Discussion RESEARCH FINDING AND DISCUSSION

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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings in the previous chapter, it can be concluded that there was no a significant correlation between verbal – linguistic intelligence and reading achievement of the fifth semester students of Department of English Education of Syarif Hidayatullah State University of Jakarta in academic year 20162017. The correlation between the two variables is found at the 95 level of confidence p 0.05 with the value of r = 0.096. The finding reveals that the correlation between the variables is in the weak or low level. Similarly, the significance t contribution reveals that the result there was not significance. The score of t count is smaller than t table . The score of significance t count was 0.590. Meanwhile, the Df = 37 indicates significant score of 5 is 2.026. It means H a is rejected. Therefore, it can be summarized that verbal – linguistic intelligence has weak correlation to reading achievement.

B. Suggestions

Based on the conclusion above, it can be delivered some suggestions that go to: 1. Teachers For teachers, it is suggested to give students the exposure or learning style based on their multiple intelligences. This can help them to realize what they need in learning process in order to get good achievement. Therefore, teaching with based on their intelligences will help them and they will become familiar with intelligence and learning style. 2. Students For students especially as language learners, it is suggested to enrich their knowledge and comprehension about multiple intelligence. Collocation can be found in many English sources like books, magazines, newspaper, journals, etc., so they can be familiar with multiple intelligence. The more they have knowledge about their dominant intelligence, the better they will increase their achievement by using learning style based on the intelligence. 3. The Next Researchers According to the result of study, it is found that some students still have less knowledge about verbal – liguistic intelligence or others intelligennces. Therefore, it is suggested to next researchers to teach them about multiple intelligences. Remembering that reading is one of the characteristics of verbal – linguistic intelligence and it gives contribution in comprehending the text, therefore it is suggested to teach or explain them about multiple intelligences, especially verbal – linguistic intelligence for language learning. In other words, next researchers can try to find the effectiveness of verbal – linguistic intelligence ways towards reading comprehension. Hopefully this suggestion can be beneficial for the next researchers. 57 REFERENCES Alderson, J. Charles. Assessing Reading. Edinburgh: Cambridge University Press, 2001. Alyousef, Hesham Suleiman. Teaching Reading Comprehension to ESLEFL Learners. Journal of Language and Learning. 5, 2006. Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia: ASCD, 2009. Berardo, Sacha Anthony. The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix. 6, 2006. Boudraf, Yamina. “The Relationship between English Language Students’ Multiple Intellige nces and Reading Comprehension”, Disertationin Mohamed Khider University Biskra: 2012. Published. Chamberlain, Megan. An Oveview of National Findings from the Second Cycle of the Progress in International Reading Literacy Study . New Zealand: Ministry of Education, 2005-2006. Clarke, J. Paula., et al., Developing Reading Comprehension. UK: John Wiley Sons, Ltd, 2014. Cohen, Louise., et al., Research Method in Education 6th Ed.. New York: Routledge, 2007. Colins, David and Colins, Ann. Advancing Reading Achievement Becoming Effective Teachers of Reading Through Collective Study . South Florida: HTRA, 1998. E, Pretorius. “The Importance of Reading”, http:www.esl.fis.edu, 14 Februari 2016. ERFoundation. “Extensive Reading Foundation”, http:erfoundation.orgERF_Guide.pdf, 4 April 2016. Gunawan, Adi W. Genius Learning Strategy . Jakarta: PT GramediaPustakaUtama, 2007. Grabe, William and Stoller, Fredrica L. Teaching and Researching Reading. London: Taylor Francis Group, 2011.