THE CORRELATION BETWEEN STUDENTS’ VERBAL IQ AND THEIR ACHIEVEMENT IN LISTENING COMPREHENSION ( The case of the third year students of MAN 3 Sragen in the academic year 2002/2003 ) - Test Repository

  

THE CORRELATION BETWEEN STUDENTS’ VERBAL IQ AND

THEIR ACHIEVEMENT IN LISTENING COMPREHENSION

  ( The case o f the third year students o f MAN 3 Sragen in the academic year 2002/2003 )

  

T H E S I S

  Submitted to The Board of Examiners in Partial Fulfilment of The Requirements

  For The Degree of Sarjana Pendidikan Islam

  

ABDUL G H O FAR N A W A W I

113 97 037

  

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE ISLAMIC STUDIES INSTITUTE OF SALATIGA

(STAIN)

  Drs. Sa’adi, M.Ag The lecture of Educational Faculty

  State Islamic Studies Institute Salatiga Salatiga. Sepetember 2nd 2002

  ATTENTIVE COUNSELOR NOTES Case : Abdul Ghofar Nawawi’s

  Thesis Dear The Head of State Islamic

  Studies Institute Salatiga A s s a la m u ’a la ik u m , W r. fVb.

  After reading and correcting Abdul Ghofar Nawawi’s thesis entitled “THE

  

CORRELATION BETWEEN STUDENTS’ VERBAL IQ AND THEIR

ACHIEVEMENT IN LISTENING COMPREHENSION”.

  (The case of the third year students of MAN 3 Sragen in the academic year 2002/2003 ). I have decided and would like to propose that if could be accepted by educational faculty and I hope it would be examined as soon as possible.

  W a s s a la m u ’a la ik u m , W r. Wb.

  Drs. Sa’adi, M.Ag NIP. 150 526 821

DEPARTMEN OF RELIGIOUS AFFAIRS

  J L S ta d io n 03 P h o n e . 0 2 9 8 3 2 3 7 0 6 S a la tig a 50721

STATEMENT OF CERTIFICATION

  

THE CORRELATION BETWEEN STUDENTS’ VERBAL

  

IQ AND THEIR ACHIEVEMENT IN LISTENING

COMPREHENSION (T he c a se stu d y o f th e th ird y ea r

s tu d e n ts o f MAN III S ragen in th e a ca d em ic year

  

2 0 0 2 /2 0 3 )

ABDUL GHOFAR NAWAWI

NIM : 1 1 3 9 7 0 3 7

  H a s b e en b ro u g h t to th e b o a rd of e x a m in e rs in S e p tem b e r, 16th 200 2 M / R ojab, 9th 1423 H, a n d h e re b y c o n sid e re d to com pletely fullfill th e re q u ire m e n t of S a ija n a degree in th e E n g lish D e p a rtm e n t of E d u c a tio n a l F aculty.

  R ojab, 9 th 1423 H S alatig a, --------------------------------------

  S ep tem b er, 16th 2 0 0 2 M B o ard of e x a m in e rs

  

MOTTO

“Well done is better than well said”

  

(Benjamin Franklin)

Take time to THINK.

  It is the source of Power. Take time to READ.

  It is the foundation of wisdom. Take time the QUIET.

  It is the opportunity to seek God. Take time the DREAM.

  It is the future made of.

Take time to PRAY. It is the greatest power on earth.

  

(- Author Unknown -)

  DEDICATION ‘Ifiis thesis is dedicated t o :

• - M y fufCspirit fate Mother - M y patient fath er
>M y hefovedBrothers
• - M y 6efovedsisters

• - Jiff my friends (especiaffy (Pinco.\j (Boy

  and Doet)

  <

  

ACKNOWLEDGEMENT

  The writer wishes to express his high gratitude first and foremost, to Allah SWT for the blessing and inspiration leading his study to its completion.

  The deepest gratitude and appreciation is extended to :

  a. Drs. Badwan, M.Ag as the head of State Islamic Studies Institute (STAIN) Salatiga, and the whole lecturers.

  b. Drs. Sa’adi, M.Ag, his first advisor, who inspite of his very tight schedule, had provided careful guidance, helpful corrections, moral support and indespensable advice as well as suggestion.

  c. His parent, there is no word left in this world to express. Thank for support, suggestion always pray for me.

  d. His family, which has facilitated and encouraged him to finish his study.

  e. His best friends, 'hncox. Boy and Doel.

  f. His gratitude also goes to all of the members of KAMMI, FSI, LDM.

