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
Christian always demonstrated a positive attitude about being part of the study. He stayed on task even when others were exhibiting
distracting behavior. Christian was cooperative and quietly began all tasks. He would often ask for help when it was required. Occasionally
Christian would misunderstand oral instructions, but when redirected, he would redo the assignment until it was completed. Because he was keen
to complete tasks on time, Christian sometimes rushed through activities, leaving out details just so he could be the first student to finish. Christian
responded very well to individual attention and positive reinforcement. Table 4.3 below displays the quantifiable data collected from
January to March 2011, regarding Christian learning reading attitudes and achievements. Christian showed improvement in some areas during the
course of the study. His attendance at class improved during the school year and his reading ability improved over time. Christian also achieved
an improved score of Level 2 on the learning outcome assessment. He stated that he done the task slightly more of the texts that he learnt of text
book and Christian did the all tasks of local text with scanning technique and skimming by January instead of pretest, as he did at the beginning of
this study. Table 4.3
Data collection summary for Christian
data collected Jan
Feb March
April attendence of in study
94.4 time in class
in class 85
97.5 reading ability
L process 62
62 L outcome
1 1
2 Ss treatment
LT with sc 75
77.8 statistic
LT with sk 1
1 2
miscue errors 64.7
88.2
indicates improvement, LT = Local Text, sc = scanning, sk = skimming
Improvement was seen in the qualitative data, as well. Christian stated on his learning journal that scanning questions seemed easier for
him to answer the questions than skimming questions. He learns reading texts with success, if the reading passage was divided into small chunks
of information. He showed more understanding of the text if oral discussions, with others or with the writer, followed did the task well in
learning process session. Christian ‘s attitude about local texts improved
during the study time. He stated, ―I felt more confidence than before‖. I fill more self-
confidence if speak in front of the class‖. “saya merasa lebih percaya diri dari sebelumnya, saya meara lebih
percaya diri kalau berbicara di depan kelas”.
Christian ‘s reading ability levels were adversely affected by his
lack of fluency. He lacked fluency when doing task in learning process and seemed to struggle with grade-appropriate sentence. Often he would
substitute unfamiliar words in sentence with another word that began with the same initial consonants without stopping to check whether it made
sense. Christian rarely slowed down his learning for doing the task pace as he attempted to change the words in sentence. He did not visually track
as others learn to aid his ability. Christian had great difficulty taking notes and summarizing what he learnt, as he did not seem to know how to
answer correct. Christian would highlight more difficult questions than needed and some of his worked tasks were plagiarized from the
informational passage because he could not decipher key words in
answering the questions. He stated that a good learner ―learns hard from everything and learns
a lot,‖ but felt that ―learning reading is boring.‖ He rarely learnt at home and never for obligatory. Christian stated that he
simply ―sounds out words‖ as his only learn reading a text to solve reading problems. He said he was a good learner because he could sound
out words in doing a small task. There was some inconsistency in his choice and stated preference
of local text with skimming. He did not follow the technique outlined on the skimming way. He stated that he enjoyed the question by scanning
technique at the beginning of the study. He showed no self-monitoring when doing task in learning process during the miscue analysis passages.
He made more errors 88.2 that affected his understanding of how to answer questions correctly in March than he did in January 64.7. He
also admitted, ―Sometimes I miss stuff in class.‖
4. Deki
