THE DIFFERENCE OF INTRAPERSONAL AND INTERPERSONAL INTELLIGENCE TO READING SKILLS (Descriptive Study of the Ten Year Students of SMK Muhammadiyah Suruh in the Academic Year of 2014/2015 ) - Test Repository
THE DIFFERENCE OF INTRAPERSONAL AND INTERPERSONAL
INTELLIGENCE TO READING SKILLS
(Descriptive Study of the Ten Year Students of SMK Muhammadiyah Suruh
in the Academic Year of 2014/2015 )
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in the English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SITI WAHYUNI
113 11 003
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
DECLARATION
In the name of Allah, the most gracious and merciful.Hereby the writer declares that this graduating paper is made by the writer herself. It is not containing materials and written and has been published by other people, and from other people’s idea except the information from the reference.
This declaration is made by the writer, and she hopes that this declaration can be understood.
Salatiga, September , 2015 The writer
Siti Wahyuni
MOTTO
"We do not need magic to change the world; we
carry all the power we need inside ourselves
already: we have the power to imagine better.”
(JK Rowling)
DEDICATION
This graduating paper is wholly intended dedicated for: 1.
My beloved mother (Siti Juariyah) and Uncle (Drs.Khudlori), thanks for all support, trust, finance, and all of your prayers for me. You are the best parents in the world. I strongly love you.
2. My beloved brother (M. Nafhan Ulin Nuha), thanks for all support. I love you so much.
3. My friends Vivin Nuvitasari thanks for your support and prayer for me.
4. My best friend Munzilatul Khoisiyah, Nila Malihatul, and Anita K.D, thanks for your support, kindness, encouragement and prayer.
5. My closed friend Muslimin thanks for all support and prayer for me.
6. Mrs. Setyorini, S. Pd as an English teacher of SMK Muhammadiyah Suruh, thanks for your guidance and help.
7. The big family of SMK MuhammadiyahSuruh, thanks for your support and attention.
8. The big family of Ririn Boarding House thanks for everything.
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, thanks to Allah because the researcher could complete this research as one of the requirements for getting the degree of Educational Islamic Studies (S. Pd. I) in English Education Department of State Institute for Islamic Studies (IAIN) Salatigain 2015.
This research would not have been completed without supports, guidance, advice, and help from individual’s institution. Therefore, I would like to express deep appreciation to: 1.
Dr. Rahmat Hariyadi, M. Pd, as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Mr. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Mrs. Noor Malihah, Ph.D., as the Head of English Education Department of Teacher Training and Education Faculty 4.
Mr. Rifqi Aulia Erlangga, S. S, M. Hum., as the researcher’s consultant of this graduating paper thanks for suggestion and guidance for this graduating paper from beginning until the end.
5. All lecturers of English Education Department of IAIN Salatiga.
7. My mother and uncle who always be patient to educate me, for their never ending praying and love. You are everything for me.
8. My friends Vivin Nuvitasari thanks for your support and prayer for me.
9. Mrs. Setyorini, S. Pd as an English teacher of SMK Muhammadiyah Suruh, thanks for your guidance and help.
10. The big family of SMK MuhammadiyahSuruh, thanks for your support and attention.
Salatiga, September , 2015 The writer SitiWahyuni 11311003
ABSTRACT
Wahyuni, Siti (2015): “The Difference of Intrapersonal and Interpersonal
Intelligence to Reading Skills (Descriptive Study of the Ten Year Students of SMK Muhammadiyah Suruh in the Academic Year of 2014/2015) ”. Graduating paper of English Education Department State
Institute for Islamic Studies (IAIN) Salatiga.
