Participants Y
X XY
Y2 X2
Student 10 131
76 9956
17161 5776
Student 11 119
85 10115
14161 7225
Student 12 121
80 9680
14641 6400
Student 13 109
87 9483
11881 7569
Student 14 116
85 9860
13456 7225
Student 15 109
89 9701
11881 7921
Student 16 113
73 8249
12769 5329
Student 17 121
87 10527
14641 7569
Student 18 113
85 9605
12769 7225
Student 19 113
77 8701
12769 5929
Student 20 121
84 10164
14641 7056
Student 21 106
90 9540
11236 8100
Student 22 113
71 8023
12769 5041
Student 23 113
85 9605
12769 7225
Student 24 121
86 10406
14641 7396
Student 25 116
85 9860
13456 7225
Student 26 133
84 11172
17689 7056
Student 27 109
85 9265
11881 7225
Student 28 91
70 6370
8281 4900
Student 29 131
80 10480
17161 6400
Student 30 116
80 9280
13456 6400
Student 31 116
72 8352
13456 5184
Student 32 116
75 8700
13456 5625
Student 33 121
88 10648
14641 7744
Student 34 116
81 9396
13456 6561
Student 35 106
81 8586
11236 6561
Student 36 113
85 9605
12769 7225
Student 36 121
84 10164
14641 7056
Student 38 119
85 10115
14161 7225
Participants Y
X XY
Y2 X2
Student 39 109
88 9592
11881 7744
Student 40 119
85 10115
14161 7225
Student 41 106
85 9010
11236 7225
Student 42 100
77 7700
10000 5929
Student 43 109
86 9374
11881 7396
Student 44 100
84 8400
10000 7056
Student 45 119
85 10115
14161 7225
N=45 ΣX =
5095 ΣY =
3628 ΣXY =
410913 ΣX
2
= 580787
ΣY
2
= 298118
After getting the result above, the calculation of the data to Pearson Product Moment Formula is presented as follows:
Formula:
Calculation:
N = 45 ΣX =
5095
ΣY = 3268 ΣX
2
= 580787 ΣY
2
= 298118 ΣX
2
= 25959025 ΣY
2
= 13162384 ΣXY = 410913
To make sure the result of the calculation above, the Pearson Product Moment in SPSS statistics program version 24.0 was used to know whether the
calculation that has been calculated manually is correct or not and to make sure that there is no mismatching calculation between score that the writer counted.
The results of those calculations; manual calculation and calculation using SPSS statistics program version 24.0 are equal, in which the value of r
xy
or r
o
are 0.0304. It means that there is no mismatch in the process of calculating the data
by calculating manually or using the SPSS formula. Then, the calculation of Pearson Product Moment is described as follows:
Table 4.8 Pearson Product Moment Table for the Intelligence Quotient IQ
and Achievement of Extensive Reading Correlations
IQ Extensive Reading
Achievement
IQ Pearson Correlation
1 .030
Sig. 2-tailed .843
N 45
45 Extensive Reading
Achievement Pearson Correlation
.030
1 Sig. 2-tailed
.843 N
45 45
The results of those calculations; manual calculation and calculation using SPSS statistics program version 24.00 were equal, in which the value of r
xy
or r
o
for IQ and Extensive Reading achievement was 0.030. It means that there was no
mismatch in the process of calculating the data by calculating manually or using the SPSS statistics program version 24.00.
3. Analysis of Determination Coefficient
The contribution o f the independent variable x, students’ achievement of
Extensive Reading towards the dependent variable y, Intelligence Quotient IQ, are investigated through the determination coefficient r
2
. The result of r
2
can be found through this formula:
4
R = r
2
x 100 = 0.030
2
x 100 = 0.0009 x 100
= 0.09 Note:
R : score of determinant coefficient r
2
: score of the squared correlation coefficient Based on the result of determination coefficient, the students’ IQ
contribute to students’ achievement of Extensive Reading up to 0.09. The
remains 99.91 were given by other variables, for example reader’s knowledge,
motivation, reason, strategies, skills, stable characteristics, and physical characteristics.
5
C. Test of Hypothesis
To test the hypotheses, the correlation coefficient from the calculation r
xy
is compared to correlation coefficient from Product Moment table r
t
. In the term of the statistics hypotheses, these can be portrayed as follows:
1. If r
o
r
t
= H
a
is accepted. There is a relationship between the Intelligence Quotient IQ and students’ achievement of Extensive Reading.
4
Riduwan and Akdon, Rumus dan Data dalam Analisis Statistika, Bandung: Alfabeta, 2013, p.125.
5
J. Charles Alderson, Assessing Reading, Edinburgh: Cambridge University Press, 2001, p. 33.
2. If r
o
r
t
= H
a
is rejected. There is a no relationship between the Intelligence Quotient IQ and students’ achievement of Extensive Reading.
To find r
xy
or r
o
, the degree of freedom must be determined with the formula: d
f
= N –nr
= 45 – 2
= 43
Note :
d
f :
degree of freedom n : number of cases respondents
nr : number of variables
In the table of significance see appendix 5, it is shown that the r
t
of a two tailed test in the significance of 5 and d
f
of 43 is found to be 0.301. Based on the score of r
o
0.030, it is indicated that the score of r
o
is lower than r
t
, in which 0.030 0.301. It means that H
a
is rejected; or in other words there is no relationship between
the Intelligence Quotient IQ and students’ achievement of Extensive Reading.
Moreover, the result of t
count
is compared to t
table
in order to find the significance of variables. The formula of getting t
count
is presented as follows:
Description of the formula:
t
count
= t
value
r = 0.030 n = 45
Calculation:
The formulation of test:
a. If t
o
t
table
, it means that the null hypothesis is rejected and there is significant relationship between the two variables.
b. If t
o
t
table
, the null hypothesis is accepted and there is no significant relationship between the two variables.
From the table of significance see appendix 6, it is obtained that t
table
of 5 and d
f
= 43 is 2.01669. It indicates that t
o
is lower than t
table
, in which 0.1968 2.01669. Therefore, the null hypothesis H
o
is accepted. In other words, there is no significant relationship between
the Intelligence Quotient IQ and students’ achievement of Extensive Reading.
According to the result of the calculation of Pearson Product Moment above, the score of correlation coefficient r
o
is 0.030. To interpret the gravity of 0.030, the
table of “r” product moment shows that the correlation value is on the very weaklow level, in which between 0.00
– 0-19. The very weak or low correlation means that the relationship tends to the negative relationship. The table
of “r” interpretation was adopted from J.P. Guilford’s theory.
6
Table 4.9 The Interpretation of Correlation Coefficient
Interpretation 0.00
– 0.20 Slight: almost negligible relationship.
6
J.P. Guilford, Fundamental Statistics in Psychology and Education, New York: Mc-Graw Hill Book Company Inc., 1950, p. 145.
