The Correlation between Students' Verbal Linguistic Intelligence and Their Reading Achievement (A Correlational Study at the Fifth Semester Students of the Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta in Acade

(A Correlational Study at the Fifth Semester Students of the Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta

in Academic Year 2016/2017)

By:

Hafsyah Maisyarah

1112014000044

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

v

Correlational Study at the Fifth Semester of the Department of English

Education of Syarif Hidayatulla State Islamic University of Jakarta). Skripsi

of English Education at the Faculty of Educational Sciences of Syarif Hidayatulla State Islamic University of Jakarta, 2016.

Advisor I : Neneng Sunengsih, M.Pd. Advisor II : Yenny Rahmawati, M.Ed.

This study aimed to know and describe the correlatin between students’ verbal – linguistic intelligence and their reading achievement. The population of this study was the fifth semester students of Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta in academic year 2016/2017. There were 39 students from B and C classes selected as the sample of this study. This study used a quantitative method with the correlational as the reasearch design of study. The instruments used for collecting data were verbal – linguistic intelligence questionnaire and reading achievement test. Both tests were conducted to measure students’ verbal – linguistic intelligence and reading achievement. The data which was collected was calculated by using Pearson Product Moment Correlation to see whether there was any significant correlation between the two variables. Based on the research analysis, the correlation between the two variables was found at the 95% level of confidence (p < 0.05) with the value of rxy was 0.096 which was in the weak or low level. The value was smaller

than the value of rt in the significance of 5% in which 0.096 < 0.316. Moreover,

the significance of t contribution revealed that the result was significant with the value of tcount was 0.590. The value was smaller than the value of ttable at the level

of significance 0.05, in which 0.590 < 2.026. Hence, the alternative hypothesis (Ha) is rejected and null hypothesis (H0) is accepted. In conclusion, there is no

significant correlation between students’ verbal-linguistic intelligence and their reading achievements at the fifth semester of the Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta in Academic Year 2016/2017.

Keywords: Correlational study, Verbal-Linguistic Intelligence, Reading Achievement

vi

Hafsyah Maisyarah (1112014000044). The Correlation between Students’

Verbal Linguistic Intelligence and Their Reading Achievement (A Correlational Study at the Fifth Semester of the Department of English

Education of Syarif Hidayatulla State Islamic University of Jakarta). Skripsi

Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Dosen Pembimbing I : Neneng Sunengsih, M.Pd. Dosen Pembimbing II : Yenny Rahmawati, M.Ed.

Penelitian ini bertujuan mengetahui dan mendeskripsikan hubungan antara kecerdasan berbahasa dan pencapaian membaca siswa. Populasi pada penelitian ini adalah mahasiswa semester 5 Jurusan Pendidikan Bahasa Inggris, Universitas Islam Negeri Syarif Hidayatullah Jakarta tahun 2016/2017. Sebanyak 39 siswa dari kelas B dan C yang terpilih menjadi sampel penelitian. Penelitian ini menggunakan metode kuantitatif dengan korelasi sebagai desain penelitian. Instrumen penelitian yang digunakan untuk memperoleh data adalah tes pemahaman membaca dan kuesioner kecerdasan berbahasa. Kedua tes tersebut dilakukan untuk mengukur pemahaman membaca dan kecerdasan berbahasa siswa. Data yang diperoleh dihitung menggunakan korelasi Pearson Product Moment untuk mengetahui apakah ada hubungan yang signifikan antara kedua variabel tersebut. Berdasarkan analisa penelitian, hubungan antara kedua variabel ditemukan level signifikansi 95% (p < 0.05) dengan nilai rxy adalah 0.096 yang

berada pada level rendah. Niai tersebut lebih rendah dari pada nilai rt pada tingkat kesalahan 5% yaitu 0.96 < 0.316. Selain itu, signifikan nilai t mengungkapkan bahwa hasil tersebut signifikan dengan nilai dari thitung adalah 0.590. nilai tersebut

lebih rendah dari nilai ttabel pada level signifikansi 0.05 yaitu 0.590 < 2.026. Oleh

karena itu, hipotesis alternatif (Ha) ditolak sedangkan nol hipotesis (H0) diterima.

Dapat disimpulkan bahwa tidak adanya hubungan yang signifikan antara kecerdasan berbahasa dengan pencapaian membaca mahasiswa semester 5 Pendidikan Bahasa Inggris, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Kata Kunci: Penelitian Korelasi, Kecerdasan Berbahasa, Pencapaian Membaca

vii

blessing upon the writer during completing this skripsi as the final assignment in her study. Peace and salutation may always be upon the Prophet Muhammad, the savior of the humankind, who has brought the light onto this world and turned it into a better place.

This Skripsi is a scientific paper that is presented as one of the requirements for the degree “S.Pd.” in English Education. Completing this skripsi is long processes and the writer would not have been able to complete it without help and support of lecturers, institution, family and friends. Hence, in this occasion, the writer is pleasure to acknowledge the help and contributions by conveying her utmost gratitude to them who have helped her in completing this skripsi.

First, the writer would like to express the deepest gratitude to her great parents; her father Uang Suwandi and her dearest mother Hafni Dewi for their love, support, and moral encouragement in motivating the writer to finish her study. Next, the writer would like to express the greatest honor and deepest gratitude to her advisors, Neneng Sunengsih, M.Pd., and Yenny Rahmwati M.Ed., for patiently guiding her and giving her the most valuable help, advice, and support during completing this skripsi.

Moreover, the writer would like to express her gratitude and appreciation to: 1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah

and Teachers’ Training.

2. Dr. Alek, M.Pd., as the Head of Department of English Education. 3. Zaharil Anansy, M.Hum., as the secretary of Department of English

Education.

4. All lecturers in the Department of English Education who always give motivation and valuable knowledge during her study.

5. All students of the fifth semester of Department of English Education in academic year 2016/2017, as the participants of this study.

viii

for members of B class of 2012 for the encouragement, support, and love.

8. All the people who cannot be mentioned one by one for their contribution to the writer during completing her skripsi. The words are not enough to say any appreciations for their help.

Lastly, the writer realizes that this skripsi is still far from being perfect. Despite the help from the aforementioned people, there are weaknesses and shortages in this skripsi that remain as the writers’ responsibility. She, therefore, welcomes all kinds of corrections and suggestions for a better writing.

Jakarta, 20 November 2016

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Surat Pernyataan Karya Sendiri ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 4

E. Objective of the Study ... 4

F. Significance of the Study ... 4

CHAPTER II. THEORETICAL FRAMEWORK ... 6

A. Literature Review ... 6

1. Reading ... 6

a. The Definition of Reading ... 6

b. Types of Reading ... 7

x

c. Types of Multiple Intelligences ... 17

d. The Verbal-Linguistic Intelligence ... 18

e. The Characteristics of Verbal-Linguistic Intelligence ... 19

B. The Relevant Study ... 22

C. Conceptual Framework ... 24

D. Theoretical Hypothesis ... 25

CHAPTER III. RESEARCH METHODOLOGY ... 26

A. Time and Place of the Study ... 26

B. Method of the Study ... 26

C. Population and Sample ... 26

D. Instruments of the Research ... 27

E. Technique of Data Collection ... 27

F. Technique of Data Analysis ... 31

G. Statistical Hypothesis ... 33

CHAPTER IV. FINDINGS AND DISCUSSION ... 34

A. Research Findings ... 34

B. Discussion ... 52

C. Limitation ... 54

CHAPTER V. CONCLUSION AND SUGGESTION ... 55

A. Conclusion ... 55

B. Suggestion ... 55

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Table 3.1 The Blue Print of Reading Achievement Test ... 28

Table 3.2 The Blue Print of Verbal-Linguistic Intelligence Questionnaire ... 29

Table 3.3 The Result of Reliability Test of Questionnaire ... 30

Table 3.4 The Range Score of Verbal-Linguistic Intelligence ... 30

Table 3.5 The Interpretation of Pearson Correlation ... 32

Table 4.1 The Reading Achievement Score of 5th _{Semester Students of} Department of English Education... 35

Table 4.2 The Statistical Score of the Reading Achievement Test ... 38

Table 4.3 The Range Score of Verbal-Linguistic Intelligence Questionnaire ... 39

Table 4.4 The Verbal-Linguistic Intelligence Questionnaire Score ... 40

Table 4.5 The Statictical Score of Verbal-Linguistic Intelligence Questionnaire ... 43

Table 4.6 The Linearity Test Result of the Data ... 44

Table 4.7 The Normality of the Test ... 45

Table 4.8 The Data Analysis of Verbal-Linguistic Intelligence and Reading ... 46

Table 4.9 The Pearson Product Moment Table ... 48

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Appendix 3 The Reading Achievement Test Scores ... 76

Appendix 4 The Verbal-Linguistic Intelligence Scores... 78

Appendix 5 The Output of Anates ... 81

Appendix 6 The Statistical Score of Reading Achievement ... 94

Appendix 7 The Statistical Score of Verbal-Linguistic Intelligence ... 95

Appendix 8 SPSS Correlation “r” Product Moment of Verbal-Linguistic Intelligence and Reading Achievement ... 97

Appendix 9 Pearson Product Moment Table in Significance Level 5% and 1% 98 Appendix 10 T-Table ... 100

Appendix 11 Surat Permohonan Izin Penelitian ... 102

Appendix 12 Pengesahan Proposal Skripsi... 103

Appendix 13 Surat Bimbingan Skripsi ... 104

Appendix 15 Surat Bimbingan Skripsi ... 105

1

A. Background of the Study

Education is able to help people to become more efficient to achieve their life goals with increasing facility. The higher people’s education is, the better their chances of creating good opportunities for themselves. The better people opportunities are the better people quality of life is. As moslem also has been obliged to study throughout life because studying could increase their level for God and human. Indonesia also supports its people to have a higher education. Education in Indonesia starts from elementary school, junior high school, senior high school, and college.

One of the ways that can help people to increase their cognitive for better education is reading. The most of important skill that have to be learnt by the students is reading, because reading can help them in learning other subjects. Students who have weakness in reading cannot have a completely normal life1. These days, technology has improved and people can read everything not only from books but also from the other resources such as newspaper, website, e-book, online articles, etc. So, they will become easier to read what they want in order to improve knowledge for their education, etc.

Besides, in order to increase knowledge, reading makes the students more successful in the academic field. Researchers have found that most of students who are good at reading have good achievement in school than who are not good or less interesting in reading. So, from the findings, researchers conclude that there is strong relation between reading and their study achievements.2

However, the problem faced by the students in reading activity is some students have good score in reading and some students have not good score in reading. Because of this, the writer assumed that there are some problems may

1_{Arthur E. Traxler, Research in Reading in the United States, The Journal of Educational}

Research, Vol. 42 (7), 1950, p.481.

influence them in reading. Moreover, the problems that can influence them in reading achievement involve both internal and external factors. One of the factors that researcher wants to investigate is their multiple intelligence factor that come from each individual.3

Ghamati studied about improving reading comprehension and motivation of young Iranian EFL learners through the application of multiple intelligences (MI). The results of this study revealed that using reading activities based on the multiple intelligences theory can increase reading comprehension and it increases motivation of young EFL learners to read.4 So, it can be concluded that mutiple intelligences have good contribution in English classroom activity, especially in reading skill.

There are 7 main multiple intelligences on Howard Gardner’s theory, linguistic, mathematic, spatial, bodily-kinaesthetic, musical, interpersonal and intrapersonal. Then, Fasko stated that in 1999, Gardner added an eight, naturalistic intelligence.5 Howard Gardner’s theory suggests everybody has a

different mind, and no two profiles of intelligences are the same. From the 8 primary intelligences (linguistic, math/logic, visual, art, interpersonal, intrapersonal, kinaesthetic, natural)6 _{an individual may excel in one, two or even}

three of these, but nobody is good at the all.

One of the intelligence that has strong relation to the reading skill is verbal-linguistic intelligence. Verbal-verbal-linguistic intelligence is defined by Gardner as sensitivity to the spoken and written language to achieve goals.7 _Furthermore,

there are many characteristics of verbal-linguistic intelligence such as good with languages, loves reading, writing, listening and speaking, notices grammatical

3_{RatnaWulan, Peranan Inteligensi, Penguasaan Kosakata, Sikap, dan Minat Terhadap} Kemampuan Membaca Anak,Jurnal Penelitian dan Evaluasi Pendidikan, 2010, p.169.

4_{NargesMoheb, Mohammad S. Bahgeri, Relationship between Multiple Intelligences and} Writing Strategies, Journal of Language Teaching and Research, 2013, 4(4), p. 778.

5 _{Anna SvavaSòlmundardòttir, The Multiple Intelligence Theory in English Language}

Teaching, (Kennarahàskòli Islands: Kennarabraut, grunnskòlakennarafræði, 2008), p.3

6 _{Adi W. Gunawan, Genius Learning Strategy, (Jakarta: PT GramediaPustakaUtama, 2007)} pp. 231-241

7_{KarimHajhashemi, KouroshAkef, Neil Anderson, The Relationship between Multiple} Intelligences and Reading Proficiency of Iranian EFL Students, World Applied Science Journal, 2012, 19 (10), p.1476.

mistakes, enjoys with foreign language, etc. Amir Reza N.T and FoadAmjadi studied about the relationship between linguistic intelligence and reading comprehension. The result of this study was there is significant relationship between those two variables. In fact, from this study revealed that academic achievement of Iranian EFL learners was not associated with IQ, but it showed a strong correlation between reading achievement and verbal intelligence, a subsection of IQ.8 Teele identified that student who has verbal-linguistic intelligence shows high auditory ability and likes reading, writing, and playing words.9

The characteristics of verbal-linguistic intelligence are suitable to be owned by English education students because they learn and study about language and

words. However, based on the data score of students’ reading 4 in Department of English Education in UIN Jakarta in academic year 2013 – 2014 revealed that most of students in reading 4 got low score. From that observation, the writer found the score from 73 students in reading class they got A: 1 student, B: 13 students, C: 44 students, D: 8 students and E: 7 students for their achievements in reading 4. The data score revealed that more than 50% of students got low scores for their final reading achievement. So, to be successful in educating all of students, especially in reading, teachers need to be aware of this students’ problem.

Since reading is very important to be mastered by students, teachers have to know and upgrade their background knowledge of students. Teacher knowledge about how to organize classroom and to understand every student conditions makes teaching and learning process more effective and this can help to improve good achievement for students.

In this case, the writer would like to conduct a research with the title: The correlation between students’ verbal-linguistic intelligence and their’ reading

8 _{Amir Reza NematTabrizi and FoadAmjadi, The Relationship Among Linguistic} Intelligence, Ethnic Identity, and Bilingual Iranian EFL Learners’ Reading Comprehension,

Modern Journal of Language Teaching Methods, 2015, 5(2), p.55. 9_{Ibid., p.57}

achievement (a correlational study in 5th semester of Department of English Education in UIN Jakarta).

B. Identification of Problems

The problem in this study can be identified as follows:

1. The problems influence reading achievement both from internal and external factors.

2. Intelligence is one of internal factors influences reading achievement.

3. Most of 4th _{semester students in academic year 2013-2014 got low score in}

reading.

C. Limitation of the Problems

The writer concerns and limits the problem in this research on the correlation

between students’ verbal-linguistic intelligence and students’ reading achievement.

D. Formulation of the Study

The formulation of the problem is "Is there a correlation between students’ verbal-linguistic intelligence and students’ achievement in reading?”

E. Objective of the Study

The objectives of the study is to find out whether there is a correlation

between students’ verbal-linguistic intelligence and students’ reading achievement in 5th semester of Department of English Education.

F. Significance of the Study

This study hoped can provide useful information for students, lecturer, and institutions.

1. The students

The result of this research hopefully can help the students to acknowledge their intelligences so they can find the way for themselves in reading.

2. The lecturer

The result of this research is expected to be useful for reading lecturers in improving their teaching capacity to improve students’ reading achievement. 3. The Institution

The result of this research is also expected to be useful input for headmaster to support teaching and learning activity by improving and developing the quality of education in the college, in order that students are motivated and interested in reading.