Key words: Difference of intrapersonal intelligence and interpersonal
intelligence, reading skills.The aims of this research are to find out the profile of students’ reading skill taught by comparing students’ intrapersonal and interpersonal intelligence in order to find out the significant difference between intrapersonal and interpersonal intelligence students’ in reading skill. To analyze, the researcher analyze the students’ job sheet by scoring the reading test. The population of this research is the first grade of SMK Muhammadiyah Suruh in the academic year of 2014/2015. The total numbers of population are 256 students and the researcher takes 20 students with random technique as the subject. Based on the result of the research, the researcher can conclude that the average score in intrapersonal intelligence is
71. Students’ average score in interpersonal intelligence is 82. It can be concluded that there is difference because average score of interpersonal intelligence higher than the average score interpersonal intelligence to reading skills. .
TABLES OF CONTENTS TITLE i DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION............................................................... iv
MOTTO v DEDICATION vi ACKNOWLEDGMENT vii ABSTRACT ix TABLE OF CONTENTS xCHAPTER I: INTRODUCTION A.
1 Background of Study B.
3 Limitation of the Study C.
4 Statements of the Problem D.
4 Objectivesof Study ……….
E.
4 Benefit of the Study F.
6 Definition of the Key Terms G.
7 H. Graduating paper Organization 8
CHAPTER II: RESEARCH THEORIES A. Theoretical Framework ................................................................. 10 1. Definition of Reading ............................................................. 10 2. Reading Skill .......................................................................... 11 3. Types of Reading ................................................................... 12 4. Principles of Reading ............................................................. 13 5. Purposes of Reading ............................................................... 14
B.
Intelligence .................................................................................... 19 1.
Definition of Intelligence ....................................................... 19 2. Intrapersonal intelligence ....................................................... 20 3. Interpersonal intelligence ....................................................... 23 4. Intrapersonalintelligence and interpersonal intelligence inreading ................................................................................ 27
CHAPTER III: RESEARCH METHOD A. Subject of the Study ..................................................................... 29 B. Method of Research ...................................................................... 31 C. Technique of Collecting Data ...................................................... 32 D. Analysis ........................................................................................ 33 CHAPTER IV: DATA ANALYSIS A.
34 Description of SMK Muhamammadiyah Suruh B.
35 Description of ten grade students C.
36 Data Analysis D.
42 Discussion E.
42 Research Limitation
CHAPTER V: CLOSURE A.
43 Conclusion B.
44 Suggestion
REFERENCES APPENDIXES
CHAPTER I A. Background of the study The objective of learning in SMK (vocational school) is to make
students be able to communicate in English to support the s tudent’s major skills to enter labor market. In communication students can build a good relationship with each other by using language. In learning language, there are four skills that must be mastered by students, they are listening, speaking, reading, and writing. Reading is one of the most important skills of those.
Reading is also an essential skill for all students in all stages.
Reading is very useful in human life, because by reading someone would know about the world without having to go around the world. But in fact, reading is not as easy as what people think because it is not only about reading a sentence and saying it out to others but also we have to understand the content of the reading text and its purpose.
English is one of many languages in the world. It is widely used in many field of life in this world. It has been used in global communication.
But nowadays English has spread used in education, science and technology. Especially for students, English has an important role. So, th at’s why they are expected to master English.
There are some factors that hamper student’s achievement in reading. role and interaction in any form requires the ability to know himself and work together with others.
Interpersonal and intrapersonal intelligence are parts of multiple intelligence that need to be developed by the students. With these intelligences students can determine the potential and the weaknesses that students have, so they will be able to develop and students will understand how to relate well with others. It will help students to gain the knowledge that they need and recognize the ability of their own.
According to Wheeler (2009: 352), students who have intrapersonal intelligence or ‘self smart’ are interested in doing a set of activities in language classroom which are totally different from those enjoyable to learner with interpersonal intelligence. Because students that have intrapersonal intelligence more enjoy having individualized and private space for studying. So, they have deep understanding in reading to measure their ability by themselves.
Interpersonal intelligence is the ability to work together with others. Students will be easy to learn with discussion and share their opinion in group. Because students with this intelligence have ability to understand others feeling. Recognizing students intelligence can help them to gain learning process in reading better and to get more knowledge from others and
Student’s intelligence isfundamentally different from each others. Each student has different ability and accuracy in learning process. So, students need to know their intelligence to improve their ability in reading with easier way.
