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CHAPTER I
INTRODUCTION
1.1 Background of study
In the global era, communication between one and the other country is very
important. To make it easy we should master the international language where most of
people in this world use it to make communication.
Sometimes, people get difficulty in speaking the foreign language. This makes
them get difficulty to say their smart idea, opinion, agreement, disagreement or whatever
they want.
A lot people in Indonesia are not able to speak English fluently because commonly
English is only taught in schools or courses and not in their daily activities. Furthermore,
not all of people in Indonesia can study in schools or courses. Consequently, not all people
are able to speak English well.
People who can study in schools or courses sometimes also get difficulties in
English speaking because of many factors. One of them is their Intelligence Quotient or IQ.
Sometimes students with high IQ are able to speak English better than students with low
IQ. According to Utami Munandar ( 1985 : 21 ) opinions, the way to speak, the way to ask
questions, the ability to solve their problems and so on reflect their intelligence. Therefore,
it is a very interesting phenomenon that the writer wants to prove this case in research.
The writer wants to know whether the students IQ influence their speaking ability. Based
on the above fact, the writer wants to do research about the students speaking ability
based on the result of their IQ test in the second year and the result of their speaking test.
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1.2 Problem of the study
Based on the background of the study, to be more explicit, the writer formulates
the statement of problem as follows:
Is there any positive correlation between students IQ and their speaking ability in
the third year of SMU Widya Dharma Turen Malang 2002 2003.
1.3 Purpose of study
According to the research problem stated above, the purpose of the study to see
whether there is any positive correlation between students IQ and their speaking ability in
the third year of SMU Widya Dharma Turen Malang 2002 2003 or not.
1.4 Statement of hypothesis
Based on the problem stated above, the hypothesis of the research can be
formulated as follows:
Ha : There is any positive correlation between students IQ and their speaking
ability in the third year of SMU Widya Dharma Turen Malang 2002 2003.
Ho : There is no positive correllation between students IQ and their speaking
ability in the third year of SMU Widya Dharma Turen Malang 2002 2003.
1.5 Significance of the study
It is expected that the result of the study can be used to bridge the gap between
the students IQ and their speaking ability. If there is any correlation between both of them,
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the students with low IQ should get more special treatment from the teacher than those
with high IQ.
1.6 Scope and limitation of the study
Due to the limited time, the writer only focuses the research on the students
speaking result and their IQ score.
The scope and limitation of the study are made as follows:
1. The study is focused on the speaking ability and the students IQ in the third year at
SMU Widya Dharma Turen Malang 2002 2003 is used for this research.
2. There are 365 students studying at the third year of SMU Widya Dharma Turen
Malang 2002 2003. These students will be used as the subjects of this research.
1.7 Definition of key-terms
1. Correlation is a statistical technique which is used to know to what extent variables or
more are related to another (Suharsimi Arikuntoro, 1976: 2001).
2. Intelligence Quotient ( IQ ) is a measure of relative brightness. It asserts that,
compared with persons of his own age group, an individual has attained a certain rank
on particular intelligence test (David Wechsler, 1966 : 151).
3. Speaking ability is the skill or power to speak of a language.
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CHAPTER II
REVIEW AND RELATED LITERATURE
In this chapter, the writer would like to give many attentions to some aspects in
relation with students IQ.They should be presented and discussed in detail in order to
comprehend all of the explanations in this study.
The major purpose of reviewing the literature is to determine what has already
been done that relates to our problem. In other words, the review tells the researcher what
need to be done. Another important function of the literature review is to point out
strategies and specific procedures and measuring instruments that have and have not
been found to be productivity in investigating the problem (Gay, 1991:6).
2.1 Intelligence
2.1.1 Definition of intelligence
Intelligence is a network of strongly related abilities concerning the retention,
transformation, and utilization of verbal and numerical symbols (Wallach and Kogan,
1967:140). It is as what Marstune says that Intelligence is the ability of the organism to
adjust it self adequately to new situation (1931:291).
While The American Heritage Dictionary states that intelligence is the power of
perceiving, learning, understanding and knowing mental ability (1969:89).
Binets original conception of Intelligence as a single process was later supported
by Spearman (1927), who found an overlap between individual performances on a variety
of intelligence sub tests. He concluded that this reflected a common or general factor of
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intelligence that was a shared requirement of all the sub tests. Beyond the general factor,
Spearman (1972) also posited the existence of specific factors, unique to each mental
activities, that combined with the more important general factor to constitute intelligence.
Intelligence, therefore, was largely viewed as a general ability to solve mental problems.
Intelligence has also been viewed as a set of specific traits or factor. Thurstone
(1938) identified the following as primary mental abilities:
1. Number: doing arithmatic calculations.
2. Verbal: showing understanding of word passages.
3. Space: manipulating an object in two or three dimension.
4. Word fluency: thinking of the meaning of isolated words.
5. Reasoning: discovering a rule or principle.
6. Rote memory: quick memorization.
Many students are better at some of these tasks, but not at others. It indicates a
difference in proficiency or ability from one to the others.
2.1.2 Different kinds of intelligence
Closely related to the conception of Intelligence as a group of traits is the idea of
the different kind of intelligence. Jensen (1968) proposed two :
v Associative intelligence, requiring memory and the ability to build simple
associations or connections.
v Abstract intelligence, requiring thinking and problem-solving.
Moore Recently, Gardner (1983) proposed seven different types of intelligence:
1. Linguistic intelligence or the ability to use words (as might a writer)
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2. Musical intelligence or the ability to write music or play an instrument (as might
a musician)
3. Logical-mathematical intelligence or the ability to reason and use symbols (as
might a scientist)
4. Spatial intelligence or the ability to arrange and rearrange objects in space (as
might an architect)
5. Bodily kinesthetic intelligence or the ability to control ones body (as might a
dancer or gymnast)
6. Intrapersonal intelligence or the ability to control ones inner thoughts and
feelings (as might a spiritual leader)
7. Interpersonal intelligence or the ability to function well socially (as might a
salesperson or politician)
Students can have some of these intelligence but not others, and they can lose
some and gain or retain others. Schools often ignore many of these types of intelligence
while focusing primarily on linguistic and logical-mathematical types. Because of that,
many students who gain good intelligence on linguistic and logical-mathematical types feel
inferior to others. In this research, because the students IQ correlated with their speaking,
the students who gain good intelligence on linguistic of course have good speaking too.
2.2 Intelligence Quotient ( IQ )
2.2.1 Definit ion o f IQ
The expert made different intelligence test which possible to know the students
intelligence in short time. It commonly explained into intelligence quotient or IQ. According
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These classification are as follows:
Table 2.1 Wechsler Intelligence categories
IQ CLASSIFICATION
Over 130 Very superior
120 129 Superior
110 119 Smart normal
90 109 Average
80 89 Unwieldy normal
70 79 Border-dull
70 and less Defect mentality
In normal distribution of IQ, the average IQ is 100 with standard deviation 15
according to wechsler. In intelligence norm according to Rudolf Amthauer these
classification is as follows:
Table: 2.2 Rudolf Amthauer intelligence norm
NO SCORE CATEGORY
1 Over 119 Very superior
2 105 118 Superior
3 100 104 Upper Average
4 95 99 Average
5 81 94 Lower Average
6 80 and less Very lower
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The other classification of IQs used are:
Table 2.3 Terman Intelligence categories
IQ CLASSIFICATION
Above 140 Near genius or genius
120 140 Very superior intelligence
110 119 Superior intelligence
90 109 Normal, or average intelligence
80 89 Dullness
70 79 Borderline deficiency
Below 70 Definite feeblemindedness
2.3 Speaking
2.3.1 Definit ion of Speaking
Speaking is the major means of human communication, Helmstetter (2000:2)
states that speaking is motoric activity which mouth, tongue, larynx, and respiratory tract
produce sound in form of words. It is probably the single most powerful and influential tool
that human can use in their social interaction. It is also a complex skill requiring the
simultaneous use of a number of different abilities that often develop at different rates.
Wepman (1973) postulated two processes in the central nervous system dealing with
spoken language:
a. The transmission process is divided into receptive and expressive modes.
b. The integration process provides for the decoding and encoding of previously
patterns to give meaning to the stimulus.