6

A. Literature Review

1. Reading

a. The Definition of Reading

Reading is a mental process. It is called mental process because it involves brain to receive the message or information from print text while the eyes are sending the information to the brain. Related to this, Gough, Hoover and Peterson stated there are two parts of mental process: word recognition and comprehension.1 It can be concluded that reading engage a cognitive

process because it need the reader’s comprehension to get the meaning of text.

In addition, reading is not just a basic skill. Many people think that reading is a basic skill that was taught in the first year of school. Most of teachers teach their students reading based on their level and the vocabularies based on the content. “Reading is a simple process: readers decode (figure out how to pronounce) each word in a text and then automatically comprehend the meaning of the words, as they do with their everyday spoken language. This is

not our understanding of reading”, said Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz.2

Reading is a process for the reader and the text. When the reader read a text, the reader not only has to find the information, but also the reader has to work together with the text. Working together with the text means that the reader has to engage the meaning of the text and what the author want to say in the text with the reader background knowledge. Hunt said that reading is a

process that is formed by text, reader’s background, and the situation that

1 _{David Colins, Ann Colins, Advancing Reading Achievement Becoming Effective Teachers}

of Reading through Collective Study, South Florida: HTRA, 1998, p.8.

2 _{Ruth Schoenbach, et al, What is Reading? An Excerpt from Reading for Understanding,}

occurs in.3 _{Related to the previous statements, Urquhart and Weir said that} reading use the reader’s cognitive ability so that both the reader and the text

can interact well.4

In defining reading, it is important to pay attention in the reader external

and internal factors, both factors related to how the reading’s readability and

understanding. There are some factors involved both external and internal

such as reader’s intelligence, experience, and background knowledge, words,

phrases, sentences, and grammatical cues.5 So, like the previous statements, reading is a process that involves all of reader attention to read the reading. When the reader read the text, it will be better if the reader has good attention especially to both factors.

So, the writer concludes that reading is all about the process such as mental process, brain process, and the process how the reader can work with the text. In reading, the reader who has background knowledge related to the text is better than the reader who has lack background knowledge. This because of the reader can easily read the text. Moreover, because of reading is a mental process that involves brain to work with, the reader has to have ability to work with the written text in order to get the meaning and main idea easily.

b. Types of Reading

In the reading activity, there are two types of reading which are usually done by the students. They usually read a short text for getting detail information. In addition, they usually read a longer text for getting the overall meaning of the passage. The kinds of reading are intensive and extensive reading.

3 _{Julian Hermida, The Importance of Teaching Academic Reading Skills in First-Year} University Courses, The International Journal of Research and Review, Vol.3, 2009, p.23.

4 _{Feng Liu, Reading Abilities and Strategies: A Short Introduction, International Education}

Studies, Vol.3, 2010, p.153.

5_{Seyyede Zahra Naghibi and Mahmud PourhassanMoghaddam, The Effect of Intensive Vs.} Extensive Reading on Iranian Intermediate EFL Learners’ Knowledge of Collocation, Modern Jornal of Language Teaching Methods, Vol.3 (3), 2013, p.51.

1) Intensive Reading

Intensive Reading is different from extensive reading. Intensive reading involves the reader reads in detail and need specific aim and task. Brown

explains “intensive reading calls attention to grammatical forms, discourse

markers, and other surface structure details for the understanding literal

meaning, implication, rhetorical relationship, and the like.”6 _{In this type of}

reading they need to be more focus on the text because this type of reading

involves reader’s attention to read the text for getting information. Intensive

reading allowed the reader to read the text that the reader likes in order to motivate in reading and the text also based on the reader ability.

Hafiz and Tudor said that in intensive reading students given a short text to get specific aspects of lexical, syntactic, or to provide the basis for targeted reading strategy practice.7 _{So, to improve student achievement, they}

need to pay attention of accuracy of reading regarding to the reading text, vocabulary, and organization. The purpose of intensive reading is to help students to get the detail meaning of the text, to develop their reading skill such as identifying main ideas, recognizing text connectors, and the knowledge of grammar.8 _{So, it can be concluded that intensive reading is kind} of reading short text that needs reader’attention to the spesific detail, have

some aims to read and do more attention to the structure of the text or language rules.

2) Extensive Reading

According to Carrell and Carson extensive reading is reading rapidly of large material or reading long text for general comprehending and focus on

6_{Maija MacLeod, Types of Reading, 2016, p.1,} http://fis.ucalgary.ca/Brian/611/readingtype.html#intensivereading

7_{Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners,}

Journal of Language and Learning, Vol.5 (1), 2006, p.66.

8 _{Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An}

the meaning of the text than the language itself.9 _{Extensive reading occurs} when the reader read very easy enjoy the reading in order to build the reader’s

reading speed or in order to help them become better in that skill rather than reading to study about language itself

On the other hand, Davis defines that extensive reading is reading activity which the reader is given the time and the materials to read

pleasurably in the reader’s level as many book as the reader can, without the

pressures of testing.10 So, in extensive reading the reader can read so many books at the time which was given without any worries for testing, this kind of reading shows a fun reading activity. Moreover, there are some reasons why extensive reading is good for language skills development:

a) Allows the reader learn about language in context naturally.

b) Extensive reading helps the reader to build new vocabularies. When the reader read a lot and enjoy it, the reader will find new vocabularies that can help him/her to find out what the vocabularies mean are then grammar may come next.

c) Help the reader to improve reading speed and reading fluency. d) Build confidence, enjoyment, and motivation to learn about

language.

e) Extensive reading makes the reader read and listen a lot, so that they can develop good reading and listening habits.

f) Help the reader to get a sense of how grammatical patterns work in context.11

Extensive reading means that the reader can read as much as possible

for the reader’s own pleasure but this type of reading can help the reader to

improve his/her speed in reading. Nuttall said that an extensive reading activity is the important way to improve both vocabulary and reading skill in

9 _{Willy A. Renandya, The Power of Extensive Reading, SEAMEO Regional Language}

Centre, Vol.38(2), 2007, p.134. 10_{Ibid., p.134.}

11_{ERFoundation, Extensive Reading Foundation, 2016, P.1,} http://erfoundation.org/ERF_Guide.pdf

general.12 _{Nuttall statements supports that extensive reading is good for who}

wants to improve his/her reading without any cognition about linguistic structure. So that the writer concluded that extensive reading is reading longer text than in intensive reading, but the reader reading the text pleasurably without any kinds of reading tasks.

c. Purpose of Reading

In this era, students can read everything what they want in every time and everywhere. But, each student has different purpose of reading. Based on Grabe and Stoller there are some purposes in reading, such as:13

a) Reading to search for simple informationIn this purpose of reading, usually the reader does scanning to get specific word or information.

b) Reading to skim quickly. The reader does skimming for the text in a short time to find out the general information of the text.

c) Reading to learn from text. In this purpose, the reader learns the important information from the text and relates the information to

the reader’s background knowledge.

d) Reading to integrate information. This purpose allows the reader to read and decide what information they are going to pick.

e) Reading to write. Like reading to integrate information, this purpose of reading requires the reader to read the text and get some information or sources in order to develop writing.

f) Reading to critique text. In this purpose of reading, the readers need to select, critique and compose the information of the text. g) Reading for general information. Reading for general information

is a complex reading allows the reader to read words rapidly and

12 _{Thomas N. Robb, Bernard Susser, Extensive Reading vs Skills Building in EFL context,}

Reading in Foreign Language, Vol.5 (2), 1989, p.1.

13 _{William Grabe, and Fredrica L. Stoller, Teaching and Researching Reading, (London:} Taylor & Francis Group, 2011), pp. 6-8.

build strong skills in forming general meaning in representing of mind ideas which is doing in short time.

