THE INFLUENCE OF TENTH GRADE STUDENTS’ IQ

TOWARD THEIR READING COMPREHENSION AT SMAN 3

MOJOKERTO IN ACADEMIC YEAR 2018/2019
Eko Okta Setiawan
English Department, STKIP PGRI, Nganjuk
Email: ekookta97@gmail.com

Abstrak
Penelitian ini dilakukan untuk mengukur perbedaan yang signifikan pada prestasi
belajar siswa kelas X di SMA Negeri 3 Mojokerto dalam membaca pemahaman teks
naratif oleh siswa yang memiliki tingkat IQ tinggi dan siswa yang memiliki tingkat
IQ rendah. Penelitian ini menggunakan desain penelitian ex-post facto dengan
pendekatan kuantitatif. Populasi penelitian ini adalah siswa kelas X SMA Negeri 3
Mojokerto yang berjumlah 280 siswa. Jumlah sampel adalah 60 siswa ditentukan
dengan menggunakan stratified random sampling. Variabel dalam penelitian ini
adalah Intelligence Quotient (IQ) sebagai variabel kontinu (X) dan keterampilan
membaca siswa sebagai variabel kontinu (Y). instrumen penelitian dilakukan melalui
tes membaca dan dokumentasi IQ. Sedangkan metode pengumpulan data
menggunakan tes administrasi dan meminta dokumentasi IQ dari sekolah. Teknik
analisis data dalam penelitian ini adalah analisis statistik data t-test. Berdasarkan
hasil analisis data, siswa yang memiliki tingkat IQ tinggi menunjukkan skor rata-rata
83,94 dan siswa yang memiliki tingkat IQ rendah menunjukkan skor rata-rata adalah
76,64. Hasil analisis data menunjukkan bahwa nilai tnilai adalah 8.372 dan ttabel adalah
1.672 pada taraf signifikan 0,05. Dapat disimpulkan sebagai berikut: t nilai > ttabel
demikian, hipotesis nol (Ho) ditolak dan secara otomatis hipotesis alternatif (Ha)
diterima. Sehingga ada perbedaan yang signifikan antara siswa yang memiliki
tingkat IQ tinggi mencapai lebih baik daripada mereka yang memiliki tingkat IQ
rendah dalam membaca pemahaman teks naratif di SMA Negeri 3 Mojokerto pada
tahun akademik 2018/2019.

Kata Kunci: Kecerdasan Intelegensi, Keterampilan Pemahaman Membaca

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Abstract
This research was conducted to measure the significance difference on student
achievement of the tenth-grade students at SMA Negeri 3 Mojokerto in reading
comprehension of narrative text by students who have high IQ level and who have
low IQ level. This research used ex-post facto research design. The population of this
research is the tenth-grade students of SMA Negeri 3 Mojokerto totaled 280
students. The number of sample was 60 students determined using stratified random
sampling. The variables of this research were Intelligence Quotient (IQ) as
continuous variable (X) and students’ reading comprehension skill as continuous
variable (Y). The research instrument was conducted through reading test and IQ’s
documentation. While the data collection method used administering test and asked
the IQ’s documentation from the school. Technique of data analysis in this research
was statistical analysis data t-test. Based on the result of data analysis, students who
have high IQ level show the average score was 83,94 and students who have low IQ
level show the average score was 76,64. The result of data analysis showed that tvalue
is 8,372 and ttable is 1,672 in level of significant 0,05. It could be concluded as follow:
tvalue > ttable so, the null hypothesis (Ho) was rejected and automatically the alternative
hypothesis (Ha) was accepted. So that there was significant difference between
students who have high IQ level achieve better than those who have low IQ level in
reading comprehension of narrative text at SMA Negeri 3 Mojokerto in academic
year 2018/2019.

Keywords: Intelligence Quotient, Reading Comprehension Skill

Introduction
Reading is one of the basic skills of language learning. It cannot be
separated from other skills of language learning such as writing, speaking and
listening. Those skills must be learned all by English language learners. For
students, reading is learning ways to enrich their ability and knowledge because
reading is the process of deriving meaning from text (King and Johnson, 2006).
For deriving the meaning, students should comprehend and understand the
meaning of the text totally. In line, reading without comprehension is not reading
and it (reading) is the ability to recognize, to pronounce, and to understand the
printed symbols on a page (Zuhra, 2015). It should be done with reading
comprehension activity.
Reading Comprehension is a part of life that is very important to access
information of the texts (Munawwarah, 2013). Modern society believes that the
ability to read as one of the most essential skills to succeed at school and in the
workplace. At school, the students’ all academic achievement depends to a greater
degree on reading literacy. It is believed that improved reading skills will improve
students’ academic performance. As necessary, the students cannot attain their
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academic achievement without comprehending what they read (Malekzadeh &