Based on that phenomenon, the writer wants to analyze a comparative study between intrapersonal and interpersonal intelligence of students to improve students ability in reading skill. So the writer chooses the title “THE DIFFERENCE OF
INTRAPERSONAL AND
INTERPERSONAL
INTELLIGENCE TO READING SKILLS (Descriptive Study of the Ten Year Students of SMK Muhammadiyah Suruh in the Academic Year of 2014/2015)”.
B. Limitation of the Study
Intrapersonal and intrapersonal intelligence are parts of multiple intelligence that can help students to know their own ability. So, students can improve skill based on the characters of intelligence that students have. It will make comfortable and easy to understanding some information in the right way. Therefore, this research focuses on the Intrapersonal and intrapersonal intelligence in reading skills.
Based on the explanation above, these studies identify intelligence of the students as an alternative solution to improve reading skills. Through the guided to improve their reading skill. By this, it is hoped that students will learn how to compare intelligence in reading skills.
C. Statement of the problem
Based on the explanation above, this research aims at answering the following problems:
1. How is the profile of students’ reading skills with intrapersonal intelligence?
2. How is the profile of students’ reading skills with interpersonal intelligence?
3.What is the difference of intrapersonal and interpersonal intelligence to students’ reading skills?
D. Objectives of the study
Based on the statement of the problems above, the purposes of the research are as follows:
1. To find out the profile students with intrapersonal intelligence.
2. To find out the profile students with intrapersonal intelligence.
3. To find out the difference students reading skills with intrapersonal and interpersonal intelligence.
E. Benefits of the study
The research is hoped that it will be useful for teachers, students and
1. Theoretically
The research can give contribution for the scientific development, especially a comparative study between intrapersonal and interpersonal intelligence in reading skill.
2. Practically
After this study has been completed, the research is hoped to give some positive significant values. As follows: a.
For English teachers
a) It can be used as a consideration in teaching reading with diverse intelligence of students’ in the classroom.
b) It can become an input to determine the steps and strategy for teaching reading based on students’ intelligence.
c) It can give an important comparative study between intrapersonal and interpersonal intelligence to improve the b.
For the primary students
a) It may motivate students to improve their interest in learning English since they will find out that reading is not always difficult to learn.
b) The students will be able to read well based on their intelligence.
F. Definition of key terms 1.
Intelligence According to American psychological Association, individual
’s intelligence differs from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. According to Dictionary of Psychology work by JP Chaplin, 1975, intelligence is the ability to adapt and meet the demands of the situation (environment) quickly and effectively.
2. Intrapersonal intelligence
According to Gardner, intrapersonal intelligence is the capacity to self awareness and in tune with inner feelings, value, belief, and thinking processes. Musrofi,(2010: 124) definedthe characteristics of intrapersonal intelligence including:
Expressing likes or dislikes very clearly b. Can express clearly what is felt c. Recognizing the strength and weakness of themselves d. Focusing on feelings and dreaming inside e. Believing in the ability of themselves 3. Interpersonal intelligence
According to Gardner, intrapersonal intelligence is the capacity to intelligence are, empathy for others, cooperators, likes to organize, understand others well, and having leadership.
4. Reading Reading is the process of finding meaning in written character or symbol and of interpreting and analysis text. Reading is the complement of writing (lynnbeene, 1992:12)
According to Uruquhart in Grabe (2009: 14), reading is the process of receiving and interpreting information encoded in language from the medium print.
5. Skill Skill is the ability to do something expertly and well (Hornby, 1974:
805). An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), G.
