Académique Documents
Professionnel Documents
Culture Documents
A Research Proposal
by
Nabella Dwi Meilinda
13250054
1. INTRODUCTION
1.1. Background
English as a foreign language in Indonesia is considered to be the most important
language among other foreign language. It has been used by people around the world (Retno,
Wiwiek, Sugeng, 2013). English has become more important for all aspects, for example in
business, science, technology, and surely education. This fact leads Indonesian people to
learn English, and even the government has put English as a compulsory subject included in
the curriculum.
According to the school based (KTSP) curriculum, the aim of learning English for
senior high school students is to develop their ability to communicate in English in oral and
written form which includes speaking, reading, listening and writing. Based on Kustaryo (as
cited in Sinambela, Manik, Pagaribuan, 2015), reading is one of the most important skills in
learning a language besides listening, writing and speaking. skill. Nowadays, reading is the
most important skill that every language learner and most people need to know. People read
texts for different purposes from getting information to pleasure. It helps students of English
as a foreign or second language to become acquainted with the subject area of their field of
study and also improve their knowledge of the language (Salehi, Lari & Rezanejad, 2014).
1
The fundamental goal for any reading activity is knowing enough science concepts and
knowing the language. To Indonesia students this is a bridge to understand scientific books
that they read.
Based on the GBPP, the purpose teach and learn English for senior high school in
Indonesia are 1) understanding the text and 2) understanding with speaking (Departemen
Pendidikan Nasioanl Republik Indonesia 2006). Beside that, the main point of learn English
is passing grade in nasional examination (UN). In nasional examination the students should
answer 35 questions about reading and 15 questions about listening.
Reading with comprehension means understanding what has been read. Comprehension
involves understanding the vocabulary seeing the relationship among words and concepts,
organizing idea, recognizing authors purpose, making judgment and evaluating. Word
important factor in determining the degree of comprehension (Sinambela, Manik, Pagaribuan,
2015). According to Alfassi (as cited in Zare & Othman, 2013), research studies on reading
comprehension have revealed that reading is a complex cognitive activity that is crucial for
adequate functioning and for obtaining information in current society and requires an
integration of memory and meaning construction. Reading with comprehension means
understanding what has been read. Comprehension involves understanding the vocabulary
seeing the relationship among words and concepts, organizing idea, recognizing authors
purpose, making judgment and evaluating. Word important factor in determining the degree
of comprehension. Reading is one of the important aspects in the process of learning a
language because when students read, they can add out knowledge and information from the
reading text. But students in some countries around the world still have problem in reading.
Based on World Data on Education, 7th edt, 2010/11, Indonesia students still rank low
on international standardized tests. In 2007, Indonesia ranked 48 out of 56 countries in
reading. According to Program for International Assessment (PISA) in 2009, Indonesian
students score was below the OECD average which was on the 57 th ranks out of 65 countries.
In the next 3 years, the result is worse than 2009, the percentage of 15-years-old student
performing at PISA reading literacy proficiency levels 5 and above and below level 2 of
Indonesia in 2012 is in 64th out of 65thcountries. Many factors cause the phenomenon problem
of this students poor reading achievement. Based on observation by Hasanah (2013) she
noticed that the eighth graders of SMP N 1 Alian, Kebumen had difficulties to comprehend
and understand the content of the reading text. When their understanding were checked by the
teacher after reading time, the students could not answer because they did not get the point of
what they read in advance, even the particular information from the text. Based on the
interview by Hervin (2015) when he did an interview with the English teacher of SMAN 8
Palembang and he found that there were various scores for the 11 th grade students English
achievement, including reading as one of the aspects, there were about 20% of students had
scores above standard (KKM), 40% had scores on standard and 40% had scores below the
standard.
Todays ideas of education focus on learner autonomy. Students are supposed to be
responsible for their own learning and should be aware to their strengths and weaknesses.
