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:
