PAPER BHENNY BUDIAWAN S

A. Background of The Problem

Education is one aspect that important in building a country. The government should always improving education quality, start from facility building (exterior and interior) , teachers staff, human resources and education system.
In 2007, one of education aspects is curriculum was changed from KBK become KTSP ( School-Base Curriculum ). In the new curriculum the teacher must be responsible to make the syllabus appropriate with school’s and student’s condition.
English as foreign language, which is taught as compulsory subject beginning from junior high school to university. In university, especially English students are taught four language skills, namely listening, reading, speaking and writing, these skills are interrelated one another because one skill develop other skills. Beside these skills, they also learn language components such as grammar and vocabulary. But in the other word listening skill is the important thing that students must have it.
Naturally, listening is the first activity that students should have when they learn a foreign language beside other activities like reading, speaking and writing. By listening the students can understand what the meaning of an information without must be know what is it written. And also by listening the students can conclude what are the communicator talking and inform. So the listening skill is so important when students want to understand English language and communicate by English language.
But in other case Jiang (1998) found many difficulties of students in learning listening skill, that are:
a) They found it difficult to keep up with the speakers in the tape recording, when they are busy working out the meaning of one part of what they hear, they miss what comes next.
b) They are not familiar with the pronunciation of certain words or the accent of the speaker. They sometimes are unable to recognize words.
Look at from difficulties above, we get some points that the focuses problem in learning listening are on vocabulary, speaker’s pronunciation and sometimes the students are busy to understand what they hear at the time without try to predict what will they hear next. It is mean that they will miss what come next.
Base on the problem above the teacher must have responsibility to solve the problem. The teacher should choose one of many learning strategies, like : prediction strategy, brainstorming , know want learn (KWL), cloze, problem solving, think along, big book, and etc. The teacher should choose what is the appropriate learning strategy that will use in learning listening.
Inspired by the above explanation the writer would like to explain the prediction strategy where the learner can learn and practice or event develop their listening. The writer would like to focus on the prediction strategy in building listening comprehension at senior high school and will make the students more understand about that method and apply it in their learning process.

B. Limitation of the Problem

In the problem of background above there are many strategies that can be using in learning listening like ; Prediction Strategy, Brainstorming, Know Want Learn (KWL), Cloze, Think Along, Big Books, Problem Solving, Say Something and etc. And in this paper the writer just discuss about one strategy that will used for building listening comprehension, that is prediction strategy. The limitation of this paper is using prediction strategy for building listening comprehension at senior high school

C. Formulation of the Problem

Based on the limitation of problem above the problem is formulated as follow; “How to use prediction strategy to building listening comprehension at senior high school”.

D. Significance of the Paper

The general purpose of this paper is to introduce one strategy in teaching listening ( prediction strategy ) to teachers, students and others reader. And the special purposes are the writer intents to contribute the teachers how to master in teaching listening by using prediction strategy and give inspiration to the teachers to find the interesting way to teach listening. With prediction strategy the students hope increase their power predicting to predict the predictable material and, in order to make students aware and give more attentions to listening.




A. Listening

1. Nature of Listening

Listening is one of four language skills; speaking, reading, and writing, and as one of fundamental language skill, listening is an medium through which listeners gain a large portion of their information. Herman (1988) defines that listening is a skill that tends to get neglected one of the reason for this feeling among language, teachers in this skill automatically occurred by the learners as the learns to speak the language. Another reason why listening skill is not given seriously attention is the fact that competence it is easy to hide through nodding and showing of the head. Which may give like reading, listening is an internal process that cannot be directly observed. It is rather difficult to say with certainly what happen when we listen to understand others.

