Background of the Research
evaluation for teachers and institutions that want to adapt the Extensive Reading program.
Then, UIN Jakarta is one of the institutions in Indonesia which implements the Extensive Reading program. The Extensive Reading program becomes last
stage of reading course after Reading 1, Reading II, Reading III and Reading IV. It is assigned to the fifth semester students. Based on the syllabus, the students
need to read 10 appointed English novels, 8 appointed English textbooks and 10 articles from printed English journals within four months a semester. It is a new
thing for the students; the students were asked to read more than the previous reading course. So, it becomes a change of the classroom culture for students in
learning reading skill. At first, the students felt it is such a burden to finish the Extensive
Reading course. They are difficult to adapt the change of the classroom culture to acquire the reading skill. They less motivates to read a lot tasks in a certain
amount of time so they do not develop reading habit as well. Jeremy Harmer tells that not all of students get the reading habit in extensive reading. Some do indeed,
read more and more, but the others do not.
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In other words, they may called as the reluctant readers which become a handicap to gain the main goal on Extensive
Reading program. Since Extensive Reading is the highest level in reading class, it is not easy
to pass this course. As Dewi Sunarni found some factors that cause the Extensive Reading become a difficult subject for students of English Department in
Atmajaya University. There are seven factors contributing the successful on Extensive Reading program
; students’ attitude toward the subject, students’ skill, students’ learning habit, the test, the textbook, the lecturer, and the learning
environment.
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So, it is clear that students need to encourage themselves to get best result on this course.
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Jeremy Harmer, The Practice of English Language Teaching, London: Pearson Longman, 2016, p. 320.
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Dewi Sunarni, “Some Factors That Cause the Extensive Reading Become a Difficult Subject for Students of English Department,” A Skripsi at English Department, Faculty of Education,
Atmajaya University, Jakarta, 2002, p. 15.
The result on this course is taken from the score in the end of the course. The score
may reflect the students’ reading progress especially in making reading as a habit. It also
measures students’ reading comprehension. It is taken from three assessments; formative, mid-semester test, and final-semester test.
Yet, based on data scores of students’ Extensive Reading course at the
Department of English Education in UIN Jakarta, in the 2012 – 2013 academic
year, the writer revealed that most of the students got the decrease of score of the final-semester test. From the observation, the writer found that 91.3 21 of 23
persons students who got A 80 in the mid-semester test score then 66.7 students got B 70, and 19.1 students got C 60 in the final-semester test
score. In this case, students may be influenced by some factors in the learning process to gain the achievement.
In order to have high reading comprehension and achievement, there are two factors which may affect students. First is internal factor which is divided into
two parts; physiological factor included eyes and ears and psychological factor consisting of intelligence, motivation, visual perception ability, vocabulary,
attitude to read, and reading interests. Second is an external factor which affect reading ability are teaching methods, available facilities, and environment.
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One of the factors mentioned is intelligence that is fundamentally different from each student
. The measurement of students’ intelligence can be known as intelligence quotient IQ. IQ score is primarily affected by the mental age and
chronological age. IQ score can be used for many contexts, for example it can predict students’ academic achievement.
Students with high IQ indicate high reading skill and low IQ indicate low reading skill. The students with high reading skill tend to comprehend the text
well then able to answer the provided questions as accurate as possible. Whereas students with low reading skill tend to be difficult in understanding then could not
answer the questions as well as the students with high achievement.
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Ratna Wulan, Peranan Inteligensi, Penguasaan Kosakata, Sikap, dan Minat terhadap Kemampuan Membaca Pada Anak, Jurnal Penelitian dan Evaluasi Pendidikan, Nomor 2, 2010,
p.169.
Thus, the writer conducted a research on The Relationship between the Intelligence Quotient IQ and
Students’ Achievement on Extensive Reading.