Reviewof The Previous Research
In this graduating paper, the writer takes three previous researches comparison. The first previous research was conducted by Zulkarnain. The title for his research is “THE PROFILE OF STUDENTS’ INTELLIGENCES AND THEIR DEVELOPMENT BY THE TEACHER(A Study on Third Years of SD PlusMuhammadiyahSalatiga)”. Based on his research, there is
The second research report was written by UmiHanik with her research paper entitled “A Descriptive Study of the Use OfSkimming Reading Strategy Achievement of the second Year Students’ of MAN TeangaranKab. Semarang in the Academic Year of 2007/2008”. The result of the correlation analysis show significant correlation between skimming reading strategy and reading achievement.
The third research report was written by RofiqNursasongko with his research paper entitles “The Emotional Intelligence Building(In Daniel Goleman’s perspective, 1995 onto 2005)”. There was of human intelligence can be developed during the time and emotional intelligence building concept consists of several items.
The difference between the writer’s research paper and the other researches above is that the wri ter’s research is focus on to comparing between intrapersonal intelligence and interpersonal intelligence in intelligence.
H. Graduating Paper Organization
In this section, the writer will discuss about some parts of graduating paper organization. Chapter I is introduction, consisting of background of the study, limitation of the problem, statement of the problem, the objective of the study, the benefits of the study, definition of key terms, methodology of related and support the research. Chapter III is telling about setting of research, subject of the study, method of the research, procedures of research, technique of collecting data, and technique of data analysis. Chapter IV is describing about analysis of data. Chapter V is closure, containing conclusion and suggestion.
CHAPTER II RESEARCH THEORIES A. Theoretical Framework 1. Reading Reading is the process of acquiring an author
’s meaning and interpreting, evaluating, and affecting those meanings, Guy L. Bond Evan Bond Lagner, (1969: 4). Reading is a visual and cognitive process to extract meaning and from writing by understanding the written text, process information, and relating it to existing experience, Millrood (2001: 117).
According to Reinking and Scheiner (in Kustaryo, 1988: 21) reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Lynn Beene (1992: 12) states that reading is the process of finding meaning in written
Moreover, Strang (cited in Dian, 2003: 29) said that reading is more than seeing words clearly, more than pronouncing printed words correctly, more than recognizing the meaning of isolated words. Reading requires students to think, feel, and imagine.
Based on the definition above, the writer comes to the summary of the definition of reading: b) Reading is visual and cognitive process to get information.
c) Reading is an interpretation of graphics symbol.
d) Reading is more than recognizing the meaning.
2. Reading skill
Reading skill is the ability to relate the textual material to one’s own knowledge by comprehending the text (Fauziyati, 2008: 133). The purpose of reading activity is to obtain the meaning of language ideas. In reading, the process of thinking is very urgent and vital, because the students read the text and not merely move their eyes along the sentences they read. Instead the same time, their minds work to get the message. Goodman (1982: 135) in Fauziyati (2010: 33) states that based on psycholinguistics perspective reading is considered as “psycholinguistics guessing game” the reader construct a message which is encoded by a writer. This act of meaning construction is a testing, and confirming or revising these prediction and further sampling.
According to Grant (1991: 79), the aims of using a reading text at intermediate level and advance level are; a)
To teach basic reading comprehension skill
b) To teach real life reading skill such as reading for gist and d) To develop critical reading skill
e) To develop the students knowledge of vocabulary or idiom
f) To reinforce certain grammatical features
g) To add stimulus for oral or written work later on.
3. The types of reading
Reading skill can be divided into four types, there are: a.
Scanning reading According to Risdianto (2012: 1) scanning is reading rapidly in order to find specific facts. When scanning students only try to locate specific information and do not even follow the linearity of the passage to do so. Students simply let their eyes wander over the text until students find what students are looking for, whether it be a name, a date, or a less specific piece of information, francoise Grallet (1988: 19). Scanning, on the information is relevant to stude nt’s purpose.
b.
Skimming reading Risdianto (2012: 1) states skimming is reading rapidly in order to get a general overview of the material. When skimming, students go through the material quickly in order to get the gist of it, to know how it is organized, or to get an idea of the tone or overall view of the context and implies a definite reading competence.
c.