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2.3.2 Components of the speech process
Five components are generally recognized in analysis of the speech process:
1. Pronounciation (Including the segmental features vowels and consonants and the
stress and intonation patterns).
2. Grammar.
3. Vocabulary.
4. Fluency (The case and the speed and the flow of speech).
5. Comprehension for oral communication certainly requires the subjects to respond
to speech as well to initiate it (Harris, 1977:81-82).
There are 3 functions to make human can speak normally:
1. Breathing is energy in speaking process because voices formed when we eject
breath.
2. Foundation is voice formation which is formed by vibration of vocal cords in the
larynx, up respiration tract.
3. Articulation is spelling which is formed because of change of roam and organs
movement between sounds and lips, there are tongue movement, ceiling, larynx,
jaw and lips.
Learning to speak a foreign language requires more than knowing its grammatical
and semantic rules. Students must also acquire the knowledge of how native speakers use
the language in the context of structured interpersonal exchange, in which many factors
interact. Therefore, it is difficult for English Foreign Language learners to speak the target
language fluently and appropriately.
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Speaking a language is especially difficult for foreign Language learners because
effective oral communication requires the ability to use the language appropriately in social
interactions. Diversity in interaction involves not only verbal communication but also
paralinguistic elements of speech such as pitch, stress, and intonation. In addition, non-
linguistic elements such as gestures and body language/posture, facial expression, and so
on may accompany speech or convey messages directly without any accompanying
speech. In addition, There is a tremendous variation cross-culturally and cross-
linguistically in the specific interpretations of gestures and body language(Brown
1994:241).
2.3.3 Components underlying speaking effectiveness
Hymes (1971) assumes that English Foreign language learners need to know not
only the linguistic knowledge but also the culturally acceptable ways of interacting with
others in different situations and relationships. His theory of communicative competence
(1971) consist of the interaction of grammatical, psycholinguistic, sociolinguistic, and
probabilistic language components.
Built on Hymestheory, Canale and Swain (1980) propose that communicative
competence included grammatical competence, discourse competence, sociolinguistic
competence, and strategic competence, which reflect the use of linguistic system and the
functional aspects of communication respectively.
a. Grammatical competence
In order to convey meaning, English Foreign language learners must have the
knowledge of words and sentences; that is they must understand how words are
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segmented into various sounds, and how sentences are stressed in particular ways. Thus,
grammatical competence enables speakers to use and understand English language
structures accurately and unhesitatingly, which contributes to their fluency.
b. Discourse competence
Effective speakers should acquire a large repertoire of structures and discourse
markers to express ideas, show relationships of time, and indicate cause, contrast, and
emphasis (Scarcella and Oxford 1992) so learners can manage turn-taking in
conversation.
c. Sociolinguistic competence
Learners must have competence which involves knowing what is expected socially
and culturally by users of the target language; that is, learners must acquire the rules and
norms governing the appropriate timing and realization of speech acts. It also helps
learners know what comments are appropriate, know how to ask questions during
interaction, and know how to responds nonverbal according to the purpose of the talk.
d. Strategic competence
It is the way learners manipulate language in order to meet communicative goals
(Brown, 1994:228). It is also the ability to compensate for imperfect knowledge of linguistic,
sociolinguistic and discourse rules (Berns 1990)
2.4 Abil ity
According to Barton (1952:98) ability is a generalized power to carry on an
integrated complex of related activities, and lorter and Porter states, ability is an individual
characteristic like intelligence, manual skill, trait belongs to someone that can be actualized
through is behavior (1967:54).
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Many researchers make a future of their thinking about the definition of the ability.
To make clear understanding about the definition of the ability, the writer will describe
about the ability that we find each of the individual competence.
Lambert says:
Ferguson views ability as relative invariant aspects of behavior that manifestthemselves in modes of responding to particular psychological test. Thus one
Intelligence is his peculiar pattern of abilities that have become stabilized for himat his particular age level. Abilities are that characterizes ability reflects the fact
that little change in behavior occurs as learning in continued. Basically, then
individual vary in term speed with which they reach this point of behavioralstability, and also in term of the level of skill attained before stability manifest itself
(1972:77).