According to Hyslop (1988) Listening is the first language mode that children acquire and provides a foundation for all aspects of language and cognitive development, and it plays a life-long role in the processes of learning and communication essential to productive participation in life. And supported by Morley (1991) listening is one of the least understand processes in language learning. To listen successfully to spoken english, we need to able to work out what the speaker means when they use particular words in particular ways or particular occasions, and not simply to understand that words themselves. Thus, it can be concluded that listening is an active process and the first skill should be mastered before someone gain the others language, it constructs a message from a stream of the sound, so the listener will understand what have been said by the speaker.
According to Krashen (1994) Listening is now treated as a much more complex activity and one that is the cornerstone of language acquisition. Larry (1998) explains listening is probably the least explicit of the four language skills. And Seyler (2001) concludes listening is not a substict for audiotypes or disk either in classroo, language laboratory, or self-access contribut it does offer and extra dimension to the listening experionce over a series of lesson. It can be said that listening is an active process of paying attention and need fully concentration to get meaning by using listening comprehension and also to hear and to know everything that the speakers has said. After listening we are able to comprehend a speech for all people.

2. The Important of Listening

Listening skill is so impotant in learning language, not only to understand about information but olso important aspect in communication process. According to Wilt (1950) which found that people listen 45 percent of the time they spend communicating, found that 30 percent of communication time was spent speaking, 16 percent reading, and 9 percent writing. In the others case Ranin (1978) that people spent 70% of their working time communicating and that three-fourths of this time was spent listening and speaking. Next Dunkel, (1986) theoretical models that attempt to capture the intricate nature of the listening process cannot hope to account for the myriad of cognitive and external environmental factors that influence reception, interpretation, and response construction. In short, rendering a complex activity like listening into a single construct has proved difficult. In other case Hyslop (1988) states one aspect of listening which related to high levels of comprehension maybe more relevant to listening that to reading conclude by Meskill (1996) listening isn’t simply a receotive act – multyple physiological and cognitive processes are engaged simultaneously.
Listening is so important in learning language. It is vital important skill to listen effectively and critically. In addition, if we can master in listening skill it is means that we will understand what the information which informer inform and can give good response that appropriate with information.

3. Teaching Listening

Teaching listening skill is different with other skill like reading, speaking and writing. Listening skill is large park, so that the teacher have specific strategies to know, understand about meaning and information that speaker speak, it is supported by Undesrwood (1989) for people listening to a foreign language, an unknown word can be like a suddenly dropped barrier causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech. It is means that there high connection between teaching listening and vocabulary. Next Rubin (1994), says that it is the teacher’s responsibility to teach students how to listen and that the strategy-based approach is the one that will bring the biggest improvements in comprehension. it is concluded by Field (1998) in listening teacher focus on the outcome of listening, rather than on listening itself. It can said that the important thing in teaching listening is focuses on meaning and information that the speaker talk. Because in analyzing the message of listening text need vocabulary, the teacher should have responsibility in increase students vocabulary.
Based on the statement above, the writer concludes that teacher should use suitable strategy, material and media in teaching listening.

B. Prediction Stratregy

1. Defenition of Prediction Strategy

Harris and Cogen (1985) define that prediction is a process used by readers to combine their knowledge with textual information to generate a hypothesis about what will happen next. It is means that there is a process to combine knowledge and experience about a information or a topic that will be discussion material in classroom and in predicting process the listeners or readers will try to generate a hypothesis about what will happen next of that information or topic base on their knowledge and experience. And Veenstra (1990) states that prediction strategy is is an educated guess about something that will come later in the text. The prediction strategy is a simple but powerful way to help you connect what you know with what you are listening or reading. It explain that do the prediction strategy is not difficult or simple where the listener or reader only connect their know with what they are listening or reading and try to predict what will happen next of the information, a story, essay, article, poem, poetry, song and statements.
Tierney and Dishner (1990) say prediction is a way of focusing interest and establishing a purpose for reading a particular text — to confirm or expand understanding. Setten (1998) also mentions that prediction strategy consist of one or more prediction techniques and a set of rules to determine which technique that to use. To get more and expand understanding from information of listening text, the learner should use some of prediction techniques of prediction strategy, it cause prediction strategy consist of one or more prediction techniques and every prediction techniques have different styles, process and it will predict a material from different sides, so that the result will create are different . And Jiang (1998) concludes prediction strategy is a basic strategy for using prior knowledge to understand a text. The learner generates a hypothesis about the type, purpose, or scope of a text to provide a framework for transacting with the text to confirm comprehension.
In generally, prediction strategy is a way to know and predict what will happen next of event, stories, narrative text and article in listening text. In additional prediction strategy is used by the learner to force them using their prior knowledge as their basic for predicting and comprehension.

