THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION (A Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta Academic Year of 2015/2016).

THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE
QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION
(A Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta
Academic Year of 2015/2016)

THESIS
Written by
NINA ANDRIANTI LOASANA
K2209067

Submitted to Teacher Training and Education Faculty of Sebelas Maret
University as a Fulfilment of the Requirements for achieving the
Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2016

i

PRONOUNCEMNET

This is to certify that I myself write this thesis, entitled “The Role of
Grammar Mastery and Intelligence Quotient (IQ) on Students’ Reading
Comprehension (A Correlative Study in Eighth Grade Students of SMP
Negeri 9 Surakarta Academic Year of 2015/2016)”. It is not a product of
plagiarism or made by others. Anything related to others’ works is written in
quotation, the sources of which are listed on the bibliography.

If then this pronouncement proves wrong, I am ready to accept any
academic punishment including the withdrawal or cancellation of my academic
degree.

Surakarta,

July 2016

Nina Andrianti Loasana

ii

THE APPROVAL OF CONSULTANTS

THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE
QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION
(A Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta
Academic Year of 2015/2016)

THESIS
By:
NINA ANDRIANTI LOASANA
K2209067

This thesis has been approved by the consultants to be examined by the Board of
Examiners of Teacher Training and Education Faculty of Sebelas Maret
University.

On:
Approved by:

First Consultant,

Second Consultant,

Dr. Ngadiso, M. Pd.
NIP. 19621231 198803 1009

Teguh Sarosa, S. S., M. Hum.
NIP. 19730205 200604 1001

iii

LEGALIZATION OF EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of
Teacher Training and Education Faculty of Sebelas Maret University and
accepted as partial fulfilment for the requirements for achieving Undergraduate
Degree of Education in English.
Day

:

Date

:

Board of Examiners:
1. Chairperson:
Hefy Sulistyawati, S.S, M.Pd.

(.............................................)

NIP. 19781208 200112 2002
2. Secretary:
Dr. Abdul Asib, M. Pd.

(.............................................)

NIP. 19520307 198003 1005

3. Examiners 1:
Dr. Ngadiso, M. Pd.

(.............................................)

NIP. 19621231 198803 1009
4. Examiners 2:
Teguh Sarosa, S. S., M. Hum.
NIP. 19730205 200604 1001

(.............................................)

Teacher Training and Education Faculty
Sebelas Maret University
The Dean,

Prof. Dr. Joko Nurkamto, M. Pd.
NIP. 19610124 198702 1001

iv

ABSTRACT
Nina Andrianti Loasana. K2209067. 2016. The Role of Grammar Mastery and
Intelligence Quotient (IQ) on Students’ Reading Comprehension (A
Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta
Academic Year of 2015/2016). Thesis. First Consultant: Dr. Ngadiso, M. Pd.,
second consultant: Teguh Sarosa, S. S., M. Hum. English Education Department,
Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta.
This thesis is aimed to find out the correlation between (1) students’
grammar mastery and reading comprehension; (2) students’ Intelligence Quotient
(IQ) and reading comprehension; (3) students’ grammar mastery and Intelligence
Quotient (IQ) toward reading comprehension.
The method used in this study is correlational study. The study was
conducted in May 2016 at SMP Negeri 9 Surakarta. The population of this study
is the eighth grade students of SMP Negeri 9 Surakarta in the academic year of
2015/2016 which consists of nine classes. The total number of the population is
227 students. 30 students of the eighth grade was taken as the sample of the study.
The instruments to collect the data are tests. The tests are used to collect the data
of students’ grammar mastery and reading comprehension. The techniques used in
analysing the data are Simple and Multiple Linear Regression and Correlation.

