5. Herry
This student would enter the classroom noisily and seemed genuinely happy always smiling to have been selected for the group, but
he did not choose to complete many tasks. Herry had difficulty beginning and completing tasks and often distracted his peers, as well. He missed
several lessons because of absences due to an illness and so there are fewer observations about his reading behavior.
Table 4.5 Data Collection Summary for Herry
data collected Jan
Feb March
April attendance of in study
83 time in school
in sclass 90
92 reading ability
L process 68
72 L outcome
2 3
3 ss treatment
LT with sc 55
72 statistic
LT with sk 2
2 miscue errors
38.9
indicates improvement, LT = Local Text, sc=scanning, sk=skimming
Table 4.5 displays the quantifiable data collected from January to March 2011, regarding Herry‘s learning reading attitudes and
achievements. Herry showed improvement in several areas from January to
March despite his display of many non-learning reading behaviors. His learning reading ability grades gradually improved over time and his
reading ability on his learning outcome assessment greatly improved to a Level 3. He likes to learn much of scanning technique. During the miscue
analysis in April, Herry made no errors that affected the meaning of local text with scanning and skimming. This was an improvement compared to
the 38.9 meaning errors recorded in January. Herry
also gave
qualitative statements
that indicated
improvement. He could briefly address some ways to find correct answer from the texts and quickly. He stated that he enjoyed learning reading if
he known well the text. He learnt the questions from previous questions text before the study. He showed improvement on his learning reading
process. By the end of the study, Herry demonstrated an improved ability to self-monitor for good answering, based on his miscue analysis
assessments. Herry stated, ―I can learn okay but would like to learn together...
I‘m not a good learner.‖ When asked to describe his ability to learn reading, Herry described his technique to find answer from the text
quickly by finding key words in the questions and from the text. He said he ―uses the content map to solve learning reading problems. About his
participation in the study, Herry stated that ―I learned a lot from this. I learned about Lake Sentani and Making Papeda.
Some areas of learning reading remained difficult for Herry. He had to be engaged in the learning
material to complete the tasks. ―I learnt what interests me.
‖ He did not visually track to aid comprehension while
listening to the teacher or to other students answering the questions. Herry had some success taking notes, yet struggled to summarize important
concepts from the learning reading material. He also understood more if an oral discussion followed a reading session, even though he said He
stated that a good learner : ―learns a lot and use other ways to achieve the
goal .‖ Herry said that he learns at night but also he said that he does not
like to learn at home.
6. Insorakhi
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