Thus, based on the explanation above, it can be identified that verbal –
linguistic intelligence has a great deal with reading. it can be supposed that the more students getting aware about their verbal
– linguistic intelligence and having a better knowledge about what their dominant initelligence are, they will easily
get comprehension with the text and also they can help themselves in learning process based on their learning styles which developed by intelligences.
D. Theoretical Hypothesis
Based on the theories discussed above, it can be proposed theoretical hypothesis that there is significant correlation between students’ verbal –
linguistic intelligence and reading achievement.
26 X
Y
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of Research
This study was conducted for four months, from July to October 2016. The study
was conducted
for verbal-linguistic
intelligence and
reading achievementtest. The place of the study is
at “SyarifHidayatullah” State Islamic University of Jakarta which is located at Jl. Ir. Juanda No.95, Ciputat, Tangerang
Selatan. The consideration of conducting the study at this site was because of the accessibility and familiarity of the situation and the participants.
B. Method of Study
The method of this study was quantitative method. Meanwhile, the research design of this study was correlational study. For the real design of the study is
represented as follows:
Figure 3.1 Research Design
From the figure above, this study investigated the correlation between two variables. The variables were independent and dependent variables. The
independent variable is “reading achievement” which was known as X variable. Dependent variable is “verbal – linguistic intelligence” which was known as Y
variable.
C. Population and Sample
The population of the study was the 5
th
semester students of Department of English Education of “SyarifHidayatullah” State Islamic University of Jakarta
which consisted of 3 classes; 5A, 5B, and 5C. Each class consisted of 5A: 15
students, 5B: 20 students, and 5C 19 students. The total numbers of 3 classes are 54 students. The target population of this study was chosen because they have
already given all of reading materials. According to Cohen, taking the larger sample is better to give greater reliability and facilitate more sophisticated
statistics to be used.
1
Therefore, the study was considered to take sample for collecting data consisted of 39 students which selected using random sampling
technique. The samples derived from 5B and 5C classes. Meanwhile, the other 15 students which were from 5A were involved to be participants in testing validity
and reliability of the instrument of this study.
D. Instrument of the Research
In collecting the data, two instruments were used in this study. The first instrumentwas the reading achievement test scores which given to the 5
th
semester based on Reading 4 syllabus. Then, the second instrument was questionnaire
Likert type scale of questionnaire about Verbal-Linguistic Intelligence taken from Multiple Intelligence Questionnaire by Walter McKenzie, International
Montessori Schools and Child Development Centres Brussels, Belgium, and Multiple Intelligence in the Classroom by Thomas Armstrong were used to
measure students’ Verbal-Linguistic Intelligence.
E. Technique of Data Collection
The instrument of this study was reading achievemetn test as variable X and Verbal
– Linguistic Intelligence Questionnaire score as Y variable.
1. Reading Achievement Test
In this study, reading achievement test was adopted from Longman Complete Course for the TOEFL Test Preparation for the Computer and Paper Test, Step by
Step to Reading Skills 4, and E-book of The Official Guide to the TOEFL Test 4
th
Edition by ETS. The reason why those books were chosen is because those consist of test of the TOEFL paper-based which requires the materials from Reading 4
1
Louise Cohen, et al., Research Method in Education 6
th
Ed., New York: Routledge, 2007, p. 101.
