III.

PROBLEM
As we conducted the reading diagnosis, the pupil was at his stable condition and were well informed
about our intentions for conducting the reading diagnosis. Proceeding, we researchers used a leveled book to
determine the pupils reading level. Since the pupil is at 5th grade, age 11, we used Leveled K Book, It’s About
Time (Rockliff, Mara, www.readinga-z.com) and as a result, the pupil is at frustration level (). Thus, we moved
at lower level so we used Leveled G Book, Ants Ants and More Ants (Robert Brian, www.readinga-z.com) and
we gain the same reading level (). Looking for the pupil’s instructional level, we proceeded from Leveled F
Book, Tunnels (), Leveled D Book, Buddy the Bear () and we still found the same reading level-frustration.
Moving down until Leveled A Book, Maria Goes to School (Hartley, Susan, www.readinga-z.com) we found
the pupils’ instructional level at exactly 90% having 4 miscues out of 40 words.

From the diagnosis, we notice that the pupils’ reading problem is the omission of “s” when it is at the end of the
word/s adding the pupils’ miscues from the passage Ants Ants and More Ants (leveled G book) as our basis in
concluding the pupils’ problem. To prove this conclusion, we conducted another assessment using the following
words:

Table 1: Words With S in Initial, Medial and Final of Words

Words that starts Words with s in Words that ends Words that starts
with s the middle with s and ends with s

sake ash jobs scissors

star rash beans showers

sun brush famous stories

sky crash patches species

scrabble push dress serious

safe bush happiness success

sacrifice Tuesday socks stress

sabbath customer dangerous princess

 sacrament monster less starts

sad ask circus sacraments

scalp lobster bus sets

scale measure kids sadness

sandwich whisper kinds stars

sand physics memories shines

sample cursive characters senses

same music Paris sales

scientist masses cross synthesis

satisfaction Christmas photosynthesis shoes

schedule glasses fitness speechless

sea eraser friends cars

The assessment resulted out that the pupil really omits the letter s if it’s at the end of the word.
Moreover, conducting this we found out that the pupil omits the s at the end of the word if the letter before the
letter s is consonant such as the words friends; jobs; cars; sets; stars; sacraments; characters and starts. Out of 14
words which has consonant before the final s, the pupil only corrected 21%. To prove this conclusion, we
again test the reading ability of the pupil in terms of syllabication to check if the problem will still occur if the
words are one, two and three syllables having of course the letter s at the end of the word and a consonant
before it.
Table 2: Word Syllabication that Ends with Two Consecutive Consonants

One Syllable Word that Ends Two Syllable Word that Ends Three Syllable Word that Ends
with Two Consecutive with Two Consecutive with Two Consecutive
Consonants Consonants Consonants
(letter S at the very end) (letter S at the very end) (letter S at the very end)

ends digits affections

arms presents characters
kids feathers instructions
socks letters slippers
grams basics sacraments
words problems chemicals
boys brothers arguments
brings soldiers grandparents
hens footprints spellings
ends manners characters

Surprisingly, our conclusion was proven despite how many syllables the word has because out of the 30 words
in the table above, the pupil has 21 omission of the letter s having only 30% of correct answers. Thus, if these
observed problem continues the pupil might not master plurality of words so we must take an action.