.

4. Significant of study

The researchers expects that this study will be useful to:

1. English teacher
This strategy can assist the instructor in better understanding how to deal with students
while teaching predicting. And it can contribute to successful English teacher.
2. Students
This strategy allows students to enjoy do predicting and avoid boredom. As a result,
students will do predicting easily and be good.
3. Researcher
The researcher will gain experience conducting classroom action research and will
expand her knowledge of teaching predicting

5. Review of related literature

In this mini-research, we use theory by searching and collecting several journals as

references and additional sources of material about the main ideas in this study and some of
the opinions of scientists concerned about this research. A literature review surveys scientific
articles, and other sources relevant to a particular problem, and thus, provides descriptions,
summaries, and critical evaluations of these works concerning the research problem under
investigation. A literature review is designed to provide an overview of the sources you have
explored while researching a specific topic.

Reading is an active process that requires a great deal of practice and skill (Morellion,
2007). Reading, in other words, is an active process of communication from text that can take
on several meanings to a printed page, as well as a developmental process. According to
McNamara (2007) stated that reading comprehension is a cognitive or behavioral action that
is applied in certain contextual conditions. Reading is a vital skill in learning since it allows
pupils to obtain knowledge from the text or the author's perspective. If children are motivated
to read the book and understand the message, reading should be joyful for them. One of
strategy in reading to get information is predicting. Predicting is a strategy that is expected to
increase students’ achievement in learning. Predicting is a key method for helping pupils
improve their reading skills.
 Making predicting is important to students. Predicting helps the students become
actively when they are reading. It also helps them to build their interest level high. Predicting
helps students to make questions while they are reading and then students are encourage to
skim have better understanding. Then predicting as a way for the students to monitor their
understanding of the reading material. reading.

6. Method of research

The qualitative Research Method is a method that emphasizes the in-depth

understanding of a problem rather than looking at the problem for generalization research.
This research method prefers to use indepth analysis techniques, which study problems in a
case-by-case manner because the qualitative methodology believes the nature of one problem
will differ from the nature of another problem.

The purpose of this methodology is not a generalization but an in-depth understanding

of a problem. Qualitative research serves to provide substantive categories and qualitative
research hypotheses. Qualitative research methods are research methods based on the
philosophy of postpositivism, used to examine natural object conditions, where the researcher
is the key instrument, data collection techniques are carried out by triangulation (combined),
data analysis is inductive/qualitative, and research results are more mechanized. meaning
rather than generalization.

7. Analysis data and finding

Data analysis in this research used the Qualitative Research Method to see the extent to
which students predict a reading. The method of this research is done by giving a list of
written questions to several students then answered with the results in the form of an essay.
However, before the questions were distributed, the researcher gave an explanation in
advance about predicting in reading and the importance of making predictions in reading.
Then the researcher divides the questions to the students. In answered questions students are
given 20 minutes to answer. This aims to make students more enthusiastic and timely in
answering questions.

The result of this research is that some students do who do not understand how to
predict a reading. Students' difficulties in predicting a reading can be seen from the answers
they write. Then some students still experience confusion in using predicting strategies.
Students find it difficult to describe the information obtained after reading the title on the
reading. Then they also still have difficulty in combining their ideas into writing. On
questions related to predicting text elements, students answered that they often had difficulty
predicting text elements. They cannot easily find the element. Then on the second question in
the form of students being able to easily find the essence of the text they read, their students'
answers were a little confused in finding the core of the discussion in a text, but this is not so
difficult because it is possible that students can understand a little by reading the title of the
text. In questions related to the strategy of predicting reading, here students answer using the
predict locate add note strategy. By writing down the points they can then develop into a
conclusion.
 The attitude of students in making predictions in reading still looks bad and has
difficulty. Therefore, the researchers suggest that teachers pay more attention to students in
making predictions when reading and it is recommended that each strategy explained to
students can be practiced by teachers and students well and it would be nice for teachers and
students to work together in this case so that students more easily understand how the use of
predictive strategies.

8. Conclusion

Predicting is an important strategy to improve reading comprehension. Students can make

predictions about a story, based on what they have already heard, read, or seen. They can do
this by distinguishing hints inside the text to foresee how characters will act and how critical
issues in the story will be tackled. Predicting involves more than just trying to figure out what
will happen next. Students must look for evidence for their predictions, ask themselves
questions, reread the text, and recall information given in the text. Making predictions helps
set the stage for students to monitor their comprehension.

Reading comprehension is a cognitive or behavioral action that is applied in certain

contextual conditions. Reading comprehension allows pupils to obtain knowledge from the
text or the author's perspective. It is an active process of communication from text that can
take on several meanings to a printed page, as well as a developmental process.

Data analysis used the Qualitative Research Method to see extent to which students
predict a reading. Students' difficulties in predicting a reading can be seen from the answers
they write. Researchers suggest that teachers and students should work together to help
students understand how to use predictive strategies.
9. References

Bailey, E. (2015). Reading Comprehension Skills: Making Predictions. Retrieved June 13,
2015, from [Link]
[Link]

Brock, A. (2013, September 29). Reading Strategy: Prediction. Retrieved June 13, 2015,
from [Link]

Michel, J. (n.d.). Booksource. Retrieved September 18, 2015, from

[Link]
[Link]

Raudenbush, D. (n.d.). Strategies for Clarifying a Prediction in Reading Comprehension.

Retrieved September 18, 2015,from [Link]
[Link]

Sumirat, Rusli, dkk. (2019). The Use Prediction Strategy In Improving Students’ reading
Comprehension. Journal of English Education, 2(4), 521-522.

Wulandari, Desy, dkk. Improving studentudents’ reading comprehension of descriptive text

by using prediction strategy. FIKP Universitas Lampung.