Multiple Intelligences theory is one of the theories in the field of education nowadays
introduced by Gardner. In the theory, Gardner in Hasanah (2013) rejects the notion of single
intelligence; there are a lot of human abilities called Human Intelligences. Gardners ideas
show us that students may learn in different way. Therefore it is necessary to have a variety
approach and activities. Therefore, the writer is interested in knowing whether or not their
multiple intelligences are one of the reasons which made it happen.
According to Gardner (as cited in Sayed, 2008), each of these multiple intelligences is
linked to an independent system in the brain. All human beings possess different intelligences
in varying degrees and each individual manifests varying levels of these different in-
telligences and thus each person has a unique cognitive profile; that is, a) all human possess
all different intelligences in varying amounts; b) each individual has a different composition
of intelligences; c) different intelligences are located in different areas of the brain; d) by
applying Multiple Intelligences we can improve education; and e) these intelligences may
define human species. Moreover, although the eight basic types of intelligence are presented
individually, Gardner suggests that these separate intelligences do not operate in isolation.
Normally, any activity encompasses several kinds of intelligence together.
A summary of Gardners eight intelligences is as follows: Linguistic/ verbal
Intelligence,
Logical/Mathematical
Intelligence,
Spatial/Visual
Intelligence,
Musical
comprehension achievement. Other determinations may come from other factors such as
students reading habit, reading skill, reading strategies, vocabulary knowledge, and
background knowledge.
According to Himayana (2006), correlated the senior high school students multiple
intelligence and their English achievement. Her finding was that from 48 students who have
logical-mathematical intelligence, 9 of them got lower score, 18 got average score, 16 of
them got good score, and 5 of them got excellent score. It can be seen that the students who
got better good score are the ones having logical-mathematical Intelligence. Besides, Saputri
(2008) also correlated the multiple intelligence to the sixth grader students at an elementary
school. Her finding was that there were five intelligences that mostly appear. They were
linguistics, logical, spatial, musical, and interpersonal intelligences. Furthermore, she also
found that the students who have logical-mathematical intelligence tend to have a good
English achievement.
Based on all the descriptions above the writer would like to conduct a research entitled
The Correlation between Multiple Intelligences and Reading Achievement of the Third
Grade Students of SMA Muhammadyah 1 Palembang. The reason for the writer to choose
this title because the writer would like to figure out whether there was any relationship
between multiple intelligences and reading comprehension achievement of the third grade
students at SMA Muhammadyah 1 Palembang. It is essential to obtain and correlate the
information in order to solve the problem in students reading achievement later on.
1.2.
Research Problem
1 Is there any significant correlation between multiple intelligences and reading
achievement of the third grade students of SMA Muhammadiyah 1 Palembang?
1.3.
1
Research Objectives
If there is any significant correlation between multiple intelligences and reading
1.4.
2. LITERATURE REVIEW
2.1.
The Concepts of Reading
Reading is one of four skills in language. Reading is an activity to comprehend some
information in written language. According to Pang ( as cited on Hasanah, 2013), reading
consists of two related processes, word recognition and comprehension. Word comprehension
refers to the process of perceiving how written symbols correspond to spoken language and
comprehension refers to the process of making sense of words, sentences, and connected text.
When we read, we must understand the implicit and explicit meaning from the text. Misa
(2014) states that reading is a complex, interactive process, using basic skills and advanced
strategies to make meaning. It is obvious that in reading activities, we make a communication
with the writer by activating our prior knowledge and drawing a conclusion of the writers
ideas into our own so that it will help us understand what the writer meant.
When we begin to read, we actually have a number of initial decisions to make, and we
usually make these decisions very quickly, almost unconsciously in most cases. Most of
people read for general comprehension. Here we might read a novel, short story, a newspaper
article or a report of some type to understand the information in the text, to be entertained and
to use the information for a particular purpose. Cadlin and Hall (as cited in Sinambela,
Manik, Pagaribuan, 2015) state that there are purposes of reading, they are:
1.
2.
3.
4.
2.2.
