( 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)
2002
ATTENTIVE COUNSELOR NOTES
Case : Abdul Ghofar Nawawi’s
Salatiga. Sepetember 2nd 2002
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.
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
NIP. 150 2 5 6 821
“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.
‘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
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
TITLE... i
ATTENTIVE COUNSELOR NO TES... ii
STATEMENT OF CERTIFICATION... iii
MOTTO... iv
DEDICATION... v
ACKNOWLEDGEMENT... vi
TABLE OF CONTENTS... vii
CHAPTER I : INTRODUCTION... 1
1.1. BACKGROUND OF THE PROBLEM... 1
1.2. REASONS FOR TOPIC SELECTION... 5
1.3. DEFINITION OF TERMINOLOGY... 8
1.4. STATEMENT OF THE PROBLEM... 9
1.5. OBJECTIVES OF THE STUDY... 10
1.6. ASSUMPTIONS AND LIMITATION... 10
1.7. HYPOTHESIS... :... 10
1.8. METHOD OF INVESTIGATION... 11
1.9. ORGANIZATION OF TILE THESIS... 14
CHAPTER II : REVIEW OF RELATED LITERARTU R E... 16
2.1. GENERAL MEANING OF INTELLIGENCE... 16
2.2. THEORIES OF INTELLIGENCE... 19
2.3. TEST OF GENERAL INTELLIGENCE... 25
2.6. LISTENING SKILL... 32
2.7. RELATIONSHIP BETWEEN VERBAL IQ AND LISTENING COMPREHENSION ACHIEVEMENT .... 45
CHAPTER ffl : METHOD OF INVESTIGATION... 47
3.1. THE SITUATION OF FACILITIES AND INSTRUMENTS OF MAN 3 SRAGEN...47
3.2. THE SITUATIONS OF TEACHERS AND STAFFS .... 49
3.3. POPULATION... 51
3.4. TOTAL SAMPLING... 51
3.5. VARIABLES... 52
3.6. PROCEDURE OF COLLECTING DATA ... 53
3.7. VERBAL IQ TEST AS AN INSTRUMENT... 54
3.8. QUESTION AND ANSWER TEST AS AN INSTRUMENT... 56
CHAPTER IV : DATA ANALYSIS... 60
4.1. SCORING OF VERBAL I Q ... 60
4.2. SCORING OF THE LISTENING COMPREHENSION TEST... 61
4.3. CORRELATION ANALYSIS... 62
4.4. INTERPRETATION OF THE RESEARCH FIND:NG.. 69
4.5. IMPLICATION OF THE FINDING... 71
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
1 Ramclan, Introduction to Linguistic fo r Students o f English in Indonesia, IKIP Semarang Press, Semarang, l'H4, Page. 1
(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,
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.
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.
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
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
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 11 12
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
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
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.
13 Gay, L. R., Educational Research, Competencies fo r Analysis ami Application, Third Edition, Columbus : Merill Publishing, Page. 229 - 230
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 ?
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
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”.
year 2002/2003. The Number of the second year students are 38.
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
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
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
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
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
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
interaction between inherited ability and environmental experience.8 She
adds that the active interaction which results in an individual’s being is
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
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.
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 11
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
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.
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,
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.
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
16 Ibid., Page. 238
(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.
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
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
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
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
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
There are some approaches on verbal IQ, the writer just takes
verbal and spatial approaches and cognitive components approach.
2. 4. a. Verbal and spatial approaches to problem solving
According to Sternberg, people can use different
strategies to solve this problem. One person might use a verbal
approach and decode the problem into linguistic propositions.
Conventional psychometric scoring would credit both individuals
with getting the right answer but would miss the differences in
their mental processing.
Psychometric tests sometimes contuse different mental
abilities that they purport to measure. Verbal analogies, for
example, are often used to assess verbal reasoning. But if the
students do not know the meaning of a word used in an analogy
item, the student’s failure on the item will be due to a lack of
word knowledge rather than to a verbal reasoning error. Thus it
appears necessary to separate different kinds of processes (Verbal
versus spatial) and also to separate the measurement of mental
processes from the measurement of knowledge.
2. 4. b. Cognitive components approach
Information processing theorists have tried to separate
measurements by analyzing the items and the tasks that appear on
tests of intelligence into their underlying cognitive components.
