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i

THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION

(A Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta

Academic Year of 2015/2016)

THESIS

Written by

NINA ANDRIANTI LOASANA

K2209067

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Fulfilment of the Requirements for achieving the

Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

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ii

PRONOUNCEMNET

This is to certify that I myself write this thesis, entitled “The Role of Grammar Mastery and Intelligence Quotient (IQ) on Students’ Reading Comprehension (A Correlative Study in Eighth Grade Students of SMP

Negeri 9 Surakarta Academic Year of 2015/2016)”. It is not a product of plagiarism or made by others. Anything related to others’ works is written in quotation, the sources of which are listed on the bibliography.

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

Surakarta, July 2016

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iii

THE APPROVAL OF CONSULTANTS

THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION

(A Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta

Academic Year of 2015/2016)

THESIS

By:

NINA ANDRIANTI LOASANA K2209067

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

University.

On:

Approved by:

First Consultant,

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

Second Consultant,

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iv

LEGALIZATION OF EXAMINERS

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

Day :

Teacher Training and Education Faculty Sebelas Maret University

The Dean,

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v ABSTRACT

Nina Andrianti Loasana. K2209067. 2016. The Role of Grammar Mastery and Intelligence Quotient (IQ) on Students’ Reading Comprehension (A Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta Academic Year of 2015/2016). Thesis. First Consultant: Dr. Ngadiso, M. Pd., second consultant: Teguh Sarosa, S. S., M. Hum. English Education Department, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. This thesis is aimed to find out the correlation between (1) students’ grammar mastery and reading comprehension; (2) students’ Intelligence Quotient (IQ) and reading comprehension; (3) students’ grammar mastery and Intelligence Quotient (IQ) toward reading comprehension.

The method used in this study is correlational study. The study was conducted in May 2016 at SMP Negeri 9 Surakarta. The population of this study is the eighth grade students of SMP Negeri 9 Surakarta in the academic year of 2015/2016 which consists of nine classes. The total number of the population is 227 students. 30 students of the eighth grade was taken as the sample of the study. The instruments to collect the data are tests. The tests are used to collect the data of students’ grammar mastery and reading comprehension. The techniques used in analysing the data are Simple and Multiple Linear Regression and Correlation.

The result of the study shows that in the level of significance α = 0.05 it is found that (1) there is a positive correlation between the students’ grammar mastery and reading comprehension (rx1y = 0.729, to = 5.636 > tt = 1.699); (2)

there is positive correlation between intelligence quotient and reading comprehension (rx2y = 0.4228, to = 2.469 > tt = 1.699), and (3) there is a positive

correlation between the students’ grammar mastery and intelligence quotient simultaneously and reading comprehension (rx1x2y = 0.745 and Fo = 16.80 > Ft =

3.34). From the results of the study it is also known that students’ grammar mastery and intelligence quotient are important factors that give contribution to reading comprehension. The students’ grammar mastery gives 53.14% contribution to reading comprehension, and the students’ intelligence quotient gives 17.88 % contribution to the students’ reading comprehension. While simultaneously the students’ grammar mastery and reading comprehension give 55.46% contribution to their reading comprehension. It means the increase of the students’ grammar mastery and intelligence quotient, either partially or simultaneously will be followed by the increase of the students’ reading comprehension.

From the result of the study, it is known that the grammar mastery and intelligence quotient are important factors that can improve their reading comprehension. Those two factors cannot be ignored and should be maintained and elevated in increasing the students’ reading comprehension.

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vi ABSTRAK

Nina Andrianti Loasana. K2209067. 2016. Peran Penguasaan Grammar dan Kecerdasan Intelektual (IQ) pada Pemahaman Membaca Siswa (Studi Korelatif pada Siswa Kelas VIII SMP Negeri 9 Surakarta Tahun Akademik 2015/2016). Skripsi. Pembimbing satu: Dr. Ngadiso, M. Pd, pembimbing dua: Teguh Sarosa, S. S., M. Hum. Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta.

Skripsi ini bertujuan untuk mengetahui hubungan antara (1) penguasaan grammar dan pemahaman membaca siswa; (2) kecerdasan intelektual (IQ) dan pemahaman membaca siswa; (3) penguasaan grammar dan kecerdasan intelektual (IQ) terhadap pemahaman membaca.

Metode yang digunakan dalam penelitian ini adalah studi korelasional. Penelitian dilakukanpada bulan Mei 2016 di SMP Negeri 9 Surakarta. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 9 Surakarta pada tahun akademik 2015/2016 yang terdiri dari sembilan kelas. Jumlah populasi adalah 227 siswa. 30 siswa dari kelas delapan diambil sebagai sampel penelitian. Instrumen untuk mengumpulkan data adalah tes. Tes digunakan untuk mengumpulkan data grammar dan pemahaman membaca siswa. Teknik yang digunakan dalam menganalisis data yang dan Regresi Linear dan Korelasi Sederhana dan Berganda.

Hasil penelitian menunjukkan bahwa pada tingkat signifikansi α = 0,05 ditemukan bahwa (1) terdapat korelasi positif antara penguasaan grammar dan pemahaman membaca siswa (rx1y = 0,729, to = 5,636 > tt = 1,699); (2) terdapat

hubungan positif antara kecerdasan intelektual (IQ) dan pemahaman membaca siswa (rx2y = 0,4228, to = 2,469 > tt = 1,699), dan (3) terdapat korelasi positif

antara penguasaan grammar dan kecerdasan intelektual (IQ) secara bersamaan terhadap pemahaman membaca siswa (rx1x2y = 0,745 dan Fo = 16,80 > Ft = 3.34).

Dari hasil penelitian, juga diketahui bahwa penguasaan grammar dan kecerdasan intelektual (IQ) adalah faktor penting yang berkontribusi dalam pemahaman membaca. Penguasaan grammar siswa memberikan kontribusi sebesar 53,14% terhadap pemahaman membaca, dan kecerdasan intelektual (IQ) siswa memberikan kontribusi sebesar 17,88% terhadap pemahaman membaca siswa. Sementara secara bersamaan penguasaan grammar dan kecerdasan intelektual (IQ) memberikan kontribusi sebesar 55,46% untuk pemahaman membaca siswa. Hal ini berarti setiap peningkatan penguasaan grammar dan kecerdasan intelektual (IQ) siswa, baik secara parsial maupun secara simultan, akan diikuti oleh peningkatan pemahaman membaca siswa.

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

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vii MOTTO

Karena sesungguhnya sesudah kesulitan itu ada kemudahan. Sesungguhnya

sesudah kesuitan itu ada kemudahan. (Q.S. Alam Nasyroh 5-6)

Maka bergembiralah karena susungguhnya satu kesulitan tidak mungkin

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viii DEDICATION

With love, this thesis is dedicated to:

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

 my beloved brother, Ridwan, for being annoying supporting brother. I love you. There, I said it.

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

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

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

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

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ix

ACKNOWLEDGEMENT

Alhamudulillahirabbil’alamin. All praises be to Allah SWT for all the abundant blessing, mercies, and guidance, hence I can accomplish the writing of this thesis. In this occasion, I would like to acknowledge my deepest gratitude and appreciation to the following:

1. Prof. Dr. Joko Nurkamto, M. Pd, the Dean of Teacher Training and Education Faculty of SebelasMaret University, for this approval to write this thesis. 2. Teguh Sarosa, S.S, M. Hum, the Head of English Department, for his

permission to write the thesis and being my second thesis consultant, for every precious time, reading these pages and contributing valuable comments, advice, criticism, guidance, and motivation to make it better and worthy to read.

3. Dr. Ngadiso, M. Pd. my first thesis consultant, for every precious time, criticism, advice, comments, guidance, and motivation of this thesis writing. 4. PMR SMP Negeri 9 Surakarta, for their participations in this research.

5. All the lectures in English Education Department of Teacher Training and Education Faculty of Sebelas Maret University, for all knowledge shared. 6. All the friends who cannot be mentioned one by one, for their supports.

Finally I sincerely hope that this thesis is beneficial for writers, teachers, and students. Any criticism is welcomed for the better research in the future.