On the other hand, Megan stated there are two main purposes of reading, they are:14

a) Reading for literary experience. The reader becomes involved in imagined events, settings, actions, consequences, characters, atmosphere, feelings, and ideas; he or she brings an appreciation of language and knowledge of literary forms to the text. This is often accomplished through reading fiction.

b) Reading to acquire and use information. The reader engages with types of texts where she or he can understand how the world is and has been, and why things work as they do. Texts take many forms, but one major distinction is between those organised chronologically and those organised non-chronologically. This area is often associated with information articles and instructional texts. Furthermore, reading can have three main purposes, such as:15

a) Reading for survival is how to be aware to the environment, to find an information like street signs, advertising, or timetables.

b) Reading for learning is reading purpose that occurs in the classroom activity and requires some goals.

c) Reading for pleasure is something does not have to be done.

d. Definition of Reading Achievement

Reading achievement is a result from reading comprehension. So, reading achievement has similar meaning to reading comprehension. Therefore, reading comprehension effects reading achievement because

reader’s comprehension to the text will increase or decrease reader’s

14 _{Megan Chamberlain, An Overview of National Findings from the Second Cycle of the}

Progress in International Reading Literacy Study, (New Zealand: Ministry of Education, 2005-2006), p.39.

15_{Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching of Reading, The}

achievement in reading. Reading comprehension is when reader develops understanding while interacts with the text.16 _{According to Kintsch reading}

comprehension is the result of process that produce while reading to make a mental production of the situation made by the text, reffered to as a situation model.17

Moreover, reading comprehension is a process of concluding or produce meaning from the text. The main goal of reading comprehension is to get whole information from the text rather than to get meaning only from words or sentences.18 So, it can be concluded that reading comprehension is the main focus on reading activity to interact or to build up understanding with the text. Without understanding in reading, the reader will get nothing from the text.

In addition, Gray divided reading understanding or comprehension in 3

kinds. First, reading “the lines” is understanding of the text structure. Second, reading “between the lines” is understanding about the text meaning. The last, reading “beyond the lines” is understanding about how the reader

critiques the text19_{. Reading is important skill taught in schools. Readers,}

especialy students, need to comprehand the reading to achive good achievement. Comprehension requires the reader put the meanings of words

in reader’s memory until the reader’s can think or interpret about the

collective meaning.20

So that from those statements, the writer concluded that reading

comprehension is the reader’s way to understand how the text, structure, or

meaning then, the reader also can conclude the reading with his/her own statement or opinion. In summary, reading comprehension is how the reader

16_{Paula J. Clarke. et al., Developing Reading Comprehension, (UK: John Wiley & Sons, Ltd,} 2014), p.2.

17_{Kristi L. Santi and Deborah K. Reed (ed.), Improving Reading Comprehension, Literacy}

Studies, Vol. 10, 2015, p.2.

18 _{Gary Woolley, Reading Comprhension; Assisting Children with Learning Difficulties,} (New York: Springer Science+Business Media, 2011), p.15.

19 _{J. Charles Alderson, Assessing Reading, (Edinburgh: Cambridge University Press, 2001),} p.8.

understand and interpret the meaning of the reading text. There are some steps how compehension works21_:

a) Word recognition allows the reader to accsess the meaning or multiple meaning of words in a sentence.

b) As more word meanings are accumulated in the reader’s short-term memory, the reader is able to sort through multiple meanings and select the appropriate one.

c) As the number of meanings held in short-term memoy increases, the reader begins to form an expectation of the complete meaning of the sentence. This occurs as the reader assembles those meanings and come acts them to prior knowledge.

d) Only when all of the meanings have been assembled can the reader finally determine the meaning of the sentence.

So, improving reading achievement through reading comprehension can be improved by mastering a lot of vocabularies and syntactic rules. On the other hand, there are some ways to improve reading comprehension22_:

a) Develop a broad background

Develop knowledge can by reading newspaper, magazines, or intrest in world events.

b) Know the structure of paragraph

This kind of grammar rules, so the reader can know where the beginning, midde, or end of the paragraph, part of speech, etc. c) Identify the type of reasoning

Does the author use cause and effect reasoning, hypothesis, models building, induction or deduction, system thinking?

d) Anticipate and predict

The smart reader can anticipate or predict what is the main idea or topic of the text.

21_{Collins, op. cit., p.16.}

22_{Donald Martin, How To Be a Successful Student, ( United States of America: Martin Press,} 1991), p.7.

e) Look for the method of organization

Is the material organized chronologically, serially, logically, functionally, spatially, or hiererchical?

f) Create motivation and interest

To create reader motivation and interest, the reader can preview the

reading and discuss with other readers. The stronger reader’s otivation, the greater reader’s comprehension.

g) Pay attention to supporting cues

Identify the pictures, graphs, and headings. Read the first and last chapter or sentence.

h) Highlight, summarize, and review

To develop deep understanding, the reader have to highlight, summarize and review important ideas.

i) Build a good vocabulary

Build good vocabulary can by reading or use dictionary regurally. j) Use a systematic reading technique

Develop a systematic reading style, like the SQ3R method and make adjusments to it, depending on priorities and purpose.

k) Monitor effectiveness

Good readers monitor their attention, concentration, and effectiveness. They quickly recognize if they have missed an idea and backup to reread it.

2. Intelligence

a. The Definition of Intelligence

Thousands years ago, intelligence has been defined differently. Intelligence was difficult to define and cause confusions between researchers. The most important definition is how people solve their problems. Intelligence also has been defined as ability to understand, communicate, learn, how brain work with abstract thing, etc. However, currently,

researchers have been identified about relationship between human’s

intelligence, behavior, and development of each person.23

The term of intelligence commonly be taken to mean how a person understand and learn, but different people have their own meaning of intelligence and this also can caused by their background knowledge both from historical or cultural factors. According to Howard Gardner (1983)

“intelligence comprises a set of separate intelligences, each of which is

specialized for acquiring knowledge and solving problem in different areas of cognitive activity”.24

Snyderman and Rothman defined that intelligence is the ability that a person has to deal with something that she/he can get and learn from phenomenon and/or events and how to solve and learn the problem.25 From those statements, the writer concludes that intelligences of each person are not the same. Those intelligences can be changed and/ or improved. The combination of the most prominent intelligences can help people to learn and to solve the problem.

Bainbridge said that intelligences is always be defined as general mental ability to learn and apply the knowledge in manipulating environment, as well as the ability to think abstractly.26 _{On the other hand, Binet sees that}

intelligence is based on three primary components, first is the ability to direct thought and action, second is the ability to change direction of thought and action, and third is the ability to criticize own thoughts and actions.27 _{So, it}

can be concluded that intelligence defines as people ability to adapt with environment, knowledge, and the ways of thinking that can be developed by themselves.

23 _{Sam Goldstein, Dana Priciotta, Jack A. Naglieri (eds), Handbook of Intelligence, (New} York: Springer Science+Business Media New York, 2015), p.3.

24 _Kerri – _{Lee Krause. et al., Educational Psychology for Learning & Teaching, (South} Melbourne: Cengage Learning Australia, 2010), p. 294.

25 _{Robert E. Slavin, Educational Psychology Theory and Practice, (New Jersey: Pearson} Education, Inc., 2012), p.103.

26 _{Muhammad Yaumi and Nurdin Ibrahim, PembelajaranBerbasisKecerdasanJamak}

(Multiple Intelligences), (Indonesia: KencanaPrenadanedia Group, 2013), p.9. 27_{Ibid., p.10.}

Intelligence can be developed by three main factors:

a) Biological endowment – generic factors and how brain works before, during and after birth.

b) Personal life history – this factors involves experience with parents, teachers, peers, friends, and others who developed the intelligences

c) Cultural and historical background – time and place in which the people were born and raised. Then, the nature and state of cultural or historical developments in different areas.28

b. The Definition of Multiple Intelligences

The theory of multiple intelligences was first introduced by Howard Gardner in the late 1970 and early 1980. Before Gardner introduced Multiple Intelligence theory, intelligences was measured by logic and language. Then, Gardner argues that brain has others types of intelligences. According to Gardner, all people have these intelligences but people differ in the strengths and combination of intelligences. Refers to multiple intelligences theory, Gardner believes that every people can change or increase the intelligences through training and practice.29

Since Gardner introduced the Multiple Intelligence theory, many researchers have tried to identify the theory of Multiple Intelligence. Gardner theory’s identified eights intelligences such as, verbal-linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, interpersonal and naturalist. However, in 2006 Moran, Kornhaber, and Gardner added one intelligence and became nine multiple intelligences, linguistic, logical/mathematical, musical, spatial, bodily/kinesthetic, naturalistic, interpersonal, intrapersonal, and existential.30

28 _{Thomas Armstrong, Multiple Intelligences in the Classroom, (Virginia: ASCD, 2009),} p.27.

