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.