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56 group intelligence tests are the Scholastic Aptitude Test SAT, the
American College Test ACT, and the College Qualification Test CQT. They can be used to estimate intelligence as well as a person’s chances for
success in college Coon, 1989: 472-473. In conclusion, intelligence is the general capacity to think
rationally, act purposefully, and to deal effectively with the environment. They cover three elements. They are visual-spatial intelligence, verbal-
linguistic intelligence, and logical-mathematical intelligence.
e. The Influence of Intelligence on Reading
Reading comprehension is a complex process involving perception, recall, reasoning, evaluating, imagining, organizing,
application, and problem solving. The goal of all reading is the comprehension of meaning. Students with low IQ tend to meet
problem when dealing with reading comprehension if the appropriate educational adaptations are not made. A measure of verbal intelligence
was significantly more strongly correlated with the rate of reading, single-word reading, vocabulary or word knowledge, and under-
standing of what was read in a text Sue, et al., 2009: 2
B. Rationale 1. The Difference between Contextual Teaching and Learning and
Grammar Translation Method to Teach Reading
One of the important factors influencing the results of the teaching and learning process is a teaching technique used by the teacher. Teaching
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57 technique occupies a very crucial role in getting a good result at the end of
the study. All the teaching techniques have strengths as well as weaknesses. Therefore, a teacher must give a wise decision in choosing the
most appropriate teaching technique in order to teach reading comprehension successfully.
There are many kinds of teaching technique for reading comprehension. However, the technique chosen in reading comprehension
must be suitable with the purpose of teaching and make reading itself as something interesting and is not difficult at all. Consequently, the
technique used must be communicative, stimulating students’ active learning, improving their idea, knowledge and skill and of course, the
technique should be attractive and interesting for the students. One of the techniques which is suitable with the criteria of good
technique to apply in teaching reading comprehension as stated above is CTL. In this case the teacher is no more as the only source in the teaching
and learning process, rather he or she plays a role as a mediator, stabilizer, and learning manager. By using this technique, the students can learn from
their prior knowledge and are expected to be communicative and active during the teaching and learning process, so that it enables them to
improve their knowledge and understanding in learning reading comprehension. Besides, this technique is often relaxed and enjoyable than
GTM classes. This creates a positive learning environment, with more students attentive to assign tasks. As a result, academic achievement
increases for all students.
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58 On the other hand, GTM used by the teacher is focused on the
mastery of content with less emphasis on the development of skills and the nurturing of inquiring attitude. It also more concerns with preparation for
the next grade level and in-school success than with helping a student learn to learn throughout life. That is why it is supposed less effective to
improve students’ reading competence since the GTM less motivate the students to involve in the teaching learning process. So, the CTL is
supposed to be more effective than the GTM to teach reading.
2. The Difference between the Students Having High Intelligence and the Students Having Low Intelligence
Students having high intelligence tend to be active during teaching and learning process. They practice the language and master the four
language skill. They become self-regulated learners developing knowledge by themselves. Finally, the students are hoped to obtain and develop
knowledge, attitude, value, and also social skills which are useful for their life in society. Those students not only learn and receive whatever teacher
teaches in the teaching and learning process, but also able to learn from the other students and they all have a chance at once to make the other
students learn. On the other hand, the students having low intelligence prefer
listening to the teacher’s explanation during the lesson rather than discussing together to overcome the problem. They do so since they don’t
have desire to learn more. They are reluctant to open the dictionaries to find out the difficult terms.
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59 That is why, the students having high intelligence are supposed to
have better reading comprehension than the students having low intelligence.
3. Interaction between Teaching Methods and Intelligence to Teach Reading
Contextual Teaching and Learning method requires the students to be active in the learning process. The teacher serves primarily as a
facilitator, organizer, and consultant to students engaged in discussing about a subject matter together with their friends. Many teachers choose
Contextual Teaching and Learning because it is motivating and fosters creativity. The teachers create a setting in which students learn as
realistically as possible. The teachers will also motivate the students to have critical and creative thinking through searching, observing,
investigating, and analyzing. Then, the teachers will check the students’ understanding to encourage their responses, and to know what they have
known through questioning, modeling, reflection, and authentic assessment. The students having high intelligence tend to be active,
creative, and self-regulated learners developing knowledge by themselves. On the other hand, Grammar Translation Method places the students
in a passive learning role. This method neglects speech, so the students feel shy of communicating through English. It also rather attempts to teach
language through rules and not by use. In fact, researchers in linguistics have proved that to speak any language, whether native or foreign, entirely
by rule is quite impossible. Language learning means acquiring certain
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60 skills, which can be learned through practice and not by just memorizing
rules. The students having low intelligence prefer listening to the teachers’ explanation, feeling shy and passive during the teaching learning process
rather than practicing the language in their daily life. That is why it is supposed that there is an interaction between
teaching methods and students’ intelligence in teaching reading. Contextual Teaching and Learning is suitable for students having high
intelligence and Grammar Translation Method is suitable for students having low intelligence.
D. Hypothesis