  Thank for your support.

  g. The writer’s deepest thank also goes to all of his friends in the English Department.

  Salatiga, September 06lh 2002 Writer

  Abdul Ghofar Nawawi

  

TABLE OF CONTENTS

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  2.7. RELATIONSHIP BETWEEN

  VERBAL

  IQ AND LISTENING COMPREHENSION ACHIEVEMENT .... 45

  3.1. THE SITUATION OF FACILITIES AND INSTRUMENTS

  3.2. THE SITUATIONS OF TEACHERS AND STAFFS .... 49

  

  

  

  

  

  3.8. QUESTION AND ANSWER TEST AS AN

  

  

  

  4.2. SCORING OF THE LISTENING COMPREHENSION

  

  4.4. INTERPRETATION OF THE RESEARCH FIND:NG.. 69

  

  

CHAPTER 1

INTRODUCTION 1. 1. Background of the Problem

  English is one of the most widely used international languages, both as a means of oral communication, including the writing of newspapers, magazines, and books on science and technology.

  People who want to be acquainted with technological and scientific advances have to master this language well since it is much used in science and technology

  English is an international language used in many countries throughout the world, including Indonesia. In Indonesia, it has an important role especially in education. It is taught at schools from the first grade of the Junior High School through the third grade of the Senior High

  School and some semesters at the University.

  In our country the goals ot English Language Teaching (ELT) at the Senior High School have been specified in the 1994 Basic Course Outline. The objectives are : (1) Ability to read books written in English.

  (2) Ability to understand spoken language. (3) Ability to write English. 1

  Introduction to Linguistic fo r Students o f English in Indonesia, IKIP Semarang Press, Semarang, l'H4, Page. 1

1 Ramclan,

  1

  2

  (4) Ability to speak in English. 1 With reference to the 1994 Basic Course Outline of English teaching for the Junior High School and the Senior high School in

  Indonesia, the writer thinks that the teaching of English should encompass the four skills reading, speaking, writing and listening.

  Listening skill, as the basic for the development of speaking, is an important skill communication. However, students of English have difficulty in gaining this skill. The difficulty in gaining listening skill could be traced back from the reasons for learning English. Harmer says the people who wish to learn a foreign language may have any one of a great number of reasons for doing so. The reasons for studying a foreign language according to Harmer are : (a) Target Language community

  Students my find themselves living either temporarily or permanently in the target language community. These students will have to speak the target language to survive in that community. (b) English for Special or Specific Purposes (ESP)

  The term ESP has been applied to situations where a student has specific reason or wanting to learn the language. *

  epartemen Pendidikan dan Kebudayaan, GBPP Bahasa Inggris SMU, Jakarta, 1994, Page. A (j)Chaslain, Kenneth, The Development o f Modern Language Skills : Theory and Practice, New York, Rand Me. Nally, 1976, Page. 278

  (c) School Curriculum Many students study English just because it is part of the school curriculum

  (d) Culture Some students study English because they are attracted by the culture one of the target language communities.

  (e) Advancement Some people want to study because they think it oilers, in some general ways, a change for advancement in their daily lives.

  (f) Miscellaneous.

  A student might go to English classes just ’’for fun”, for something to d o .4 It will not, of course, be complete, but will at least show the great variety of both the needs and desires of students of English. Ramelan states that in evaluating the result of teaching, it will be unfair if we consider it only from one or two view points, for instance, from the point of view of students or teachers only. The writer has to admit that education in general or English teaching in particular is combined effort of several forces to achieve a common goal.; Factors like the student, the teacher, time allotment, the use of visual aids, methodology, teaching material and other facilities work together in affecting the final result of teaching. If the result is good, it may be attributed to the student him self, because he has a strong motivation in learning the language, or perhaps because he has a high IQ and language aptitude.3

  (3 Harmer, Jeremy, The Practice o f English Language Teaching, New York, Lon-man Inc., 1983, Page. '5 Ramelan, Introduction to Linguistic Analysis, IKIP Semarang Press, Semarang, 1992, Page. 3 - 4

  5

  motivation are not important. There may be some correlation between the other internal factors mentioned above an listening abiliiy, for which some investigations should be conducted.

