DEVELOPING READING MATERIALS BASED ON MULTIPLE INTELLIGENCE FOR EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

Students are unique with their own characteristics and differences. In line with the current learning paradigm, learner - centered paradigm, learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals that result in various ways of learning. However, the current reading materials contain neither sufficient reading texts nor enjoyable tasks fostering their differences in line with their individuality that happen in every classroom. Thus, this study intends to develop reading materials based on multiple intelligence to accommodate these differences. This research belongs to R&D. The steps are conducting a needs analysis, studying literature, developing the product, getting expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials, a needs analysis was initially conducted to investigate the needs of the students concerning the reading materials that would be developed in this research. The needs analysis was conducted in five junior high schools in Magelang. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning expert before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good”. Furthermore, the result of this research indicated that implementing reading materials based on multiple intelligence encouraged the students to actively participate in the learning process as their strength was valued. In other words, the reading material entitled A Smart Way to Read is appropriate to be implemented. Thus, teachers and other educational stakeholders should develop learning materials catering the students’ multiple intelligence types to accommodate their differences. Keywords: reading, multiple intelligenc