29_{Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language}

Teaching a Description and Analysis, (United States of America: Cambridge University Press, 2001), p.115.

Moreover Gardner claims that people can develop their multiple intelligence, one, some of the intelligences or all of them. The intelligences is changing. The multiple intelligences is something that can be developed or

nurtured. “There are seven autonomous brain systems that work out together in complex ways; no intelligence exists by itself,” said Gardner.31 On the other hand, in educational field, Chrristison said that the theory of multiple intelligence can help teachers to find out learning style and others ways to know about what have been taught in classroom activities.32

c. Types of Multiple Intelligences

Gardner identified there are nine intelligences, there are:

1) Verbal-linguistic Intelligence is an ability to perceive or generate spoken and written language.

2) Musical Intelligence is sensitivity to pitch, rhythm, and timbre; the ability to create, communicate and understand meaning in sound; the ability to discern sound patterns.

3) Logical-mathematical Intelligence is an ability to use and appreciate of numerical, causal, abstract or logical relations.

4) Spatial Intelligence is an ability to perceive visual and spatial information, and to transform or modify this information and re-create visual images.

5) Bodily-kinesthetic Intelligence is an ability to control of all or parts of

one’s body and to solve problems or create products.

6) Intrapersonal Intelligence is a capacity to form a mental model of one-self and use the model to make informed decisions about possible actions

31_{Heather M. Prescott, Helping Students Say How They Know What They Know, The}

Clearing House, Vol. 74 (6), 2001, p.328.

32_{Akram Hashemi, The Relationship Between Multiple Intelligence and Reading} Comprehension, Archive of SID, Vol. 2 (6), p.103.

7) Interpersonal Intelligence is a capacity to recognize, distinguish

between and/or influence in desired ways others’ feelings, belifes, and intentions.

8) Naturalist Intelligence is an ability to understand and work effectively in the natural word.33

9) Existential Intelligence it is involves an individual’s ability to use collective values and intuition to understand others and the world around them.34

d. The Verbal Linguistic Intelligence

In fact that verbal – linguistic intelligence has been identified many years before the appearance of others intelligences. Verbal – linguistic intelligence and logical – mathematical intelligence was used as measurement of IQ. Both intelligences have become standardized test in some academic such as National Assessment of Educational Program (NAEP), Iowa Test of Basic Skill (ITBS), etc.,35

In addition, more than century ago, Alfred Binet made an IQ test to measure elementary children in France. Later on, the U. S Armed Forces began using the test in World War I. Basically, the Binet Test only measured two intelligences: verbal – linguistic intelligence and logic – mathematical intelligence36_{. So, it can be concluded that those intelligences were used as}

the main focuses of the intelligences from years ago.

So, what is Verbal – Linguistic Intelligence? Verbal – Linguistic Intelligence is an ability to use words in spoken or written language effectively. This intelligence involves the ability to manage the language form, the phonology or sounds of language, the semantics or meanings of

33 _Kerri – _{Lee Krause. Et al., op. cit., p. 295.}

34_{Melissa Kelly, Profile of Existential Intelligence, 2016, p.1,} (http://712educators.about.com/od/multipleint/p/existential-Intelligence.htm)

35 _{Fred C. Lunenburg and Melody R. Lunenburg, Applying Multiple Intelligences in the} Classroom: A Fresh Look at Teaching Writing, International Journal of Scholarly Academic Intellectual Diversity, Vol. 16 (1), 2014, p.1.

language, and the pragmatic dimensions or practical uses of language. Some of these uses include rhetoric (using language to convince others to take a specific course of action), mnemonics (using language to remember information), explanation (using language to inform), and metalanguage (using language to talk about itself).37

The Verbal – Linguistic Intelligence is the intelligence of language and communication. Language ability that involves speaking, articulating,

expressing, and delivering one’s thoughts and feelings to others with one or

more languages. The intelligence can be at spoken or written language.38 Gardner, Chapman, and Freeman state that people who have good ability in Verbal – Linguistic Intelligence usually good at memorizing vocabularies which lead deliver them to read books and to be engaged in the books and have good appearance in English classes.39

The Verbal – Linguistic Intelligence involves high sensitivity to words and language function. People with high Verbal – Linguistic Intelligence love reading, writing, and good at expressing themselves. According to the intelligence, it involves the ability to recognize language use, good at remember things, enjoy joking, likes to explain or teach, know how to persuade people, understands about language rules.40 _{So, it can be concluded}

that people who have good verbal – linguistic intelligence have good ability to know about language whether in oral or written language.

e. The Characteristics of Verbal – Linguistic Intelligence

There are some characteristics of Verbal – Linguistic Intelligence41: 1) Love to read, write, talk, and listen

2) Often speak what they have read

37 _{Armstrong, op. cit., p.6.}

38 _{International Montessori Schools and Child Development Centre (World School:} Brussels-Belgium), p.3.

39_{KarimHajhashemi, KouroshAkef, Neil Anderson, The Relationship between Multiple} Intelligences and Reading Proficiency of Iranian EFL Students, World Applied Science Journal, 2012, 19 (10), p.1476.

40_{Prescott, op.cit., p.329.}

3) Good at spelling patterns 4) Applying grammar rules

5) Likes playing word games such as, puzzle, poems, etc,. 6) Maintaining book collection

7) Have good memory for general knowledge

8) They can remember quotes and famous sayings easily 9) Orderly and systematic

10) Good at reasoning

11) Can speak what their viewpoint clear, beautiful, and refined manner 12) Can explain abstract content clearly

13) Good public speaker 14) Likes to debate

15) Likes to use “fancy” words

16) Have good knowledge about language use, such as persuasion, information, etc,.

17) Good at interpretingn others

18) Learn foreign language easily and enjoy it

19) Flexibility in extraxcting meaning when speaking several languages

Table 2.1

Verbal – Linguistic Capacities Developmental Journey42

Basic Skill Level (involves

acquisition and basic development

of “building block”

language arts capacities, including simple

Complex Skill Level (involves understanding various aspects of language as a system, for example, grammar, syntax, phonetics, and

praxis, and the

development of

Coherence Level (involves development of the creative and self-expressive dimensions of linguistic communication

and expanded

comprehension and

interpretive capacities)

Basic Skill Level reading and writing, and rudimentary patterns of speaking))

Complex Skill Level language

comprehension skills)

Coherence Level

1. Knowledge of the alphabet (that is, ability to recite and recognize various letters)

1. Complex and proper use of language to communicate ideas, desires, and feelings

1. Ability to create original stories and relate classical and previously heard stories

2. Recognition of

one’s own name in

writing and in conversation

2. Capacity to tell jokes and understand various kinds of language-based humor (jokes, puns, and so on

2. Execution of various

types of formal

speaking(debate, persuasive, impromptu, and so on)

3. Single word utterances; speaking pairs of words and meaningful phrases

3. Expanded

vocabulary, including skill in using new words in speaking and writing

3. • Skilled use of various figures of speech (metaphor, simile, hyperbole, and so on)

4. Creation of simple sentences, generally with poor syntax, in speaking

4. Comprehension of information presented in a written format (stories, narratives, and so on)

4. Ability to engage in metalinguistic (language investigating itself) analysis and dialogue

5. Ability to

perform “imitation writing,” especially of one’s own name

and other letters

5. Self-expression in various creative writing forms (essay, poetry, narrative, and so on)

B. The Relevant Study

There are some relevant studies about verbal – linguistic intelligence and reading. The first study was conducted by Hashemi, his research is about investigating whether there is any relationship between multiple intelligence and reading ability. The participants were 122 Iranian undergraduate EFL (English as Foreign Language) students were selected from Islamic Azad University, Raudehen Branch. The research used IELTS and multiple intelligence questionnaire as the instruments of the research. The IELTS test was used as a main instrument for the testing reading ability and the McKenzie’s questionnaire

used to identify students’ intelligences profiles. The result from correlational

design revealed that verbal – linguistic intelligence and kinesthetic intelligence made the greatest contribution toward predicting reading ability scores.43

