The purposes of this research was to know the correlation between: (1) English reading habit (X1) and reading comprehension ability (Y); (2) intrapersonal intelligence (X2) and reading comprehension ability (Y); and English reading habit (X1), intrapersonal intelligence (X2) and reading comprehension ability (Y). This research used quantitative method to collect the data with descriptive correlational design. The population of this research was the fourth semester students of the English Department of IAIN Kerinci which consisted of 44 students as the sample were collected through total sampling technique. In collecting the data, the researcher used questionnaire and test. The questionnaire was used to collect the data and measure of students’ English reading habit and intrapersonal intelligence, while a test was used to collect the data and measure of students’ reading comprehension ability. In analyzing the data, the researcher used Pearson Product Moment and Multiple Linear Regression technique by using SPSS (Statistical Program for Social Science) 20.0 for windows. It showed that: (1) the coefficient correlation between students’ English reading habit and reading comprehension ability (X1+Y) was 0,867 with a significance value of 0,000 < 0,05. It indicates that there was very strong and significant correlation between students’ English reading habit and their reading comprehension ability; (2) the coefficient correlation between students’ intrapersonal intelligence and reading comprehension ability (X2+Y) was 0,576 with a significance value of 0,000 < 0,05. It means that there was fair and significant correlation between students’ intrapersonal intelligence and reading comprehension ability; (3) Besides, the R value of English reading habit, intrapersonal intelligence and reading comprehension ability was 0,868 with the significance value was 0,000. It means that there was very strong and significant correlation and influence among English reading habit, intrapersonal intelligence and reading comprehension ability. Furthermore, the value of Adjusted R-Square was 0,741. It indicated that 0,741 or 74,1 % influence of English reading habit and intrapersonal intelligence toward reading comprehension ability. Besides, regression coefficient of English reading habit was 0,354. It showed that for each one increase of English reading habit, there was an increase in reading comprehension ability of 0,354. Meanwhile, the regression coefficient of intrapersonal intelligence was 0,020. It indicated that for each one increase of intrapersonal intelligence, there was only an increase in reading comprehension ability of 0,020. Moreover, it also can be seen that the significant value of English reading habit was 0,000 < 0,05. It means that English reading habit was quite significant in influencing students’ reading comprehension ability. Whereas, the significant value of Intrapersonal Intelligence was 0,600 > 0,05. It indicated that intrapersonal intelligence was not quite significant in influencing reading comprehension ability.