2. Learning Prediction Strategy

Like others strategies, prediction strategy is not too difficult to learn by learners or teachers. Simply, Prediction strategy is just a way to predict and try to know what will happen next. In the following explanation Veenstra (1990) that there are three form on good predictions these are ;
1. Connect what you know with information in the text and images
2. Make an educated quess, not a valid quess
3. Often change as you read more and get new information that doesn’t match your earlier prediction.
And Seyler (1998) gives explain on his book “because you seek the meaning, you can also predict what will come next – in a sentence, a paragraph, or a longer word. Two explanations above give us simple conclusion that the prediction strategy not only can we apply in teaching listening but also we can implement this strategy in teaching reading skill because there is firm connection between listening and reading where both of them have same purposes they want to know and get information from a written and speaker inform and the result is a report or a explanation and presentation.
In the other side, Setten (1998) says that prediction strategy consist of one or more prediction techniques and he believe that combining multiple techniques in a more dynamic and intelligent way can provide more accurate and stable predictions. This theory explains us that to get more accurate and stable predictions the predictor should combine different prediction techniques in predicting the predictable thing.

And Setten (1998) explains about prediction strategy model ;

“every prediction strategy results in a prediction for a piece of information based on the knowledge it has about the user, which is stored in the user profile. Prediction techniques can also provide explanations about the reasons behind the prediction (to be used in presentation to the user) and they can learn from feedback provided by the user (both explicit and implicit). Validity indicators are features of a prediction technique that provide information about the state of the technique and can be used to determine how useful the technique will be in predicting the user’s interests for a specific user for a specific piece of information at a specific time.”
Based on prediction technique model above, we have simple conclude that there is firm interrelated between prediction, explanation, validity indicator, feedback, information, and user profile. They have themselves functions which give influence to other components, if there is one component of these was not good so the other component would be not good too. If we connect figure above with prediction strategy in teaching listening will get some indication that the result of predicting process is one or more prediction and it’s prediction will be explained at the end of process to know is it correct or not?, after that from the result we will know the indicator which we used is valid or not. For concluding, the all aspects have themselves functions to create good result.

3. Teaching and using Prediction Strategy

Jiang (1998) explains about procedure of prediction strategy in listening class, as follow;
1. Pre-teaching
The following is important stage for listening class. The teacher should give the sample listening text like: a short story, news, article, poem, poetry, song lyric and etc. to the students. and next the teacher should do the following instruction in three steps:
Step one: Help them by doing the following:
1) Inform them the background information
2) Teach new vocabulary and grammar forms relevant to the material
3) Translate some words they might not be familiar with or some sentences difficult to understand
Step two: Conduct group discussions for the students to remind each other:
1) The speaker and the speaker’s possible purpose
2) Students’ purpose for listening: to learn specific information; to understand most or all of the message
3) Students’ knowledge/experience with the subject: think about what they already know about the subject
Step three: Predict what they will be hearing:
1) The format (how the message is organized and in what sequence)
2) Key words, phrases or sentences they might expect to hear.
3) The information or opinions
2. While-teaching
While the students are listening they need to monitor their comprehension by:
1) Check the accuracy of their predictions.
2) Deny some predictions and form new ones which may soon be denied again.
3) Decide what is and is not important to understand.
3. Post-teaching
These strategies might help the students to synthesize, interpret and evaluate what they’ve heard:
1) Check what predictions are correct/incorrect and helpful/useless, why.
2) Consider what they heard and how it fits with what they know.
3) Discuss the prediction strategy they used to listen – how much did they benefit from it?
4) Conclude how to make a better prediction next time.