The second study was conducted by Narges Moheb and Mohammad S. Bagheri. Their research is about finding the relationship between multiple intelligences and writing strategies among Iranian EFL learners. The participants in this study were 120 adult males and females studying at high and advanced level of Iran Language Institute. The researchers used questionnaires to measure the variables. The first questionnaire was about multiple intelligences and the second was about writing skill and strategies questionnaire for checking the

students’ use of general, before, during, and after writing. According to the result,

verbal – linguistic intelligence was correlated with general writing strategies44. The third research was invastigated by Rahimi and Sadighi. This research was examined about the impact of linguistic intelligence and emotional intelligence on the reading comprehension ability of the Iranian EFL learners. The participants were 135 senior English major (both male and female). But, only 90 students at an intermediate level of proficiency were analyzed for the study. The data gathered through two questionnaires and a reading test and analyzed through two-way ANOVA and Multiple Regression. The result indicated that the linguistic

43_{Hashemi, op.cit., p.100.}

44_{Narges Moheb and Mohammad S. Bagheri, Relationship between Multiple Intelligence and} Writing Strategies, Journal of Language Teaching and Research, Vol. 4 (4), 2013, p.777.

intelligence is a relatively strong predictor of reading performance, accounting for

more than 40% of the variance observed in the students’ performance on the

reading comprehension test.45

The last research was conducted by Eva Stranovska, et.al. This research was conducted to find the measure of influence of cognitive-individual variables (Need for structure, Ability to Achieve Cognitive Structure, Self-Esteem, Cognitive Style Category With), linguistic variables (Verbal Intelligence, Morphology Score), and demographic variables (Study-year, Grade, Living abroad) on syntactic abilities of students studying English language and culture at the Constantine the Philosopher University in Nitra. The participants was 114 students (31 men, 83 women), students of first, second, and third year of English Language and Cultue studies (full-time study). This research used PNS Scale – Personal Need for Structure by Thomson Naccarato and Parker (12 items), AACS Scale (24 items) studied abot how students react in uncertain situation, Estimation Scale C-W (Category Width) (20 statement items): C-W scale measures rthe Cognitive Style

‘Category Width’ and real estimation, RSES to measure the level of self-esteem scale, Intelligence Structure Test I-S-T, Verbal Intelligence Sub-tets (consists of three sub-tests), and Test of Syntactic Abilities (80 items divided into four areas)measured the ability to create syntactic structures. The result of the study shows that a positive correlation between syntactic ability and Verbal Intelligence and a negative correlation between Verbal Inteligence and Need for Structure46_.

There has been some studies invastigated that showed verbal-linguistic intelligence related to language proficiency, especially in reading. However, not many studies have investigated verbal-linguistic intelligence correlates to a specific language skill, reading. Moreover, since there has been investigations that showed verbal-linguistic intelligence correlates to language proficiency for EFL

45_{M. Rahimi, F. Sadighi and Z. Heosseiny Fard, The Impact of Linguistic and Emotional} Intelligence on the Reading Performance of Iranian EFL Learners, The Journal of Teaching Language Skills (JTLS), Vol.3 (1), 2011, p.151.

46_{Eva Stranovska, et al., Cognitive-Individual, Linguistic and Demographic Variables, and} Syntactic Abilities in Foreign Language, Studia Psychologica, Vol. 55 (4), 2013, p.273.

learners in others country, so this study will examined the correlation between verbal-linguistic intelligence and reading in Indonesia.

C. Conceptual Framework

Based on the theories above, it can be concluded that reading is one of the most important material to be learnt. In reading, the reader can get information through the written text. Especially in language learning, reading is one of the most important skills that can help the language learner to improve their knowledge about the foreign language. As mentioned in the theories about reading, reading is a mental process that involves the reader and the reader’s brain is getting together with the text to get the meaning of the text. While the eyes read the text, the brin try to get the meaning of it. So, reading also called as a

cognitive process because when the reader reads, the reader’s not only reads the words by words but also need reader’s comprehension in understanding the text. Without comprehension, the reader just reads the words without getting the message of the text.

Because reading is also called as cognitive process, many people in education believe that intelligence is one of the factors whether the student potential level up or not. In many schools, reading and intelligence test are becoming a standard for understanding students self-background. In addition, intelligence is often considered to be a major factor causing high and low reading achievement. Based

on Howard Gardner’s theory, there are 9 types of multiple intelligence.

One of them is verbal – linguistic intelligence which one of its characteristics is loves to read. As theories above, verbal linguistic intelligence is an ability to understand written and oral language. This intelligence involves how a person can understand and enjoy easily with language skills. As writer mentioned, reading is one of the ability that can easily mastered by the person who have dominant verbal – linguistic intelligence in themselves. However, most people does not realize what their dominant intelligence are. Since intelligence is something that can be changed and/or improved, so people can changed or improve the intelligence based on what they want.

Thus, based on the explanation above, it can be identified that verbal – linguistic intelligence has a great deal with reading. it can be supposed that the more students getting aware about their verbal – linguistic intelligence and having a better knowledge about what their dominant initelligence are, they will easily get comprehension with the text and also they can help themselves in learning process based on their learning styles which developed by intelligences.

D. Theoretical Hypothesis

Based on the theories discussed above, it can be proposed theoretical

hypothesis that there is significant correlation between students’ verbal –

26

X Y

CHAPTER III

RESEARCH METHODOLOGY

A.

Time and Place of Research

This study was conducted for four months, from July to October 2016. The study was conducted for verbal-linguistic intelligence and reading achievementtest. The place of the study is at “SyarifHidayatullah” State Islamic University of Jakarta which is located at Jl. Ir. Juanda No.95, Ciputat, Tangerang Selatan. The consideration of conducting the study at this site was because of the accessibility and familiarity of the situation and the participants.

B.

Method of Study

The method of this study was quantitative method. Meanwhile, the research design of this study was correlational study. For the real design of the study is represented as follows:

Figure 3.1 Research Design

From the figure above, this study investigated the correlation between two variables. The variables were independent and dependent variables. The

independent variable is “reading achievement” which was known as X variable.

Dependent variable is “verbal – linguistic intelligence” which was known as Y variable.

C.

Population and Sample

The population of the study was the 5th semester students of Department of

English Education of “SyarifHidayatullah” State Islamic University of Jakarta

students, 5B: 20 students, and 5C 19 students. The total numbers of 3 classes are 54 students. The target population of this study was chosen because they have already given all of reading materials. According to Cohen, taking the larger sample is better to give greater reliability and facilitate more sophisticated statistics to be used.1 Therefore, the study was considered to take sample for collecting data consisted of 39 students which selected using random sampling technique. The samples derived from 5B and 5C classes. Meanwhile, the other 15 students which were from 5A were involved to be participants in testing validity and reliability of the instrument of this study.

D.

Instrument of the Research

In collecting the data, two instruments were used in this study. The first instrumentwas the reading achievement test scores which given to the 5th _semester

based on Reading 4 syllabus. Then, the second instrument was questionnaire Likert type scale of questionnaire about Verbal-Linguistic Intelligence taken from Multiple Intelligence Questionnaire by Walter McKenzie, International Montessori Schools and Child Development Centres Brussels, Belgium, and Multiple Intelligence in the Classroom by Thomas Armstrong were used to

measure students’ Verbal-Linguistic Intelligence.

E.

Technique of Data Collection

The instrument of this study was reading achievemetn test as variable X and Verbal – Linguistic Intelligence Questionnaire score as Y variable.