The result of the study shows that in the level of significance α = 0.05
it is found that (1) there is a positive correlation between the students’ grammar
mastery and reading comprehension (rx1y = 0.729, to = 5.636 > tt = 1.699); (2)
there is positive correlation between intelligence quotient and reading
comprehension (rx2y = 0.4228, to = 2.469 > tt = 1.699), and (3) there is a positive
correlation between the students’ grammar mastery and intelligence quotient
simultaneously and reading comprehension (rx1x2y = 0.745 and Fo = 16.80 > Ft =
3.34). From the results of the study it is also known that students’ grammar
mastery and intelligence quotient are important factors that give contribution to
reading comprehension. The students’ grammar mastery gives 53.14%
contribution to reading comprehension, and the students’ intelligence quotient
gives 17.88 % contribution to the students’ reading comprehension. While
simultaneously the students’ grammar mastery and reading comprehension give
55.46% contribution to their reading comprehension. It means the increase of the
students’ grammar mastery and intelligence quotient, either partially or
simultaneously will be followed by the increase of the students’ reading
comprehension.
From the result of the study, it is known that the grammar mastery and
intelligence quotient are important factors that can improve their reading
comprehension. Those two factors cannot be ignored and should be maintained

and elevated in increasing the students’ reading comprehension.
Keywords: grammar mastery, intelligence quotient, reading comprehension.

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ABSTRAK
Nina Andrianti Loasana. K2209067. 2016. Peran Penguasaan Grammar dan
Kecerdasan Intelektual (IQ) pada Pemahaman Membaca Siswa (Studi
Korelatif pada Siswa Kelas VIII SMP Negeri 9 Surakarta Tahun Akademik
2015/2016). Skripsi. Pembimbing satu: Dr. Ngadiso, M. Pd, pembimbing dua:
Teguh Sarosa, S. S., M. Hum. Pendidikan Bahasa Inggris, Fakultas Keguruan dan
Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta.
Skripsi ini bertujuan untuk mengetahui hubungan antara (1) penguasaan
grammar dan pemahaman membaca siswa; (2) kecerdasan intelektual (IQ) dan
pemahaman membaca siswa; (3) penguasaan grammar dan kecerdasan intelektual
(IQ) terhadap pemahaman membaca.
Metode yang digunakan dalam penelitian ini adalah studi korelasional.
Penelitian dilakukanpada bulan Mei 2016 di SMP Negeri 9 Surakarta. Populasi
penelitian ini adalah siswa kelas VIII SMP Negeri 9 Surakarta pada tahun
akademik 2015/2016 yang terdiri dari sembilan kelas. Jumlah populasi adalah 227

siswa. 30 siswa dari kelas delapan diambil sebagai sampel penelitian. Instrumen
untuk mengumpulkan data adalah tes. Tes digunakan untuk mengumpulkan data
grammar dan pemahaman membaca siswa. Teknik yang digunakan dalam
menganalisis data yang dan Regresi Linear dan Korelasi Sederhana dan Berganda.
Hasil penelitian menunjukkan bahwa pada tingkat signifikansi α = 0,05
ditemukan bahwa (1) terdapat korelasi positif antara penguasaan grammar dan
pemahaman membaca siswa (rx1y = 0,729, to = 5,636 > tt = 1,699); (2) terdapat
hubungan positif antara kecerdasan intelektual (IQ) dan pemahaman membaca
siswa (rx2y = 0,4228, to = 2,469 > tt = 1,699), dan (3) terdapat korelasi positif
antara penguasaan grammar dan kecerdasan intelektual (IQ) secara bersamaan
terhadap pemahaman membaca siswa (rx1x2y = 0,745 dan Fo = 16,80 > Ft = 3.34).
Dari hasil penelitian, juga diketahui bahwa penguasaan grammar dan kecerdasan
intelektual (IQ) adalah faktor penting yang berkontribusi dalam pemahaman
membaca. Penguasaan grammar siswa memberikan kontribusi sebesar 53,14%
terhadap pemahaman membaca, dan kecerdasan intelektual (IQ) siswa
memberikan kontribusi sebesar 17,88% terhadap pemahaman membaca siswa.
Sementara secara bersamaan penguasaan grammar dan kecerdasan intelektual
(IQ) memberikan kontribusi sebesar 55,46% untuk pemahaman membaca siswa.
Hal ini berarti setiap peningkatan penguasaan grammar dan kecerdasan intelektual
(IQ) siswa, baik secara parsial maupun secara simultan, akan diikuti oleh

peningkatan pemahaman membaca siswa.
Dari hasil penelitian, diketahui bahwa penguasaan grammar dan
kecerdasan intelektual (IQ) merupakan faktor penting yang dapat meningkatkan
pemahaman membaca siswa. Kedua faktor ini tidak dapat diabaikan dan harus
dipertahankan dan ditingkatkan untuk meningkatkan pemahaman membaca siswa.
Kata kunci: penguasaan grammar, kecerdasan intelektual (IQ), pemahaman membaca

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MOTTO

Karena sesungguhnya sesudah kesulitan itu ada kemudahan. Sesungguhnya
sesudah kesuitan itu ada kemudahan. (Q.S. Alam Nasyroh 5-6)
Maka bergembiralah karena susungguhnya satu kesulitan tidak mungkin
mengalahkan dua kemudahan. (Rasulullah)

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DEDICATION

With love, this thesis is dedicated to:


my beloved papa and mama, for endless prayer,
patience and faith, there’s nothing I have done and I will do- to deserve you both. please stay
healthy and happy,



my

beloved

brother,

Ridwan,

for

being

annoying supporting brother. I love you. There,
I said it.


my dearest Dimas Trisuseno, for too many
things to be mentioned in one sentence.



my -so far away- best friends, Bella and Fida
thank you for giving me the book, the support,
and the endless friendship



my family in KSR PMI Unit UNS, especially
for the moments when I feel so lucky to be part
of this amazing family.



all my friend in EED 09, thank you for being
there in the end



Robiah, Fitri, Venti, Members Of PTBN, Lia,
Kiki, Anggi, Ayu through whom Allah help me
to finish this long journey
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ACKNOWLEDGEMENT
Alhamudulillahirabbil’alamin. All praises be to Allah SWT for all the
abundant blessing, mercies, and guidance, hence I can accomplish the writing of
this thesis. In this occasion, I would like to acknowledge my deepest gratitude and
appreciation to the following:
1. Prof. Dr. Joko Nurkamto, M. Pd, the Dean of Teacher Training and Education
Faculty of SebelasMaret University, for this approval to write this thesis.
2. Teguh Sarosa, S.S, M. Hum, the Head of English Department, for his
permission to write the thesis and being my second thesis consultant, for every
precious time, reading these pages and contributing valuable comments,
advice, criticism, guidance, and motivation to make it better and worthy to
read.
3. Dr. Ngadiso, M. Pd. my first thesis consultant, for every precious time,
criticism, advice, comments, guidance, and motivation of this thesis writing.
4. PMR SMP Negeri 9 Surakarta, for their participations in this research.
5. All the lectures in English Education Department of Teacher Training and
Education Faculty of Sebelas Maret University, for all knowledge shared.
6. All the friends who cannot be mentioned one by one, for their supports.
Finally I sincerely hope that this thesis is beneficial for writers, teachers,
and students. Any criticism is welcomed for the better research in the future.

Surakarta,

July 2016

Nina Loasana
(hinata.loasana@gmail.com)

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TABLE OF CONTENTS
Pages
TITLE .................................................................................................................... i
PRONOUNCEMENT ........................................................................................... ii
THE APPROVAL OF CONSULTANTS ............................................................ iii
THE APPROVAL OF THESIS EXAMINERS ................................................... iv
ABSTRACT .......................................................................................................... v
MOTTO .............................................................................................................. vii
DEDICATION ................................................................................................... viii
ACKNOWLEDGEMENT ................................................................................... ix
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ............................................................................................. xiv
LIST OF FIGURES ............................................................................................ xv
LIST OF APPENDICES .................................................................................... xvi
CHAPTER I

