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CHAPTER IV FINDINGS AND DISCUSSION
This research was aimed to improve students’ reading comprehension for the students in the 8
th
grade at SMP Negeri 13 Yogyakarta using the Multiple Intelligence-based technique. This chapter deals with the research processes and
results. This chapter is divided into three sections. They are the reconnaissance, the implementation of the technique to solve the problems and the results, and the
research general findings and discussion.
A. Reconnaissance
The researcher conducted several activities to collect data about the English teaching and learning situation in the 8
th
grade at SMP Negeri 13 Yogyakarta in this phase. First, the researcher conducted an interview with the
English teacher. Then, an observation was also done to know the real situation of the English teaching and learning of reading at VIII A class of SMP Negeri 13
Yogyakarta. Another interview was also conducted to know from the students’ perspectives with regard to the English teaching and learning process especially in
reading and their own understanding about their ability in English. Next, a pre-test was held to get information about students’ achievement in English, especially in
reading ability. Finally, the researcher gave questionnaire for the students of VIII A class of SMP Negeri 13 Yogyakarta. This questionnaire was aimed to know the
students’ intelligence in order to design an English teaching and learning process that best suits with their intelligences.
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1. Identification of the Problems
The researcher began to identify the problems occurred in the English teaching and learning process of the eighth grade students at SMP Negeri 13
Yogyakarta by conducting interviews an observation. The researcher firstly conducted interview with the English teacher to find out the students’
characteristics and the problems occurred in the English teaching and learning process in the school from the teacher’s perspective. The English teacher
mentioned some problems of the students dealing with English teaching and learning process as showed in the following interview transcript.
GBI : Kendala kami yang saya jumpai untuk pembelajaran teks, kepada khususnya anak-anak kami, ini kendala kami anak-anak itu selalu
kesulitan kosakata karena rata-rata anak-anak kami susah buka kamus. Itu kendala kami. Tapi secara prinsip untuk yang teori-teori,
seperti, dari kelima teks, dari procedure text, descriptive text, report text, recount text, dan narrative text, sudah kami ajarkan sesuai
dengan SKL UN. Oleh karena buat UN itu, sudah berkali-kali kami ajarkan kepada anak-anak, “Kamu harus sering buka kamus” seperti
itu. During teaching and learning process of a text, we figure out that the
students are lack in vocabulary mastery because they reluctantly open their dictionary.
That is our problem. However, we have taught all of the five texts, procedure text, descriptive text, report text, recount
text, and narrative text, according to the Graduate Competence Standard of National Exam. Because those are for National Exam, we
have repeatedly told them to not be lazy opening their dictionary.
P : Selain vocab yang terkadang mereka menemui kesulitan, ada kesulitan
lain gitu misalnya menentukan topic teks atau bagaimana? Beside vocabulary, is there any other problem that they have? For
example, maybe determining topic of the text or maybe other?
GBI : Kesulitan pada anak-anak atau kesulitan siapa..? The students’ problems? Or whose problem?
P : Kesulitan pada anak-anak, pak. Adakah?
The students’ problems, Sir. Is there any other problem?
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