Bayat, 2015). Because reading comprehension is the ability to take information
from written text and do something with it is in a way that demonstrates
knowledge or understanding of that information (Brassell & Timothy, 2008).
There are many factors that can influence students reading comprehension.
According Larry, A. Harris and Carl B. Smith, wrote in their book that there are
five factors that are identified as the primary determinants of reading
comprehension, they are; background experience, language abilities, thinking
abilities (intelligence), affection and reading purposes. Intelligence has important
role toward students reading comprehension. If their intelligence is low, the
students will have difficulties in their understanding, but if the student intelligence
is high they will be better in their understanding. Intelligence consist of three
types, there are Intelligence Quotient (IQ), Emotional Quotient (EQ), and
Spiritual Quotient (SQ).
According to Dalyono (2007:184) Intelligence Quotient (IQ) is concerning
ability for learned to be already studied deep on effort adaption to situations that
insufficiently been known, or in trouble-shooting. Many people have opinion that
have good person or success in life is people that have high IQ. But the fact, many
person which their despite success though have average IQ. Meanwhile IQ or
level of intelligence quotient is acquired score of one tool of intelligence test. In
other word, IQ is acquired score of essays intelligence, so the essays of
intelligence more recognize with IQ. Ordinal, IQ test commonly use to
determining major in a school.
IQ test is often used in the entrance test or to help students to decide what
specific major they will take in their study. According to Anastasi and Davidoff,
IQ test has been introduced since 1916 to measure the children’s intelligence level
based on Binet intelligence test (Lewis, 2002:157). The IQ test result is divided
into seven categories. The lowest scale range is 80 and the highest is 120.
Prasetyono (2010:19) says that, IQ test not only has correlation with the
intelligence of someone but also their creativity. The low IQ will be followed by
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the low creativity, but high IQ will not be followed by the high creativity as well.
The IQ score shows the significant influence.
From the score of student’s IQ, the researcher wants to measure the
influence between student’s Intelligence Quotient (IQ) in their reading
comprehension skill. There is reason why the researcher wants to know the
correlation between them. That is only the researcher’s expectation, that students
have high IQ, they also good in reading. In some research said that there was high
influence between IQ and Writing Achievement. As like the research was from
Risma Rahajeng Lestari entitle “The Influence of Eleventh Grade Students’ IQ
toward Their Writing Ability at SMAN 1 Bangsal in academic year of
2013/2014”. The result showed that the total score of the research was 1,236. It
meant that this research had low influence.
Significant different was given by other research from Hanif Prayoega
entitle “The Influence of Students’ IQ Level toward Students’ Writing
Achievement at Tenth Grade of SMAN 3 Mojokerto in academic year of
2017/2018. The result of this research showed that the score was 2,824. It meant
that this research had high influence.
Both the research had significant different result, whereas the variable was
the same. This problem could make the people or society may confuse about the
truth if they knew about this case. Whether the Intelligence Quotient influence the
student’s writing achievement in English Education. Thus, the society just
assumed by their selves about this case.
From those result of previous study, the researcher took reading skill as the
different variable to correlate with Intelligent Quotient. The reason why the
researcher changes the variable, because the researcher thinks with the specific
skill the real of student’s ability can be seen clearly. Therefore, the researcher
would like to measure that given by IQ on students’ reading comprehension in
this research entitle “THE INFLUENCE OF TENTH GRADE STUDENTS’ IQ
TOWARD THEIR READING COMPREHENESION AT SMAN 3 MOJOKERTO
IN ACADEMIC YEAR 2018/2019.
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Research Method
In this research used ex-post facto research design with quantitative
approach which is conducted to measure the significance difference on student
achievement of the tenth-grade students at SMA Negeri 3 Mojokerto in reading
comprehension of narrative text by students who have high IQ level and studens
who have low IQ level.
The population of this research was tenth grade students of SMAN 3
Mojokerto in academic year 2018/2019. There were eight classes of tenth grade
students at SMAN 3 Mojokerto. They were divided into four classes for MIPA
(science) and four classes for IPS (social). The total of all tenth grade students
were 280 students. From the population which was taken from the whole students
of grade X SMAN 3 Mojokerto, the researcher took 20% from the population.
The number of 20-25% is suggested by Arikunto (2010:120) and the total
population was taken as the sample (N= 60 students) by stratified random
sampling. The researcher divided the population into 2 groups by IQ level. The
sample contained 2 groups of IQ level, students who have IQ higher than 110 and
students who have IQ lower than 110. After finding the number of each group, the
researcher took 20% from the each group randomly and the research obtained the
sample proportionally.
The data were collected by means of the IQ’s documentation and the reading
comprehension test. The data of Intelligence Quotient obtained from the
document of Intelligence Quotient of the school at SMAN 3 Mojokerto. The IQ
categories were High IQ level and Low IQ level. The researcher focused on
reading comprehension test because the researcher intended to investigate the
influence of Intelligence Quotient level students toward students’ reading
comprehension. The students were asked to answer a narrative story of amount
fifty questions of multiple choices. The story was about the Legend in Indonesia.
They were given 90 minutes to answer their test. Every correct answer had score 2
and 0 was wrong answer and the maximum score was 100. By those techniques,
the researcher obtained the value of those data that analyzed to determine the
relationship of student’s IQ score and their reading comprehension skill.
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Before the researcher used this instrument, the instrument had been
validated by the expert of Widya Budi Prasetyawan, S.S, M.Pd. The indicators
used to measure students’ ability in understand narrative text refer to vocabulary
in content (general idea, word meaning, references, purposes), getting the main
idea, finding the moral value, implicit meaning and explicit meaning. This
instrument had been arranged based on curriculum 2013 revision. And the
researcher used calculation t-test in analyzing the data.
Finding and Discussion
Table 1 presents the data of the high IQ score and reading comprehension
score of narrative text for tenth grade students at SMAN 3 Mojokerto in academic
year 2018/2019.
Table 1 The Data of Students’ High Intelligence Quotient Level
No The Name of Students IQ Scores Reading Scores
1 ADELIA KHARISMA P.R 110 80
2 ADISHA NASLLASYAFA DIAN A 114 84
3 AHMAD TAUFIK AKBAR 116 86
4 AKHMAD FAKTHUR FAUZI 110 78
5 ALDI ALFIAN 119 90
6 ALFIAN INDRA SAPUTRA 112 82
7 AYU KUSUMA NINGRUM 114 84
8 BACTIAR AWALUDIN 117 88
9 DANENDRA ADITYA PUTRA 115 80
10 DELLA AYU CAHYA NINGRUM 112 82
11 DILLA HARSETIYA M 114 82
12 DINDA MARCHELLA W 113 90
13 DITA APRILLIA 110 80
14 ERINA TRIA NOVITASARI 112 84
15 ERVIANIKO AMANUDDIN 117 92
16 GANANG ADI MURSENO 116 84
17 GANI DWI ANGGITA 114 86
18 HAFIZH MAZAYA NAVIANTO 110 80
19 IFANDI ANDIKA O 117 84
20 INEZ DIVA RAHMANIAR 113 88
21 KHALILIA NUR ISWATI 113 84
22 MAHARANI DYAH ARUMSARI 118 92
23 MUHAMMAD ANDY K 112 84
24 MUHAMMAD NABIL FIKRI 110 80
25 MUHIMMATUL ALIYAH 111 80
26 NABILA FARAH ABIDAH 112 86
27 PUPUT INTAN PRAMUDITA 111 84
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28 RIKA NANDITA PUTRI 111 80