INTRODUCTION
A. The Background of the Study ..................................... 1
B. The Identification of the Problem ............................... 4
C. Problem Limitation ..................................................... 4
D. Problem Formulation .................................................. 5
E. The Purpose of the Study ............................................ 5
F. The Benefits of the Study ........................................... 5

CHAPTER II

THEORETICAL REVIEW
A. Review on Reading Comprehension ........................... 7
1. Definitions............................................................. 7
2. Factors Affecting Reading Comprehension .......... 9
a. Vocabulary Knowledge ..................................... 9
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b. Background knowledge..................................... 9
c. Reading strategies ............................................. 10
d. Grammatical Knowledge .................................. 11
e. Intelligence Quotient (IQ) ................................. 11
3. Reading Comprehension Skills ............................. 12
a. Word Meaning .................................................. 13
b. References ......................................................... 13
c. Explicit Information .......................................... 13
B. Review on Grammar Mastery ..................................... 14
1. Definitions ............................................................ 14
2. Adequate Grammatical Knowledge for Eighth
Grade Students ...................................................... 15
C. Review on Students’ Intelligence Quotient ................ 18
1. Definitions ............................................................ 18
2. How Experts Test One’s Intelligence Quotient .... 18
D. Rationale ..................................................................... 19
E. Hypotheses .................................................................. 22
CHAPTER III

RESEARCH METHODOLOGY
A. The Place and Time of the Study ................................ 23
B. Research Methodology ............................................... 24
1. Positive Correlations ............................................... 24
2. Negative Correlations ............................................. 24
3. No Correlation ........................................................ 24
C. Subject of the Study .................................................... 25
1. Population ............................................................... 25

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2. Sample .................................................................... 25
3. Sampling ................................................................ 26
D. The Technique of Collecting the Data ........................ 26
1. Grammar Test ......................................................... 26
2. Reading Test ........................................................... 26
3. Collecting the Data of the Students’ Intelligence
Quotient....................................................................... 26
4. Instrument Validity and Instrument Reliability ...... 27
CHAPTER IV

THE RESULT OF THE STUDY
A. The Description of the Data ......................................... 37
1. The Data of Grammar Mastery (X1) ....................... 37
2. The Data of Intelligence Quotient (X2) .................... 39
The Data of Reading Comprehension (Y) ................... 42
B. The Analysis of Pre-requirement Test ......................... 45
1. Normality Test ......................................................... 45
2. Linearity of Regression Test .................................... 46
3. Significance of Regression Test............................... 46
C. The hypothesis testing ................................................. 47
1. The Correlation between Students’ Grammar Mastery
(X1) and Reading Comprehension (Y) ......................... 47
2. The Correlation between Students Intelligence Quotient
(IQ) (X2) and Reading Comprehension (Y) ................. 48

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3. The Correlation between Students Grammar Mastery
(X1) and Intelligence Quotient (X2) Simultaneously
toward Reading Comprehension (Y) ........................... 49
D. The Contribution Analysis ........................................... 50
E. The Discussion of the Research Findings .................... 51
1. There Is a Positive Correlation between the Students’
Grammar Mastery and Reading Comprehension ......... 51
2. There Is a Positive Correlation between the Students’
Intelligence Quotient and Reading Comprehension .... 52
3. There Is a Positive Correlation between the Students’
Grammar Mastery and Intelligence Quotient (IQ)
Simultaneously Toward Reading Comprehension ....... 54
CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ................................................................. 55
B. Implication .................................................................. 56
C. Suggestions ................................................................ 57

BIBLIOGRAPHY .................................................................................................. 60
APPENDICES ....................................................................................................... 65

