This research aims to analyze the correlation between students' vocabulary
achievement and prediction strategies used to improve reading ability by junior
high school students in Indonesia. The research method used was a quantitative
approach with a correlation design, involving two independent variables
(vocabulary achievement and prediction strategies) and one dependent variable
(reading ability). Data were collected through a vocabulary test, a prediction
strategy questionnaire, and a reading ability test. The participants of this research
were 31 students of VIII A, consisting of 3 males and 28 females. To analyze
data, the researcher used the SPSS version 30 application. The analysis results
showed that 58.06% of students had good to excellent vocabulary achievement,
and 54.58% most students were able to apply prediction strategies well, while
57.74% of students showed good reading ability. However, the correlation test
results using Pearson correlation showed that there was no significant correlation
between vocabulary achievement and prediction strategies to improve students'
reading ability, with a sig value > 0.05, so the null hypothesis is accepted. The
conclusion of this research is that although students have good vocabulary
achievement, the correlation between vocabulary achievement and prediction
strategies to improve reading ability is no significant correlation. This research
suggests the need for a more comprehensive approach in teaching reading,
including the development of reading interest, learning motivation, and a
supportive learning environment.
A. Conclusion
This research aims to determine the relationship between
vocabulary achievement and the use of prediction strategy in reading
among VIII grade junior high school students. The Pearson correlation test
results showed no significant correlation between the two with reading
ability (sig value > 0.05), although descriptively most students had good
vocabulary achievement and reading ability and the application of
prediction strategies at moderate to good levels.
The results of this study differ from some common assumptions in
previous studies that vocabulary and prediction strategies are directly and
strongly correlated with reading ability. This suggests that the correlation
may be more complex or mediated by other variables not measured in this
study. The strengths of this study are that the data are varied and relevant
to the junior high school context, while the weaknesses lie in the limited
sample size and the questionnaire relies on students' self-reports, which
may not always accurately reflect actual practice or understanding.
Students may give answers that are considered agree rather than honest
ones, or even answer perfunctorily. The contribution of this study provides
an initial overview for teachers and researchers on the importance of a
holistic approach in improving students' reading ability.
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B. Suggestion
Based on the result of this research which showed that there is no
significant correlation between vocabulary achievement and prediction
strategy to improve reading ability of students in grade VIII of junior high
school, the researcher provides the following suggestions:
1. For English Teachers
Although statistically no significant relationship was found, the
descriptive results show that students with a good level of vocabulary
achievement tend to have higher reading outcomes. Therefore, teachers
are advised to keep strengthening vocabulary teaching in a sustainable
and contextualized manner. In addition, teachers need to guide students
in understanding and applying reading strategies, especially prediction
strategies, through guided reading activities, explicit practice, and
providing constructive feedback.
2. For Schools and Curriculum Developers
The results of this research indicate the need for a more
comprehensive approach to reading learning. Schools are expected to
support the development of literacy programs that not only focus on
vocabulary achievement and prediction strategies but also involve
other factors that influence reading ability, such as reading interest,
learning motivation and a supportive learning environment. The
curriculum should also integrate other reading strategies such as
inference, visualization and questioning to enrich students'
understanding of the text.
3. For Students
Students are advised to be more active in expanding their
vocabulary through independent reading activities, the use of digital
media, and language practices in daily life. In addition, it is important
for students to realize the importance of reading strategies, including
prediction, in understanding texts. Students need to be trained to think
critically and anticipatively when reading so that their reading skills
develop thoroughly.
4. For Others Researchers
Future research could explore other factors that may significantly
affect students' reading ability, such as reading motivation, prior
knowledge, cognitive processing speed or socio-economic background.
It is also important to investigate the relationship between vocabulary
acquisition and specific sub-skills in reading comprehension, such as
the ability to identify the main idea, understand the conclusion, or
interpret implicit information. The research can also be extended by
examining the different types of prediction strategies that students use,
and how each of these strategies impacts reading comprehension
outcomes.

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