Objective of Research The Relationship Between Intelligence Quotient (IQ) and Students' Achievement on Extensive Reading

Besides, in general, achievement means all things that people gain successfully what he or she doing is. According to Gronlund, achievement is something that students have learnt. 4 It means that students need to learn a certain subject inside or outside classroom, then they may get achievement during the learning itself. In other words, achievement is as a result of evaluation and assessment in learning for a period of time. Teachers usually give students certain of test to measure what they have learnt and mastered of a subject. Teachers make assumption about what motives or facilitate achievement based on what students do in the classroom-their performance, their behavior, how they respond to the teacher and classroom tasks, and so forth. 5 In other words, the student’ achievement is a final result after following learning process which usually determined by doing such a test. Furthermore, reading achievement is how readers comprehend a reading m aterial as well. High reading achievement indicates their high readers’ comprehension. As Carver states in his book, anytime that the reading achievement of students can be increased, then these students will be able to comprehend well all of the text they read more efficiently. 6 So, students need to comprehend a text as well as possible to get best achievement in reading. Since reading comprehension usually correlate to reading achievement, it can be said that the result of reading comprehension forms in the reading achievement itself. Many teachers usually see students’ reading comprehension by distributed a reading test then get the students’ reading achievement of the reading itself. This statement is deal with an investigation by Hacettepe University which administered a reading comprehension test was to measure the participants’ 4 Norman E. Gronlund, Measurement and Evaluation in Teaching, New York: Macmillan Publishing, 1976, p.331. 5 Carl A. Grant and Christine E. Sleeter, Doing Multicultural Education for Achievement and Enquity, New York: Routledge, 2007, p. 36. 6 Ronald P. Carver, The Causes of High and Low Reading Achievement, New York: Lawrence Erlbaum Associates, Inc., 2000, p. 44.