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LIST OF TABLES
Pages
Table 2.1. Adequate Grammatical Knowledge for Eighth Grade Students
According to KTSP Curriculum ......................................................................... 13
Table 3.1. The Schedule of the Research ............................................................ 23
Table 4.1. The Data of the Students’ Grammar Mastery .................................... 37
Table 4.2. The Frequency Distribution of the Scores of the Students’ Grammar
Mastery ............................................................................................................... 38
Table 4.3. The Data of the Students’ Intelligence Quotient (IQ) ........................ 40
Table 4.4. The Frequency Distribution of the Scores of the Students’ Intelligence
Quotient (IQ) ....................................................................................................... 41
Table 4.5. The Data of Reading Comprehension ................................................ 42
Table 4.6. The Frequency Distribution of the Scores of Reading Comprehension
............................................................................................................................. 43
Table 4.7. The Contribution Analysis of the Variables ...................................... 50

xiv

LIST OF FIGURES
Pages
Figure 3.1. Diagram of the Relationship Between the Students’ Grammar Mastery
(X1), Intelligence Quotient (IQ) (X2) and Reading Comprehension (Y) ............ 25
Figure 4.1 The Histogram of the Students’ Grammar Mastery .......................... 39
Figure 4.2. The Polygon of Students’ Grammar Mastery ................................... 39
Table 4.2. The Frequency Distribution of the Scores of the Students’ Grammar
Mastery ............................................................................................................... 38
Figure 4.3. The Histogram of the Students’ Intelligence Quotient (IQ) ............. 41
Figure 4.4. The Polygon of the Students’ Intelligence Quotient (IQ) ................ 42
Figure 4.5 Histogram of the Students’ Reading Comprehension ....................... 44
Figure 4.6 Polygon of the Students’ Reading Comprehension ........................... 44

xv

LIST OF APPENDICES
Pages
Appendix 1. Blueprint (Try Out) ........................................................................ 65
Appendix 2. Grammar Test (Try Out) ................................................................ 66
Appendix 2a. Answer Key Grammar (Try Out) ................................................. 70
Appendix 3. Reading Test (Try Out) .................................................................. 71
Appendix 3a. Answer Key Reading (Try Out) ................................................... 81
Appendix 4. Blueprint ......................................................................................... 82
Appendix 5. Grammar Test................................................................................. 83
Appendix 5a. Answer Key Grammar Test .......................................................... 86
Appendix 6. Reading Test................................................................................... 87
Appendix 6a. Answer Key Reading Test ............................................................ 94
Appendix 7. Main Data of the Research ............................................................. 95
Appendix 8. Complete Computation Validity of Students’ Grammar
Mastery ............................................................................................................. 102
Appendix 8a. Computation of Validity of Grammar Mastery Test for Item
Number 1 .......................................................................................................... 106
Appendix 9. Complete Computation Validity of Students’ Reading
Comprehension ................................................................................................. 107
Appendix 9a. Computation of Validity of Reading Comprehension Test for Item
Number 2 .......................................................................................................... 111
Appendix 10. The Computation of Reliability of Reading Comprehension Test
(Y) ..................................................................................................................... 112
Appendix 11. The Computation of Reliability of Grammar Mastery Test
(X1) ................................................................................................................... 113
Appendix 12. Complete Data of Normality X1 (Grammar Mastery) .............. 114
Appendix 13 - Complete Data of Normality X2 (Intelligence Quotient) ......... 116
Appendix 14 - Complete Data of Normality Y (Reading Comprehension) ..... 118
Appendix 15 - The Computation of Linearity and Significance of Regression
between Students’ Grammar Mastery (X1) and Reading Comprehension (Y) 120

xvi

Appendix 16. The Computation of Linearity and Significance of Regression
between Students’ Intelligence Quotient (X2) and Reading Comprehension (Y)
........................................................................................................................... 124
Appendix 17. Analysis of Single Correlation .................................................. 128
Appendix 18. The Computation of Multiple Regressions, Multiple Correlations,
and Effective And Relative Contribution ......................................................... 132
Appendix 19. KTSP Curriculum Syllabus for 2nd Semester of Eighth Grade
Students ............................................................................................................ 138
Appendix 20. Lesson Plan Based on the Result of this Study .......................... 139

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