29 SHERWIN YUDA ARDIANSYAH 113 84
30 TARISAH NURIN NASHIRAH 114 86
31 VELLA SEPHIA ARIANTO 110 80
32 WINDA MAHFIRONA INTAN M 112 82
Total Score 2686
Average Score 83,94
Source : data analysis researcher
Table 2 presents the data of the low IQ score and reading comprehension
score of narrative text for tenth grade students at SMAN 3 Mojokerto in academic
year 2018/2019.
Table 2 The Data of Students’ Low Intelligence Quotient Level
No The Name of Students IQ Scores Reading Scores
1 ALIEFIA NABILA PUTRI P 107 76
2 AZIZ NUR KUSUMA 108 72
3 DAMAI SASIKIRANA F 108 82
4 DEYA ALVINA PUSPITA SARI 107 74
5 FAN RIO SEBASTIAN 102 70
6 FIONA ANANDA FATIQA APRIL 109 78
7 GREYTA KHANSA P 105 78
8 KAYLA RACHMANIA ARZETI 108 78
9 KHOIRUL NISAK 103 74
10 MAHASTRA AULYA KARTIKA 108 82
11 MOCHAMMAD ARDIANSYAH 106 78
12 NADA VANCA ANGGRESTIA 108 78
13 NATASYAH DEVANI 108 80
14 NIKEN MARGARETHA P. H 107 78
15 PRISCA SERENATA PUTRI 102 74
16 PUTRI ARDHIA PRAMESTI 105 74
17 RAGIL DAYU MUNANDA 108 76
18 RISKA AYU MAHARANI 106 82
19 RIZAL FAKHRIULLOH 108 78
20 RIZAL JUNAEFI MAULANSYAH 108 78
21 SABRINA DELA MUHAFIFAH L 107 76
22 SEPTIN DWI DAMAYANTI 101 72
23 SITI AISYAH 107 76
24 VIRGI EKA FIRMANSYAH 107 76
25 WAHYU SINGGIH F 109 80
26 WIDIA NIA DINATA 104 76
27 YUNIAR FIRDA FITRIA A 108 74
28 ZUHRIYYAH QURROTUL’AINI 106 76
Total Score 2146
Average Score 76,64
Source : data analysis researcher
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The table above showed that from 60 students following the description
students’ IQ score is obtained the highest IQ was 119 and the lowest IQ was 101.
Based on the results of data analysis, students who have high IQ level show the
average score is 83,94 and students who have low IQ level show the average score
is 76,64. It is known that the student’s Intelligence give a significant influence to
increase the students score, especially on reading comprehension test. Through the
student’s IQ score the students can be encourage to improve their English ability,
especially in four language skills. It shows that the most important thing is their
intelligence can help students to get better achieve four English skill, especially in
reading comprehension. Besides, through brain storming words in the activity of
the reading comprehension students also can increase the others skills, speaking,
listening and also writing. From the result of the test, it is known that the high
intelligence students can get better the score of reading comprehension test than
the others. The results of data analysis show that tvalue is 8,372 and ttable is 1,672 in
level of significant 0,05. It can be concluded as follow: tvalue > ttable so, the null
hypothesis (Ho) is rejected and automatically the alternative hypothesis (Ha) is
accepted. Therefore, there is significant difference between students who have
high IQ level achieve better than those who have low IQ level in reading
comprehension of narrative text at SMA Negeri 3 Mojokerto in academic year
2018/2019.
Conclusion and Suggestion
IQ score and reading comprehension skill which are the variable in this
research have been taken to find the influence of each other. By comparing them,
the result is found that there is significant difference between students with IQ
higher than 110 and students with IQ 110 below. There are difference mean score
between high IQ level and low IQ level. It means that the Intelligence Quotient in
reading comprehension text for tenth-grade students of SMAN 3 Mojokerto in
academic year 2018/2019 is influence. Based on the factual data which is given to
the students of SMA Negeri 3 Mojokerto, it is clear that the students Intelligence
Quotient can give a good influence to their score on reading comprehension test.
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Therefore, the researcher recommends some suggestions. The first is

succeeded in teaching process. The English teacher should make their students
physically, mentally and emotionally ready to do some test in the classroom by
guiding them through the process of reading and not by emphasizing on the
correctness in reading test, especially for beginner students. The teacher can looks
for the students’ intelligence to decide the media and method for teach them in
English especially their reading comprehension. The teacher can gives them
exercise routinely to increase their ability. IQ test is necessary, because from the
result, it can help the teacher to choose the proper treatment for the students.
Nowadays, this report also informs about Emotional Quotient (EQ), learning
style, the usage of the subjects’ brain, and the interest field of the subject.
Although, it has proven that different IQ score does influence for reading
comprehension skill, it will be so much better if teachers can improve their
activity in teaching reading. Then, as a result, it also improves the quality of
students’ reading.
The second, and also as the last, for the next researchers, hopefully the
next research with the same discussion about IQ that this research is just the
beginning. It is simply far from perfectness and keeping inside the border of time
and number of subjects. It is looked forward to involve more number of samples;
hence the research can be responsible to trust. It is also expected that the future
research with the same focus can be conducted more worthy to reveal the secret of
IQ and the human’s skill not only in reading comprehension skill of narrative text
but also in the other application which can help the improvement of English
instructional activity itself. In addition, the other researcher can find out the latest
theory to make the research be stronger. The research can show the different result
and can be perfect than previous research.
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