Determining the Actions to Solve the Problems

58 improve students’ vocabulary knowledge, the researcher used the logical- mathematical, visual, and musical intelligences techniques. The visual intelligence technique and the musical intelligence techniques would trigger their vocabulary knowledge about the picture or the songs. The logical mathematical intelligence techniques, which are the most students’ most highly-developed intelligence, would help them to think critically about the picture and the songs. They also could get more vocabulary from it. The logical-mathematical intelligence techniques were also used to improve other students’ reading comprehension skills. These techniques were used to improve students’ lack of grammar mastery. The students were asked to think the grammar critically, for example: why past tense is used in the recount text, why they don’t use present tense in spite of past tense, how past verb form is created. Other intelligences techniques that were Visual and Bodily-Kinesthetic intelligences techniques were also used to improve their grammar mastery. In order to improve the students’ lack of other reading skills such as understanding references, recognizing the writer’s tone, finding the main idea of the paragraph, distinguishing between relevant and irrelevant statements from the text, determining the topic of a passage, the researcher would use other intelligences techniques. Visual, Bodily-Kinesthetic and Logical Mathematical intelligences techniques would help students improving their understanding references. The activities offered by Visual and Bodily-Kinesthetic intelligences techniques such as Board games could attract the students’ attention while they 59 learned to understand the use of references in the text. This technique was also used to improve the students’ skills in finding the topic of a passage and distinguishing between relevant and irrelevant statements from the text. Next, the researcher decided the techniques offered by Interpersonal, Bodily-Kinesthetic, Linguistics and Visual intelligence techniques would be the best options to improve students’ skill in finding the main idea of a paragraph. Jigsaw activity is one of the teaching techniques that are based on the Interpersonal, Bodily-Kinesthetic, and Linguistics intelligence techniques. The students could work in group to share their ideas and opinion while they could also learn from other students. Their Verbal-Linguistics intelligence could also be used to arrange the jumbled paragraph in the Jigsaw activity by understanding the main idea of each paragraph. The researcher would use ideas-sketching activity of Visual intelligence techniques to help students’ improving this skill. It would train the students to find the main idea of paragraph and turned it into other form that is picture.

B. The Implementation of the Actions

1. The Report of Cycle 1

a. Planning

In this first cycle, the researcher and the teacher planned to implement some actions. The actions were based on the Multiple Intelligences-based techniques with the Genre-based approach. The following actions were chosen to 60 solve the problems that have been formulated previously related to the teaching and learning process and the students’ reading comprehension skill. They were: 1 using various activities based on the Multiple Intelligences techniques so that the students’ reading comprehension and the classroom activities could be improved. There were some reading skills of the VIII A students that the researcher wanted to improve. The first skills related to the students’ vocabulary mastery. During the meeting in the Building Knowledge of the Field BKOF, the researcher used Pictures and Mind-Mapping Visual-Spatial intelligence techniques, Songs related to the text Musical intelligence technique and Socratic-questioning Logical-Mathematical intelligence technique. These techniques were also used to vary the classroom activities so that the students could be more attracted to the lesson and could gain more vocabulary. To help the students’ improving their understanding of the text, the researcher with the students would analyze the text critically by using Socratic- questioning Logical-Mathematical Intelligence technique in the Modeling of the Text MOT stage. The researcher would ask the students’ opinion about the text to deepen their understanding of the text. The technique would also be used when they discussed about the Language Feature related to the text. Using text that is related to the nature Naturalist intelligence technique, Peer Sharing Interpersonal intelligence techniques and One-Minute Reflection Intrapersonal intelligence technique would also be used during the MOT stage. The researcher