felt that ―learning reading is boring.‖ He expressed that he was not a good learner because he did not have interesting reading texts at home to read
and try to do the task. He stated simplistic reading strategies to solving reading problems. For example,
―I just skip the word if I don‘t know it.‖
2. Blandina
Blandina enjoyed being a part of this study as she would race to the classroom to see what will happen next. She was an enthusiastic
member of the group. Blandina was pleasant and got along with the others students in the group most of the time. She appreciated one-to-one
attention and worked well independently when she felt competent to complete a task. Blandina could become easily distracted when asked to
complete written work. Table 4.2
Data collection Summary for Blandina
data collected Jan
Feb March
April atendance of
in study 91.7
time in school in class
100 reading ability
L process 58
62 L outcome
1 2
1 Ss treatment
LT with sc 22
100 statistic
LT with sk 1
2 miscue errors
73 33
indicates improvement, LT = Local Text, sc = scanning, sk = skimming
Table 4.2 displays the quantifiable data collected from January to march 2011;
regarding Blandina‘s reading attitudes and her achievements. Blandina showed improvement in most areas from January to March. She
improved her learning process on her reading ability. Notably, Blandina stated that she got 100 of what she did the task using local text with
scanning to just 22 from her previous treatment statistics. She reached score of level two to find main idea in skimming instead of only one
before. Blandina ‘s March miscue analysis assessment showed substantial
improvement —a score of 33 errors that affected meaning compared to
her January score of 73. From the anecdotal comments made in the researcher learning log,
she noticed that Blandina was able to generate ideas and put them into a written response more effectively when an oral discussion occurred
immediately after a reading session. At first Blandina chose what task did she like best, but she soon began to select tasks from local text at her
ability level. Blandina reported on the reading text interest investigation that she enjoyed reading humor in Indonesian language. She learned to
slow down her English reading to improve her understanding and she made fewer errors during the miscue analysis assessment
Some of the reading text in English challenges Blandina demonstrated were in the area of fluency. She lacked fluency when do the
task and seemed to struggle with grade appropriate task. This greatly affected her ability to understand what she done. She learned almost
exclusively through oral communication. Often, she would guess at an answer incorrectly, as she neither stopped nor slowed her doing task to
check for understanding. As well, Blandina did not visually track as others learnt to aid the process and the result. She experienced difficulty
taking notes and summarizing what he learnt. Blandina would often highlight random answer the questions, as she could not determine the
important or key words in an informational paragraph. She stated that she found ―reading instructions hard.‖ She believed that a good learner
―learns to do much tasks‖ but felt that ―learning reading is boring.‖ ―I don‘t do the task at home, only at school.‖ Blandina stated that he simply
―sounds out words‖ as his only learning to solve learning reading problems. Blandina did not believe that she was a good learner because
she could not understand everything she learnt. Sh e stated, ―I learned
facts with my English teacher .‖ Blandina said:
―Question word ―why‖ is difficult because the answer is not there‖ Kata t
anya “why” itu sulit. Belum tentu jawabannya ada dalam text
‖
3. Christian