Intensive reading The work of Palmer (1921) in Risdianto (2012: 1) notes that intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. Intensive reading is reading for complete understanding of entire text.
d.
Extensive reading Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. Extensive reading is rapid reading for main idea of a large amount of text.
4. The principles of reading
are: a.
Reading is not passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean.
b.
Students need to be engaged with what they are reading. As with everything else in lesson, students who are not engaged c.
Students should be encouraged to responds to the content of a reading text, not just to the language. It is important to study reading text for the way they use language, the number of paragraphs they contain and how many times they use relative clause.
d.
Prediction is a major factor in reading. When we read text in our own language, we frequently have a good idea of the content before we actually read.
e.
Match the text to the topic. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading task, the right kind of question, engaging and useful puzzle, etc.
f.
Good teachers exploit reading texts to the full. They integrate the reading text into interesting class sequences, using the topic for later activation.
5. The purposes of reading
Risdianto (2012: 94) state that the purposes of reading are: a.
Skimming for general information Students who want to find general information about a subject such as “frogs” will want to skim through a book or through the pages of the book or article quickly to find out whether it might cover the information students need.
b.
Scanning for specific information When a student wants to know how tadpoles (Indonesian: berudu, cebong) become frogs, students will need to scan a book or article about amphibians or frogs to find out whether the material covers tadpoles. When students scan, students will look at the title, the table of contents, the headings, and the index to find out if the material gives information about tadpoles.
c.
Reading to learn Another purpose for reading calls for reading carefully and slowly. When a student studies for a test, student will want to skim the book or chapter first to see what it covers. The students will read the headings and subheadings to discover how the book the material and what students already know.
Once a student has a general idea about the material students want to learn, students will read the section carefully. It is a time to read with a dictionary close by and to check the glossary for words students don’t know. After reading the chapter or section carefully, the students will go back and review Different from Shah Mahmood (1992: 10) who states that the purposes of reading are: a.
Reading for specific information Reading for specific information is a common form of reading used to discover specific or limited information.
b.
Reading for application Reading for application is used to accomplish a special task.
c.
Reading for pleasure an entertainment It includes reading popular magazines, newspaper, novels, and similar material.
d.
Reading for ideas This type of reading requires paying special attention to main ideas, concepts and the nature of the presented information. and conclusion in order to obtain a general of the content. Reading for idea is enhanced through familiarity with the overall field of study, related topics, facts, and discussion.
e.
Reading and understanding It requires comprehension of the relationship between the information introduced and overall knowledge of the subject. It William Grabe and Fredicka L. Stoller (2002: 13) state that the purposes of reading are: a.
Reading to search for simple information b.
Reading to skim quickly.
c.
Reading to learn from texts d.
Reading to integrate information, write and critique texts.
e.
Reading for general comprehension 6.
The aspects of Reading
Some of the aspects of reading which deserves both specific attentions in isolated learning situation and at other time, more balanced attention in more normal reading situation are word recognition, comprehension and reflection. Dallman (1982: 25) states that the aspects of reading are: a.
Word recognition recognizing words continues to enjoy support in respectable and influential quarters.
b.
Comprehension c. The vast majority of teachers do not endorse the claim that the individual who can recognize words can read. To them comprehension is an absolute necessity in reading.
Many educators have pointed out that word recognition and comprehensions do not comprise the total of the reading act. During the process reading, when defined as gaining meaning from the printed page, it is necessary to be to hold ideas as they occur and conceptualize meaningful interpretation through reflection.
7. The Factors which Influence Students Reading Skill
The students reading skill will be influenced by two kinds of factors. These factors come from students themselves or named as internal factor and from out of the students it is or named as external factor.
a.
Internal Factors 1)
Physical factor are everything about students body, such as eyes, ears, mouth, hand, etc.
