THE EFFECTIVENESS OF REAL READING TASK VIEWED FROM THE STUDENTS’ INTELLIGENCE (An Experimental Study in the Eighth Grade of SMP 2 Kudus in ECTIVENESS OF REAL READING TASK TO TEACH READING VIEWED FROM THE STUDENTS’ INTELLIGENCE (An Experimental Study in the Eighth Grade of SMP 2 Kudus in Academic Year of 2012/2013)

ABSTRACT Muhammad Taufiq, S891108068. “THE EFFECTIVENESS OF REAL READING TASK TO TEACH READING VIEWED FROM THE STUDENTS’ INTELLIGENCE (An Experimental Study in the Eighth Grade of SMP 2 Kudus in the Academic Year of 2012/2013)”. English Education Department, Graduate Program, Sebelas Maret University, Surakarta 2014. Consultant: 1) Dr. Ngadiso, M.Pd., 2) Dr. Abdul Asib, M.Pd. This research aims to reveal: (1) whether Real Reading Task is more effective to teach reading than Learning Cell Technique; (2) whether students with high intelligence have better reading skills than students with low intelligence; and (3) whether there is an interaction between teaching techniques and students’ intelligence in teaching reading. This experimental research was conducted at SMP 2 Kudus in the Academic Year of 2012/2013. The population is the second grade students of SMP 2 Kudus. The total number of population is 210 students coming from 8 (eight) classes. The research employed cluster random sampling. The sample was class VIII A as the experimental group and class VIII B as the control group. Each group consists of 26 (twenty-six) students. The instruments used in this research were students’ IQ test document and reading test. Before the reading test was used, it had been tried out to make sure the validity and the reliability of the test. The data were analysed using descriptive statistics to find the mean, mode, median, and standard deviation.The researcher adopted Lilliefors to do the normality test and the Chi-Square to do the homogeneity test. The significance of difference between the mean scores was measured using ANOVA 2X2 and Tukey Test. The findings of this research are: (1) Real Reading Task is more effective than Learning Cell Technique to teach reading; (2) There is no significant difference between the students with high intelligence and the students with low intelligence; and (3) There is an interaction between teaching techniques and student’s intelligence to teach reading. Referring to the findings, it can be concluded that Real Reading Task is an effective technique to teach reading. In the implementation of the teaching technique, a teacher must consider the level of the students’ intelligence. By considering the students’ intelligence, he will be able to develop the students’ reading skill better. Keywords: Real Reading Task, Learning Cell Technique, Inteligence, reading skill, experimental researc