Tierney and Dishner (1990) explain steps in teaching prediction strategy as follow;
1. Sample text.
Sample text is a material that was giving by teacher to students in class. In this case, the text must have title to make student easy to understand and help them to do the predicting process. The teacher should choose interesting, appropriate and predictable material.
2. Determine author’s purpose.
a. Inform (give facts)
b. Persuade (attempt to influence reader’s opinion)
c. Entertain (amuse)
Teacher and students should know the author’s purposes ; are the author want to inform information or try to persuade what are the author want and may be just give entertainment, because it will help the students to create correct prediction.
3. Make prediction based on prior knowledge and textual information.
4. Resample text.
Repeat give the same sample text.
5. Confirm or adjust prediction.
Teacher will confirm the students prediction and help them to direct how to create good prediction.
6. Repeat the steps, stopping at logical places.
Teacher asks students to repeat steps from 1-5.
7. Prove, confirm, or reject.
After all students was finished their tasks, the teacher will check that predictions. Teacher can prove, confirm and reject their prediction.
8. Guide students to apply strategy in all content areas.

Explanation of teaching prediction strategy above is supported Veenstra (1990) in his book explain how to using prediction strategy as follow ;
As you read (listen), stop every once in a while and think about what the author has written (speaking). Check the text and images for clues about what might be important. If you're reading (listening) a story, try predicting what you think will happen next. If you're reading a poem, speech, or essay, try predicting the themes and main ideas the author will emphasize.
There is simple conclusion that we get from explanation above that is every strategy have teaching steps in apply itself, so that to get good effect from applying the strategy the teacher should follow the steps of instruction of indicator. About the materials, the teacher must should choose appropriate material and not too difficult and also must be interesting. Base on Veenstra’ explanation above, the kinds of materials is not only a story, essay, statement and event but also like poem, poetry, drama text, speech and song, and the kinds of prediction is not only predict what will happen next but also the predictor must predict what are themes, messages and main idea of the writer want to emphasize.
Base on many explanations about the procedure of teaching prediction strategy above, like : Jiang (1998), Vennstra (1998) and Tierney-Disney (1990). The writer choose the procedure of teaching prediction strategy that created by Jiang (1998). Because that procedure is more completed than others and it can we look at from explaining one by one steps teaching in implementing of that strategy and quite the teacher what is the media that appropriate using in classroom base on condition and situation.
According to Setten (1998) interesting material and information will create learner motivation in predict be better and correct prediction will be created, as figure this follow;




Figure : listening for interest prediction.
figure above explains that in predicting process (proses memprediksi) the predictor (pelaku proses prediksi) will like to predict the interesting material. If the predictor like the material it is means that he/she has many experieces and knowledge about it after that in the predicting process the predictor will create more correct predicting.




A. Preparation of Teaching

Lesson preparation is one of factors that determine the success of teaching learning process. Before conducting the teaching, teacher must prepare all things well, including the material. The material is the main component in language classroom. The teacher must be able to choose the appropriate and not too difficult material stated clearly in the curriculum. In the other hand, teacher must have good understanding on the input of the high level. Beside that the teacher should make a lesson plan that guides him/her in teaching the students in classroom. The following is explanation one by one about parts of preparation of teaching aspect;
1. Preparing a topic
The teacher must have choose what is good topic for teaching base on curricula and students situation and condition.
In this paper the topic is about Animal
2. Selecting the interesting materials
The teacher will choose one or some materials of topic but it must interesting for students because the good and interesting material will make students more interested to learn and they will not boring.
1) Preparing the teaching medias.
The media in this paper is short animal stories
2) Choosing good and suitable technique.
3) Time allocation.
B. Implementing of Prediction Strategy on Classroom
A. Before the teacher is going to touch and introduces the material there are many simple activities that the teacher should do ;
1) Greeting
2) Check the students’ attendance
B. After the teacher finish two activities above, the teacher should ;
1) Ask the students to answer many basic questions to measure their knowledge and experiences about the material.
(In this step the teacher was prepared a story, in this paper the writer uses a story lilted “the monkey and the crocodile).
a. Tell me some of big animals that are living in branch of tree?
b. Tell me some of big animals that are living in water, especially carnivore animals?
2) After the teacher measure and know students’ basic knowledge base on students answers, the teacher is going to give a text titled “ the monkey and the crocodile ” that was prepared before to every students. But that story is not complete, the teacher must cut a half of story and give to the students just the first cutting.
The Monkey and the Crocodile

