situation. The following figure is the model of the research adapted from Kemmis and McTaggart in Burns 2010:8.
Figure 2.1: Action Reasearch model based on Kemmis and McTaggart in Burns 2010:8
Figure 2.1 shows that the processes of an action research are continually done until I find out the result by the solution as the treatments. A sequential of
activities is done in the action phase.
2.3 Theoretical Framework
As has been reviewed in advance, it is obvious that the theoretical framework underlying this study is derived from the theory by relevant empirical research
studies. The review reflects that improving the students’ motivation on reading
comprehension will be successful if the students ’ interest is elaborated in Multiple
Intelligences strategies. In other hand, their intelligences will improve not only
linguistic but also other intelligences. As has been outlined in this chapter, this framework has been strongly backed up and supported by the theories and
empirical research studies as well as some practical proposed by some teachers involved in the teaching and in doing related research. The theoretical framework
of the study can be diagramed as shown bellows:
Figure 2.2: Theoretical framework of the research
A teaching learning process can be called successful if the process of it can build an effective learning activity. Based on Sardiman 2009:48 activity is an
important principle in teaching learning process because learning is doing, Classroom Action
Research Multiple
Intelligences Linguistic
Musical Spatial
Kinesthetic logical-
mathematical Interpersonal
Intrapersonal Naturalistic
Reading Reading
Comprehension Intensive
Reading Motivation
Intrinstic Extrinsic
Activities
Students
changing the behavior, and every learning process should has a sequential of activities, without any activities the learning will not be held well.
Motivating student in teaching learning activities, especially in reading is not easy job for the teacher especially to the junior high school students. The
teachers must construct various kinds of activities to improve the students’
motivation and to make the students comprehend the text they read. Thus, the
teacher must choose suitable strategies for the process of teaching and learning.
Multiple intelligence strategies are assumed to have good contribution to develop the
students’ motivation to read texts. The various activities that use the students’ intelligences can motivate the students’ to be active in teaching learning
process and later it influences their understanding.
CHAPTER III METHOD OF INVESTIGATION
This study is an action research about improving students’ motivation on reading
comprehension by using Multiple Intelligences strategies. This chapter consists of some parts, namely subject of the study, research design, instruments of data
collection, procedures of data collection and procedures for data analyzing. Those parts will be described as follow:
3.1 Subject of the Study
According to Best 1981:8 a sample is a small proportion selected for observation and analysis. The subject of this research was the class 8.G students of SMP N 1
Alian. The selection of the sample because of some considerations, the first, I graduated from the school so that I could get the permission easily and the second,
SMP N 1 Alian is categorized into national standard school with good performance in the national examination last three years.
3.2 Research Design
The research was designed to seek the answer of the questions namely how the Multiple Intelligences strategies can be implemented in English learning class and
how the strategies can improve the students’ motivation. Action research based on Kemmis and Mc. Taggart on Burns 2010:7 is to plan, act, observe and reflect
carefully, more systematically and more rigorously than one usually does in everyday teaching learning process. Therefore, I started the research by doing
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