James (1983:1) states that ability means power to perform an act physical or
mental either before or after training. From the statement above, it can be concluded that
power consists of physical and mental ability.
Morgan defines two kinds of abilities. The first, Intellectual ability is being achieved
without learning or training, it is natural. The ability automatically appears which is called
aptitude in the psychology. The second is special ability that usually requires specific
activities or occupation.
2.5 Speaking ability
Speaking ability is one of the abilities that should be applied by the students in the
form of saying word or sentences. They follow the teachers instruction or they repeat the
sentences that the teacher has said. Local curriculum of 1994 states that the students
should be able to imitate pronounciation of the words after the teacher and they are
expected to do a short and simple conversation correctly.
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Factors which may influence speaking is Intelligence. Crow & Crow, (in the
Sugeng Paronto, 1984) states that Intelligence is the term applied to these activities that
are associated with the higher mental process, among the various aspects, memory,
imagination, reasoning and other forms of mental activity. So, Intelligence is the students
ability to apply the activities with mental process. The students will face many difficulties on
memory, imagination, and reasoning if they have low intelligence with intelligence test.
Intelligence test must be done by psychologists.
There is a list of good intelligence which is suitable with their education:
INTELLIGENCE THE EDUCATION
80 90 Elementary school
90 110 Junior and senior school
110 The University
Based on the table, the students must have good Intelligence if they want to
succeed in the learning process including speaking. It is as Lessler and Bridges (1973)
says that the correlation of intelligence quotient with learning ability ( speaking, reading,
writing, and listening) is from .40 to .68.
In 1962, Pimsleur, Mosberg, and Morrison published a literary review of studies
concerning student factors in foreign language learning including speaking. They stated
that there is a positive correlation between intelligence and foreign language achievement.
Correlation between IQ and foreign language achievement in the studies they covered
ranges from .21 to .65 with many around. 45. Intelligence, they said, is a significant factor.
They also stated that the other factor in foreign language learning is bilingualism, it brings
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the individual cognitive benefits; study habits, familiarizing oneself with the goals of a
language course and nourishing good study habits leads to greater success.
Motivation and attitudes towards second language learning; and personality
factors, factors said to be positive were submissiveness, confidence, and personal
aspirations, factors said to be negative were fear of failure or embarrassment, emotionally,
anxiety, inner conflict and egocentricity.
Edwards, Welld, and Wesche (1982) they also found a relationship between
intelligence and foreign language aptitude. Carroll (1958) also mentioned that factors
affecting success in foreign language study were associative memory, linguistic interest,
inductive language learning, grammatical sensitivity, sound-symbol association, speed of
association, and verbal knowledge; some have labeled this factor verbal ability based on
Pimsleur, Mosberg, and Morrison, 1962 version, or verbal intelligence based on Pimsleur,
Stockwell, and Comrey, 1962 version.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter is devoted to describing methodology of the research. For this
purpose, five points of discussion are presented: research design, population and sample,
research instrument, data collection techniques, and data analysis techniques.
3.1 Research design
The research design of this study is correlational study because it correlates the
difference between of two sets of data. There are two variables, namely Independent
variable and dependent variable. The Independent variables is students IQ and the
dependent variables is students speaking ability. Independent variables are the conditions
or characteristics that the experimenter manipulates in his or her attempt to ascertain their
relationship to observed phenomena (Best, 1981) while the dependent variables are the
conditions or characteristics that appear, disappear, change or remove the independent
variables (Butler, 1985:11). A variable is an attribute of a person or an object which varies
from person to person or from object to object (Hatch and Farhady, 1982:12). Data are
collecting from test of speaking and test of IQ. At the end of this, the result of tests in both
variables will be compared to find the correlation between both of them.
3.2 Population and sample
Moore (1983:110) states that a population is a complete set of individuals or whole
subjects of a research having some observable characteristics. The population of this
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study is 365 students learning in the third year of SMU Widya Dharma Turen-Malang in
academic year of 2002-2003.
