41 technique was used in designing the English teaching and learning process of
reading that was suit with students’ characteristics.
4. Reading Comprehension Test.
There were two kinds of test that were used in this research. Those were pretest and posttest. A pre-test was administered in the reconnaissance stage.
Upon completion of the actions, a post-test was administered. These tests helped the researcher to find out the student’s reading comprehension ability before and
after the researcher implemented the activities that were based on the theory of Multiple Intelligences. The researcher compared the results of the two tests. The
results of these tests could show the result of this action whether there was
improvement or not of the student’s reading comprehension ability. F.
Research Instruments 1.
Observation Sheet
The observation sheet was used as a guide to gather information in the teaching and learning process when the action was conducted. It contained some
aspects with several indicators of each aspect. Those aspects were related to how the teacher taught reading, students’ behavior, and the learning materials. The data
were recorded every time through some descriptions in the form of field notes.
2. Interview Guide.
The semi-structured interview provided much greater flexibility for the researcher and the interviewee. Because the researcher had more flexibility in
asking question, interview guide was used as a guide to provide the underlying
42 focus for the interview. The questions were designed to find out the students’ and
teacher’s perceptions towards the teaching and learning process. There were several aspects were asked to the students and the teacher. Those related to the
implementation of the strategy, the situation during the teaching and learning process, and the students’ behavior towards the teaching of reading. The interview
process was recorded. The results of the interview were interview transcripts.
3. Questionnaire
The questionnaire was in the form of closed-ended items. There were eight statements in every intelligence. The statements were related to characteristics in
every intelligence. The students of the class VIII A were asked to select YesNo response from the statement. The questionnaire used the Multiple Intelligences
inventory in Armstrong 2009: 22-26.
4. Reading Comprehension Tests
The reading comprehension tests were in the form of multiple-choice questions. The tests contained 4 options in 25 multiple-choice questions. In
creating the questions, the researcher referred to the curriculum used in the school, which School-Based Curriculum. The questions were constructed by using the
Revised Taxonomy of Bloom that is proposed by Krathwohl and Anderson. The cognitive level of the new model of taxonomy consists of 1 remembering, 2
understanding, 3 applying, 4 analyzing, 5 evaluating, and 6 creating. Before the pre-test and the post-test were held, there was a test of the item validity. The
tests were tried out to check the validity of the test items. Based on the analysis of