  Since investigation into correlation between aptitude, attitude, motivation, intelligence and listening comprehension will be too complex, he has to limit himself to the correlation between the students verbal

  intelligence and their achievement in listening comprehension. He will

  conduct a research to the second year students of MAN 3 Sragen 2002 - 2003. 1

  1. 2. Reasons for Topic Selection

  Language stands at the center of human affairs, from the most prosaic to the most profound. The writer supports Clark because language is used for haggling with store clerks, telling off umpires, and gossiping with friends as well as for negotiating contracts, discussing ethics and explaining religious beliefs.

  Clark adds that language is the medium through which the manners, morals, and mythology of a society are passed on to the next generation. Indeed, it is a basic ingredient in virtually every social situation. The thread that runs through all these activities is communication, language is indispensable. The writer agrees that language plays an important role in human communication.

  6 Communication with language is carried out through two basic

  human activities : speaking and listening. 7 These are of particular importance to psychologist, for they are mental activities that hold clues to the very nature of the human mind. In speaking, people put ideas into words, talking about perceptions, feelings, and intentions. Speaking and listening, then, ought to reveal something fundamental about the mind and how it deals with perceptions, feelings and intentions. Speaking and listening, however, are more than that. They are the tools people use in more global activities. People talk in order to convey facts, ask for favors, and make promises, and others listen in order to receive this information.

  These actions in turn are the pieces out of which casual conversation, negotiation, and other social exchanges are formed. So speaking and listening ought to tell us a great deal about social and cultural activities too.8 In the writer’s opinion, Clark analyses social and cultural activities in speaking and listening. The writer is interested in listening, especially in listening comprehension.

  Listening comprehension denotes the mental process which listeners take in sound uttered by a speaker and use them to construct an interpretation of what they think the speaker intended to say. 9 The writer supports this idea since the mental process plays an important role to construct an interpretation in listening comprehension.

  ' Clark,

H., Clark, Evev, Psychology and Language, New York, Harcourt Brace

  Herbert Javanich Inc., 1977, Page. 4 8 Ibid.

9 Ibid., Page. 43

  7 Faerch and Kasper as quoted by Anderson state that even though

  same low-level processing will take place in any comprehension task, the decisive operations in comprehension for communication involve higher- level process of meaning reconstruction. 10 1

  1 Clark, and Faerch and Kasper are in line that mental process is very important in any comprehension task to construct the meaning. Stevick as quoted by Ommagio also discusses the listening comprehension which refers to the process of assigning meaning as the generation of images. He explains farther that an image is a set of items (sensory, emotional, temporal, relational, purposive or verbal in nature) that travel together in memory. 11

  1

  2

  In the writer’s opinion, Stevick analyses the process of assigning in the Listening comprehension more deeply. Verbal intelligence (Verbal IQ) is the ability to use words and symbols effectively in communication and

  ] 7 problem solving. The writer wants every student especially in MAN 3 Sragen to have the verbal IQ record. The verbal IQ record is very important for the students to know their own verbal IQ, the students are able to maximize their capacities to use words and symbols to master the English well.

  10 Anderson, Anne and Lync, Tony, Listening. Oxford : Oxford University’ Press, 1988, Page 43

  11 Ommagio, Alice C.. Teaching Language in Context, Proficiency Oriented Intruction, Boston, Heinie and Heinle Publisher Inc., 1986, Page 12 Bakum ’s Mannual, Fakultas Psikologi University' Indonesia,

  12 Dekan Fak. Psikologi UI, Jakarta, 1980, Page.

  8 The writer wants to conduct an investigation to know whether there

  is a significant correlation or not between the students’ verbal IQ and their achievement in listening comprehension.

1.3. Definitions of Terminology

  With reference to the title of the study, some terms namely correlation, verbal intelligence, achievement and listening comprehension need to be defined in order to avoid arious interpretations.

  1. 3.1. Correlation

  Correlation in this study means a correlational study which describes in quantitative terms the degree to which two variables are related. 13 The two variables are the students’ verbal IQ and their achievement in listening comprehension.

  1. 3. 2. Verbal Intelligence

  Verbal intelligence is the .ability to use words and symbols effectively in communication and problem solving. 14

  1. 3. 3. Achievement

  Achievement in general psychology is personal accomplishment, or attainment, of goals set by the individual or society.

  Educational Research, Competencies fo r Analysis ami Application, Third

  13 Gay, L. R., Edition, Columbus : Merill Publishing, Page. 229 - 230 op. cit.,Page. 2

  14 Dekan Fak. Psikologi UI., y In educational psychology, the term applies to specified level of proficiency in academic or in general or in specific skill such as reading or arithmetic.

  In this thesis achievement applies to a specified level of proficiency in a listening comprehension skill.

  1. 3. 4. Listening Comprehension

  Listening comprehension in this thesis refers to the mental process by which listeners take in the sounds uttered by a speaker intended to convey and use them to construct an interpretation. 15 1

  1. 4. Statement of the Problem

  Through his study, the writer wants to find out the answer of the following questions : a) To what extent is the verbal IQ of the students of the third year of

  MAN 3 Sragen ?

  b) To what extent do the students of the third year of MAN 3 Sragen comprehend s poken utterances (listening comprehension) ? c) Is there significant correlation between the students verbal IQ and their achievement in listening comprehension ?

15 Clark, Herbert H., Clark, Evev, Page. 43 - 44

  10 1. 5. Objectives of the Study

  The objectives of the investigation can be stated as follows : a) To find out the students’ verbal IQ.

  b) To find out the students’ mastery of listening comprehension.

c) To find out whether there is a significant correlation between the

  students’ verbal IQ and their achievement in listening comprehension, the result will be indicated by the coefficient correlation.

  1. 6. Assumptions and Limitation

  In conducting this investigation, the writer has the following assumptions : a) A Student’s verbal intelligence is whatever indicated by the score of a verbal IQ test.

  b) A student’s achievement in listening comprehension is indicated by the score of a TOEFL test.

  c) A result of this study is especially applied to the third year students of MAN 3 Sragen 2002 - 2003. It cannot be generalized.

1.7. Hypothesis

  On the basis of the above problem statements, the working hypothesis or the research can be stated as follows : ’’There is a significant correlation between the students’ verbal IQ and their achievement in listening comprehension”.

  11

  However, since they way of testing hypothesis will be conducted by using statistics, the above statement will have to be changed into following hypothesis :

  ’’There is no significant correlation between the students’ verbal lO and their achievement in listening comprehension”.

  1. 8. Method of Investigation 1. 8. 1. Population

  Jay states that population is the group interest to the researcher, the group to which she or he would like the result of the study to be generalizable. 16 The population that the researcher would ideally like the generalize to is referred to as the target population, the population that he selected from was students of the third year of MAN 3 Sragen of the academic year 2002/2003. The Number of the second year students are 38.

  The writer chose the third year students, because the writer thought that the students’ ability in listening comprehension could still be enhanced in the rest of their study in English.

  1. 8. 2. Total Sampling

  The sample is made up of the students from the population who are chosen to participate in the study. Since one of the students was not active in attending the lessons since the beginning of the third year, the writer took 37 students as his sample in this study.

16 Gay, L. R., Education Research, Competencies fo r Analysis and Application, Third Edition, Columbus Merill Publishing, 1987, Page. 102

  12 The writer applied total sampling because he took all the

  subjects of the population, except one who was not active in attending the lecture.

  37 students are an acceptable sample size for correlational study as Gay states that 30 subjects are generally considered to be minimally acceptable sample size.17

  1. 8. 3. Variables

  Variables are the conditions or characteristic that an investigator manipulates, controls, or observes. There are two kinds of variables : dependent and independent variables. The independent variable X, is the condition of characteristic that the investigator manipulates in his attempt to ascertain the relationship to observed phenomena. The dependent variable Y, is the condition that appears, disappears, of changes as the investigator introduces, removes, or changes the independent variable.

  Kerlinger as quoted by Suharsimi states that they must define the variables they use is hypothesis so that the hypothesis can be tested. They do this by using an operational definition. 18

  17 Ibid., Page. 242 Procedar Penelitian Suatu Pendekatan Praktek, Rineka

  18 Suharsimi Arikunto, Dr., Cipta, Bandung, 1992, Page. 98

  13 In this research, two variables were investigated

  namely :

  a) The students verbal IQ as independent variable, and

  b) The students’ achievement in listening comprehension as dependent variable.

  The variable IQ variable was found out by measuring the students verbal IQ by means of a ’’Bakum Test”. The test was carried out by the Guidance and Counseling Laboratory of MAN 3 Sragen.

  In measuring the listening comprehension variables, a Question and Answer test was administered.

  1. 8, 4. Procedure of Collecting Data

  In this study the writer used a documentary method and a test method. The documentary method is a method of collecting data or related information by reading related books, newspapers, journals, magazine, encyclopedias an the like. In this case the documentary method was used to gather ideas and concepts of verbal intelligence and listening comprehension.

  The test method was used by the writer to collect the data for the students verbal IQ and the scores of their achievement in listening comprehension.

  A "Bakum Test” was administered to find out the

  r

  students Verbal IQ. For the ’’Bakum Test”, the writer requested officers of assistance of the Guidance and Counselling Laboratory of MAN Sragen to conduct the ’’Bakum Test”.

  14 A listening part in Question and Answer was

  administered to find out the score of their achievement in listening comprehension. In this study the writer applied the formula of the Pearson r : r : Pearson product moment X : The sum of the verbal IQ scores Y : The sum of the listening comprehension scores N : The number of the subject E : The sum of the product 1

  1. 9. Organization of the Thesis

  This thesis consists of six chapters. Chapter I, the introduction, background, reasons for topic selection, definitions of terminology, statement of the problems, objectives of the study, assumptions and limitation, hypothesis, methodology and organization of the thesis.

  15 Chapter II presents a review of related literature, which discusses

  some theories on intelligence in general and verbal IQ in particular, including verbal IQ test. It also presents the theories o f listening, the objective of listening comprehension and the possible relationship between the students’ verbal IQ and their achievement in listening comprehension.

  Chapter III deals with the method of investigation, which discusses the population, the sample and also the variables of investigation. It also presents the procedure of collecting data, and the instruments which were used to collect data and data presentation

  Chapter IV presents data analysis. It discusses how to score verbal IQ, to score listening comprehension and to analyze correlational analysis between the students’ verbal IQ and their achievement in listening comprehension by applying the Pearson r formula and the interpretation of the findings and they implication

  Chapter V presents the conclusion of the investigation together with the suggestions for the improvement of teaching listening comprehension.

  

CHAPTER 11

REVIEW OF RELATED LITERATURE Chapter II consists of the four main parts. The first part is general

  meaning of intelligence, theories of intelligence and test of general IQ. The second part is verbal IQ and verbal IQ test. The third part is listening skill. The fourth part is the relationship between verbal IQ and listening comprehension achievement.

2.1. General Meaning of Intelligence

  For the public, the IQ is not identified with a particular type of score on a particular test, but it is often a shorthand designation for intelligence. So Good states that IQ (Intelligence Quotient) cannot be merely ignored or deplored as a popular misconception. 1

  Many psychologists have discussed the concept of intelligence, but there is no agreement on what intelligence is. Therefore, Papalia suggests that it is necessary to present some definitions or theories of intelligence as proposed by psychologists in order to have a clear picture on what intelligence is.

  Anastasi states that an intelligence is an expression of an individual’s ability level at a given time, in relation to available age 1

  2

  1 Good, Thomas L. and Broopy, Jcre. E., Educational l sychology A Realistic Approach, New York and London, Longman, 1990, Page. 587

2 Papalia, Diane E. and Olds, Sally Wedkos, Psychology, New York : Me. Graw Hill Book Company, 1985, Page. 237

  17

  norms. 3 Lewis Tarman as quoted by Papalia defines intelligence as the ability to think abstractly. 4 Jean Piaget defines intelligence as the ability to adapt to one’s surroundings. David Wechsler as quoted by Papalia comes up with a practical definition - the ability to act purposely, to think rationally and to deal effectively with the environment.5

  William Stem as quoted by Nurkancana and Sumartana says that intelligence is a general capacity of the individual to adjust with new situations and the problems faced by the students. 6 Thorndike as quoted by Morgan states that the heart of definition of intelligence is a capacity to make a good response according to the real facts faced by the students.7

  Papalia states that the term intelligence is a constantly active interaction between inherited ability and environmental experience.8 She adds that the active interaction which results in an individual’s being is able to acquire, to understand both concrete and abstract concept ; to understand relationship among objects, events, and ideas ; and to apply and use all the above in a purposeful way to solve problems in everyday life.

  3 Anastasi, Anne, Psychological Testing, New York : Macmillan Publishing Company, 1988, Page. 362

  4 Papalia, Diane E. and Olds, Sally Wekos, op. cit., Page. 337 Ibid., Page. 248 s

  6 Nurkancana, Wayan and Sumartana, Evolusi pendidikan, Surabaya : Usaha Nasional, 1983, Page. 172 ' Morgan, Clifford T., King, Richard A., Weisz, John R, Schopler, John, An Introduction to Psychology, Seventh Edition, New York : Me. Graw*~ Hill, Inc., 1976, Page. 250 op. cit., Page. 237

  8 Papalia, Diane E. and Olds, Sally Wekos,

  18 Leland as quoted by Davidoff devides intelligence into three major

  parts : intelligence as potentiality, intelligence as capacity, and intelligence as ability.9 Intelligence as potentiality is an inherent potentiality, a ceiling, genetically determined, above which one cannot rise developmentally.

  Intelligence as potentiality is genetically determined and the upper limit of possible development of intelligence is fixed by the genes at the conception.

  Intelligence as capacity is the capacity to acquire and perfect new modes of adaptation through individual experience. Intelligence as capacity is not obviously fixed at conception. On the contrary, it changes and increases with age as one develops within the fixed limits of inherent potential.

  Intelligence as ability refers to an individual’s present ability to perform. In terms of mental development level (capacity to acquire and perfect new modes of adaptation), two students could be different in some degree, depends upon the extent to which the maturational processes involved have been environmentally hampered. Leland also states that the ability to cope with particular tasks of the test would likely be very different in two students.

9 Davidoff, Linda, Introduction to Psychology, New York : Me. Graw - Hill, Inc, 1976, Page. 250

  19 Hebb as quoted by Eysenck has suggested the use of the terms

  "intelligence A” and "intelligence B”. Hebb also supported Leland’s definition in intelligence. Hebb states that intelligence A is the basic potentiality o f the organism to learn and to adapt to its environment. He explains that intelligence A is determined by the complexity and plasticity of the central nervous system, which in turn is determined by the genes.

  Hebb states that intelligence B is the level o f ability a person actually shows in behavior. He says that this ability is not genetic, nor is it simply learned or acquired.10 1

  1 With reference to these various definitions of intelligence mentioned above, the writer tends to second David Wechsler’s practical definition and it is combined with Papalia’s definition. Intelligence in this study is the ability to act purposely, to think rationally, to understand both concrete and abstract concept, and to deal effectively with the environment.

2.1. Theories of Intelligence

  There are almost many theories of intelligence as there are definitions. The writer will limit two basically different approaches. The first, as exemplified in the theories of Spearman (1904), Thurstone (1938), Guilford (1959), and Cattell and Horn as quoted by Papalia employ the statistical technique of factor analysis as a tool do discover the nature of intelligence.11

  10 Eysenck, H/ J., Intelligence, London : Leon Kamin London, Pan Books, 1981, Page. 21

  11 Papalia, Diane E. and Olds, Sally Wekos, op. cit.. Page. 237 - 238

  20 These theories emphasize on individual differences in intelligence

  have great impact on the development of intelligence tests in use today. In fact, the approach intelligence often called the ’’psychometric approach” because it emphasizes the measurement of intelligence.

  The second major approach is seen in Sternberg’s work. Instead of identifying the particular factors that define intelligence, Stenberg looks at the processes by which a person uses information to solve problems.

  2. 2. a. Spearman To Factor Theory of Intelligence One of the earliest theorists, Charles Spearman, proposed a

  G and several S factors in intelligence. Spearman as quoted by Papalia states that the G factor (general intelligence), was thought to be an inherited intellectual capacity that influences all-round performance. On the other hand, Spearman says that S factors (specific abilities) were said to account for the differences between scores on different tasks, say, verbal an mathematical.12

  The writer finds that general intelligence emphasizes the inherited intellectual capacity while the specific ability emphasizes the different scores on different tasks. The writer states that a G factor cannot be separated from S factors, but both factors have to complete each other.

12 Ibid., Page. 238

  21

  2. 2. b. Thurstone’ Primary Mental Abilities Using factors analysis on intelligence test scores of a large number of children, Thurstone as quoted by Good and Broopy identified seven relatively distinct factors :

  (1) Memorical factor (Microsoft Word) - a capacity to memorize; (2) Language verbal factor (V) - a capacity to language ; (3) Numerical factor (N) - a capacity to do with numerals; (4) Word fluency factor (W) - a capacity to speak fluently; (5) Reasoning factor (R) - a factor which provides the bases of thinking logically ; (6) Perceptual factor (P) - a capacity to perceive an object quickly and faultlessly; (7) Spatial factor (S) - a capacity to observe something which is concerned with space. 13

  2. 2. c. Guilford’s Structures of Intellect Theory Guilford recognizes Thustone’s opinion in that the most basic factor is the C factor. Moreover, he states that principally, this factor is the original factor of the intelligence by Spearman is the unity of separated C factors.

  13 Good, Thomas L. and Broopy, Jerc E., Educational Psychology A Realistic Approach, New York and London : Longman, 1990, Page. 596

  22 Guilford as quoted by Papalia look factor analysis several

  steps farther onto a three-dimensional, cube-shaped model of intelligence made up some 120 separate factors, with no overall general intelligence factor.14 The writer supports Guilford because he expanded his model to include 150 factors. Guilford states that separate factors result from the interaction of operations, contents, and products.

  2. 2. d. Cartel and Horn’s Concept of Fluid and Crystallized Intelligence R. B. Cartel and J. L. horn proposes a distinction between two types of intelligence, which they term ’’fluid” and

  ’’crystallized”.

  Cartel and horn as quoted by Papalia defined the ’’fluid intelligence” is a kind of intelligence to figure out relations between two different items or concepts, to form concepts in the first place, to reason, or to abstract.15

  Cartel states that problems are novels for everyone or else call into play an element just about everyone in a culture would know. This kind of intelligence is considered dependent on neurological development and relatively free from influences of education and culture. Cartel also explains that it reaches full development in the late teens and begins a slow, steady decline in the twenties. The decline usually does not have much practical significance until very late in life - well into eighties.

14 Papalia, Diane E. and Olds, Sally Wekos, op. cit., Page. 237

  Ibid., Page. 238

  15

  23 The other kind of intelligence in this theory is ’’crystallized

  intelligence”. Cattel and Horn as quoted by Papalia state that ’’crystallized intelligence” involves the ability to use an accumulated body of general information to make judgements and solve problems. They add that this is the kind of knowledge we depend on for solving problems where there is no ’’right” answer but a range of possible solutions. 16 The writer supports their theory that this kind of intelligence increase through out the life span, until the end of life. 2. 2. e. Stenberg’s Triarchic Theory

  Sternberg as quoted by Good and Brophy contended that intelligence is composed of three basic parts : conceptual, creative, and contextual. The conceptual part includes the information - processing components used in intelligent thought.

  These conceptual processes are three basic kinds : (1) Executive processes are used to plan what one is going to do, to monitor the strategy, and to evaluate it after a ' task is completed;

  (2) Non executive processes are the performance components used to do a task ;

16 Ibid., Page. 238

  24

  (3) Knowledge-acquisition components are learning processes used to figure out how to do a task in the first place. 17

  Sternberg argued that the components of intelligence do not operate in a vacuum, rather, they are affected by the person’s experience with a task or practical situation. Thus triachic theory suggests that good tests of intelligence should measure copying with relative novelty and automatization of information-processing components. Hence when people confront problems, they should bring a set of well-functioning skills for processing information as well as an ability to adapt to new situations.

  In triachic theory, information processing is measured in ways similar to strategies used in the cognitive-components approach. Sternberg has developed new and useful techniques for measuring novelty by creating tests of a person’s ability to see old problems in new ways or new problems in old ways.

  Practical intelligence is essentially what many people refer to as common sense ; however, intelligence test do not measure practical intelligence in any direct way. Sternberg and others argued that one must distinguish between practical and academic intelligence because it is possible that individuals may be high in one area but not in the other.

  op. cit., Page. 597 - 598

17 Good, Thomas L. and Broopy, Jere E.,

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  Stembergh is presently developing various ways which practical intelligence might be measured, such as recognizing logical fallacy that intelligence presented in a newspaper or television advertisement or assessing tacit knowledge - the informal knowledge one needs to get head specific situation but that rarely thought.

  According to Sternberg, progress has been made in measuring adaptation to everyday environments, but sometimes the best answer to a problem of adjustment is to change the environment to suit oneself. He contended that really successful people - the ones who made a difference in the world - tend to be ’’sharpers” who know that they are good and try to influence the environment so that they can use these skills in most of their work. They either minimize the importance of their weaknesses or find someone else to compensate for them.

  Stenrberg argued that both the theory of multiple intelligence and the triachic theory of intelligence are broader than standard psychometric theories. The psychometric point of view still dominates the testing of both children and adults, although psychologists are beginning to measure intelligence in much more diversified and interesting ways.

  2. 3. Test of General Intelligence

  Intelligence testing has become such a controversial political issue in recent years that it is hard to remember it was bom in the mid­ nineteenth century out of an interest in human treatment of institutionalized retarded and disturbed people in the United States and

  26 Europe. The first intelligence tests were devised by a couple of French

  physicians, one of whom emphasized verbal ability and another whom stressed such performance tasks as inserting different-shaped blocks into a form board.

  Since then, there have been many attempts to carry out intelligence tests as prepared by psychologists. These tests are designed to measure the abilities of student that will distinguish the bright (intelligent) from the dull (unintelligent) ones.

  An intelligence test is one of the major tools psychologists have developed. In the study of individuality, psychologists will do well to scrutinize the nature of intelligence test more carefully and the findings that have resulted from them.

  Not until 1905, intelligence testing as people know launched upon the educational scene. Alfred Binet, the leading French psychologist of his day, makes some experiments to invent a tool that can be used to measure the individual differences of the students. After conducting an experiment for many years, he was finally successful in inventing an intelligence test.

  After his great success, Binet was appointed by the French Minister of Education and Teaching to deal with problems of retarded children in the public school system in Paris. Binet with his friend, Theophile Simon, published a scale of intelligence. This kind of tool is now well-known as the Binet-Simon tests.

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  The term IQ (for Intelligence Quotient) was devised later to translate mental age into a number that could be used for all age groups,

  IQ is the ratio of the person’s mental age (MA) to chronological age (CA) multiplied by 100. The equation looks like this : MA

  IQ = --------------- X 100 CA

  When mental age is the same as chronological age, the test taker has an IQ of 100, which is average, when mental age is greater than chronological age, the IQ is over 100 ; and when mental age is less than chronological age, the IQ is under 100. Thus : a) A 10-year-old (CA =10) whose test score yields a mental age of 10 years (MA =10) has an IQ of 100 ; b) A 10-year-old (CA =10) who scores mental age of 8 (MA = 8) has an IQ of 80 ; c) A 10-year-old (CA =10) who scores mental age of 12 (MA = 12) has an IQ of 120.

  The distribution or IQ scores in the general population takes the form of a bell-shaped curve. That is, the great majority of scores will cluster around the middle, with fewer and fewer at either end.

  28 According to the intelligence test of Binet-Simon, there are three

  categories of intelligence: (1) Superior

  Someone is called superior if his psychological age is two years higher than his chronological age ; (2) Normal

  Someone intelligence is called normal if his psychological age is equal to his chronological ag e; (3) Inferior

  Some one is called inferior if his psychological age is two years lower than his chronological age.

  2. 4. Verbal intelligence

  Thurstone identified that there are seven relatively distinct factors in intelligence. The second factor of them is language and verbal factors (V). It is a capacity to use language. Thurstone also distinguished among primary mental abilities such as verbal comprehension, number ability, and reasoning ability.

  Since verbal factor (V) is an unseparable part of the intelligence, Anastasi in one of her research on the difference between blacks and whites named verbal intelligence (verbal IQ) for verbal factor. 18

18 Anastasi, Anne, op. cit., Page. 360

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  Verbal IQ reveals the capacity of the students especially in language ability. There are four skills in language ability : listening, speaking, reading, and writing. The writer limits to listening comprehension in his study due to lack of time and also lack of knowledge.

  Davidoff states that the term verbal learning refers to all language - related learning, learning that involves the use of words and coded in language in memory. 19