Thus, by definition, this cognitive-components approach deals
with a level of complexity that is at least equal to the dimensions
being measured on a test. With a verbal analogy, for example,
such lawyer is to client as doctor is to (a) medicine, (b) nurse, (c)
patient, and (d) kill, one would not simple score the items as
correct or incorrect, but would attempt to look at how the
individual used available information and processes. Another
« •
analysis might examine inference - the process used to analyze
the relation between the first two terms and the third term.
Finally, one might examine how the person applies this relation
to the third term in order to decide among the answer options
(application). Thus one investigates the speed and accuracy with
which each component of information processing intelligence
performed and assessed how adequately the process is carried
2. 5. Verbal IQ Test
Verbal intelligence is the ability to use words and symbols
effectively in communication and problem solving. The writer requested
the assistance of Guidance and Counseling Laboratory of MAN 3 Sragen
to conduct the Verbal Intelligence Test (Verbal IQ Test). Verbal IQ test in
this thesis is measured by ’’Bakat Umum Test” or ’’Bakum Test”. It is a
standard test in the Guidance and Counseling Laboratory of MAN 3
Sragen and it is formally used to measure the verbal intelligence.
’’Bakat Umum test” measure the ability to face verbal material,
think verbal concept, and grasp the relationship o f the concepts. According
to the ’’Bakum’” s standard, the scoring o f verbal IQ is :
30 - Very superior;
80 - 89 Superior;
70 - 79 High Everage ;
60 - 69 Average ;
50 - 59 Low Everage ;
40 - 49 Berderline ;
- 39 Mentally Defective.
In this thesis the writer uses the ’’Bakum” standard because it is
officially used by the Laboratory of Guidance and Counseling of
MAN 3 Sragen. It is, of course, different from the Binet - Simon’s
2. 6. Listening Skill
There are four language skills, namely listening, speaking, reading,
and writing skills. Audio - lingual proponents believe that the natural
sequence in second or foreign language learning is listening first, followed
by speaking, then reading and writing. The primacy of oral skills over the
written ones is based on their assumption that the process of the second
language learning is he same as that of the first language learning.
Rivers states that listening as one of language skills plays an
important role in a daily communicative interaction. Rivers adds that the
time of adults spend in communication activities 45 percent is devoted to
listening, only 30 percent to speaking, 16 percent to reading, and 9 percent
to writing. 20
As can be seen, a child learns a language by listening to the adults
around him first, and then follows by imitating (speaking), and later he
learns how to read and write, especially at school.
On the other hand, it is logical to assume that the receptive skills,
for example listening and reading, precede the productive skills in the
learning process.
The component parts of receptive skills and productive skills
are the same, for example phonology, semantic, and syntax. So the three
components are always involved in listening, speaking, and writing
skill.
2. 6. a. Teaching Listening Comprehension
Brown says that twenty-five years ago listening
comprehension was really not taken very seriously in the main
stream of English language teaching. 21 The writer supports
Brown because teaching a foreign language at that time was
mainly on reading and writing. As the idea of ’’teaching the four
skill” developed during the late ’50s and ’60s, listening
comprehension as one of those skills, began to be paid a little
attention but it was very much the runt of the litter.
Lado says that teaching listening and speaking first,
reading and writing next because receptive skills come earlier
than productive skills.22 This principal is the basic for the audio -
lingual approach. The writer agrees that teaching listening and
speaking first since listening and speaking are the bases of
communication.
21 Brown, Gillian and Savignon, Sandra J., Twenty - Five Years o f Teaching Listening Comprehension. English Teaching Forum, Volume XXV, Number 4, October 1987, Page. 11
James states that the most important listening skill is
understanding the main idea what the discussion, speech, or
conservation are about.
Ommagio develops teaching listening proficiency in
detail. He also enlarges the process and skills, planning
instruction, and authentic materials.
The writer finds that listening as one of the skills
developed during the late of ’60s. He thinks that teaching
listening proficiency is necessary to explain in detail. He
emphasizes on the processes and skills involved in listening
comprehension, planning instruction and authentic materials.
2. 6. a. 1. Some processes and skills involved in listening com -
prehension
Because very little data exist to
enlighten the writer about the processes involved in
second language listening comprehension, it is
necessary to turn to native language research for
some insights. Studies indicate that listeners take in
raw speech and hold an image of it in short - term
memory.
They then try to organize image into its
constituents, identifying both their contents and their
functions or purposes. Theses constituents are then
grouped together to form a coherent message, which
is held in long - term memory as a reconstructed
meaning rather than in its original form. In addition
to storing the meaning o f the message, listeners also
try to determine the speaker’s intention when
delivering the message, calling upon their knowledge
of the situation, the participants in communication,
the goals and purposes. This interactional view of the
meaning stresses the role of inference in
comprehension. The listener’s interpretation of the
message constitutes the creative dimension of the
listening process.
Davidoff states that people maintain
information in short - term memory for several
minutes. He adds that by repeating that information
they can keep it in short - term memory longer.24
The writer finds that short - term memory
and longer memory are very important in listening
comprehension processes and skills. Firstly the
listeners take in raw speech and hold an image into
short - term memory. Secondly they try to organize
image into its constituents and then the constituents
are grouped together to form a coherent message.
Thirdly the coherent message is held in long - term
memory.
. Richard as quoted by Omaggio proposes a
list of micro skills that are needed in listening to
conversational discourse. Five main micro skills
include retain chunks, discriminate among distinctive
sounds, recognize reduced forms of words, detect
key words, guess meaning from the context and
recognize grammatical word classes.
By examining the listening guidelines and
determining the approximate level of proficiency of
his learners, it can be identified the skills needed for
approximate tasks at that level and designs activities.
Richard as quoted by Ommagio that the objectives
for listeners in the intermediate range of proficiency
might include :
a) Listening vocabulary will be developed in
b) Listeners will be able to understand intonational
methodology that emphasizes the use of authentic
language in instructional material whenever possible.
This moves towards authenticity in language
instruction reflects the increased interest in recent
years in the communicative function of language.
Yet using only unedited, non pedagogical materials
in the classroom would seem to create more
problems than would solve, since such materials are
often difficult to select, obtain, or sequence for
learners at lower proficiency levels. Unmodified
authentic discourse is often random in respect to
vocabulary, structure, function, content, situation,
and length, making much of it is empirical for
classroom teachers to integrate successfully in the
curriculum on a frequent basis. However, the
23 Ommagio, Alice C., Teaching Language in Contest, Proficiency Oriented Instruction,
educators can make use of more authentic materials
than we currently do if we consider what
’’authenticity” might mean in a second language
learning context. Geddes and White as quoted by
Ommagio distinguish between two types o f authentic
discourse:
(a) Unmodified authentic discourse, which refers to
language that occurred originally as a genuine act
of communication.
(b) Simulted authentic discourse, which refers to
language produced for pedagogical purposes.26
The difficulties that the students face when
encountering unmodified authentic speech are well
known to most teachers : often students tend to be
panic when they hear native speakers in
conversations, radio broadcast, films, or other natural
contexts. Because they cannot possibly attend
successfully to everything heard with equal intensity,
students often give up, even when it would have been
possible for them to get the gist or understand a few
of the important details.
’’Teachers talk”, or ’’comprehension input”, is
the example of the second type of listening material,
also called ’’simulated authentic discourse”. It tends
to consist of simplified code, characterized by
slower, more careful articulation, the more frequent
use of known vocabulary items, and attempts to
ensure comprehension via restatements, paraphrase,
and use of gestures and other nonverbal aids to
understanding. Yet ’’teacher talk”, or ’’care taker”,
can sound quite authentic, since it is generally not
planned or read from a frill script. Rather, it flows
naturally as the teachers develops a given topic and
often involves interactive exchanges with students.
These exchanges, when not contrived or overly
structured, have the flavor of real conversation.
Some characteristic spoken discourses that are
presents in ’’teacher talk” include
(1) A lower density of vocabulary than either
scripted speech or written discourse.
(2) A high redundancy or content, as ideas are
repeated or restated often.
(3) Less organization or structure than scripted or
(4) Speech that normally takes place in face - to -
face setting and requires feedback from other
participants.
Ommagio designs the Intermediate - Level
Curricular Planning Guide for listening. The writer
takes the Ommagio’s Planing guide because it
stresses the authenticity of discourse, the proficiency
- oriented approach and practice in teaching. The
Ommagio’s Curricular Planning Guide for Listening
consists of content, functions, accuracy and
technique. The writer thinks it is useful to deliver the
technique of teaching listening because some of the
techniques are very interesting.