Literal Comprehension
Literal comprehension involves acquiring information that is directly stated, the basic
of literal comprehension is recognizing stated the main idea, detailed caused effect and
sequence. It is also prerequisite for higher-level understanding. The important in this level is
understanding of vocabulary, sentence meaning, and paragraph meaning.
2
Interpretative Comprehension
Critical Comprehension
Critical comprehension is evaluating written material comparing the ideas discovered in
the material with known standards and drawing conclusion about their accuracy,
appropriateness, and timeliness. The critical reader must be an active reader, questioning,
searching for facts, and suspending judgment until he or she has considered all of the
material. Critical reading depends upon literal comprehension, and grasping implied ideas is
especially important.
4
Creative Comprehension
Creative comprehension involves going beyond the material presented by the author. It
requires reader to think as they read, just as critical reading does and it also requires them to
use their imaginations. Through creative reading the reader creates something new idea, the
solution to a problem, a new way of looking at something from the ideas gleaned from the
text.
2.3.
products that are valued within one or more cultural settings. The theory of Multiple
Intelligences, first was introduced by Gardner, explains the concept of intelligence that there
is no general intelligence, but rather that each person has at least eight distinct intelligences
which can be developed throughout his/her lifetime.
Gardner in Armstrong (2009, p. 32) defines intelligence as an ability to solve the
problems and create the product with the culture value. After researching some kind of
abilities, competencies, and skills used in the whole world, Gardner advocates that there are
at least eight intelligences that need to be considered:
1. Linguistic Intelligence
It is the capacity to use words effectively, whether orally (e.g., as a story teller,
orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist).
This intelligence includes the ability to manipulate the syntax or structure of
language, the phonology or sounds of language, the semantics or meanings of
language, and the pragmatic dimensions or practical uses of language. Some of these
uses include rhetoric (using language to convince others to take a specific course of
action), mnemonics (using language to remember information), explanation (using
language to inform), and meta-language (using language to talk about itself).
2. Logical-Mathematical Intelligence
It is the capacity to use numbers effectively (e.g., a mathematician, tax
accountant, or statistician) and to reason well (e.g., as a scientist, computer
programmer, or logician). This intelligence includes sensitivity to logical patterns or
relationships, statements and propositions (cause-effect), functions and other related
abstractions. The kinds of processes used in the service of logical-mathematical
10
intelligence
include
categorization,
classification,
inference,
generalization,
11
expressions, voice, and gestures; the capacity for discriminating among many
different kinds of interpersonal cues; and the ability to respond effectively to those
cues in some pragmatic way (e.g., to influence a group of people to follow a certain
line of action).
7. Intrapersonal Intelligence
It is self-knowledge and the ability to act adaptively on the basis of that
knowledge. This intelligence includes having an accurate picture of oneself (ones
strengths and limitations); awareness of inner moods, intentions, motivations,
temperaments, and desires; and the capacity for self-discipline, self-understanding and
self-esteem.
8. Naturalist Intelligence
It is the expertise in the recognition and classification of the numerous species
the flora and faunaof an individuals environment. This also includes sensitivity
to other natural phenomena (e.g., cloud formations, mountains, etc) and, in the case of
those growing up in an urban environment, the capacity to discriminate among
inanimate objects such as cars, sneakers and CD covers.
12
Strengths
Preferences
Needs:
Area
Verbal /
Writing,
Books, tapes,
Linguistic
reading,
stories, talk,
words, speaking,
paper diaries,
memorizing
memorize, work
reading, writing,
writing tools,
dates, thinking
at solving
dialogue,
in words,
puzzles
discussion,
telling stories
debated, stories,
Mathematical
Math, logic,
Question, work
Working with
etc.
Things to think
Problem
with numbers,
relationships and
about and
Logical
solving,
experiment,
patterns, classifying,
explore, science
reasoning,
solve problems
categorizing, working
materials,
manipulative,
patterns
trips to the
planetarium and
science
Visual /
Maps, reading
Draw, build,
museum, etc.
Video, movies,
Spatial
charts, drawing,
design, create,
slides, art,
mazes, puzzles,
daydream,
imagination
imagining
look at pictures
drawing
games, mazes,
things,
puzzles,
visualization
illustrated book,
trips to art
museums, etc.
13
Bodily /
Athletics,
Move around,
Touching, moving,
Role-play,
Kinesthetic
dancing,
knowledge through
drama, things to
crafts, using
body language
bodily
build,
sensations, processing
movement,
tools,
acting
sports
and physical
games, tactile
experience4s,
hands-on
Musical
Picking up
Sing, play an
Rhythm, singing,
learning, etc.
Sing-along time,
sounds,
instrument,
melody, listening to
trips to concerts,
remembering
listen to
music playing at
melodies,
music, hum
home and
rhythms, singing
Interpersonal
Intrapersonal
school, musical
Leading,
Talk to people,
Comparing, relating,
instruments, etc.
Friends, group
organizing,
have friends,
sharing, interviewing,
games, social
understanding
join groups
cooperating
gatherings,
people,
community
communicating,
events, clubs,
resolving
mentors/
conflicts,
apprenticeships,
selling
Recognizing
Work alone,
etc.
Secret places,
strengths and
reflect
time alone,
weaknesses,
pursue interests
self-paced projects
self-paced
14
Naturalistic
setting goals,
projects,
understanding
choices, etc.
self
Understanding
Be involved
Working in nature,
Order,
nature, making
with
exploring living
same/different,
distinctions,
nature, make
connections to
identifying flora
distinctions
and fauna
science issues,
patterns
2.4.
15
2.5.
Ho
reading
Ho
H1
16
Research Variables
According to Fraenkel et al. (2012, p. 80), a common and useful way to think about
3.3.
Operational Definitions
17
The title of this study is The Correlation between Multiple Intelligences and Reading
Achievement of the Third Grade Students of SMA Muhammadiyah 1 Palembang.
Correlation refers to a coefficient that describes the degree of relationship between two
variables in this study which are multiple intelligences and reading achievement of the third
grade students of SMA Muhammadiyah 1 Palembang in academic year 2016/2017. The
correlation will measure by Pearson Product-Moment Correlation.
Multiple Intelligences refers to theory of intelligence that differentiates it into specific
(primarily sensory) modalities, rather than seeing intelligence as dominated by a single
general ability. This intelligence will measure by multiple intelligences questionnaire.
Reading achievement refers to the scores that show the students reading
comprehension. Reading achievement in this study will measure by reading test.
3.4.
Population and Sample
3.4.1. Population
McMillan and Schumacher (2010, p. 489) state Population is a group of individuals or
events from which a sample is drawn and to which results can be generalized. Table 1 below
presents the population of the study consisting of the third grade students of SMA
Muhammadiyah 1 Palembang in academic year of 2016/2017.
Table 1
Population of Study
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Class
XI IPA 1
XI IPA 2
XI IPA 3
XI IPA 4
XI IPA 5
XI IPA 6
XI IPS 1
XI IPS 2
XI IPS 3
XI IPS 4
Total
Number of students
38
40
40
40
40
39
40
39
41
42
399
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3.4.2. Sample
Sample refers to groups of individuals from whom data are collected. McMillan and
Schumacher (2010, p. 129) state that in quantitative studies, the selection of the group of
subjects or participants from the population is called sample. Purposive sampling will use in
this study because the writer would like to decide who the sample is. Arikunto (2010, p, 183)
states that this sampling is done by taking the subjects not from the startification, random, or
cluster but based on the specific purpose. It is usually done by some considerations such as
limited time, energy, and fund so that the reseacher does not need to take bigger and wider
sample.
In this study, the total number of population was 399 students. The researcher will take
4 classes as the sample. The total number of the sample was 157 students. The students are
representative and informative to be the sample about the topic of writers interest in this
study. Table 2 below shows the sample of the study.
Table 2
Sample of Study
No
1.
2.
3.
4.
3.5.
Class
XI IPA 1
XI IPA 2
XI IPS 1
XI IPS 2
Total
Number of students
38
40
40
39
157
Data Collection
This study will use a multiple intelligences questionnaire and a reading comprehension
19
The purpose of the test will find out the reading achievement of the sample in this
study. The students will do the reading comprehension test, the test will try out to non-sample
students with the same characteristics as the sample students. For the time allocation are 60
minutes. They are the third grade of SMA Muhammadiyah 1 Palembang of science classes
(IPA) 4, (IPA) 5 and social class (IPS) 3 with the total number of the participants was 121
students. The reading comprehension test can be seen in Appendix A.
3.5.2. Questionnaire
Questionnaire is a written set of questions or statements that are used to assess attitudes,
opinions, beliefs, and biographical information (McMillan and Schumacher, 2010, p. 489).
Types of items in questionnaire are open and closed forms. In this study, the writer used the
closed form.
McMillan and Schumacher (2010, p. 197) say that closed form items are best for
obtaining demographic information and data that can be categorized easily. The writer uses
the close questionnaire because it is easier to analyze. The writer hopes the respondents can
give their real answers. The writer uses close questionnaire which is a ready-made
questionnaire by Rogers (2011) because it had same context as what the writer measured and
it was already tested in the Asian country (Oman) using English as a foreign language. The
instrument consisted of 56 items, 7 items for each of the eight intelligences. Each item is a
description of one of the multiple intelligences that is manifested in their behaviors, feelings
and attitudes. For each item, the participants will be instructed to choose from 5-level Likert
scale. He had used this scale to indicate their level of agreement with the item concerned. The
questionnaire can be seen in Appendix B.
In this study, the writer will be modified the questionnaire into 4-level Likert scale to
avoid an unknown response which would probably be given by the students and to make an
easy computation for the total score. Furthermore, the statements of the questionnaire will be
20
translated into Bahasa Indonesia in order to make the students easily give a response to the
statements by making a check list () on the answer sheet.
3.6.
Validity and Reliability
3.6.1. Validity
To find out the validity of the multiple intelligences questionnaire, the researcher will
be tried out the questionnaire in the others school who have same level as the same samples.
Validity is used to see whether the test measures what it claims to measure. The validity of
the test will be measured with SPSS software version 22.0 using Corrected-Item Total
Correlation.
3.6.2. Reability
The writer will apply Cronbach Alfa formula to obtain the reliability of test. The test
will be tried out by using SPSS (Statistical Package for Social Science) version 22.0. The
total items of the test were 45 items. Johnson and Christensen (2012, p. 340) state that when
used to check reliability of scores, the coefficient should be at least 0.70, preferably higher.
Therefore, the questionnaire will be reliable if the coefficient is 0.70 or higher. Further, to get
the reliability of the reading test, inter-rater reliability will be used. By using Pearson Product
Moment Correlation Coefficient, the reliability of the test can be obtained since the results
from each rater will be correlated.
3.7.
Data Analysis
In analyzing the data, the statistical procedures will be carried out in this study: (1)
Descriptive statistics including minimum and maximum scores, means and standard deviation
was computed to summarize the students responses of the multiple intelligences
questionnaire and reading comprehension test. (2) Pearson correlation will be conducted to
examine the relationship between multiple intelligences and the reading achievements of the
students. (3) Multiple regression analysis will use to see the contribution of each type of
multiple intelligences to reading achievement of the third grade students. The correlation will
21
be measured the relationship between two variables. The correlation analysis will calculate
with SPSS software version 22.0.
22
Appendix A
Multiple Intelligences Questionnaire
Nama:
Kelas:
1. Pilihlah salah satu jawaban yang menurut Anda paling sesuai dengan diri anda dengan
memberi tanda ( ) pada salah satu kolom di bawah ini :
Jarang = 1, Kadang-Kadang = 2, Biasanya = 3, Hampir Selalu = 4.
2. Jika salah melakukan pengisian coretlah jawaban yang salah dan kemudian gantilah dengan
jawaban yang baru dengan cara memberi tanda ( ) pada pilihan anda.
3. Jawablah dengan sejujurnya dan yakinlah tidak ada jawaban yang terlewatkan.
Jarang
No
Pernyataan
1
2
3
4
5
6
7
10
11
KadangKadang
2
Biasanya
3
Hampir
Selalu
4
Saya
berhati-hati
dalam
mengungkapkan makna tersirat dan
tersurat dari kata-kata yang saya
gunakan dalam percakapan dan
tulisan
Saya menghargai berbagai macam
musik
Teman teman meminta bantuan
saya untuk memecahkan soal
matematika atau perhitungan
Saya
dapat
memvisualisasikan
gambar dengan jelas, tepat dan tajam
Saya memiliki keseimbangan tubuh
yang terkoordinasi dengan baik
Saya memahami mengapa apa yang
saya percayai dan lakukan
Saya memahami suasana hati, watak,
nilai, dan niat orang lain, meskipun
mereka me-nyembunyikannya
Saya
tertarik
dengan
sistem
pengklasifikasian
dinosaurus,
tanaman, burung, ikan, badai atau
serangga.
Saya yakin dalam mengekspresikan
diri, dalam perkataan atau tulisan,
secara pribadi ataupun publik.
Saya memahami pengetahuan dasar
musik seperti ritme, harmoni, akord
dan kunci.
Ketika mempunyai masalah, saya
23
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
26
Appendix B
Reading Test
Nama :
Kelas:
Elephants are the largest animals on the earth. They have the largest
brains of any mammals. Elephants talk to each other. Researchers have
discovered more than 50 different types of cells that they use to communicate
with each other. Their trunks are going to pick up trees that sensitive enough to
pick up flowers. They use them as tools to sweep paths, to scratch themselves to
swat flies, and to draw in the dirt. They are good swimmers and use their trunks
like snorkels. They live together to care for and rescue their young.
Taken from Peter Haddock Ltd., Ref.083
1. The elephants part of the body that is described in the text is..
a. Head
b. Ears
c. Tusk
d. Trunks
2. Researchers have discovered more than
The underlined word has the same meaning as
a. Looked for
b. Destroyed
c. Searched
d. Found
3. Which of the following descriptions is not correct
a. Elephants can dance around the wood
b. They can communicate well with other elephants
c. They can swim
d. Elephants join together to rescue their young
4. They use them as tools to sweep paths
Them refers to
a. Elephants
b. Flowers
c. Trunks
d. Researcher
5. to care and rescue their..
27
29
c. The Balinese
d. Gifted artists
28.Below is recreational activities you can find in Bali, except .
a. Horseback riding
b. Nature walks
c. Surfing
d. Skiing
Why does the cock eat the millipede?
Long ago the cock had a pair of beautiful horns on his head. But at that
time there was a dragon which was prevented from ascending into heaven
because he lacked a pair of horns. And so he offered the millipede as a
guarantor, and borrowed the horns from the cock!
When the millipede came for the horns, he said to the cock: "When you
want your horns back, you must call out at dawn: 'Give me back my horns!' and
they will be returned to you at once. You need have no occasion to be concerned
in the least."
The kind cock knew how difficult it was to ascend to heaven, so, reassured
by the good security the millipede offered, he loaned his horns without
hesitation, just twisting them right off his head. He also thought to himself that
when the dragon returned form his visit to heaven, they could sit down and have
a good conversation; he would ask the dragon to tell him how things were in
heaven, and if it really was beautiful there, as he had always heard. If it was true,
he might consider going there himself someday, he thought.
So, next morning at daybreak (for the dragon's visit was scheduled to be
brief), the cock called out loudly:"Give me back my horns!" But, even though he
repeated this demand ten times over, there was no sign at all of either the
dragon or the horns. Worried, the cock promptly went off to complain to the
millipede, who soothed him, saying: "If the dragon has not returned the horns
this morning, then he will certainly do so tomorrow. At the very latest, the day
after that. Just learn to be a little patient and your horns will soon be back on
your head, just as before."