A long time ago a monkey lived in a great fig tree on the riverbank of the river Ganges at the foot of the Himalaya Mountains. Life was good for him. He grew big and strong eating the tree's fruit.
A lot of crocodiles lived in the river and one of them watched the monkey for a long time as he ate and slept in the tree.
“That monkey's heart must taste so sweet from all the fruit he eats” the crocodile thought to herself. “I want to eat it”.
She turned to her husband and said “See the big monkey up there in that tree. Bring me his heart, I want to eat it”.
Her husband looked up at the monkey in the tree and then looked at his wife. “But the monkey lives high in the tree and I’m here in the river. How can I catch him?”
“I don’t care how you do it, just bring me his heart” yelled his wife, slapping the water angrily with her tail.
Her husband knew there was no way of talking her out of something, once she had made up her mind. She wouldn’t talk to him again until he brought her the monkey’s heart.
“Ok, Ok, calm down, I’ll think of something, dearest” he said.
The crocodile thought and thought and finally came up with a plan.
“I know what I’ll do” he said to himself. “I'll trick the monkey into riding on my back”
The crocodile swam closer to the tree. “Hello Mr. Monkey. How are you today?” he called out, smiling and trying to sound friendly. He wasn’t too bright. When he smiled he showed all his big teeth.
“I'm fine, thank you” said the monkey, trying not to look scared as he stared down from the tree at the open mouth with all those big sharp teeth.
“Mr Monkey, why do you only eat the fruit from that fig tree when there are so many juicy mangoes on trees on the island in the middle of the river?” asked the crocodile.
“Because I can’t get across the river, the water is too deep” answered the monkey.
“No problem, you can ride on my back and I'll take you over there” said the crocodile.
The monkey didn’t trust the crocodile completely, but he was greedy and he wanted to taste all those juicy mangoes on the island. So he jumped down onto the crocodile’s back.
Continue………….




1. Pre-teaching

Step one:
A. Inform the students some background information : how is the physic form of animals in story? Where are animals living? What are their food? What is kind of them ( carnivore, herbivore and mammal ) ?.
B. Teach the new vocabularies from the story: explain the usage and teach how to read correctly.
Tail : ekor Sharp : tajam
Thought : berpikir Jump : melompat
Trick : muslihat, tipuan Calm : tenang
Swam : kawan Greedy : tamak, loba
Scared : ketakutan
C. Translate some phrases or idiom from the text they might not familiar with it
Look up : melihat ke atas
Look at : melihat kedepan / melihat datar
Calm down : lebih tenang (dari sebelumnya)
Riverbank : tepi / pinggir sungai
Sharp teeth : gigi yang tajam
Jumped down : melompat ke bawah
Step two:
A. Create group discussion for students ( base on story, a group have consist of two students)
B. Give instruction to every group : each student of a group should have different task in analyzing and predicting the story, for example ;
Member 1: analyze and predict the monkey in the story.
Member 2: analyze and predict the crocodile in the story
Step three:
A. Give them some minutes to read the story.
After that, students must answer some questions (predicting process) and it will spend longer time.
1. What will monkey do next ?.
2. What will crocodile (male) do next ?.
3. What do you think about female crocodile if the monkey heart is not getting ?.
4. What is the end of story: is it happy ending or not ?.
B. After each group finish the all questions, collect all answers but the group must have the answer duplicate.
The following is some examples of group predictions:
Group I prediction:
a. The monkey jumps down to crocodile’s back, but do not long time he is on it the monkey changes his mind, he is scared, and he jumps to the land, after that he jumps up to a branch of tree.
b. The crocodile continues persuade the monkey to go down but the monkey do not want, he is scared and do not trust to crocodile. So the crocodile can not get the monkey’s heart.
c. Female crocodile always hopes her husband will bring monkey’s heart, but she is disappointed.
d. Not happy ending for crocodile but yes for monkey.
Group II prediction:
The monkey is riding on crocodile back and cross river to go to Small Island in the middle of the river, but before get the riverbank the crocodile kills the monkey, take the monkey’s heart and gives it to his wife. Female crocodile is so happy after get what is he need (monkey’s heart).
Group III prediction:
a. The monkey is riding on crocodile back to go to small island in the middle of the river. The monkey is so worry and when they get the riverbank, the monkey direct jumps to the land and jumps up to a tree in that island. He is prison there and he does not know what is his planning to safe his self.
b. Crocodile is happy and hope to get monkey’s heart when he is bringing the monkey to cross the river, but what is happen, the monkey jump up to tree when they get the riverbank and he can not get the monkey’s heart. He is confused what will he say to his wife about the all.
c. The female crocodile angers to her husband because can not get the monkey’s heart and she leaves her husband.
d. The monkey is happy but he cannot go out from small island and the crocodile is not happy because cannot get monkey’s heart.

