THE CORRELATION BETWEEN INTELLIGENCE
QUOTIENT AND STUDENT’S ACHIEVEMENT IN
LEARNING ENGLISH AT THE FIRST YEAR STUDENTS OF
SMPIT NURUL FIKRI DEPOK
(A Correlational Study at First Year Students of SMPIT Nurul
Fikri Depok)
By
Ratna Angela Putri
208014000072
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
TARBIYA AND TEACHERS TRAINING SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
iii ABSTRACT
THE CORRELATION BETWEEN IQ (Intelligence Quotient) AND
STUDENTS’ LEARNING ACHIEVEMENT IN ENGLISH. A case study of
the students at first grade of SMPIT Nurul Fikri Depok. Skripsi of English Education at Faculty of Tarbiyah and Teachers‟ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Advisor I : Drs. Nasifuddin Djalil, M.Ag Advisor II : Zaharil Anasy, M.Hum
Key Word : IQ, Student‟s Achievement.
The purpose of the study is to analyze the correlation between IQ and
students’ achievement in learning English at first year students of SMPIT Nurul Fikri Depok. Whether there is any correlation between students’ IQ score and
their achievement in learning English.
Furthermore, in this study the writer uses quantitative methode by Product
Moment Correlation Technique or Pearson’s Product Moment
Correlation.Product moment correlation is one of techniques that usually use to find out the significance of correlation beteen two variables.There are two main variables in this study, the first variable is IQ (Intelligence Quotient) as
independent variable (variable X) and students’ learning achievement in English
as the dependent variable (variable Y). The students’ IQ score was taken from the counseling data of SMPIT Nurul Fikri Depok, where the IQ Test held by Unik.Edu
(Educational Psychology Consultancy). To get the data of students’ score of
English the writer collected it from the English teacher of SMPIT Nurul Fikri based on the report book of students.
From the calculation by Pearson’s Product Moment Formula it is obtained the value of “r” product momen (rxy) or “r” observation (ro) 0,231. The degree
of freedom is 55. The degree of significance 5% is 0,266 and the degree of significance 1% is 0,345. So, it means the hypothesis ro is ro is 0,231 < rt 0,266
and it accepted as the criteria from test of hypothesis that Ho is accepted and Ha is rejected, where based on the table of interpretation product moment the result is approximately low. And the result of hyptohesis is there is no significance
iv ABSTRAK
THE CORRELATION BETWEEN IQ (Intelligence Quotient) AND
STUDENTS’ LEARNING ACHIEVEMENT IN ENGLISH. Di SMPIT Nurul
Fikri Depok kelas satu. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta, 2015.
Pembimbing I : Drs. Nasifuddin Djalil, M.Ag Pembimbing II : Zaharil Anasy, M.Hum
Kata Kunci : IQ, prestasi belajar siswa.
Skripsi ini bertujuan untuk menganalisa hubungan antar IQ (Intelligence Quotient) dengan hasil prestasi belajar siswa dalam bahasa Inggris pada siswa kelas satu di SMPIT Nurul Fikri Depok. Apakah ada hubungan yang sginifikan antara IQ dan hasil prestasi belajar siswa khususnya dalam pelajaran bahasa Inggris.
Dalam studi ini, penulis menggunakan metode kuantitaif dengan tehnik Korelasi Produk Moment atau Pearson Product Moment Korelasi. Korelasi produk moment adalah salah satu tehnik yang biasa di pakai untuk mencari signifikansi antara dua variable. Ada dua penelitian dalam penelitian ini yaitu IQ (Intelligence Quotient) sebagai (independent variable) atau variable X dan hasil prestasi belajar bahasa inggris sebagai (dependent variable) atau variable Y. Untuk skor IQ penulis mengambil data dari sekolah yang bekerja sama dengan UNIK.Edu sebagai pusat Edukasi dan Psikologi. Dan untuk memperoleh data nilai bahasa Inggris penulis mendapatkannya dari Guru Bahasa Inggris yg berdasarkan laaporan nilai dari rapot.
Dari perhitungan yang menggunakan Product Moment Pearson, diperoleh
v
ACKNOWLEDGEMENT
All praises be to Allah, Lord of the world, for His blessing and who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad, his family, his companion, and his adherence.
This “skripsi” is presented to the Faculty of Tarbiya and Teachers‟ Training in a partial fulfillment of requirements for the Degree of S.Pd (Bachelor of Art) in English Education Department.
In this occasion, the writer would like to say her great honor, deepest gratitude for all support and prayers to her beloved parents: Alm. Naidih Ilyas and Yerniwati S.Pd. Also to her siblings Rifqi Habibie Putra, S.E and Ade Nurfita Kencana, S.Hum and her little sister Rima Nurul Qomarini who always give their love, support, motivation in accomplishing her study.
She also would like to say her great honor to her husband Imanuddin S.Sn who fully supported her with love and patient. She also wants to thanks parents in law Dr. H. Tutun Ramlan and Hj. Trisnaningsih for their love, support and motivation.
The writer also would like to express her sincere gratitude to her advisors, Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy, M.Hum, who have patiently given their valuable help, guidance, and corrections to finish this skripsi.
vi
1. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of
Tarbiyah and Teachers‟ Training Syarif Hidayatullah State
Islamic University Jakarta.
2. Dr. Alek, M.Pd., the head of Department of English Education.
3. Zaharil Anasy, M.Hum., the secretary of Department of English
Education.
4. All lecturers and staffs of Department of English Education.
5. The headmaster, the English teacher, and the administration staffs
of SMPIT Nurul Fikri Depok who have given the writer an opportunity to do the research in the school. Specially for the headmaster Mr. Helmi S.Pd and the library staff Andari Putri Dahlan S.Pi.
6. All of the writer‟s friends in Department of English Education
2008 academic year especially in B-Class, thanks for the advices, kindness, support, and everything.
7. To the writers closest friends: Yulva Nesri, Yayu Karmila, Barika
Dwi Adriaty, Andari Putri Dahlan, Mila Putrita Islami, Ade Suryani Hasan and to any other persons who cannot be mentioned one by one for their any contribution and support to the writer in finishing this paper.
The words are not enough to say any appreciations for their help and contributions on this skripsi. May Allah SWT protect and give them happiness throughout their life. Finally, the writer realizes that the skripsi is far from being perfect. It is a pleasure for her to receive constructive critics and suggestions from the readers.
Jakarta, July 2015
viii
TABLE OF CONTENTS
APPROVEMENT SHEET ... i
ENDORSEMENT SHEET ... ii
ABTRACT ... iii
ABSTRAK ... iv
ACKNOWLEDGMENT ... v
TABLE OF CONTENT ... vii
LIST OF TABLE AND CHART ... ix
LIST OF APPENDICES... x
CHAPTER I : INTRODUCTION ... 1
A.The Background of the Study ... 1
B.Identification of Problem ... 4
C.Limitation of the Problem ... 5
D.The Aim of the Study ... 5
E. The Significance of Study ... CHAPTER II: THEORETICAL FRAMEWORK ... . 7
A.IQ and Learning Achievement ... 7
1. Definition of IQ ... 7
2. The Theory of Intelligence ...10
3. The Strength and The Weakness of IQ Test ... 15
4. The Wechsler Test ... 16
5. Definition of Learning ... 16
6. Definition of Learning Achievement ... 20
7. Factors Influencing Learning Achievement ... 21
B.Theoritical Study ... 23
C.Previous Study ... 24
ix
CHAPTER III: RESEARCH METHODOLOGY ... 27
A.The Objective of the Study ... 27
B.Place and Time of the Study ... 27
C.Method of Study ... 27
D.Population of the Study ... 28
E. Technique of Data Collecting ... 28
F. Technique of Data Analysis ... 28
CHAPTER IV: RESEARCH FINDINGS ... 30
A. Description of Data ... 30
B. Analysis of Data ... . 37
C. Interpretation of Data ... . 38
D. Test of Hypothesis ... 38
CHAPTER V : CONCLUSSION AND SUGGESTION ... 40
A.Conclusions ... 40
B.Suggestions ... 40
x
LIST OF TABLE AND CHARTS
xi
LIST OF APPENDICES
Appendix 1 : Laporan Kolektif hasil Test IQ Appendix 2 : Daftar Nama Siswa
Appendix 3 : Surat Permohonan Izin Penelitian
1
CHAPTER I
INTRODUCTION
A.
Background of Study
Language is an important part in human life. Nowadays people try to learn and communicate many foreign languages. That is why Indonesian education put some foreign languages in education level in Indonesia. English is one of those foreign languages decided as the first foreign language that should be taught in schools by Indonesian government. English language is not only needed as one of compulsory subjects but it is also needed in work life. And English now becomes a lifestyle for some people recently this time.
Using foreign language especially English is recognized as a common life style for some people, not only in academic level but also in work life. Some parents also teach their kids foreign language in their early age while some of them take their kids to English course, some youth also communicate with foreign language spoken, written or in social medias. Even preschools are now using English language as their base and use it daily to communicate with their early age students.
many different ways. English that is being taught covers four main skills; they are Listening, Speaking, Reading and Writing.
However, one of the purposes in learning English is to make students to be able to communicate in English, either in spoken or written form. P. W. J. Nababan stated that “The ability in using the elements of language to
communicate is something that taught in learning language”1. The more
student learn it he will communicate or use the language better than others. The more student communicate better the more he looks better than others.
In line with the student who achieves good competence in English he usually looks smarter than others who are not. Now he who has a good competence in language especially in English brings him easier to continue study, easier for him to communicate with foreign people, easier to gain information based in English language or even easier to get a good job which requires ability to communicate in English.
However, even now English language becomes a lifestyle, not all students can communicate and use English language as well as the others. In reality there are some difficulties in learning English. While some people are still considered English as a difficult subject.
Generally learning English in academic level is not enough to obtain the ability of communicate. There are many reasons that could be the possibilities which make students hard to get a good competence especially in learning English. Here are some of those possibilities; first it could comes out from himself, next is classroom environment, self confidence, motivation or it could be the IQ of the student.
Most of education programs focus on IQ. The higher level of IQ is better than the lower one. Students who has higher IQ almost find no
1
3
trouble to study, and it is different from student who has lower IQ, student may find some difficulties in learning in academic or learning language. Jane S. Halonen and John W. Santrock stated that “Many psychologists and people equate intelligence with verbal ability and problem solving skills”2
.
Intelligence involves some different mental abilities including logic, reasoning, problem solving, planning, while the subject of intelligence is one of the largest and most heavily researched, it is also one of the topics
that generates the greatest controversy3
The statement above is also supported by Thurstone who divided intelligence as some abilities; numerical, verbal, abstraction or
visualization, coherence, and ability to take decision4. The ability in verbal
communication especially in English reflect the IQ itself.
Sia Tjundjing stated that “It can not taken for granted, those who have
lower IQ and disability are having trouble or difficulty, even they are not capable in following education activity in their age”5
. Von Haller Gilmer B. Also mentioned that “Intelligence involves such primary abilities as understanding the complexities of language and reasoning and ...‟6
. It could be assumed that student who has lower IQ finds difficulties in academic learning such as in learning language.
IQ or also known as Intelligence Quotient is a high level in human ability. Meanwhile Abdul Rahman Shaleh also stated “Intelligence is an ability that exists since a human born and is considered as the highest
2
John W. Santrock and Jane S. Halonen (1999). Psychology Context and Application,Third Edition : The Mac Graw Hill Company. p.250
3
Psychology.about.com/od/cognitivepsychology/p/intelligence/htm
4
L. I Thurstone (1998). Introduction to Psychology. P.138
5
Sia Tjundjing (2001). Hubungan Antara IQ, EQ, dan AQ Dengan prestasi studi Pada Sisa SMU. Anima Indonesian Psychological Journal, vol.17., NO.1. p.69-92
6
ability of soul that only living things owned.”7
. It can be assumed that intelligence supports someone to move or to develop better than others who gained a lower IQ. Students who have a good IQ should learn easier, they also supposed to have a good academic score in any subjects at school. Of course they tend to have good ability in learning language and good achievements in learning foreign language especially in English language.
In addition, there are many reasons that the writer stated before, one of them is IQ that may influence student‟s achievement in academic especially in learning English. In correlation with Intelligence Quotient, it could be assumed that supposedly students with high level IQ will be better in their English achievement than the others.
From the definition above, there are some participants who involve in
student‟s achievement in learning language especially in learning English
language. So, the writer is eager to know more deeply about how far IQ influence educational field especially in learning achievement. And the subject of education that the writer chooses is achievement in English language. Therefore, the writer focuses on “THE CORRELATION BETWEEN INTELLIGENECE QUOTIENT (IQ) AND STUDENT‟S ACHIEVEMENT IN LEARNING ENGLISH AT THE FIRST YEAR JUNIOR HIGH SCHOOL STUDENTS OF SMPIT NURUL FIKRI”.
B. Identification of Problem
Based on the background of study discussed above, the writer tries to identify the problem to be researched to avoid the misunderstanding of the study. The writer identify of problems as:
a. Why student has a low IQ?
7
5
b. Student reach low achievement in learning
c. Some students have difficulties in learning English
d. IQ has effect to students learning process
e. IQ has effect to students learning achievement
C. Limitation of Problem
In order to make it simpler, the writer makes a limitation of this research on the problem of correlation between intelligence quotient and learning achievement in English. They are:
a. Intelligence quotient is a score derived by standardized question. It
reflects an ability to think and reason. It also reflects the capacity of thinking and problem solving that show the intelligence itself. IQ also connected with someone‟s achievement in educational field. b. Learning Achievement is student‟s record from result of learning
activities during certain times obtained by measurement and evaluation using kind of test and the result can be seen by numbers from student‟s report book.
Based on the background of study, this research intends to answer the following question: “is there any significant correlation between intelligence quotient and student‟s achievement in English?”. This study focuses on the correlation between intelligence quotient and student‟s achievement in English at the first year junior high school students of SMPIT Nurul Fikri.
D. Aim of Study
data, and to gain information about the correlation between students IQ and their achievement in learning process especially in English.
E. Significance of Study
7
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 Piaget8. 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”9
. 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.”10
8
www.psychologydiscussion.com
9
Richardson, Ken (2002). What IQ Test Test. Theory and Psychology Copyright. Vol 12(3). p. 306
10
As said above every human or individual will possess some amount of intelligence. We may be able to say whether the individual is less intelligence or more intelligence on the basis of his performance in activities. But to know the exact quantity of intelligence possessed by an individual, administration of an intelligence test is essential.
Hence, in order to know a quantitative measure, a German psychologist by name William Stern proposed formula as below :
Mental age shows a person behaviour that reflects people from certain age of group, or it can be said a mental ability of a person. Actually mental age is age level of human mental ability, it also measured by standardized intelligence test. Meanwhile chronological age shows the real age of a person from the date he was born.
Spencer defines Intelligence as the capacity of the organism to adjust itself to an increasingly complex environment.
Alfred Binet stated intelligence as something which sencory acuity test or reaction time experiments measure.
Based on Terman the American psychologist, he is best known for his revision of the Stanford-Binet IQ test. Abstract thinking is one of intelligence abilities that involvesthe way of person solve problems, his critical thinking adn, etc.
The way a person face problems, the way a person take a decision involving y IQ. Those the ways is supported by Munn explanation that intelligence as the capacity for flexible adjustment. And Goddard said intelligence is the degree of avalibility of one‟s experience for the solution of immediate problems and the anticipation of the future ones.
9
Spearman, intelligence is the capacity for constructive thinking, which involves a discovery of appropriate qualities and relations of the ideas, that are before us and bringing in of the other relevant ideas.
All these definitions define intelligence in their own way, in view of this problem many psychologist have accepted a definition by Weschler. He said Intelligence is the aggregate or global capacity of an induvidual to think rationally, to act purposefully, and to deal effectively with his environment11.
Commonly IQ is not only uses in educational field, it also uses as a reference in worklife. In educational field IQ tests are given to diagnose students at school. Usually it helps school and stake holders to diagnose students who have difficulty in learning, so it may help the teachers to evaluate through teaching and learning activites.
Every individual in a society will have some amount of intelligence. Some may harder to solve something, some may be average, and some other people maybe more intelligent.
There are some students who taking time to study and facing problem in some subjects and also having lower score. There are students who learn easier rather than others and almost have no problem during learning. There are also some students who learn normally and have stabil achievement with some subjects at school. Those cases usually can be proven by the score of IQ.
Another function is that the IQ is to classify student to the next level or next grade in school. For some schools in Indonesia reaching next grade year at junior high school there is a classification. And score of IQ is used as reference for school to classified students to those kind of classes. As the writer mentioned before IQ test is also used in some big companies for the purpose of job interview.
11
If we measure the intelligence of a large number people and plot the IQ score of people it can be seen by classification table below.
Based on Weschler level intelligence of people can be calssified by the IQ score as follows:
Table 2.1 Classification of IQ
IQ Range (Defiation IQ) IQ Classification
130 above Very Superior
120-129 Superior
110-119 High Average
90-109 Average
80-89 Low Average
70-79 Borderline
69 and below Extremely Low
2. The Theory of Intelligence
While Intelligence is one of the most talked about subjects in psychology, there is no standard definition of what exactly constitutes „intelligence‟. Some researchers have suggested that intelligence is a single, general ability; while other believe that intelligence encompasses a range of aptitudes, skill and talents.
The term of “Intelligence Quotient”, or IQ was first coined in the early century by a German Psychologist named William Stern. Psychologist Alfred Binet was the first to introduce about children‟s ability owned by certain age 12.
12
11
Different researchers have proposed a variety of theories to explain nature of intelligence. The following are some of the major theories of intelligence:
Charles Spearman – General Intelligence
The British Psychologist who described a concept general intelligence
or the g-factor. He concluded that intelligence is general cognitive ability
that could be measured and numerically expressed. He uses a technique known as factor analysis to examine some mental aptitudes tests, Spearman believes that people who performed well on one cognitive test tended to perform well on other test while those who score badly on one test tended to score badly on others13.
Louis L. Thurstone – Primary Mental Abilities
This Psychologist offered a differing theory of Intelligence. Instead of viewing intelligence as a single, general ability, he focused on seven different “primary mental abilities”. The ability described as followed:
1.Verbal Comprehension
A person‟s capacity to comprehend the language utilized by other people, as certained by their receptive vocabulary and linguistic abilities.
2. Reasoning
The process of thinking about something in a logical way in order to form a conclussion or judgement.
3.Perceptual Speed
Perceptual speed is the ability to quickly and accurately compare letters, numbers, objects, pictures, or patterns. In the test of perceptual speed the things to be compared maybe presented at the same time or one after another.
4.Word Fluency
The ability to speak easily and smoothly.
13
5. Associative Memory
The ability to learn and remember the relationship between unrelated items.
6. Spatial Visualization
Is the ability to mentally manipulate 2-dimensional and 3 diemnsional figures. It is typically measured with simple cognitive test and is predictive ofuser performance with some kinds of user interfaces.
Robert Stenberg – Triarchic Theory of Intelligence
Robert defined intelligence as mental activity central to one‟s life in real world environments. He unfolded the theory of succesful in three phases; first phase is the validation of the fundamental importance of different abilities and the collection of supporting evidence from different cultures. Second phase included studies designed to develop valid and reliable methods to asses analytical, practical and creative abilities. The last phase was designed to apply the theory of value pedagological to
develop analytical, practical and creatives ability.14
Edward L. Thorndike
Thorndike divided intelligence into three elements, the three elements are:
1. Social Intelligence; the capacity to effectively negotiate complex
social relationship and environment. or the ability to communicate with people, understand and perform in social relations.
2. Abstract Intelligence; is a human enquiry of both natural and
artificial intelligence at the reductive embodying levels of neural, cognitive, functional and logical from the bottom up.
14
13
3. Mechanical Intelligence; the ability to visualize relationship among
objects. Or the ability to effectively to control body and manipulate objects15.
Stenberg‟s triarchic theory named in the other named, those are :
1. Practical Intelligence is the ability to do well in informal and formal
educational settings; adapting to and shapings one‟s environment, street smarts.
2. Experential Intelligence is the ability to adapting in novel situations;
the ability effectively automate ways in dealing so they are easily handled in the future; the ability to think in novel ways.
3. Componential Intelligence is the ability to process information
effectively. These include metacognitive, executive, performance, knowledge-acquisition components that helps to steer cognitive process.16
3. The Strength and The Weakness of IQ Score
However IQ score has its strength and its weakness. It is not 100%
accurate to measure or to predict someone‟s intelligence. Here are some
details about the strength of IQ score17 :
a. They produce pretty reliable result
b. Whichever IQ test is used, it turns out that score on all the subtests,
although their various items seen so different, shows positive correlation with one another.
c. Score on subtests tend to cluster together in groups, which seems to
be taping recognize able abilities or factors.
15
Triantoro Safaria,Interpersonal Intellegence. (Yogyakarta : Amara Books, 2005), hal.20
16
http://en.wikipedia.org/wiki/intelligence-quotient
17
d. The test do manage to asses abilities that people associate with the term “intelligence”
e. The test predict academic achievement quite well (with typical
correlation between +0.5 and +0.8)
And the main weaknesses of the same test, from teacher‟s point of view :
a. Although the result are stable when one looks at large group of
people, or individual child will on a given day produce one score, which is only a sample of intelligent behaviour.
b. Although one does indeed obtain a profile of scores for a child,
across the range of subject, the profile is not terribly informative.
c. There is more basic objection to calling these test evaluation of
humans intelligence.
d. One can argue that the cultural effects of the test are generally malign.
e. Another argument often launched against IQ test is that they are
culturally unfair.
IQ test sometimes used to detect whether children should be put into special education classes or accelerated learning programs. IQ test can be valuable tool for assessing intelligence, but they also have several drawbacks and weakness as mentioned above.
To sum up, the main strength of IQ test is the ability to provide a rough estimate of the raw intellectual ability of a test taker. The result of test can be used to estimate future performance of test taker, but IQ test are limited in scope and therefore are not always good predictors of academic or job performance.
15
numbers, but such problems may not necessarily form an accurate picture of intelligence.
Another failing of IQ test is the inability to evaluate characteristic that are important to achievement in the world that may not be directly related to IQ Scores. And next problem with IQ test is that the results can vary considerably from one test administration to another. Even a difference of 5 points in the result of an IQ test could move someone from what is considered a low IQ to well within the average range.
The result of the IQ can be changed especially in kid and adult. The highest score reached in adult age and can be decreased toward old age. Eventhough there are some researchers were defined that the increasing of the IQ score more influenced by the increasing of physics ability in doing the test than the increasing of the intelligence level.
4. The Wechsler Test
The new measurement instrument by American psychologist were developed by David Wechsler. He believed that intelligence involved a number of different mental abilities, describing intelligence as the global capacity of person to act purposefully, to think rationally, and to deal effectively with his environment. There are scales divided by by six base on and five performances subtest, they are Verbal intelligence, the component most associated with academic success, implies the ability to think in abstract terms using either words or mathematical symbols. Performance intelligence suggests the ability to perceive relationship and fit separates parts together logically into a whole18.
The purpose of the Weschler intelligence scales for children and primary scale of intelligence are used as tools in school placement, in determining the presence of a learning disability, developmental delay, in identifying giftedness, and in tracking intellectual development. They are
18
often included in neuropsychological testing to assess the brain function of individuals with neurological impairments.
The most distinctive feature of the Weschler test is their division into a verbal section and a nonverbal (performance) section, with separate scores available for each subsection.
The Wechsler Intelligence scales are standardized test, meaning that as part of the test design, they were administered to a large representative sample of the target population, and norms were determined from the results. The scales have a mean, or average, standard score of 100 and a standard deviation of 15. The standard deviation indicates how far above or below the norm the subject‟s score is.
While the full scale IQ score provides a reference point for evaluation, it is only an average of variety skill areas. A trained psychologist evaluates an interpret a child‟s performance on the scale subtest to discover their strengths and weakness and offer recommendations based upon these findings.
The only known risk of the Wechsler intelligence test is that the result are misused or are given undue weight. But, The Wechsler test have useful diagnostic capabilities that enable a skilled examiner to evaluate such personal characteristic as general defense mode of handling life situation.
5. Definition of Learning
17
Learning is not only mapping the knowledge or information gained but also how to involve individual actively and revise the learning into private experience. In learning there is process needed on it.
Learning is the act of acquiring new or modifying and reinforcing, existing knowledge, behaviour, skills, values, or preferences and may involve synthesizing different of information. The ability to learn is possessed by humans, animals, and machines.
Learning maybe viewed as a process, rather than a collection of factual and procedural knowledge. Learning also produces changes in the organism and that changes produced are relatively permanent.
Human learning may occur as part of education, personal development, schooling, or training. It may be goal oriented and may be aided by motivation. Learning may occur as a result of habituation or classical conditioning. Learning also may occur consciously or without conscious awareness.
Behaviorists believe that learning is a conditioning aspect that refers to target education. Teachers or educators learning process that includes a person‟s behaviour changing such a narrow one and prefer to focus on the lerarner itself rather than the environment also the complexities of human memory.19.
Cognitive theory is emphasized the process of learning rather than the result of the learning itself. Learning is not only involve between stimulus and response, learning is an understanding. Changing of perception and understanding is not always shaped as behavioural that can be seen.
Jean Piaget sees the learning process as a gradually activity and intellectual function from concrete into an abstract. The development of intellectual is not quantitative, but qualitative20.
Based on Morgan Gino, he stated that learning is one of a relativity from behaviour that comes from experience. It can be said that learning is
19
https://en.m.wikipedia.org/wiki/Learning_Theory_(education)
20
a conscious effort that human do through experience and exercises to gain new ability. Gerow assumed that learning is demonstrated by a relatively permanent change in behaviour that occurs as the result of practice or experience21.
Based on Winkel said that “Learning is all mental of physics activities that take place in an active interaction in the environment and produce a
changing in understanding”22. The Condition of Learning a book by
Gagne, he said “Learning is a change that shown in changing of behaviour,
and the condition is different from the individual before he is in learning and after he was”23.
There are many ways of learning, it could be through learning process, geetting information, or experience and excercise as James Patrick Chaplin in his book of Dictionary of Psychology mentioned “Learning is restricted into two formulation. The first, learning is a changing in behaviour that is relatively stayed because of experience and excercising. The second formulation learning is a process of getting responses beacuse of certain excercises.”24.
In the book of “Theories of Learning (1975)”, Hilgard and Bower explained learning as “Learning is related with changing of someone‟s behaviour into certain situations caused by the experience, where the changing of the behaviour can not be explained or based on personality, maturity, or the condition of the individual (such as tired, medicine effect and etc.)”25.
In “Educational Psychology” Wiherington also explaind learning as “Learning is a process of changing inside of personality of a person which
21
Akhmad Solihin,http://Visiuniversal.blogspot.com/2014/03/pengertian-belajar,
March 2, 2014. 22
Haryanto, S.Pd (2010). Pengertian Belajar Menurut Ahli. 23
Ibid 24
Ibid
19
claimed as the new pattern from reaction such as ability, attitude, habit, intelligence or kind of understanding.”26.
From statement of Wiherington if a person really learn something or he obtain new information or knowledge there must be a changing which takes places on personality, attitude, habbit, intelligence and also understanding. A person who is really learn something he must be
AS. Hornby‟s explains that “Learning is gaining knowledge or skill by studying from experience, from being tought, etc. Or becoming aware of something by hearing about it from somebody else or studying and repeating something in order to be able to remember or gradually changing
your attitudes about something so that you behave in different way27.
Some psychologist have different definition about learning, as follows: 1. “According to Hilgard, Learning is the process by which an activity originated or it changes through training procedures (whether in laboratory or natural environment) is distinguish from changing by factors not attributable to training.”
2. Based on Harold Spears “Learning is to observe, to read, to
immitate, to try something themselves, to listen, to follow direction”
3. And based on James O. Whittaker “Learning may defines as a process by which behaviour originates or is altered through training or experience28”
Based on definition of learnimg above it can identified some necessary elements of learning, they are:
1. Learning is a changing process of behaviour, where that
changes can lead into something good behaviour, but also leads into bad behaviour. That change doesnt have to appears after learning process it can appears in future.
26 Ibid
27
AS. Hornby, Oxford Learner’s Dictionary, 6th ed (Oxford University Press, 2000). P.481
28
2. Learning is changing process by experience and trials
3. To be called learning, mostly the changes gained new ability
that stay in long time.
4. The changing behaviour or habit usually related to personal
aspect physically or psychologis.
Most of theories principally defines learning involved all changes in thinking, knowledge, information, appreciation and understanding as well. Changing process exists because there is an effort from the individual, learning is an active process, cuase the activity through consciousness and has purposes.
So it can be summarized that learning is a kind of changing process where there are increasing information, experiment and knowledge included on it.
6. Definition of Learning Achievement
In educational field to measure how far the learning goes there is a learning achievement. Usually learning achievement is written in the report book or a report file. Learning achievement itself comes from accumulated numbers during certain time of learning process.
Achievement is something that gained through certain times, it also needs some efforts to help, sometimes achievement takes time to do. There are some processes on it, it is also not easy for some people to reach.
Qohar said “Achievement is something that achieved, result of work, a result that makes a person happy and it gained through hard work.”29. W.J.S Purwadarminta “Something that have been reached through action and something that have done called by achievement”30
.
As said above that learning achievement is something that need an effort to do. It is in line with Arif Gunarso “Learning achievement is an
29
Dr. Hamdani, M.A. Strategi Belajar Mengajar. ( CV Pustaka Setia, 2011). p.137 30
21
extra effort that has been reached through learning efforts by someone”31.
There five kind of learning achievement classified by Gagne, Intelectual ability, cognitive strategy, verbal information, behaviour, capability‟32. Intellectual ability includes is an ability about a person handle his mind, it also an ability how they understand something, the way person understand process of something and also how person learn from examples or experience.
While cognitive strategy is related to human memory and how it works, the way thinking of a judgment, the way of human solve the problem and making decision. Another achievement by Gagne is verbal information, it is how do a person or people collect information or reach knowledge.
Student‟s human level such as accepting, denying, making value from
information in learning process can be said as learning achievement33
With learning evaluation teachers can summarized student‟s learning
achievement. High or low student‟s learning achievement is getting from
the result of learning evaluation34.
Ngalim Purwanto defines learning as some elements35 :
a. Learning is changing in behaviour
b. Learning is process of changing that happens through exercise
c. To be called learning, it process should be constant.
d. Aspects that have been changing includes of personality physically
yet psychology.
7. Factors Influencing Learning Achievement
In learning process there are some factors that can influence, generally there are two factors that may influence such as internal factor and external factor36.
31 Id. at.138 32 Id. at.138 33 Id.at.138 34 Id. at.139 35
Internal and external factors are divided as37 :
a. Internal Factor
Factor that comes from students is called by internal factors. It includes:
1. Intellegency
2. Physical and physiology
3. Attitude
4. Interest
5. Talent
b. External Factor
External factors covered two points, they are social environment and non-social environment. Social environment such as; teachers, headmaster, administration staff, classmates, home where students live, etc. While non-social environments are school buildings, and time study. Others factor external are:
1. Condition of family
2. Condition of school
3. Society environment
Those factors above are supported by Ngalim Purwanto who explained factors as followed38:
Chart 2.2
Factors Influence Learning Achievement
36
Hamdani, Op.Cit.,139 37
Hamdani, Op.Cit.,140 38
23
B. Theoritical Study
Commonly people measure person‟s intteligence by using Intelligency test or it is known as IQ test. IQ itself is supported by many scientists as Santrock, Halonen, Thurstone and so on. Brodi in his research stated that there is a correlation between IQ and how many years person able to finish level of study39. SiaTjundjing on his journal said that IQ has a positive correlation with student‟s achievement in school40
.
Based on some theories above and from the writers mentioned in previous chapter, it is assumed that there is also a correlation between IQ and student‟s achievement of junior high school students of SMPIT Nurul Fikri.
The writer chooses Intelligency to calculates the correlation because intelligency interprets intelligence (smart) that shows the ability of person
39
Tjundjing, Sia (2001). Hubungan Antara IQ, EQ, dan AQ Dengan prestasi studi Pada Sisa SMU. Anima Indonesian Psychological Journal, vol.17., No.1. p.85
40 Ibid
Eksternal
Environment: Nature, Social Instrumental: Curricullum, Teacher, Facilities, Administration or ManagementInternal
Fisiology: Physical condition, Fivesense condition
Psychology: Talent, interest,
in some academic fields41. So far it can be assume that there is a correlation between IQ and student‟s learning achievement and that is why this study focuses on how far the correlation between the variables which can be answered by the result of data.
C. Previous Study
To support this writing the writer takes two previous studies. Both studies talk about correlation of IQ, EQ and students achievement at school.
First previous study is a journal written by Sia Tjundjing. The writer also uses this journal for reference. A journal by Sia discusses about IQ, EQ and Student‟s achievement42. But in this research He adds another variable; it is AQ or known as Adversity Quotient. Adversity quotient itself includes three elements of science; cognitive psychology, psychoneuroimmunology, and neurophysiology. AQ holds two important components that they are theories and the applies in daily life. So there are two differences between this writing and a journal by Sia Tjundjing discussed.
Instead of using three variables IQ, EQ and AQ, this journal uses cross-sectional method for quantitative-exploratory research. The population and sample this journal take place at second year students of SMK St. Carolus which gained by purposive sampling. For research instruments Sia uses ARP Quick Taker (TM) to know the AQ score of students. From what the writer read the assumption of this research is AQ has strong correlation in students achievement at school. Sia believes that AQ (Adversity Quotient) more important than IQ and EQ.
41
Id. at. 86
42
25
The results of the journal mention as follows:
- There is a positive correlation between AQ and student‟s EQ as
many (0,310) with significance level 99%.
- There is no correlation between AQ and IQ.
- A negative correlation for EQ and IQ as many (-0,202)
- No correlation between AQ and Student‟s achievement - No correlation between EQ and student‟s achievement
- There is a positive correlation between IQ and student‟s
achievement as many ( 0.105) for first semester, and (0,100) at second semester.
Second previous study, the writer gets from a skripsi written by Aning Madjinatul. This study disscused about the correlation of IQ and student‟s
achievement but there is another one variable that is EQ43. Especially, this
skripsi uses Mathematic score for student‟s achievement, and it is different from what writer discusses in this study.
The population of this study is first grade students from Global MAN 2 Tulungagung. For technique sampling Aning use the same technique like Sia, a purposive sampling.
For tehcnique collecting data Aning uses 3 steps, they are interview, questionaire, and documentation. Aning in his writing uses Validity construct to do a validity test for his skripsi. There is also a reability test using kind formula “alpha crobanch”.
The results of the research are:
- There is positive correlation between student‟s achievement in
Mathematic score and IQ as many (0,254) .
- And a negative result for correlation between EQ and student‟s
achievement as (-0,006).
So from both previous studies the writer tries to inform that there is a difference between this study and those previous studies. It can be seen as
43
well from the variables, the population and sample, techniques of collecting data, instruments of the research, the methods and also kind of student‟s achievement.
D. Hypothesis
27
CHAPTER III
RESEARCH METHODOLOGY
A. Objective of Study
The objectives of the study are:
a. To get empirical data about formulated problem
b. To know whether there is any significant correlation between
intelligence quotient and student‟s learning achievement in English.
B. Place and Time of Study
To collect data in writing this study, the writer used a field research at SMPIT Nurul Fikri, Jl. Lucky Abadi, no.61 Tugu, Cimanggis, Depok.
The writer asked permission to headmaster and English teacher in order to help the writer to fulfill data from school and students for the study. Then the writer also talk to English teacher about students information especially in English learning achievement.
C. Method of Study
In supporting this study there are two methods, the writer conducted field research and library research through Pearson Correlation techniques. First, the writer collects student‟s IQ and collects student‟s score latest score from the report book. The writer takes the score from report student‟s score because the score gained from the test that combines from whole aspects of learning English generally.
D. Population and Sample
a. Population
The population of the study is the first year grade junior high school students of SMPIT Nurul Fikri.
b. Sample
This study is uses sampling technique to get the sample from the population, there are 142 students as the population of first year student of SMPIT Nurul Fikri in academic year 2013-2014. The writer took 55 students as sample who followed IQ test that comes from 4 classes.
E. Technique of Data Collecting
To obtain this study as mentioned before the writer appllied field research. First, she was doing an observation, the location of the school of SMPIT Nurul Fikri, she met the headmaster and met several teachers. Then the headmaster allowed her to see the English teacher, so she collected student‟s score record from report book. The writer also met the curriculum staff to collect IQ records of the students.
F. Technique of Data Analysis
After collecting IQ records and student‟s report in English language, then she tried to analyze the student‟s IQ records and English score by using Pearson Correlation. So, she correlates one variable to another variable on its correlation coefficient value.
Product moment correlation is one of technique that usually used to find out significant correlation between two variables. This technique was published by Karl Pearson, it often called by Pearson‟s Product moment.
29
English. The last step is find out the result of this research by analyzing data using Pearson Product Moment as follows:
)
)
(
.
)(
)
(
.
(
)
)(
(
2
2
2
2
Y
Y
N
X
X
N
Y
X
XY
r
xy
Where:rxy = Correlation coeficient between IQ score and students‟ learning achievement.
r = index correlation
n = number of cases
X = variable (IQ score) Y = variable (English score)
∑x = Total score of students‟ IQ distribution
∑y = Total score of students‟ achievement distribution
∑xy = Total number of multiple variable X and variable Y
The significance critical values is 0,5 and 0,1.
Criteria :
If > rt means there is a significance correlation. Hα is accepted and Ho
is rejected
If < rt means there is no significance correlation. Hα is rejected and Ho is accepted.
Ho : There is no correlation between Intelligence Quotient and students‟ learning achievement in English
Ha : There is a correlation between Intelligence Quotient and students‟
30
CHAPTER IV RESEARCH FINDINGS A. Description of Data
The data that have been collected before such as The IQ score of students and students‟s score in English will be discuseed and explain in this chapter. To
find out whether there is a significance correlation between Intelligence Quotient (IQ) and student‟s learning achievement in Englis.
The data is described as follows:
1. Data of Students’ Intelligence Quotient
From the above, it can be seen the total score of IQ from 55 students is
6424. The minimum score is 97 and the maximum score is 140. And the median
for the IQ score is 116,8. And more explanation it can be seen on the table below.
[image:42.595.108.514.219.725.2]Table 4.1
Student’s IQ Score
N X
1 140
2 140
3 140
4 140
5 133
6 131
7 131
8 131
9 131
31
11 122
12 122
13 122
14 122
15 122
16 122
17 122
18 122
19 122
20 122
21 122
22 121
23 121
24 115
25 113
26 113
27 113
28 113
29 113
30 113
31 113
32 113
33 113
34 113
35 113
36 113
37 113
38 109
39 109
41 106
42 106
43 106
44 106
45 106
46 106
47 106
48 106
49 106
50 106
51 106
52 106
53 106
54 106
55 97
N = 55 ∑ = 6424
2. Data of Students’ Achievement
From the table below it can be seen the total score from students‟ English
score is 4610. The minimum score is 52, maximum score is 97. And median score
is 83,8. For further explanation it can be seen on the table below.
[image:44.595.112.514.80.727.2]Table 4.2
Students’ English Score
N X
1 86
2 89
3 92
33
5 91
6 83
7 91
8 83
9 91
10 91
11 89
12 83
13 93
14 91
15 52
16 84
17 86
18 80
19 80
20 80
21 94
22 84
23 78
24 72
25 92
26 62
27 88
28 66
29 82
30 85
31 91
32 83
33 91
35 85
36 93
37 90
38 95
39 94
40 88
41 91
42 97
43 85
44 90
45 58
46 58
47 82
48 94
49 90
50 75
51 72
52 74
53 66
54 84
55 84
N = 55 ∑ = 4610
3. The Correlation between IQ Score and Students’s Achievement After achieving the data of IQ score and students‟ score in English, the
next step is the writer calculating those score to get the correlation score. In this calculation the IQ score and students‟ English score are correlated by using
35
Table 4.3
Coefficient Correlation Between Variable X an Variable Y
No X Y X2 Y2 XY
1 140 86 19600 7396 12040
2 140 89 19600 7921 12460
3 140 92 19600 8464 12880
4 140 91 19600 8281 12740
5 133 91 17689 8281 12103
6 131 83 17161 6889 10873
7 131 91 17161 8281 11921
8 131 83 17161 6889 10873
9 131 91 17161 8281 11921
10 131 91 17161 8281 11921
11 122 89 14884 7921 10858
12 122 83 14884 6889 10126
13 122 93 14884 8649 11346
14 122 91 14884 8281 11102
15 122 52 14884 2704 6344
16 122 84 14884 7056 10248
17 122 86 14884 7396 10492
18 122 80 14884 6400 9760
19 122 80 14884 6400 9760
20 122 80 14884 6400 9760
21 122 94 14884 8836 11468
22 121 84 14641 7056 10164
23 121 78 14641 6084 9438
24 115 72 13225 5184 8280
25 113 92 12769 8464 10396
26 113 62 12769 3844 7006
27 113 88 12769 7744 9944
28 113 66 12769 4356 7458
29 113 82 12769 6724 9266
30 113 85 12769 7225 9605
31 113 91 12769 8281 10283
No X Y X2 Y2 XY
33 113 91 12769 8281 10283
34 113 91 12769 8281 10283
35 113 85 12769 7225 9605
36 113 93 12769 8649 10509
37 113 90 12769 8100 10170
38 109 95 11881 9025 10355
39 109 94 11881 8836 10246
40 109 88 11881 7744 9592
41 106 91 11236 8281 9646
42 106 97 11236 9409 10282
43 106 85 11236 7225 9010
44 106 90 11236 8100 9540
45 106 58 11236 3364 6148
46 106 58 11236 3364 6148
47 106 82 11236 6724 8692
48 106 94 11236 8836 9964
49 106 90 11236 8100 9540
50 106 75 11236 5625 7950
51 106 72 11236 5184 7632
52 106 74 11236 5476 7844
53 106 66 11236 4356 6996
54 106 84 11236 7056 8904
55 97 84 9409 7056 8148
∑ 6424 4610 756478 392044 539702
To know the significance correlation between variables, the writer use
Pearson’s Product Moment to analyze the correlation because the data scale thatusing in this research is interval. In this part of this chapter the
coeficient correlation Pearson and the significancey was calculated. And
the next step is test the hypothesis by comparing between score of rhitung
from the distribution table of r. So, the result of the problem that
37
B. Analysis Data
After calculating data Variable X and Variable Y, the next calculation is
input the data into Pearson Product Moment formula, as followed :
Next the data can be calculated as followed :
55.539702 (6424)(4610)
2 2
55.756478 (6424) 55.392044 (4610)
xy r
(29683610) (29614640)41606290 41267776 21562420 21252100
xy r 68970 338514 310320 xy x
r 68970
105047664480
68970
324110, 6
xy
r 0, 213
To interpret the data that gained, the writer use the criteria of coefficient
[image:49.595.113.515.162.728.2]correlation as a reference. It can be seen below :
Table 4.4
Interpretation of Product Moment Correlation Coeficient Interval Degree of
Interpretation
0,00 - 0,199 Very Low
0,20 - 0,399 Low
0,40 - 0,599 Medium
0,60 - 0,799 Strong
0,80 - 1,000 Very Strong
Sugiyono (2013 : 184). 44
C. Interpretation of Data
Based on the reference table and the calculation before it can be seen
that the correlation score between Intelligence Quotient and students‟
achievement is 0,213. Where the correlation score of 0,213 is included in
low coefficient, that is interval 0.20 – 0,399.
The next step is looking for the r score from the table significance.
Based on the book of Sugiyono, from the total sample of 55 students the
significance is 5% and in 5% significance the score of r is 0,266.45
D. The test of Hypothesis
To know the significance correlation between Intelligence Quotient and students‟ learning achievement at first grade year students of SMPIT Nurul
Fikri, so here is the analysis of Pearson correlation with formulation from
hypothesis:
Ho : There is no Significant correlation between intelligence quotient and
students‟s learning achievement in English of First grade year students of
SMPIT Nurul Fikri.
44
Sugiyono, Statistika Penelitian, (Bandung,2013) p.184
45
39
Ha :There is a significant correlation between intelligence quotient and
students‟ learning achievement in English of first grade year students
SMPIT Nurul Fikri.
The degree of error used in this test (α) is 5%, with the testing criteria
rejected Ho if ro > rt . and it will be accepted if ro < rt. From the data
proceeded the score of ro is 0,231 and the score of rt is 0,266. It can be seen
that ro is 0,231 < rt 0,266 and it means accepted as the criteria from test of
hypothesis that Ho is accepted and Ha is rejected, where based on the table
of interpretation product moment the result approximately is low. It can be
concluded that there is a low significance correlation between intelligence quotient and students‟ learning achievement in English of first grade year
40 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis that obtained on the previous chapter, the writer
concludes that that ro is 0,231 < rt 0,266 where the score of correlation that
gained is 0,213 and it is included in low correlation, where ro is in interval
0,20 – 0,399.
To sum up, it can be said that there is no significance correlation between IQ (Intelligence Quotient) and students‟ learning achievement in
English of first grade year students‟ at SMPIT Nurul Fikri Depok.
B. Suggestion
Based on the conclusion above the writer give some following suggestions:
1. However IQ test is important, because the teacher will be able to know the general ability of students. The teacher can choose or use a proper treatment or lesson which increased the IQ of students.
2. Although the correlation between IQ (Intelligence Quotient) and
students achievement in English is low, it means that the teachers especially English teachers still able to motivate or improve students in learning English better no matter the rate of the IQ of the students.
3. The next studies of correlation between IQ and students
41
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