Conclusions CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

100 students have better understanding in grammar knowledge. The students also now understand how the application of the grammar in the written form. 3. The board games Visual-Spatial, Bodily Kinesthetic intelligence techniques, crossword Linguistics intelligence technique, true-false Logical- Mathematical intelligence technique, ideas-sketching Visual-Spatial intelligence technique and Jigsaw Interpersonal, Bodily-Kinesthetic, and Linguistics intelligence techniques activities were effective to improve the students’ reading comprehension skills. The activities could help the students in developing their skill in understanding references, recognizing the writer’s tone and feeling, and distinguishing the true and the false statements as well as finding the main ideas. 4. The use of the Multiple Intelligences–based techniques was also effective to vary the teaching and learning activities. The classroom activities were not longer monotonous. The students also did better in the teaching and learning activities. 5. The implementation of learning of reading by using group discussion was effective. The class interaction was improved. The teacher did not dominate the class again. The students were also braver to ask the teacher. The interaction among the students in the discussion was also improved. Furthermore, the students were more participated in the teaching and learning process. 101 Based on the the quantitative data that can be seen from the result of the pre-test and the post-test, the students’ results show that the students’ reading comprehension ability have been improved. The mean score of the pre-test is 63.34 and the mean score of the post-test is 69.53. The difference between the mean score of pre-test and the post-test is 6.19. This justifies that the students’ reading comprehension ability have been improved.

B. Implications

Based on the result of the research, the implementation of the use of the Multiple Intelligences–based techniques has been proved to improve the students’ reading comprehension ability. It also improves the teaching and learning process of reading. Thus, it is suggested that the English teacher use the Multiple Intelligences–based techniques in the teaching and learning of reading.

C. Suggestions

1. To the students of SMP Negeri 13 Yogyakarta

The students can use various ways to learn and understand the different kinds of text. However, they must first learn about their intelligence profiles so that they have better understanding what kind of way of learning suits them.

2. To the English teacher

It is recommended that the teacher uses various kinds of activities that challenge the students in learning reading. The teacher also does not have to make the teaching and learning process of reading relied relying on him by giving 102 explanation all the time while the students listen to him. Group discussion can be also one of the ways the students learn and study.

3. To other researchers

For other researchers who will conduct similar studies, they should conduct some research studies to know further the application of the Multiple Intelligences–based techniques and its connection with students’ reading comprehension.