Not all population is taken as sample. As Ary, et al (1979) and Arikuntoro (1982)
stated that if not the whole population is obtained as sample, sampling technique is
required. 40 students are used as sample in this research, A sample is subject of a
population. It is a small proportion of a population selected for observation and analysis
(Moore, 1983; Best, 1981). In this research, the Independent variable which consists of 40
students is given test in IQ; in this part the writer just receives these results without doing
the IQ test by herself. This test is conducted by Citra Anda as human resources and
psychological consultant who is required by school. As so the dependent variable
consisted of 40 students is given speaking test about hobby, favorite persons and family in
a limited time i.e 3 minutes.
3.3 Research instrument
Gay (1987:123) insists that whether you are seeking answers to questions, you
must have a good instrument for collecting your valid and reliable data. It is a matter of
selecting the best instrument for our purposes from those that are available. However,
sometimes we may have to develop our instrument.
This study uses two types of instrument, that are documentation of IQ and test of
speaking. The IQ documentation is used to collect data on the IQ score or level of IQ while
the speaking test is used to collect data on the speaking ability.
The IQ test is given to the second year students by the Human Resources and
Psychological Consultant collaborating with the school. The speaking test consists of
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questions on the students ability on speaking. It consists of 5 questions. These questions
are: (1). What is your hobby?, (2). Why do you like that?, (3). Who is your favorite person?,
(4). Why do you like your favorite person?, (5). Tell about your family!.
Focuses of scoring the speaking ability are pronounciation, grammar, vocabulary,
fluency and comprehension for oral communication as recommended by Harris (1977).
The scorers are the writer herself and English teacher at SMU Widya Dharma Turen.
3.4 Data collection techniques
Two kinds of data are used for this study: students IQ score and students
speaking score. The data are collected by using two kinds of instrument; the IQ score
obtained from IQ documentation and speaking score from speaking test. Data on IQ are
collected from the consolor teacher where the school has done this test before and
collaborated with Citra Anda as Human Resources and Psychological consultant. In this
section, the writer only analyzes data which are got instantly. Therefore, the speaking test
is given in English class after getting permission from the teacher. When scoring the oral
data from speaking test, the writer collaborates with the English teacher at SMU Widya
Dharma Turen. However, when giving the speaking test, the writer herself does the job.
The whole time giving speaking test to 40 students took about 120 minutes. Each students
requires around 3 minutes to answer the questions.
The data on speaking test are examined to see their speech process which
consists of pronounciation, grammar, vocabulary, fluency and comprehension. The scoring
criteria used in this study is the criteria issued by the Department of National Education
(Depdiknas). The criteria used level of ability, namely: Excellent (A), Good (B), Fair (C),
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Poor (D), and Very poor (E). Every level had its criteria in two kinds of scaling, namely 0 to
100 and A to E. The following table showed the criteria.
Table 3.1 Scoring criteria
No Degree Of Ability Qualification Letter Grade
1 80 100 Excellent A
2 70 79 Good B
3 60 69 Fair C
4 50 59 Poor D
5 0 49 Very poor E
3.5 Data analysis techniques
After data are collected by using the research instrument, the next turn that should
be done by the writer is analyzing the data. In analyzing the data, she must pay attention to
the purpose of the study that is to know the positive correlation between the students IQ
and their speaking ability in the third year student of SMU Widya Dharma Turen Malang
2002-2003.
The result of this study is presented in the table form, so that the writer able to
present the students speaking ability and their IQ level. Meanwhile, the formula, which is
used by the writer, is:
( )( )22 yxxy
r
=
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Where, r = The correlation coefficient between X and Y, the correlated
twoVariables
xy = The sum of x multiplied by y
x2 = The square of x
y2 = The square of y
The coefficient correlation gained from the above formula Henceforth consulted to
the next norms:
0.00 0.20 There is no correlation (The test is not valid)
0.20 0.40 Low correlation (Low validity)
0.40 0.70 Moderate correlation (Moderate validity)
0.70 0.90 High correlation (High validity)
0.90 1.00 Perfect positive correlation (Perfect positive validity)
(Suditomo,89)
Furthermore, to know the students level of speaking ability, the writer uses the
criteria below, based on Buku Pedoman Penyelenggaraan Pendidikan Universitas
Muhammadiyah Malang Tahun Ajaran 1995/1996:
Table 3.2 Level of ability
Level of ability Predicate
80 % - 100 % Very good
65 % - 79 % Good
55 % - 64 % Fair
45 % - 54 % Poor
0 % - 44 % Very poor
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CHAPTER IV
RESULTS AND DISCUSSIONS
In this chapter, the researcher explains the results and discussions of the
problems which have been stated in previous chapter.