2. While-teaching

A. All students must ready to listen the story and must prepare note or a sheet of paper to write the correct story and compare it with their prediction before.
B. The teacher was prepared a tape or a notebook with the good speaker and the students are going to listen the story the monkey and the crocodile
The Monkey and the Crocodile

A long time ago a monkey lived in a great fig tree on the riverbank of the river Ganges at the foot of the Himalaya Mountains. Life was good for him. He grew big and strong eating the tree's fruit.
A lot of crocodiles lived in the river and one of them watched the monkey for a long time as he ate and slept in the tree.
“That monkey's heart must taste so sweet from all the fruit he eats” the crocodile thought to herself. “I want to eat it”.
She turned to her husband and said “See the big monkey up there in that tree. Bring me his heart, I want to eat it”.
Her husband looked up at the monkey in the tree and then looked at his wife. “But the monkey lives high in the tree and I’m here in the river. How can I catch him?”
“I don’t care how you do it, just bring me his heart” yelled his wife, slapping the water angrily with her tail.
Her husband knew there was no way of talking her out of something, once she had made up her mind. She wouldn’t talk to him again until he brought her the monkey’s heart.
“Ok, Ok, calm down, I’ll think of something, dearest” he said.
The crocodile thought and thought and finally came up with a plan.
“I know what I’ll do” he said to himself. “I'll trick the monkey into riding on my back”
The crocodile swam closer to the tree. “Hello Mr Monkey. How are you today?” he called out, smiling and trying to sound friendly. He wasn’t too bright. When he smiled he showed all his big teeth.
“I'm fine, thank you” said the monkey, trying not to look scared as he stared down from the tree at the open mouth with all those big sharp teeth.
“Mr Monkey, why do you only eat the fruit from that fig tree when there are so many juicy mangoes on trees on the island in the middle of the river?” asked the crocodile.
“Because I can’t get across the river, the water is too deep” answered the monkey.
“No problem, you can ride on my back and I'll take you over there” said the crocodile.
The monkey didn’t trust the crocodile completely, but he was greedy and he wanted to taste all those juicy mangoes on the island. So he jumped down onto the crocodile’s back.
Continuous text……….
“Hold on tight and off we go” said the crocodile.
The crocodile had only swum a little way when he dived under the water.
“Why did you do that?” said the monkey, spluttering and spitting out water. “I could have drowned”.
“You are going to drown” said the crocodile. “I'm going to hold you under the water and kill you. My wife wants me to bring her your heart so she can eat it.”
“Ah, you should have told me before we left” said the monkey.
“I didn’t bring my heart with me. I don’t keep it inside me all the time because it could get knocked to pieces from all that jumping around in the tree” he said.
"Take me over to the island and after I've eaten some mangoes, we'll go back to my tree and I'll get my heart for you” said the monkey.
“No way, monkey” said the crocodile. "We’re going back for your heart first and then we’ll see about the mangoes.”
“Fair enough, you’re the boss” said the monkey.
When they got back to the tree the monkey jumped off the crocodile’s back and ran up high into the tree.
The monkey yelled down at the crocodile “You dumb crocodile, who ever heard of anyone keeping their heart up a tree. You may be bigger than me and have lots of sharp teeth but you're not smarter than me. My heart is inside me, come up here and get it if you can”.
The crocodile realized he'd been tricked. He was sad and miserable.
“This is not good. How am I ever going to explain this to my wife?” the crocodile thought to himself. “She so wanted to taste that monkey’s heart”
A tear fell down his cheek as he swam back to his wife.
The End
C. Repeat the story twice or three times to make the students more understand the story.

