primary goal in the service training and development of the students rather than the acquisition of the general knowledge in the field of education.
Many advantages that can be got by doing action research can be seen in the educational components as Supardi 2008:107-108 stated: first, the educational
innovation, second, Curriculum development in the national level and the last, the educational professionalism improvement.
Based on these explanations, it can be said that the goal of action research are to solve the classroom problems and to make an improvement in the action of
the classroom.
2.2.6.3 The Process of Action research
Many models of the action research are explained by experts. Sagor in Mills 2000:18 described a sequential, five steps process that includes problem
formulation, data collection, data analysis, reporting of result, and action planning. The similar concept is also stated by Calhoun in Mills 2000:18 that is an action
research cycle that includes selecting an area or problem of collective interest, collecting data, organizing data, analyzing and interpreting data, and taking
action. Generally, Arikunto 2008:18 explained the action research process in four
steps; they are 1 planning, 2 action, 3 observation, and 4 reflection. According to Kemmis and McTaggart in Burns 2010:7 action research typically
involves four board phases in a cycle of research. The first cycle may become a continuing, or iterative, spiral of cycles which recur until the action researcher has
achieved a satisfactory outcome and feels it is time to stop. They are explained as follows:
1 Planning
In this phase, I identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context. This is a
forward-looking phase which has to be considered: i what kind of investigation is possible within the realities and constraints the teaching situation; and ii what
potential improvements those are possible.
2 Action
The plan involves some deliberate interventions into the teaching situation that the research puts into action over an agreed period of time. The interventions are
critically informed as the research questions about the current situation and plan new and alternative ways of doing things.
3 Observing
This phase involves observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data
collection phase where I use “open-eyed” and “open-minded” tools to collect
information about what happening.
4 Reflection
At this point, I reflect on, evaluate and describe the effects of the action in order to make sense what has happened and to understand the issue have explored more
clearly. I may decide to do further cycles of action research to improve the
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