Psychological factors consist of two elements, they are:
a) Intellectual factor are factors which influence student ability in receiving materials, understanding the information or create the ideas. These factors consist of talent, intelligent, etc.
b) Non intellectual factors are factors which influence student personality, this factor consist of attitude,
1) Social factors consist of students family environment, school, society where students life, and students group such as students learning group, classmate and playmates.
2) Cultural factors such as customs and traditions, knowledge, technology, and art.
3) Equipment factors including student learning facilities in home and school.
B. Intelligence 1. Definition of Intelligence
Intelligence comes from the Latin verb “intellegere”, which means “to understand”. By this rationale, intelligence (as understanding) is arguably different from being “smart” (able to adapt to one’s environment), or being “clever” (able to creatively adapt).
(find Google) complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Although these individual differences can be substantial, they are never entirely consistent: a given person’s intellectual performance will vary on different occasion, in different domains, as judged by dif ferent criteria. Concept of “intelligence” is no such conceptualization has yet answered the entire important question and none commands universal assent. Indeed, when two dozen prominent theorists were recently asked to define intelligence, they gave two dozen somewhat different definitions.
According to Sitatava (2013: 60) intelligence is a general term used to describe the nature of the mind which includes a number of capabilities, such as the ability to reason, plan, solve problems, think abstractly, comprehend ideas using language, and learning.
2. Intrapersonal intelligence
According to Sitatava (2013: 65) intrapersonal intelligence is the ability to analyze themselves and reflect on themselves, able to contemplate in silence and assess one's accomplishments, review the person's behavior and feelings deepest, make plans and set goals to be achieved, know the true self. apersonal intelligence refers to one’s ability to understand student’s inner thoughts, feelings, desires, strengths, and weaknesses.
This helps students know how students are different from or similar to others. Students also know how to act and behave and specific situation such as when students angry, happy, sad, or worried. Further, students like to be alone. Students are excellent when learning by themselves; that is, students are self/independent learner. Students do
Intrapersonal intelligence can be defined as the ability to understand themselves and to act on that understanding, Muh. Yaumi (2012: 20). The core component of intrapersonal ability to understand self intelligence accurate include strengths and limitations, intelligence will moods, intentions, motivations, temperament and desires, as well as the ability to discipline themselves, understand, and appreciate himself. The ability to appreciate yourself also means knowing who he is, what can and want to do, how the self-reaction to a particular situation, and addressing it, as well as the ability to direct and reflection. Intrapersonal intelligence is the intelligence of the inner world, sourced intelligence in abundance, a thorough understanding of self in order to face, to plan, and solve various problems faced.
An intelligent individual in intrapersonal intelligence has
1. Regularly spend time alone to meditate, contemplate and think about various issues.
2. Able to face setbacks, failure, obstacles with courage,
3. Have a realistic view of the strengths and weaknesses of feedback obtained from other sources.
Intrapersonal intelligence refers to an understanding of us in high intrapersonal intelligence can cause the students shy or insecure and tend to shy away from contact with other people. They are in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and introspection.
People who have intrapersonal intelligence are dominant and tend to have high self-awareness that they are able to process the clear objective of everything that is done today and the days to come. Intrapersonal intelligence refers to the individual's ability to recognize and accept that there are advantages and disadvantages in him. That is, an intelligent person in intrapersonal mean people aware of himself in depth, including feelings, ideas, and purpose of his life.
For a more comprehensive understanding of intrapersonal characteristics, the following elaboration;
1. Recognizing the well about matters relating to faith or
2. Working alone is more productive than working in a group or team.
3. Attitudes and behavior, affect methods and learning styles
4. Happy to think and talk about the causes of the causes someone can help others.
5. Open yourself or willing to protest or to sign a petition to fix
3. Interpersonal intelligence
According to Sitatava (2013: 65) interpersonal intelligence is ability to work effectively with others, connect with others, show empathy and understanding, as well as pay attention to their motivations and goals.
