Some of the patterns the writer noti ced in her research confirmed others‘
research as discussed in Chapter Two.
1. Reading Ability
In this section, the researcher will discuss the findings related to reading ability that were collected during the study. This reading ability
tends to use learning process and learning outcome. This relates to her two action research question: Does using local text improve students
learning process? And other one is: Does using local text improve students learning outcome?
Learning Process and Learning Outcome Assessment
The students‘ English teachers graded and recorded marks for the students‘ learning process and learning outcome assessment. The
researcher collected this data as a quantitative measure of the ten students reading ability achievement. The findings are summarized
for each student in Figure 4.1 and Figure 4.2 respectively.
Table 4.11 Reading Ability
– Learning Process
Jan Feb
March April
1 Amora
62 68
2 Blandina
58 62
3 Christian
62 62
4 Deki
62 68
5 Herry
68 72
6 Insorakhi
65 68
7 Olivia
55 58
8 Petronela
55 55
9 Wellem
68 72
10 Zion
72 68
Figure 4.1 Student
Learning Process
10 20
30 40
50 60
70 80
1 2
3 4
5 6
7 8
9 10
P e
rc e
n ta
ge
Students
Reading Ability - Learning Process
Jan Feb
March April
Table 4.11 displays the ten students of scores in their learning process. Figure 4.1 displays the grade each student received on his
her learning process in reading ability. All but Zion showed improvement in their reading ability grade on their March 2011
learning process, compared to their Grade 4 reading ability grades. Seven of the students made improvements in their reading ability
grades from January to March 2011 during the time that they participated in the action research study.
Table 4.12 Reading Ability
– Learning Outcome
Jan Feb
March April
1 Amora
1 1
2 2
Blandina 1
2 1
3 Christian
1 1
2 4
Deki 1
3 1
5 Herry
2 3
3 6
Insorakhi 1
2 2
7 Olivia
1 2
8 Petronela
1 9
Wellem 1
2 1
10 Zion
3 2
3 Figure 4.2
Student Learning Outcome
0.5 1
1.5 2
2.5 3
3.5 4
4.5 5
1 2
3 4
5 6
7 8
9 10
Le ve
l o f
sc o
re s
Students
Reading Ability - Learning Outcome
Jan Feb
March April
Table 4.12 displays the ten students of level of scores in learning outcome assessment. The standard score for improvement is
GOOD. The scale consists of these following criteria of junior high students‘ reading ability:
Excellent = 4.6
– 5.0 = score: 28 – 30 Very good = 3.6 - 4.5
= score: 22 – 28
Good = 2.6
– 3.5 = score: 18 – 22 Fair
= 2.5 = score : 18
Figure 4.2 shows the students‘ reasoning scores from the outcome assessment given by their English teacher each term. Six of
the ten students in this study improved their reasoning scores on their outcome assessments between Januarys to March. These independent
findings indicate that the students‘ reading ability improved during this time.
When the writer compared the students in this study with other Grade 7 students there was not enough evidence to conclude
that the students in this study group had improved any more than the students who were not part of the Grade 7 study.
2. Students‟ Attitudes
