∑X
2
= 118512 ∑Y
2
= 304021
�
=
� ∑ − ∑
. ∑ √{�.∑ 2− ∑ 2}{�.∑ 2− ∑ 2}
�
=
� − 2
2 √{ �
2 − 2 2}{ �
2 − 2 2}
�
=
2 − 22
√{ 2 −
}{ −
2 }
�
=
√{ }{ 2
}
�
=
√2
�
=
2 .2
�
= .
To make sure the result of the calculation above, the Pearson Product Moment in SPSS statistic program version 22.0 was used to know whether
the calculation that has been calculated manually is correct or not to make sure that there is no mismatching calculation between score that the writer
counted. The calculation of Pearson Product Moment is described as follows:
Table 4.9 Pearson Product Moment
RA VLI
RA Pearson
Correlation 1
.096 Sig. 2-tailed
.559 N
39 39
VLI Pearson
Correlation
RA
.096
VLI
1 Sig. 2-tailed
.559 N
39 39
The Result of those calculation; manual calculation and calculation using SPSS statistic program 22.0 were equal, in which the value of r
xy
or r
o
for verbal – linguistic intelligence and reading achievement was 0.096. It
means that there was no mismatch in the process of calculating the data by calculating manually or using the SPSS stastistic program version 22.0.
d. Analysis of Determination of Coefficient
The contribution of the independent variable X, reading achievement towards the dependent variable Y, verbal
– linguistic intelligence, is investigated through the determination coefficient r
2
. The result of r
2
can be found through this formula:
R = r2 x 100
= 0.096 x 100 = 0. 009216 x 100
= 0.9216 = 0.92
Note:
R = Value of the determination coefficient. r
2
= Value of the squared correlation coefficient Based on the result of determination coefficient,
the students’verbal – linguistic intelligence contributes to students’reading achievement as much
0.92 and the remains 99.08 were given by others variable, for example reader’s knowledge, motivation, reason, strategies, chaacteristics, etc.
3
3
J. Charles Alderson, Assessing Reading, Edinburgh: Cambridge University Press, 2001, p. 33.
3. Hypothesis Testing
To test the hypothesis, the correlation coefficient from the calculation r
xy
is compared to correlation coefficient from Product Moment table r
t
. In the term of the statistical hypotheses, these can be portrayed as follows:
1. If r
o
r
t
= H
a
is accepted. There is correlation between verbal – linguistic
intelligence and reading achievement. 2. If r
o
r
t
= H
a
is rejected. There is no correlation between verbal – linguistic
intelligence and reading achievement. To find r
xy
or r
o
, the degree of freedom must be determined with the formula:
d
f
= N – nr
= 39 – 2
= 37
Note
: d
f
= Degree of Freedom N = Number of Cases respondents
n
r
= number of variables
In the table of significance see appendix 9, it shows that the r
t
of a two tailed test in the significance of 5 and the d
f
of 37 is found to be 0.316. Based on the score of r
0.096, it indicated that the score of r is smaller than r
t
, in which 0.096 0.316. It means that H
a
is rejected; or in the other words there is no correlation between verbal
– linguistic intelligence and reading achievement. Moreover, the result of t
count
or t is compared to t
table
in order to find the significance of variables. The formula of getting t
count
is presented as follows:
Formula:
t
count
=
�√�− √ −�
2
Description of the formula :
t
count
= t
value
r = 0.096
n = 39
Calculation:
t
count
=
�√�− √ −�
2
=
. √ −
√ − .
2
=
. √
√ − .
=
. .
√ .
=
. .
= 0.5866547653 = 0.590
The formulation of test:
a. If t
o
t
table
, it means that the null hypothesis is rejected and there is significant relationship.
b. If t
o
t
table
, the null hypothesis is accepted and there is no significant relationship.
From the table of significance see appendix 10, it is obtained that t
table
of 5 and d
f
= 37 is 2.02619. It indicates that t
o
t
table
, in which 0.590 2.02619. Therefore, the alternative hypothesis Ha is rejected. In other words, there is no
significant relationship between verbal – linguistic intelligence and reading
achievement. According to the result of the calculation of Pearson Product Moment
above, the value of correlation coefficient r
o
is 0.096. To interpret the gravity of
0.096, 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 weaklow
correlation means that the relationship tends to the negative relationship. The table of “r” interpretation was adopted from Jonathan Sarwono’s theory.
Table 4.10 The Interpretation of Coefficient Correlation of Value r
Coefficient Interval Degrees of Correlation
0.00 —0.19
Very weaklow 0.20
—0.39 Weaklow
0.40 —0.59
Strong enough 0.60
—0.79 Strong
0.80 —1.00
Very Strong
B. Discussion
Based on the data description of reading achievement, it is found that the score is low. It is indicated by the average score of the reading achievement of the
fifth semester students of Department of English Education found 56.00 and the mode score was 60.00. In addition, most of the students got score upper than the
mean score obtained 56.00. therefore, most of fifth semester students of Department of English Education have low score in reading achievement test.
Meanwhile, from the data description of verbal – linguistic intelligence, it is
found that the fifth semester students of Department of English Education commonly in low - average level, which is indicated by the result of the average
score found 87.87 and the mode score was 84.00. However, although the students are considered in low
– average level, there are still many students in average and borderline level. It is indicated that the students who got score of verbal
– linguistic intelligence under the mean obtained 87.87 are higher than the students
who got score upper the mean score. It means that the fifth semester students of