Surakarta, July 2016

Nina Loasana

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x

TABLE OF CONTENTS

Pages

TITLE ... i

PRONOUNCEMENT ... ii

THE APPROVAL OF CONSULTANTS ... iii

THE APPROVAL OF THESIS EXAMINERS ... iv

ABSTRACT ... v

LIST OF APPENDICES ... xvi

CHAPTER I INTRODUCTION A. The Background of the Study ... 1

B. The Identification of the Problem ... 4

C. Problem Limitation ... 4

D. Problem Formulation ... 5

E. The Purpose of the Study ... 5

F. The Benefits of the Study ... 5

CHAPTER II THEORETICAL REVIEW A. Review on Reading Comprehension ... 7

1. Definitions ... 7

2. Factors Affecting Reading Comprehension ... 9

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xi

b. Background knowledge... 9

c. Reading strategies ... 10

d. Grammatical Knowledge ... 11

e. Intelligence Quotient (IQ) ... 11

3. Reading Comprehension Skills ... 12

a. Word Meaning ... 13

b. References ... 13

c. Explicit Information ... 13

B. Review on Grammar Mastery ... 14

1. Definitions ... 14

2. Adequate Grammatical Knowledge for Eighth Grade Students ... 15

C. Review on Students’ Intelligence Quotient ... 18

1. Definitions ... 18

2. How Experts Test One’s Intelligence Quotient .... 18

D. Rationale ... 19

E. Hypotheses ... 22

CHAPTER III RESEARCH METHODOLOGY A. The Place and Time of the Study ... 23

B. Research Methodology ... 24

1. Positive Correlations ... 24

2. Negative Correlations ... 24

3. No Correlation ... 24

C. Subject of the Study ... 25

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xii

2. Sample ... 25

3. Sampling ... 26

D. The Technique of Collecting the Data ... 26

1. Grammar Test ... 26

2. Reading Test ... 26

3. Collecting the Data of the Students’ Intelligence Quotient ... 26

4. Instrument Validity and Instrument Reliability ... 27

CHAPTER IV THE RESULT OF THE STUDY A. The Description of the Data ... 37

1. The Data of Grammar Mastery (X1) ... 37

2. The Data of Intelligence Quotient (X2) ... 39

The Data of Reading Comprehension (Y) ... 42

B. The Analysis of Pre-requirement Test ... 45

1. Normality Test ... 45

2. Linearity of Regression Test ... 46

3. Significance of Regression Test ... 46

C. The hypothesis testing ... 47

1. The Correlation between Students’ Grammar Mastery (X1) and Reading Comprehension (Y) ... 47

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xiii

3. The Correlation between Students Grammar Mastery (X1) and Intelligence Quotient (X2) Simultaneously

toward Reading Comprehension (Y) ... 49

D. The Contribution Analysis ... 50

E. The Discussion of the Research Findings ... 51

1. There Is a Positive Correlation between the Students’ Grammar Mastery and Reading Comprehension ... 51

2. There Is a Positive Correlation between the Students’ Intelligence Quotient and Reading Comprehension .... 52

3. There Is a Positive Correlation between the Students’ Grammar Mastery and Intelligence Quotient (IQ) Simultaneously Toward Reading Comprehension ... 54

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 55

B. Implication ... 56

C. Suggestions ... 57

BIBLIOGRAPHY ... 60

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xiv

LIST OF TABLES

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xv

LIST OF FIGURES

Pages Figure 3.1. Diagram of the Relationship Between the Students’ Grammar Mastery

(X1), Intelligence Quotient (IQ) (X2) and Reading Comprehension (Y) ... 25

Figure 4.1 The Histogram of the Students’ Grammar Mastery ... 39

Figure 4.2. The Polygon of Students’ Grammar Mastery ... 39

Table 4.2. The Frequency Distribution of the Scores of the Students’ Grammar Mastery ... 38

Figure 4.3. The Histogram of the Students’ Intelligence Quotient (IQ) ... 41

Figure 4.4. The Polygon of the Students’ Intelligence Quotient (IQ) ... 42

Figure 4.5 Histogram of the Students’ Reading Comprehension ... 44

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xvi

LIST OF APPENDICES

Pages

Appendix 1. Blueprint (Try Out) ... 65

Appendix 2. Grammar Test (Try Out) ... 66

Appendix 2a. Answer Key Grammar (Try Out) ... 70

Appendix 3. Reading Test (Try Out) ... 71

Appendix 3a. Answer Key Reading (Try Out) ... 81

Appendix 4. Blueprint ... 82

Appendix 5. Grammar Test ... 83

Appendix 5a. Answer Key Grammar Test ... 86

Appendix 6. Reading Test ... 87

Appendix 6a. Answer Key Reading Test ... 94

Appendix 7. Main Data of the Research ... 95

Appendix 8. Complete Computation Validity of Students’ Grammar Mastery ... 102

Appendix 8a. Computation of Validity of Grammar Mastery Test for Item Number 1 ... 106

Appendix 9. Complete Computation Validity of Students’ Reading Comprehension ... 107

Appendix 9a. Computation of Validity of Reading Comprehension Test for Item Number 2 ... 111

Appendix 10. The Computation of Reliability of Reading Comprehension Test (Y) ... 112

Appendix 11. The Computation of Reliability of Grammar Mastery Test (X1) ... 113

Appendix 12. Complete Data of Normality X1 (Grammar Mastery) ... 114

Appendix 13 - Complete Data of Normality X2 (Intelligence Quotient) ... 116

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xvii

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

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