Delti Yulita, Febronia Lasi, Emanuel M. Y Hano'e

Promoting Prediction Strategy in Comprehending PISA Reading Text for Students at Universitas Timor

Introduction

Promoting prediction strategy in comprehending pisa reading text for students at universitas timor. Discover how promoting a prediction strategy effectively improves students' PISA reading text comprehension at Universitas Timor, enhancing critical thinking and reading behavior.

Abstract

The ability to comprehend a higher level of text is important in this new era. In order to achieve the comprehension, students need more effective strategy in reading. Thus, this activity is promoting making prediction strategy in purpose to help students to engage with PISA reading text that require higher level of thinking. By making prediction, the students are trained to use their prior knowledge and connect it with the new information from the text. This activity was conducted in Universitas Timor and attended by 29 students in critical reading class. The results showed that prediction strategy effectively improve students’ comprehension and change their reading behaviour. The prediction test classified 70% of the students were in grade 4 and 3 at making prediction while the 30% were in grade 1 and 2. The excellent students were exposed that making prediction help them to actively interacting with the text and trained their mind to think and predict before, during and after reading. The students with low grade revealed their difficulties were in understanding the main idea and didn’t know how to use their prior knowledge. Therefore, it is necessary for the students to practice brainstorming to activate their prior knowledge.  

Review

This paper investigates the effectiveness of promoting a prediction strategy to enhance reading comprehension of PISA-level texts among students at Universitas Timor. Addressing the critical need for higher-order comprehension skills in contemporary education, the study proposes prediction as a key strategy to foster deeper engagement and critical thinking. The research, conducted with 29 students in a critical reading class, offers timely insights into pedagogical approaches for improving reading proficiency, particularly in contexts where students may struggle with complex academic texts. The findings indicate a positive impact, with the prediction strategy reportedly improving students' comprehension and transforming their reading behaviour. Notably, a significant proportion (70%) of the participants demonstrated proficiency in employing the strategy, achieving grades 3 and 4 in the prediction test. The abstract highlights that stronger students actively leveraged prediction to interact with texts and engage in metacognitive processes both before, during, and after reading. This suggests that explicit strategy instruction can empower students to become more active and strategic readers, connecting new information with their existing knowledge, which is crucial for tackling challenging PISA-style texts. While the study effectively demonstrates the potential of prediction strategy, the abstract also reveals that a notable 30% of students struggled, particularly with identifying main ideas and activating prior knowledge. This raises important questions about the differentiation of instruction and the prerequisites needed for successful strategy implementation. Future research could benefit from a more detailed examination of the specific interventions designed for these struggling learners, perhaps exploring the recommended brainstorming practice as a preliminary step. Additionally, while the abstract notes an improvement in comprehension and reading behaviour, a more explicit discussion of the methodology, data collection instruments, and statistical significance (beyond percentages) would strengthen the robust conclusions drawn, offering clearer pathways for replication and broader applicability of these valuable findings.

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