t : t value
r :value of correlation coefficient n : number of sample
With that formula, the writer got r coefficient that can describe the correlation between X variable and Y variable, as below:
6
Table 3.1 The Interpretation of Correlation
Interpretation
0.00 – 0.20 Slight: almost negligible relationship.
0.20 – 0.40 Low correlation; definite but small relationship.
0.40
– 0.70 Moderate correlation; substantial relationship.
0.70 – 0.90 High correlation; marked relationship.
0.90 – 1.00 Very high correlation; very dependable relationship.
Adopted from Guilford, 1956.
F. Statistical Hypothesis
The statistical hypothesis with significance level 5 was formulated as follow:
1. If r
r
t
= H
a
is accepted and H
o
is rejected. It means that there is a relationship between the Intell
igence Quotient IQ and students’ achievement of Extensive Reading.
2. If r
r
t
= H
a
is rejected and H
o
is accepted. It means that there is no relationship between the Intelligence Quotient IQ and students’
achievement of Extensive Reading.
6
J.P. Guilford, Fundamental Statistics in Psychology and Education, New York: Mc-Graw Hill Book Company Inc., 1950, p. 145.
34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Description
The research was conducted at Syarif Hidayatullah State Islamic University of Jakarta in which the seventh semester students of Department of
English Education were involved as the participants of the research. As mentioned before in previous chapter, the writer cooperated with
Psychology Service Centre of UIN Jakarta — usually called Pusat Layanan
Psikologi PLP to hold a test IQ in order to get the IQ score. The Culture Fair Intelligence Test CFIT is used to measure the IQ score which would utilize only
elements common to all cultures. The Culture Fair tests consist of three scales with non-verbal visual puzzles. Scale I includes eight subtests of mazes, copying
symbols, identifying similar drawings and other non-verbal tasks. Both Scales II and III consists of four subtests that include completing a sequence of drawings, a
classification subtest where respondents pick a drawing that is different from other drawings, a matrix subtests that involves completing a matrix of patterns
and conditions subtests which involve which out of several geometric designs fulfill a specific given condition.
1
In short, the PLP made and distributed a set of test IQ then the writer
got the list of IQ’s score. In Extensive Reading score, the writer got it from the Extensive Reading
lecturer, Mrs. Nida Husna. The score is consisted of formative, mid-test, and final-test that was combined to be a final score.
Finally, the writer analyzed the data to know the relationship between the Intelligence Quotient IQ and students’ achievement of Extensive Reading. Then,
the data was described as follows:
1
George Domino and Marla L. Domino, Psychological Testing: An Introduction, New York: Cambridge University Press, 2006, p.282.
1. Intelligence Quotient IQ
These are the score of IQ gotten from the IQ test conducted by the PLP institution.
Table 4.1 The Result of IQ Test
Students’ Number Intelligence Quotient X
Classification
Student 1 116
High Average Student 2
81 Low Average
Student 3 109
Average Student 4
113 High Average
Student 5 113
High Average Student 6
100 Average
Student 7 113
High Average Student 8
116 High Average
Student 9 109
Average Student 10
131 Superior
Student 11 119
High Average Student 12
121 Superior
Student 13 109
Average Student 14
116 High Average
Student 15 109
Average Student 16
113 High Average
Student 17 121
Superior Student 18
113 High Average
Student 19 113
High Average Student 20
121 Superior
Student 21 106
Average Student 22
113 High Average
Student 23 113
High Average Student 24
121 Superior
