asked the ten students to look through their content map to get full understanding in scanning and skimming. Based on this information, the
researcher calculated the percentage of scanning with local text versus skimming with local text in January and again in March. The researcher,
then, written down the abbreviations as representative of the name of months. She focused on data collection on April 2011.
5. Learning Outcome Assessment
Each term, the students completed learning outcome assessment under the supervision of their English teacher. The researcher looked at
the students‘ learning reading process and the outcome in the reasoning section for signs of change in their reading ability, and recorded the levels
achieved. When the writer wrote the design of data collection for her thesis,
she did not know that a revised learning outcome would be implemented in each of months. The English teacher and together with ten students in
this study went to the revised the learning outcome assessment activity in March 2011. The researcher accompanied them to determine the
effectiveness of the learning outcome. The truth and tidy of students writing was reduced to make the marking easier and the assessment were
adjusted. Thus, the results from the learning outcome assessment should be considered for the purpose of this action research.
The results of learning outcome assessment provided the researcher with baseline data for this study. The other classroom teacher
administered the learning outcome assessments, thus there was consistency in the scoring. The other grade 7 English teachers at this
school also scored the learning outcome assessments. So the writer believes that there was consistency in the scoring for all students in this
study.
6. The Learning Process Assessment
The writer reported the students‘ reading ability in each of learning process and the outcome to the teacher. The report comprised of
the oral questions directly to the students to build their knowledge of topic. The oral questions referred to cultural context, shared experience,
control relevant vocabularies, and grammatical patterns. The researcher also
assessed students‘ reading ability through local text to be focus on cultural context, the text properties content, organization and the
language. There are some parts which are students found difficulties to do
the task. Based on that situation, then the writer make a group of three to do the task. This picture is made to assess students collaborating in doing
the task. The assessme nt tended to see students‘ schematic structure and
grammatical features from those texts. To be more mastery individual, the assessment then more focuses
on students‘ spelling, punctuation, schematic structure and also grammatical features of local text. Besides, the other oral questions such
as the purpose of the text, who are in the text, the events, the steps of making something, when does it happen, the participants particular and
general, etc., are appeared in oral questions. For those things, the writer asked students to write down on their content map.
7. Over The Shoulder Miscue Analysis The over the shoulder miscue analysis method Davenport