4.1 Results
This section presents the results of the data analysis which cover two variables.
The first variable was Intelligence Quotient and the second variable was speaking ability.
The results of the study which are based on the tests of the two variables are
described as follows:
a. IQ tests
From 40 students who were taken as the subjects of this research, 16 students
(40%) were classified into below average group, 15 students (37,5%)were classified into
average group, 7 students (17,5%) were classified into above average group and 2
students (5%) were classified into superior group. (Appendix I)
b. Speaking test
From 40 students who were taken as the subjects of this research on September
17th, 2002 at 08.00 10.00 am, 7 students (17,5%) were classified into fair, 20 students
(50%) were classified into good and 13 students (32,5%) were classified into excellent.
(Appendix II)
Based on the two groups of scores; the writer sets up the table to know if there is
any correlation between the students IQ and their speaking ability. (Appendix III)
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Pimsleur, Mosberg, and Morisson (1962) stated that there is a positive correlation
between intelligence and foreign language achievement. It is also true for students
speaking ability. That is why students with high IQ achieve high score in their speaking and
students with low IQ achieve low score in their speaking although it is not always. This is
because there are still other influencing factors in foreign language achievement such as
bilingualism, study habits, motivation, and also personality. Morisson (1964) also stated
that the factor influencing second language development is the students attitude to the
target language and culture; a student who is unhappy or uncomfortable in the academic
and social environment will probably learn English more slowly than a student who is
happy or does not face a problem. Another related factor is the attitude of the student to his
or her new teachers and the classroom environment; learning will not take place very
easily when the student does not feel that he or his own culture is accepted or valued by
the teacher or by the other students in the class. A further influence on the speed at which
a child learns a second language is related to personality. The students who are willing to
take risks and who are not afraid of being wrong have a language learning advantage over
the fearful and timid students. And finally, it is clear that a motivated, hard-working student
with an interest in an aptitude for learning language will do better than someone with
opposite characteristics.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents some conclusions concerning the result of the study
discussed in the previous chapter and provides suggestion concerning the students IQ
and their speaking ability.
5.1 Conclusion
In the previous chapter, the writer has analyzed and interpreted the data. In this
part, the writer presents the conclusions of the study concerning the correlation between
the third year students IQ and their speaking ability at SMU Widya Dharma Turen
Malang.
Not all of the students with high IQ have high grade in their speaking and not all of
students with low IQ have low grade in their speaking too. Based on the results above,
there are some students with high IQ but have low grade in speaking and there are some
students with low IQ but have high grade in speaking. It can be concluded that there is a
moderate correlation between the students IQ and their speaking ability.
5.2 Suggestion
Based on the conclusions above, the writer gives some suggestion to the teacher,
the conselor teacher and the students.
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5.2.1 Suggestion for the teacher
The writer hopes that the result of this thesis gives benefit for the progress of
teaching- learning process.
Based on the speaking score made by the students, the English teacher should
give more attention and treatment to the students with low IQ and the students with high IQ
who have difficulties in speaking so they can increase their speaking ability. Besides, the
English teacher should give more practice in speaking on her teaching learning process
to develop the students speaking ability.
5.2.2 Suggestion for the consolor teacher
The conselor teacher should find the factors which may cause the students who
have low grade in their study or have difficulties in their study and support them to reach
their optimal grade.
5.2.3 Suggestion for the students
The students should know that studying English needs patience and confidence.
The students must study hard and use the time effectively because English is very
important to communicate with other persons, and English has a great role in the world
because it is an international language.
The students should be active in using English because it will help them develop
their speaking.