3. Post-listening

A. After the students finish listening the text, the teacher checks the students’ predictions, are their predictions is correct or not? And Give value to their predictions.
For examples the teacher check groups predictions above and give value to them
Group I prediction:
a. The monkey jumps down to crocodile’s back, but do not long time he is on it the monkey changes his mind, he is scared, and he jumps to the land, after that he jumps up to a branch of tree.
b. The crocodile continues persuade the monkey to go down but the monkey do not want, he is scared and do not trust to crocodile. So the crocodile can not get the monkey’s heart.
c. Female crocodile always hopes her husband will bring monkey’s heart, but she is disappointed.
d. Not happy ending for crocodile but yes for monkey.
Group II prediction:
The monkey is riding on crocodile back and cross river to go to Small Island in the middle of the river, but before get the riverbank the crocodile kills the monkey, take the monkey’s heart and gives it to his wife. Female crocodile is so happy after get what is he need (monkey’s heart).
Group III prediction:
a. The monkey is riding on crocodile back to go to small island in the middle of the river. The monkey is so worry and when they get the riverbank, the monkey direct jumps to the land and jumps up to a tree in that island. He is prison there and he does not know what is his planning to safe his self.
b. Crocodile is happy and hope to get monkey’s heart when he is bringing the monkey to cross the river, but what is happen, the monkey jump up to tree when they get the riverbank and he can not get the monkey’s heart. He is confused what will he say to his wife about the all.
c. The female crocodile angers to her husband because can not get the monkey’s heart and she leaves her husband.
d. The monkey is happy but he cannot go out from small island and the crocodile is not happy because cannot get monkey’s heart.

B. The teacher must give the tricks to predict a story. For example :
a) The students must try connect story with others little same story.
b) Try to analyze the actors’ habit, ability, attitude, habitat and etc.
c) Give them tricks how to think how the author are thinking.






This paper discusses one of teaching English strategy that is using prediction strategy for building listening comprehension at senior high school. After describing about literature of listening, prediction strategy and discussing the implementing of prediction strategy in classroom next this following the writer can draw the conclusion and suggestion.

A. Conclusion

Listening is one important part in teaching English beside speaking, reading and writing. Good listening is essential not only for effective communication but also in learning language. One way to make teaching listening communicative is by using natural and authentic material. Listening skill is as the speaker said the ability to identify and understanding what the speaker said, this is involve understanding listening, the students should master the pronunciation, grammar, vocabulary and able quess the meaning.
Prediction strategy is a simple strategy which often applies in our daily activities, so that applying prediction strategy in building listening comprehension is so easy. When analyze result of students predictions about a material we will find so many differences between one prediction with others, it sign that the students have power thinking, but the important thing is how to make the student’s predicting power in listening process more effective and efficiencies.

B. Suggestion

1. The teacher of senior high school applies this strategy in training students listening.
2. It hopes that “prediction strategy” can improve students listening ability.
3. In applying prediction strategy in listening class, the teacher must shall chooses the appropriate and interesting material when teaching in classroom.