1. Reading Achievement Test

In this study, reading achievement test was adopted from Longman Complete Course for the TOEFL Test Preparation for the Computer and Paper Test, Step by Step to Reading Skills 4, and E-book of The Official Guide to the TOEFL Test 4th

Edition by ETS. The reason why those books were chosen is because those consist of test of the TOEFL paper-based which requires the materials from Reading 4

1 _{Louise Cohen, et al., Research Method in Education (6}th _{Ed.), (New York: Routledge,} 2007), p. 101.

syllabus. In other words, the tests were suitable for the participants of this study because they have learned about all the materials in Reading 4. The main aspect of this test was comprehending English passage. The test consisted of 25 questions in multiple choice test. The participants had 25 minutes for answering the test. The writer analyzed the score by using ANATES program version 4.0. So, the reading test score will be correlated with the verbal – linguistic intelligence questionnaire score in order to find its significant relationship.

Table 3.1

The Blue Print of Reading Achievement Test

Indicator Item Number Total

Item

1. Main Idea and Topic 2, 7, 25 3

2. The organization of

Ideas

21, 22 2

3. Thinking in English 10, 11 2

4. Vocabulary Question 4, 14, 17 3

5. Stated Detail Question 12, 23, 24, 9 4

6. Unstated Detail

Question

1, 8, 13 3

7. Pronoun Referent 6, 16 2

8. Previewing, Predicting,

and Transition

18, 19, 20 3

9. Inferences 3, 5, 15 3

2. Verbal – Linguistic Intelligence Questionnaire

The writer conducted Verbal – Linguistic Intelligence Questionnaire was a combination from Walter McKenzie Multiple Intelligence Questionnaire

(1999)2_{, International Montessori Schools and Child Development Centres}

Brussels, Belgium3_{, and Multiple Intelligence in the Classroom by Thomas}

Armstrong4 as the research instrument. It was a self-report questionnaire using a Likert-type scale. The structure of the Verbal – Linguistic Intelligence Questionnaire consists of general characteristics of Verbal – Linguistic Intelligence.

The Verbal – Linguistic Intelligence comprised of 26 items categorized under eight components in self-direction in learning. The components of Verbal

– Linguistic Intelligence Questionnaire present in Table 3.2 included language skills and creativity in language. In the questionnaire section, the participants were required to choose form one of five scales (1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, and 5 = Strongly Agree).

Table 3.2

The Blue Print of Verbal – Linguistic Intelligence Questionnaire

Indicator Item Number Total

Item

Language skills 1, 2, 3, 4, 5, 7, 9, 10, 11, 13, 15,

16, 17, 20, 21, 23, 24, 25,

18

Creativity in language 6, 8, 12, 14, 18, 19, 22, 26 8

a. Validity Instrument

Validation of the instrument was conducted to know whether the instrument capable to collect data or not. The writer got the standard coefficient validity minimum for this instrument with N = 15 and coefficient significance level 5%. The coefficient validity is 0,514. To see the validity

2_{YaminaBoudraf}, “The Relationship between English Language Students’ Multiple

Intelligences and Reading Comprehension,” Dissertation in Mohamed Khider University, Biskra, 2012, p. 71, published.

3_{International Montessori Schools and Child Development Centre (World School:} Brussels-Belgium), p.3.

4 _{Thomas Armstrong, Multiple Intelligences in the Classroom, (Unieted States of America:} ASCD, 2009), p.22.

instrument, the writer did it through SPSS statistics program version 22.0. there were 26 questions that the writer conducted for validation. The calculation of validity test can be seen in appendices. The indicator of the questionnairewas taken from Multiple Intelligence Questionnaire by Walter McKenzie, International Montessori Schools and Child Development Centres Brussels, Belgium, and Multiple Intelligence in the Classroom by Thomas Armstrong.

b. Reliability Test

The writer used SPSS statistics program version 22.0 in order to get the reliability of the questionnaire the result can be seen as below:

Table 3.3

The Result of Reliability Test

Cronbach's

Alpha N of Items ,743 26

From the result, it can be seen that rresult= 0,743. It was compared to rtable

with N = 15 and 5% significance (see appendices), that was rtable = 0.514. It

can be concluded that this instrument is reliable because rresult> rtable = 0.743 >

0.514.

After getting the participants’Verbal – Linguistic Intelligence scores, it was devided into scoring range that indicates their level in Verbal – Linguistic Intelligence. The table as follow:5

Table 3.4

The Scoring Range of Verbal – Linguistic Intelligence*

Range Score Classification

130 Very Superior

Range Score Classification

120 – 129 Superior

110 – 119 High Average

90 – 109 Average

80 – 89 Low Average

70 – 79 Borderline

69 and below Extremely Low

*The Wechsler Intelligence Scale

F.

Technique of Data Analysis

For analyzing the data, the study used the correlation formula by Pearson Product-Moment Correlation. Pearson product-moment correlation can be used to analyze data which is collected from the result of the two variables measurement in interval scale.6 The formula will be used for finding the number of correlation, as follows:

�

₌ � ∑ − ∑ . ∑

√{�.∑ 2− ∑ 2}{�.∑ 2− ∑ 2}

In which:

r

xy :The Correlation coefficient between Verbal - Linguistic

Questionnaire score and Students’ Reading Achievement

N = the number of respondent

X = the student’s score in reading achievement

Y = the student’s score in Verbal – Linguistic Intelligence

ΣX = the sum of reading achievement scores

ΣY = the sum of Verbal – Linguistic Intelligence scores

ΣX2 _{= the sum of squares of reading achievement scores}

ΣY2 _{= the sum of squares of Verbal} – _{Linguistic Intelligence scores}

6 _{Jonathan Sarwono, MetodePenelitanKuantitatifdanKualitatif, (Yogyakarta: GrahaIlmu,} 2006), p. 149.

(ΣX)2_{= the squares of the sum of reading achievement scores}

(ΣY)2_{= the squares of the sum of Verbal} – _{Linguistic Intelligence score} ΣXY = the sum multiple of reading achievement scores and VLI score Then, the contribution of the independent variable (x) towards the dependent variable (y) is investigated through the determination coefficient (r2) as follows:7

R = r2 x 100%

R = value of determinant coefficient

r2 = value of the squared correlation coefficient

Moreover, after getting the r score, the significance between two variables will be tested to know the correlation between variable X and variable Y. The formula of the significance test is:8

tcount = �√�−

√ −�2 to= t value

r = value of correlation coefficient n = number of sample

The last is to interpret the index scores of rcorrelation, product moment (rxy) usually used the interpretation such as bellow.9

Table 3.5

The Interpretation of Pearson Correlation The score of “r”

product moment (rxy)

Interpretation

0.00—0.19 There is a relationship between X and Y, but the correlation is very weak or little so it is ignored or it is considered no correlation in this rating.

7 _{Budi Susetyo, StatistikauntukAnalisis Data Penelitian, (Bandung: PT RefikaAditama,} 2010), p. 122.

8_{Sugiyono, MetodePenelitianKuantitatif, Kualitatifdan R & D, (Bandung: Alfabeta, 2013), p.} 187.

The score of “r”

product moment (rxy)

Interpretation

0.20—0.39 There is a relationship between X and Y, but it is weak or little.

0.40—0.59 There is a relationship between X and Y. The value is medium.

0.60—0.79 There is high relationshipbetween X and Y. 0.80—1.00 There is a very high relationship between X and

Y.

G. Statistical Hypothesis

1. If ro>rt = Ha is accepted and Ho is rejected. It means that there is a

relationship between verbal – linguistic intelligence and reading comprehension.

2. If ro>rt = Ha is rejected and Ho is accepted. It means that there is a no

relationship between verbal – linguistic intelligence and reading comprehension.

34

1. Data Description

The research was conducted at SyarifHidayatullah State Islamic University of Jakarta. The 5th _{semester of Department of English Education in academic year}

2016/2017 were involved as the participants of the research. There were two different tests conducted in this study; Verbal – Linguistic Intelligence questionnaire and reading achievement test. The tests were conducted to measure

students’ Verbal – Linguistic Intelligence and reading achievement. The Verbal – Linguistic Intelligence questionnaire consisted of 26 items and the reading achievement test consisted of 25 multiple-choice test type. The reading achievement test items were adopted from Longman Complete Course for the TOEFL Test Preparation for the Computer and Paper Test, Step by Step to Reading Skills 4, and E-book of The Official Guide to the TOEFL Test 4th Edition by ETS. While, the items in Verbal – Linguistic Intelligence were adopted fromMultiple Intelligence Questionnaire by Walter McKenzie, International Montessori Schools and Child Development Centres Brussels, Belgium, and Multiple Intelligence in the Classroom by Thomas Armstrong. The data that were gotten are:

a. Reading Achievement

These are the score of Verbal – Linguistic Intelligence which were gained from the Verbal – Linguistic Intelligence questionnaire conducted by the researcher.

