data, and to gain information about the correlation between students IQ and their achievement in learning process especially in English.
E. Significance of Study
In line with the formulation of problems described previously, the significance of this study is to provide information about English teaching
and learning especially in understanding student‟s with different measurement of IQ towards school subjects especially in English. This
study also expected that those findings contribute to teachers, students as an input to improvement teaching learning activity.
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CHAPTER II THEORITICAL FRAMEWORK
A. IQ and Learning Achievement
1. Definition of IQ
“Intelligence is what you use when you don‟t know what to do” – Jean Piaget
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. Human being is considered to be the most intelligent animal in this world. He is capable controlling all other things in this world.
Intelligence has a very important role in day to day activities of the individual. The world Intelligence has been derived from a latin verb
“intellegre” it means to understand. IQ or intelligence quotient is a measurement of person‟s intelligence. It
shows by numbers to represent every person ‟s intelligence. The number or
score that shows obtained from standardized test. The higher score IQ of a person mean the higher level of the intelligency. On the other hand it
means that differences in scores reflect differences intellegency. The concept of Intelligence has been understood by psychologists in
many different ways. Therefore, there are a number of definitions. The following are explained below.
Ken Richardson explained “The assertion that IQ measures human intelligence in any general sense, or that the source of variance in IQ
scores is primarily cognitive in nature”
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. Meanwhile, Nababan defined as followed “Intelligence Quotient is a score which is the result of a person‟s
mental age divide with chronological age then multiplied by a hundred. ”
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www.psychologydiscussion.com
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Richardson, Ken 2002. What IQ Test Test. Theory and Psychology Copyright. Vol 123. p. 306
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Nababan,, P. W. J. 1989. Sosiolinguistik dan Pengajaran Bahasa.Dalam PELLBA 2 = Pertemuan Linguistik Lembaga Bahasa Atma Jaya: Kedua: Neurolinguistik, sosiolinguistik,
humanistik, tipologi, aliran Praha, tata bahasa, pemerolehan bahasa. p. 75