The techniques for teaching listening skills
(k) Selective listening
(q) SAADs (Simple Active, Affirmative, Declarative
Sentences).27
2. 2. b. The Objective of Listening Comprehension
Chastain states that the goal of listening comprehension is
to be able to understand native speech at normal speech.28 This
statement does not imply an ability equal to that in the students’
native language. The implication that they reach a level at which,
in ungraded contexts, they can concentrate on the message
without conscious attention to component element of that
message.
Instead of becoming flustered and losing the thread of
conversation, they need to learn to concentrate on the general
content. Total comprehension at all times and all situation
intelligence impossible even the native language. The students
should tolerate for such situations in the native tongue in order to
overcome the feeling of in security which they likely feel at the
first in the second language.
27 Ibid., Page 1 2 9 - 1 3 1
2i Chastain, Kenneth, The Development o f M odem Language Skills Theory and Practice,
Practice in listening comprehension does not normally
receive the attention in the classroom which it deserves.
Generally, listening almost seems to be incidental to the goal of
speaking. The students listen to the dialog and repeat the lines
after the teacher. Later, they respond to oral ones in the pattern
drills and perhaps even to personalized questions which the
teacher has prepared.
They rarely listen to language in a continuous
conversational exchange in slightly different contexts. Such
practice should be provided by the texts and by the teacher.
Without practice in decoding new messages encased in familiar
vocabulary and structures, the students will not watch the native
speaker’s daily conversation.
2. 6. c. The Components of Listening
Chastain states that listening comprehension can be
divided into three components aspects. The first is ability to
distinguish all sounds in the language and to discriminate
between them and similar sounds in the native tongue. The
second is auditory memory. The third is comprehension of the
content of the message.
2. 6. c. 1. Sound Discrimination
When presenting sounds which are unlike
those of his own language, the native speaker tends to
give those sound native - language interpretations. In
other words, the hearer perceives the new sounds in
terms of the nearest equivalent in his own language.
Students who are asked to imitate a line of a dialog in
a second language may be confronted for the first tew
days with several sounds which they have never heard
prior to the teacher’s model. In such a situation the
students most likely do not even hear distinctions
which they will be called on to make in the second
language.
2. 6. c. 2. Auditory Memory
Minimal - pair drills are used to teach sound
discriminations, but connected phrases must
necessarily be the basis for increasing auditory
memory. In the audio - lingual approach, a great deal
of emphasis is placed on developing the auditory
memory. The students spend much time of their class
time in mimicry - memorization of the dialogs or
responding to ones in pattern drills. Inspite of the fact
of their most important strengths, the teacher need not
limit his classroom activities to dialog memorization
and pattern drills. Other techniques such as reading
aloud, dictation, question - answer practice, listening
to the second language in context and classroom
expressions are also beneficial in developing auditory
memory. In short, all language activities on a
comprehensible plan promoted increases auditory
memory.
2. 6. c. 3. Comprehension
With the ability to hear the sounds of the
language and the capability of holding them in their
minds, the students are in a position to decode
incoming messages provided they have acquired the
necessary semantic and syntactical bases for
*■
understanding what is received. Once the message is
made available for processing, factors other than
hearing and retention become involved and it is the
students’ conscious attention to these factors which
severely limit listening comprehension ability coping
The ability to comprehend familiar material
without the obstructing awareness of individual
grammatical and vocabulary elements is indeed quite
psychological accomplishment, the achievement of
which is difficult and the importance of which
should not be underestimated by the teacher or the
students.
The teacher should appreciate the students’
comprehension and also should convince the students
that they are able to comprehend difficult utterances
as well simple ones.
2.7. Relationship Between Verbal IQ and Listening Comprehension Achievement
Piaget as quoted by Berry and Portinga sees language
development as a concomitant of the cognitive structures of sensorimotor
intelligence. In this sense cognitive development is considered to be a
necessary condition for language. However, cognitive development can
take place, at least to a certain extent, independent of availability of
speech.j0 30
30 Berry, Jhon W., Poortinga, YPE. H., Segall, Marshall H., Dason, Pierre R., Cross -Cultural Psychology; Research and Application, First Edition, New York : Cambridge University
Chomsky states that possession of human language is associated
with a specific type of mental organization, not only simply a higher
degree of intelligence. There seems to be no substance to the view that
human language is simply a more complex instance of something to be
found else where in the animal world.31
Verbal intelligence test according to Thurstone as quoted by Good
an Broopy especially measures the capacity to use language. ”Bakat
Umum Test” is one of the instruments to test verbal IQ. It measures the
ability to respond the verbal material, to think verbal concept and to grasp
the relationship of the concepts.32
31 Chomky, Noam, Language and Mind,.N ew York, : Harcourt Brace Javanich, Inc., 1972, Page. 70
3. General Situation of MAN 3 Sragen in The Academic Year of 2002-2003
3.1. The Situation of Facilities and Instruments
This research was conducted at MAN 3 Sragen. This school
consists of 9 classes and the number of students are 124 students. There
are 25 teachers conducting the teaching learning process.
MAN 3 Sragen is located on Jl. Solo - Purwodadi KM 14. It
occupies the ground as wide as 3040 M2. There are borderlines of MAN
3 Sragen as at the south side is restricted by settlement, at the west side
is restricted by Jl. Solo - Purwodadi, at the north is restricted by
Kaliwuni and at the east side is restricted by Kalioso.
MAN 3 Sragen occupies the land wide 1802 M2, with the details
are follows:
a. Class building and office are as wide as 740 M2.
b. Other buildings are as wide as 150 M2.
c. The free area is as wide as 1228 M .
The available mediums and instruments are as follows :
a. Class room i. Cafetaria
b. Principle room j. Security guard
c. Teachers room k. Small mosque
d. Library room 1. Computer laboratory
e. The school’s health Department m. Teacher’s toilet
f. Administration room n. Students’ toilet
g. Counseling room o. Living room
h. Store room
Besides that, MAN 3 Sragen also has complement devices for
the laboratory, among other facilities like tables, chairs, television, and
sport complement. For understanding teaching and learning process
MAN 3 Sragen is also completed with library, which supplies lesson
books, general knowledge books, religious books, newspaper and
magazines.
By those mediums and instruments, MAN 3 Sragen undertakes
its function as an educational institute for senior high school, it teaches
modern science and religious subjects. Besides teaching them formally,
MAN 3 Sragen also runs extra curricular activities to develop students’
interest and talents. Besides extra curricular activities, there is devotion
one, which ask them to put Islam in principle.
The activities are as follows :
a. Action of devotion activity
Praying Dzuhur together.
b. Extra curricular activities „___
2. Computer
3. Wall magazine
4. Electronic.
3.2. The Situations of Teachers and Staffs
In this formal education, is need qualified as teachers and staffs
as administrators to run teaching and learning process well. The
teachers and staffs in MAN 3 Sragen are as follows :
No. Name Code Lesson
1. Drs. Salim A Pembina Upacara
2. Sya’roni, BA B1 Sosiologi
B2 SKI
B3 Sejarah Nasional Umum
3. Dra. Ninuk F. Cl Qur’an Had its
C2 Aqidah Akhlak
4. Drs. Sunarin D Bimbingan dan Penyuluhan
5. Supriyanto, S. Pd. E Matematika
6. Dra. Amin S. FI Matematika
F2 Fisika
7. Asmah Kustati, S. Pd. G1 Geografi
G2 Antropologi
8. Drs. Agung Sutopo HI PPKn
10. Nurrohimah, S.Pd. J1 Ekonomi
J2 Akuntansi
J3 Sejarah Nasional Umum
11. Maryamto, S. Pd. K Fisika
12. Paino NM L Penjaskes
13. Zahrotus S, S. Pd. Ml Ekonomi
M2 Akuntansi
14. Zudi N1 Bahasa Indonesia
N2 Pendidikan Seni
15. Wahyudi, S. Pd. 0 Bahasa Indonesia
16. Lilis Tri F, S. Ag. P Bahasa Arab
17. Nurul H, S. Ag. Q Bahasa Arab
18. Nuning Aryati, S. Pd. R Kimia
19. Indri N, S. Pd. S Bahasa Inggris
20. Rini Asih, S. Pd. T Biologi
21. Siti Sollah, S. Pd. U Biologi
22. M. Sangadun, S. Pd. V Kimia
23. Enie Y, S. Pd. w Ketrampilan
24. Cety Wahyu M, S. Pd. X Bahasa Inggris
3.3. 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.1 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 third year students
are 37.
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.
3.4. 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.
The writer applied total sampling because he took all the subjects
of the population, except one who was not active in attending the
lecture.
