i

THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE

QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION

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

Academic Year of 2015/2016)

THESIS

Written by

NINA ANDRIANTI LOASANA

K2209067

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Fulfilment of the Requirements for achieving the

Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2016

ii

PRONOUNCEMNET

This is to certify that I myself write this thesis, entitled “The Role of

Grammar Mastery and Intelligence Quotient (IQ) on Students’ Reading

Comprehension (A Correlative Study in Eighth Grade Students of SMP

Negeri 9 Surakarta Academic Year of 2015/2016)”. It is not a product of

plagiarism or made by others. Anything related to others’ works is written in

quotation, the sources of which are listed on the bibliography.

If then this pronouncement proves wrong, I am ready to accept any

academic punishment including the withdrawal or cancellation of my academic

degree.

Surakarta, July 2016

Nina Andrianti Loasana

iii

THE APPROVAL OF CONSULTANTS

THE ROLE OF GRAMMAR MASTERY AND INTELLIGENCE

QUOTIENT (IQ) ON STUDENTS’ READING COMPREHENSION

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

Academic Year of 2015/2016)

THESIS

By:

NINA ANDRIANTI LOASANA

K2209067

This thesis has been approved by the consultants to be examined by the Board of

Examiners of Teacher Training and Education Faculty of Sebelas Maret

University.

On:

Approved by:

First Consultant,

Dr. Ngadiso, M. Pd.

NIP. 19621231 198803 1009

Second Consultant,

Teguh Sarosa, S. S., M. Hum.

NIP. 19730205 200604 1001

iv

LEGALIZATION OF EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of

Teacher Training and Education Faculty of Sebelas Maret University and

accepted as partial fulfilment for the requirements for achieving Undergraduate

Degree of Education in English.

Day :

Date :

Board of Examiners:

1. Chairperson:

Hefy Sulistyawati, S.S, M.Pd.

NIP. 19781208 200112 2002

2. Secretary:

Dr. Abdul Asib, M. Pd.

NIP. 19520307 198003 1005

3. Examiners 1:

Dr. Ngadiso, M. Pd.

NIP. 19621231 198803 1009

4. Examiners 2:

Teguh Sarosa, S. S., M. Hum.

NIP. 19730205 200604 1001

(.............................................)

(.............................................)

(.............................................)

(.............................................)

Teacher Training and Education Faculty

Sebelas Maret University

The Dean,

Prof. Dr. Joko Nurkamto, M. Pd.

NIP. 19610124 198702 1001

v

ABSTRACT

Nina Andrianti Loasana. K2209067. 2016. The Role of Grammar Mastery and

Intelligence Quotient (IQ) on Students’ Reading Comprehension (A

Correlative Study in Eighth Grade Students of SMP Negeri 9 Surakarta

Academic Year of 2015/2016). Thesis. First Consultant: Dr. Ngadiso, M. Pd.,

second consultant: Teguh Sarosa, S. S., M. Hum. English Education Department,

Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta.

This thesis is aimed to find out the correlation between (1) students’

grammar mastery and reading comprehension; (2) students’ Intelligence Quotient

(IQ) and reading comprehension; (3) students’ grammar mastery and Intelligence

Quotient (IQ) toward reading comprehension.

The method used in this study is correlational study. The study was

conducted in May 2016 at SMP Negeri 9 Surakarta. The population of this study

is the eighth grade students of SMP Negeri 9 Surakarta in the academic year of

2015/2016 which consists of nine classes. The total number of the population is

227 students. 30 students of the eighth grade was taken as the sample of the study.

The instruments to collect the data are tests. The tests are used to collect the data

of students’ grammar mastery and reading comprehension. The techniques used in

analysing the data are Simple and Multiple Linear Regression and Correlation.

