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
Cronbachs Alpha
N of Items ,743
26
From the result, it can be seen that r
result
= 0,743. It was compared to r
table
with N = 15 and 5 significance see appendices, that was r
table
= 0.514. It can be concluded that this instrument is reliable because r
result
r
table
= 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
5
Wikipedia, IQ classification, 2016, https:en.wikipedia.orgwikiIQ_classification.
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 ΣX
2
= the sum of squares of reading achievement scores ΣY
2
= 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 r
2
as follows:
7
R = r
2
x 100 R = value of determinant coefficient
r
2
= 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
t
count
=
�√�− √ −�
2
t
o
= t value r = value of correlation coefficient
n = number of sample
The last is to interpret the index scores of rcorrelation, product moment r
xy
usually used the interpretation such as bellow.
9
Table 3.5 The Interpretation of Pearson Correlation
The score of “r” product moment r
xy
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.
9
Jonathan Sarwono, Op. cit., p. 150.
The score of “r” product moment r
xy
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 r
o
r
t
= H
a
is accepted and Ho is rejected. It means that there is a relationship between verbal
– linguistic intelligence and reading
comprehension.
2. If r
o
r
t
= H
a
is rejected and Ho is accepted. It means that there is a no relationship between verbal
– linguistic intelligence and reading
comprehension.
34
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Data Description
The research was conducted at SyarifHidayatullah State Islamic University of Jakarta. The 5
th
semester of Department of English Education in academic year 20162017 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 4
th
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 5
th
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
Student 25 44
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:
