Table Of ContentIMPROVING THE READING COMPREHENSION ABILITY OF
GRADE VIII STUDENTS OF SMP NEGERI 13 YOGYAKARTA
THROUGH THE MULTIPLE INTELLIGENCES-BASED
TECHNIQUES IN THE ACADEMIC YEAR OF 2013/2014
A Thesis
Presented as Partial Fulfillment of the Requirements for the Attainment
of the Sarjana Pendidikan Degree in English Language Education
By
AGATHA SIBA ATAWUWUR
09202244012
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2014
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DEDICATIONS
This thesis is dedicated to
my beloved parents, my brother and sisters, and my best friends.
Thank you for all the love, patience, and support,
and for always bringing happiness to me.
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MOTTOS
Ask and it shall be given you; seek and you shall find; knock, and it
will be opened to you. –Matthew. 7:7–
God changes caterpillars into butterflies, sand into
pearls and coal into diamonds using time and pressure.
He’s working on you too.
-Rick Warren-
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ACKNOWLEDGEMENTS
All praise is to God Almighty for His blessings and companions so that I
could finish this thesis. This thesis could not be completed without the help and
support from many people. The writer would like to thank those who have
contributed in the completion of this thesis. My gratitude is intended for:
1. My Lord, Jesus Christ for always being there for me, giving the best for me,
show the best path for me. Without You, I’ll be lost.
2. My dear family: my father, Alexander K. Atawuwur, and my mother, A.G.
Widhawarti, S.Pd, for their love, patience, and trust; my sister and brother,
Elizabeth R. Atawuwur, S.E., Edwin Luckyanto, S.E., Isabella P. Atawuwur,
S.Pd for their guidance, companions, friendship and attention.
3. My thesis consultant, Drs. Suharso, M.Pd, for his guidance, patience, and
willingness to assist. A grateful thank is dedicated to the lecturers of the
English Education Department for the guidance and the knowledge they have
shared in my study in Yogyakarta State University.
4. Mr. H. M. Kantet W., S.Pd, the English teacher of SMP Negeri 13 Yogyakarta
and the eighth grade students of SMP Negeri 13 Yogyakarta in the academic
year of 2013/2014 for their help, cooperation and participation.
5. My best friend, Maria Melina Setyapurnama, S.S. for the sincere everlasting
friendship and supporting moments.
6. A sincere gratitude is also dedicated to Cika, Bety, Desy, Novia, Juni, Rina
Rury, Eggi, Dicsa, Devita, and Tria for their friendship and sincere support.
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7. All of my classmates (Class G PBI UNY 2009) for their support, companions
and friendship that we shared in our studies in Yogyakarta State University.
Yogyakarta, Januari 27th, 2014
The Researcher
Agatha Siba Atawuwur
TABLE OF CONTENTS
COVER PAGE ................................................................................................. i
APPROVAL SHEET ....................................................................................... ii
RATIFICATION SHEET ................................................................................ iii
PERNYATAAN ............................................................................................... iv
DEDICATIONS ............................................................................................... v
MOTTOS ......................................................................................................... vi
ACKNOWLEDGEMENTS ............................................................................. vii
TABLE OF CONTENTS ................................................................................. ix
LIST OF TABLES ........................................................................................... xii
LIST OF FIGURES ......................................................................................... xiii
ABSTRACT ..................................................................................................... xiv
CHAPTER I INTRODUCTION ...................................................................... 1
A. Background of the Problem .................................................................... 1
B. Identification of the Problem .................................................................. 2
C. Delimitation of the Problem ................................................................... 4
D. Formulation of the Problem .................................................................... 4
E. Research Objectives................................................................................ 5
F. Significance of the Research Study ........................................................ 5
CHAPTER II LITERATURE REVIEW AND
CONCEPTUAL FRAMEWORK .................................................................... 6
A. Theoretical Review ................................................................................. 6
1. The Nature of Reading ......................................................................... 6
a. Definition of Reading ...................................................................... 6
b. Reading Comprehension ................................................................. 7
c. Reading Subskills ............................................................................ 8
d. Reading Strategies ........................................................................... 10
2. Teaching Reading ................................................................................. 11
a. Principles of Teaching Reading ....................................................... 11
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b. Teaching Reading to Adolescent Students ...................................... 13
c. Teaching Reading at the Junior High Schools ................................ 14
3. The Communicative Language Teaching Approach ............................ 18
4. Text-Based Approach ........................................................................... 20
5. The Multiple Intelligences–Based Techniques .................................... 22
a. Intelligences ..................................................................................... 22
b. Theory of the Multiple Intelligences ............................................... 24
c. The Application of The Multiple Intelligences–Based
Techniques in the Reading Class ..................................................... 27
B. Relevant Research Studies ...................................................................... 32
C. Conceptual Framework ........................................................................... 33
CHAPTER III RESEARCH METHODS ........................................................ 35
A. Research Type ........................................................................................ 35
B. Research Setting ..................................................................................... 36
C. Subjects of the Research ......................................................................... 36
D. Procedure of the Research ...................................................................... 37
E. Data Collection Technique ..................................................................... 39
F. Research Instruments .............................................................................. 41
G. Validity and Reliability........................................................................... 43
H. Data Analysis Techniques ...................................................................... 47
CHAPTER IV FINDINGS AND DISCUSSIONS .......................................... 48
A. Reconnaissance ....................................................................................... 48
1. Identification of the Problems .............................................................. 49
2. Identification of The Most Urgent
and Feasible Problems to be Solved ..................................................... 55
3. Determining the Actions to Solve the Problems .................................. 57
B. The Implementation of the Actions ........................................................ 59
1. The Report of Cycle 1 .......................................................................... 59
a. Planning ........................................................................................... 59
b. Action and Observation ................................................................... 62
c. Reflection ........................................................................................ 70
Description:12. 1) Meaning-Focused Input. Three points become the focus point in this strand of principle. First, the activities in reading should be done for a range of reading purposes. New York: Scholastic Professional Books. 6) Bagaimana Pak guru mengajarkan strategi membaca kepada Anda dan.
