Teaching english in university have four skills. One of them is reading. Reading is
the process of constructing meaning throught the interaction among knowledge,
information, and context. On the reading level of literal, it refers to understand what
is actually written on the text. It seems to provide learning variations which is
suitable with each students’ intelligences. Multiple intelligence approach is one of
teaching approach which adapts and builds the full potential of students’
intelligences (Gardner, 2011). This study aimed to describe the implementation and
the students’ perception of multiple intelligence- based teaching in literal reading.
The study used descriptive qualitative design. The subject of this study is the
English lecturer and 27 students’ of English education program in first semester at
STKIP PGRI Sidoarjo. The instrument of this study are observaation checklist and
questionnaire. This study shows that the implementation of multiple intelligencebased teaching can make the students keep the main ideas, interprete the text,
conclude the correctly, and transfer the information. The result of questionaire
shows that 15% strongly agree, 68% agree, 14% neutral, 3% disagree, 0% Strongly
disagree. It indicates that multiple intelligence-based teaching appeal the interest
and trigger the enjoyment in literal reading classroom. This study concludes thats
multple intelligence-based teaching can enhance the learning performance of literal
reading. Moreover, the further researcher should enrich with another varied design
on multiple intelligence-based teaching that may affect language learning deal with
the text in literal reading classroom.