Interpersonal intelligence points out one’s ability to cooperate skillfully and effectively with others. Such people are friendly and sociable, thus students have many friends. Student’s can understand others’ feelings, intentions, interests, and motivations,Gardner (1999: 43).
Interpersonal intelligence is the ability to understand the thoughts, attitudes, and behaviors of others (Gardner & Checkly, 1997: 12). This intelligence is the intelligence of the indicators is fun for everyone else. Attitudes exhibited by students in interpersonal intelligence can be defined as the ability to perceive and distinguish moods, intentions, motivations and desires of others, as well as ability to respond appropriately to the moods, temperaments, motivations and desires of others. By having interpersonal intelligence, the students can feel what others feel, capturing the intent and motivation of others to act something, and able to provide appropriate responses so that
The core components of interpersonal intelligence are the ability to digest and respond appropriately various moods, intentions, motivation, feelings, and desires of others in addition to the ability to do the same job. While the other is the ability of sensitivity and ability to capture the subtle differences of the intent, motivation, mood, feelings and ideas of others. Those who have interpersonal intelligence are very concerned about others, have a high sensitivity to facial expressions, voice and gestures. Premises In other words, interpersonal intelligence involves many skills: the ability to empathize with others, ability in organizing group of people toward a common goal something recognizing capabilities and read the minds of others, the ability of friends or make contact.
Interpersonal intelligence is the ability to read the signs and social cues, verbal and nonverbal communication, and is able to adjust muh.Yaumi, 2012:145). Interpersonal intelligence related to the concept of interaction with other people around. Interactions are intended not just ordinary relationship dividing discusses the ups and downs, but also to understand the thoughts, feelings, and the ability to provide empathy and response. Usually students who have interpersonal intelligence tend to be dominant in the group extroverts to work in a group as capable of understanding the nature and character of others with ease.
Mork (2011) (cited in muh.Yaumi, 2012:145) focuses on four essential elements and interpersonal intelligence should be used to establish communication.
1. Reading social cues Fully notice how others communicate, understand communication, understand verbal and nonverbal communication that is used to interact, watch successful and unsuccessful communication to determine what really makes communication run or not run properly.
2. Giving empathy Trying to position themselves to be in another person's perspective when discussing about something in particular if resolve conflict, ask questions to find out what is really desired by the person in a situation. Comparing our desire to desire that person, and then look for similarities that can be compromised.
3. Controlling emotions If you feel hot or tense about the topic being discussed, should step back for a cool atmosphere. After controlling the situation, and expressed a desire to work together and find solutions, focused on positive outcomes and avoid conflict.
4. Expressing emotion in place.
Knowing when express compassion and affection, emotional relationship, or express positive emotions. Learn how a smile, a member of praise, revealing a warm conversation, looking for things that are preferable to others, and revealing verbally as positive thoughts. Studying models of interpersonal relationships that have played others and imitate their actions build spirit and interpersonal relation in a team or group.
In particular, the characteristics of people who have interpersonal intelligence are:
1. Learning very well in a situation that build interactions with one another. and collaboration.
3. The more associated premises of others, the happier. 4. had the pleasure of participating in social, religious, and political organizations.
5. Very caring and attentive to the problems and social issues.
4. Intrapersonal intelligence and interpersonal intelligence in
According to Sitatava (2012:176) intrapersonal intelligence has deep understanding in reading because students with intrapersonal intelligence like to think themselves. Students can understand well the meaning from the context and appreciate student’s knowledge. Than students with interpersonal intelligence enjoy to work in group because students can share their opinion with others to get a solution.
Usually students with intrapersonal intelligence will feel difficult when they work in group because they can’t accept others idea or just be a passive. Students with interpersonal intelligence can work by self but need more time to finish the text. Because students with interpersonal intelligence like to work together and can be an active person when in group.
