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.
syllabus. In other words, the tests were suitable for the participants of this study because they have learned about all the materials in Reading 4. The main aspect of
this test was comprehending English passage. The test consisted of 25 questions in multiple choice test. The participants had 25 minutes for answering the test.
The writer analyzed the score by using ANATES program version 4.0. So, the reading test score will be correlated with the verbal
– linguistic intelligence questionnaire score in order to find its significant relationship.
Table 3.1 The Blue Print of Reading Achievement Test
Indicator Item Number
Total Item
1. Main Idea and Topic
2, 7, 25 3
2. The organization of
Ideas 21, 22
2
3. Thinking in English
10, 11 2
4. Vocabulary Question
4, 14, 17 3
5. Stated Detail Question
12, 23, 24, 9 4
6. Unstated
Detail Question
1, 8, 13 3
7. Pronoun Referent
6, 16 2
8. Previewing, Predicting,
and Transition 18, 19, 20
3
9. Inferences
3, 5, 15 3
2. Verbal – Linguistic Intelligence Questionnaire
The writer conducted Verbal – Linguistic Intelligence Questionnaire was a
combination from Walter McKenzie Multiple Intelligence Questionnaire