The cock did wait several days, but although he called out every morning
at sunrise: "Give me back my horns!" They never did reappear. The cock was
extremely annoyed at this deception and loss, as you can well imagine, therefore
he ordered all the members of his family to eat millipedes on sight.
Even so, the cock has not yet given up hope of getting his horns returned.
He ordered his descendants always to call out at the break of day: "Give me back
my horns!" He still hopes that the dragon may hear him!
Taken from The Asian Animal Zodiac, 1998
29.Why didnt the cock have horns on his head?
a. Because he sold them to dragons
b. Because he lost them when he was flying
c. Because he lent the horns to the dragon
d. Because he thought that the horns are not good
30.Why did then cock loan his horns without hesitation?
a. Because he knew how difficult it was to ascend to heaven
b. Because he just didnt know what he should do
c. Because the horns were stolen by dragon
d. Because the horns were sad to see the dragon
32
Brooklyn, in New York City. The garden includes such attractions as the Childrens
Garden, the first of its kind in the world.
Taken from: Microsoft Encarta 2007. 1993-2006 Microsoft
Corporation. All rights reserved.
35.What is the text about?
a. Washington D.C.
b. The statue of Liberty
c. The culture of New York
d. New York City
36.The following is true about New York, except ....
a. It have a botanical garden.
b. It is the home of the statue of Liberty.
c. It has 250 museums.
d. It consists of four boroughs.
37.Where is the statue of liberty located?
a. Liberty Island
b. Brooklyn
c. SoHo
d. Manhattan
38.What does the word it in the last paragraph refers to?
a. New York
b. Brooklyn
c. Childrens garden
d. Botanical garden
39.How many galleries are there in New York?
a. 400
b. More than 400
c.. Not more than 500
d. More less than 350
40.SoHo is the acronym of ..
a. South of Honolulu
b. South of Hillside
c. South of Hoboken
d. South of Houston
Oil use and pollution aside, in some cities like Los Angeles and New York
there just isnt room for any more roads, so in order for large cities to grow, they
need more people to take public transit or risk permanent traffic jam. One bus
can safely hold 40 people, so even at half capacity thats nearly 20 cars worth of
space in traffic cleared up, and nearly20 parking spaces that dont need to be
built.
There are a lot of people that can take public transit with little
inconvenience butsimply dont because they never have in the past. If residents
in areas with plenty of transit had to buy transit passes as part of their property
taxes then they would have little excuse not to bus occasionally. A number of
universities already bundle a U-Pass with their tuition fees, forcing their
students to take the bus. When given the chance the majority of those students
have voted to keep these programs.
A similar system in apartments where a portion of the tenants are not
issued parking spaces in exchange for a discount on their rent would also be
forcing people to use public transit. This is already being done with the
assignment of one community car to several apartment tenants that arrange a
schedule for the car, and this program gets many positive reviews.
So yes, I would say that Americans should be forced to use public transit,
as Americans whom are already forced to do so find that it works well for them.
Taken from: www.helium.com
41.The following is one of the writers suggestions in forcing people to use
public transportations..
a. Make people buy transit passes as part of their property taxes.
b. Banning the use of cars.
c. Stop automobiles productions.
d. Fine people who do not use public transportations.
42.What is the purpose of the article?
a. Defining the functions of public transportations.
b. Arguing that American should not use public transportations.
c. Suggesting American the ways to use public transportation.
d. Suggesting that American should be forced to use public
transportations.
43.What is the function of the first paragraph?
a. Repeating the thesis or proposal
b. Stating the proposal
c. Stating the reasons behind the thesis
d. Describing the problem
44.In the article you find the word transit a few times. What does it means?
a. Stop
b. Transportation
c. Exit
d. Entrance
45.What is the function of the last paragraph?
a. Describing the problem
b. Stating the reasons behind the thesis
c. Giving arguments
d. Repeating the thesis or proposal
35
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