Different from students that enjoys both intrapersonal and interpersonal intelligence, they are not only smart self but also able to work in group and share ideas with others. It will increase student’s knowledge and social relation. Rarely students have both intrapersonal and interpersonal intelligence because students must balance between self understanding and others opinion in understanding.
Students who have intrapersonal intelligence, interpersonal intelligence, or both of it can improve their ability in reading depending on themselves. How far the students can make weakness
CHAPTER III RESEARCH METHODOLOGY A. Subject of Research 1. Population Population is the whole subject of research (Arikunto, 1998:258). Furthermore, Sutrisno Hadi (1989: 193) states that population is number of people or individual who has at least the sample characteristic. From the statement above the writer can conclude that population as a subject of the research in general. It can be person or something else. It is a group of elements which is able to give information to clarify how to determine the problem. In this case, the population of this research is all students of the first grade of SMK Muhammadiyah Surh.
2. Sample Sample is part of population as an object of the research (Arikunto,
1992:117). Furthermore, Sutrisno Hadi (a989:220) explain that sample is a part of population which is investigated and assumed to be representative of population. Because there is just 20 students, it is also called as total sample.
3. Sample Technique Purposive sample technique is referred to as judgmental sampling
In this research the sample choose based on the specific criteria as the suggestion from the teachers. Students from each program choose with different character.
4. Class Distribution The location of this research is SMK Muhammadiyah Suruh, Kab.
TABLE 3.1 The Name Of Respondent in this Research
6 SiskaApriliani
X T.OKR
10 M. SlametRiyadi
X T.OKR
X T.OKR 9 FaniFadila .Y.
8 Dimas AgusChayono
X T.OKR
7 SlametHidayat
X T.OKR
X TSM
No Name of Respondents Programs
Semarang. The writer selects on the first grade students in academic year 2014/2015 as a respondent. The following table will show the name of respondent.
X TSM
4 DwiNurRahmawati
X TSM
3 FahrulIbnusholeh
X TSM
2 Irvan Effendi
X TSM
1 Muhammad Faisal
5 NurviOktaviani
13 Istiqomah
X TB
1. Approach In this research the writer used quantitative approach. Quantitative is a process of getting knowledge by using a number of data as instrument to have explanation about what will know. In general quantitative research can do as descriptive research (Margono, 2005:106).
Is a means to get some knowledge and to overcome the problem faced by researcher in their investigation. The methodology of the research is way of how to again certain and effort to find, develop, and examine the truth of science systematically.
Method of Research
X TB B.
20 SofiWiranti
X TB
19 DhenikKushardiyanti
18 YuliAnasari
X T.ITL
X TB
X TB 17 EndangDwiragil .S.
16 YuniSetyawati
X T.ITL
15 SitiYuniFitriani
X T.ITL
14 RizkyYulia
2. Type of the research Type of this research is descriptive research. The research as he said that quantitative research is the kind of research based on the percentage calculation, average and other statistics. On the other hand according to Arikunto (2010:27) he said that in quantitative research analyze the data it uses number, list, diagram, and graphics.
C. Technique of collecting data
In this research, the researcher collects data by these techniques: 1.
Observation In this method, the research applies participant observation. As asserted by Susan Stanback (1988) that in yhis observation the researcher observes what people do, listen to what they say and participants in their activities, but researcher just present at the scene of action and does not interact or participant, so it can be called passive participants.
2. Documentation book transcripts, newspaper, magazine, meeting note, agenda and so on (Arikunto, 1998: 202). This method is designed to get more data to perceive the nature and content of the significant interval elements. It is also to know about the condition of school environment, they are:
1) List of sample names
2) Score of students reading comprehension of first grade
3. Test
Test is a series question orother instruments that are used to measure individual or group skill, knowledge, intelligence, capability or talent (Arikunto, 1992: 115). Through the test, the writer will be able to recognize the ability in reading using intrapersonal intelligence and interpersonal intelligence.
In this research, the researcher will use multiple choices. This test consists of 25 items about reading comprehension.