Table 4.1

The Reading Achievement Score of 5th _{Semester Students of Department}

of English Education

Participants Reading Achievement Scores

(X)

Student 1 48

Student 2 60

Student 3 56

Student 4 64

Student 5 52

Student 6 60

Student 7 60

Student 8 32

Student 9 48

Student 10 64

Student 11 56

Student 12 60

Student 13 60

Student 14 36

Student 15 76

Student 16 52

Student 17 64

Student 18 68

Student 19 72

Student 20 64

Student 21 52

Student 22 56

Student 23 48

Student 24 56

Participants Reading Achievement Scores (X)

Student 26 48

Student 27 52

Student 28 44

Student 29 60

Student 30 48

Student 31 68

Student 32 40

Student 33 28

Student 34 64

Student 35 48

Student 36 60

Student 37 32

Student 38 56

Student 39 52

To provide an additional vivid description of the data distribution of reading achievement, the histogram of frequency distribution is presented in figure 4.1 as follows:

Figure 4.1

The Histogram Data of Reading Achievement Test Score

From the figure 4.1 above, the total number of students were 39 students. There were 1 student got score 28, 2 students got score 32, 1 student 36, 1 student got score 40, 2 students got score 44, 6 students got score 48, 5 students got 52, 5 students got score 56, 7 students got score 60, 5 students got score 64, 2 students got score 68, 1 student got score 72, and the last 1 student got score 76.

Furthermore, the statistical score of the reading achievement scores were counted using Frequencies of Descriptive Statistics in SPSS statistics program version 22.0 to know mean, mode, median, and standard deviation score of the reading achievement test scores. It can be describe as follows:

Table 4.2

The Statistical Score of the Reading Achievement Test

N Valid 39

Missing 0

Mean 54.05

Median 56.00

Mode 60

Std. Deviation 10.969

Variance 120.313

Range 48

Minimum 28

Maximum 76

Sum 2108

From the descriptive statistic above, the respondents of this study were 39 students. The mean of the reading achievement test score was 54.05 which means that the average score obtained by the students. The median or the mddle score of reading acvhievement test was 56.00. then, the mode score or the score that appears the most was 60. It means that most of students obtained 60 in the reading test. In addition, the highest score of the reading achievement test score was 76, whereas, the lowest score was 28. Therefore, the range score between the highest and the lowest score was 48. The last, the standard deviation of the reading test was 10.969 with variance 120.313.

In Department of English Education, the score are characterized as follows:1

80 – 100 = A 70 – 79 = B 60 – 69 = C

1_{Pedoman Akademik Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta} 2012/2013 (Jakarta: Biro Administrasi Akademik dan Kemahasiswaan UIN Jakarta, 2012), p.39.

50 – 59 = D 00 – 50 = E

An “A” is characterized as an excellent score. It is the highest score and the students who obtained it, passed the test excellently. Then, “B” is

chracterized as a good score. Next, “C” is characterized as a medium score, or the test takers passed the test but it is recommended to retake the test or have

remedial test. Then, “D” and “E” score is characterized as a bad score or the

test takers failed to pass the test. Based on the data description above, it revealed that most of students obtained score 60, in which score 60 is characterized as C, a medium score, the test takers passedd the test but it is recommended to retake the test o have remedial test. From the data, it can be concluded, that the students in medium position of reading achievement.

b. Verbal – Linguistic Intelligence Questionnaire Score

The Verbal – Linguistic Intelligence score was taken from the the Verbal – Linguistic Intelligence questionnaire distributed by the writer. The Verbal – Linguistic Intelligence score divided into seven catagories; very superior, superior, high average, average, low average, borderline, and extremely low level in Verbal – Linguistic Intelligence. The following table consisted of scoring range level of Intelligence test, and interpretation of Vebal – Linguistic Intelligence level.2

Table 4.3

The Scoring Range of Verbal – Linguistic Intelligence Questionnaire

Range Score Classification

130 Very Superior

120 – 129 Superior

110 – 119 High Average

90 – 109 Average

Range Score Classification

80 – 89 Low Average

70 – 79 Borderline

69 and below Extremely Low

The Wechsler Intelligence Scale

Then, the following table consisted of the list of participants, their Verbal – Linguistic Intelligence questionnaire scores, and their level in intelligence scale.

Table 4.4

The Verbal – Linguistic Intelligence (VLI) Questionnaire score

Participants VLI Score (Y) Level of VLI

Student 1 90 Average

Student 2 76 Borderline

Student 3 104 Average

Student 4 84 Low Average

Student 5 94 Average

Student 6 100 Average

Student 7 79 Borderline

Student 8 92 Average

Student 9 90 Average

Student 10 86 Low Average

Student 11 85 Low Average

Student 12 99 Average

Student 13 81 Low Average

Student 14 80 Low Average

Student 15 93 Average

Student 16 80 Low Average

Student 17 88 Low Average

Participants VLI Score (Y) Level of VLI

Student 19 101 Average

Student 20 108 Average

Student 21 81 Low Average

Student 22 82 Low Average

Student 23 93 Average

Student 24 94 Average

Student 25 87 Low Average

Student 26 92 Average

Student 27 83 Low Average

Student 28 75 Borderline

Student 29 91 Average

Student 30 73 Borderline

Student 31 96 Average

Student 32 93 Average

Student 33 90 Average

Student 34 89 Low Average

Student 35 84 Low Average

Student 36 79 Borderline

Student 37 99 Average

Student 38 70 Borderline

Student 39 84 Low Average

To provide an additional vivid description of the data distribution of verbal – linguistic intelligence score, the histogram of frequency distribution was presented in figure 4.2 as follows:

Figure 4.2

The Histogram Data of Verbal – Linguistic Intelligence Score

From the figure 4.2 above, there were 39 students as participants of this study. There were 1 student got score 70, 1 student got score 73, 1 student got score 75, 1 student got score 76, 2 students got score 79, 2 students got score 80, 2 students got score 81, 2 students got score 82, 1 student got score 83, 3 students got score 84, 1 student got score 85, 1 student got score 86, 1 student got score 87, 1 student got score 88, 1 student got score 89, 3 students got score 90, 1 student got score 91, 2 students got score 92, 3 students got score 93, 2 students got score 94, 1 student got score 96, 2 students got score 99, 1 student got score 100, 1 student got score 101, 1 student got score 104, and the last, 1 student got score 108.

In addition, there were 18 students in average level. There were 15 students in low – average level, and 6 students in borderline level. Apparently, from the symmetrical bell-shaped curve, it showed that the data of verbal – linguistic intelligence score was normally distributed.

Furthermore, the statistical score of verbal – linguistic intelligence score were counted using Frequencies of Descriptive Statistics in SPSS statistics program version 22.0 to know mean, mode, median, and standard deviation score of the verbal – linguistic intelligence questionnaire. It can be described as follows:

Table 4.5

The Statistical Score of Verbal – Linguistic Intelligence Questionnaire

N Valid 39

Missing 0

Mean 87.87

Median 88.00

Mode 84a

Std. Deviation 8.712

Variance 75.904

Range 38

Minimum 70

Maximum 108

Sum 3427

a. Multiple modes exist. The smallest value is shown

From the statistics table above, the respondents of this study were 39 students. The mean of verbal – linguistic intelligence score was 87.87 which meant that the everage score students obtained. The median or the middle score of verbal – linguistic intelligence was 88.00. Then, the mode score or the score that appeared the most was 84. It meant that most of students obtained 84. In addition, the highest score of verbal – linguistic intelligence was 108, whereas the lowest score was 70. Therefore, the range score between the highest and the lowest score was 38. The last, the standard deviation of verbal – linguistic intelligence was 8.712 with variance 75.904.