The result of the study shows that in the level of significance α = 0.05

it is found that (1) there is a positive correlation between the students’ grammar

mastery and reading comprehension (rx1y = 0.729, to = 5.636 > tt = 1.699); (2)

there is positive correlation between intelligence quotient and reading

comprehension (rx2y = 0.4228, to = 2.469 > tt = 1.699), and (3) there is a positive

correlation between the students’ grammar mastery and intelligence quotient

simultaneously and reading comprehension (rx1x2y = 0.745 and Fo = 16.80 > Ft =

3.34). From the results of the study it is also known that students’ grammar

mastery and intelligence quotient are important factors that give contribution to

reading comprehension. The students’ grammar mastery gives 53.14%

contribution to reading comprehension, and the students’ intelligence quotient

gives 17.88 % contribution to the students’ reading comprehension. While

simultaneously the students’ grammar mastery and reading comprehension give

55.46% contribution to their reading comprehension. It means the increase of the

students’ grammar mastery and intelligence quotient, either partially or

simultaneously will be followed by the increase of the students’ reading

comprehension.

From the result of the study, it is known that the grammar mastery and

intelligence quotient are important factors that can improve their reading

comprehension. Those two factors cannot be ignored and should be maintained

and elevated in increasing the students’ reading comprehension.

Keywords: grammar mastery, intelligence quotient, reading comprehension.

vi

ABSTRAK

Nina Andrianti Loasana. K2209067. 2016. Peran Penguasaan Grammar dan

Kecerdasan Intelektual (IQ) pada Pemahaman Membaca Siswa (Studi

Korelatif pada Siswa Kelas VIII SMP Negeri 9 Surakarta Tahun Akademik

2015/2016). Skripsi. Pembimbing satu: Dr. Ngadiso, M. Pd, pembimbing dua:

Teguh Sarosa, S. S., M. Hum. Pendidikan Bahasa Inggris, Fakultas Keguruan dan

Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta.

Skripsi ini bertujuan untuk mengetahui hubungan antara (1) penguasaan

grammar dan pemahaman membaca siswa; (2) kecerdasan intelektual (IQ) dan

pemahaman membaca siswa; (3) penguasaan grammar dan kecerdasan intelektual

(IQ) terhadap pemahaman membaca.

Metode yang digunakan dalam penelitian ini adalah studi korelasional.

Penelitian dilakukanpada bulan Mei 2016 di SMP Negeri 9 Surakarta. Populasi

penelitian ini adalah siswa kelas VIII SMP Negeri 9 Surakarta pada tahun

akademik 2015/2016 yang terdiri dari sembilan kelas. Jumlah populasi adalah 227

siswa. 30 siswa dari kelas delapan diambil sebagai sampel penelitian. Instrumen

untuk mengumpulkan data adalah tes. Tes digunakan untuk mengumpulkan data

grammar dan pemahaman membaca siswa. Teknik yang digunakan dalam

menganalisis data yang dan Regresi Linear dan Korelasi Sederhana dan Berganda.

Hasil penelitian menunjukkan bahwa pada tingkat signifikansi α = 0,05

ditemukan bahwa (1) terdapat korelasi positif antara penguasaan grammar dan

pemahaman membaca siswa (rx1y = 0,729, to = 5,636 > tt = 1,699); (2) terdapat

hubungan positif antara kecerdasan intelektual (IQ) dan pemahaman membaca

siswa (rx2y = 0,4228, to = 2,469 > tt = 1,699), dan (3) terdapat korelasi positif

antara penguasaan grammar dan kecerdasan intelektual (IQ) secara bersamaan

terhadap pemahaman membaca siswa (rx1x2y = 0,745 dan Fo = 16,80 > Ft = 3.34).

Dari hasil penelitian, juga diketahui bahwa penguasaan grammar dan kecerdasan

intelektual (IQ) adalah faktor penting yang berkontribusi dalam pemahaman

membaca. Penguasaan grammar siswa memberikan kontribusi sebesar 53,14%

terhadap pemahaman membaca, dan kecerdasan intelektual (IQ) siswa

memberikan kontribusi sebesar 17,88% terhadap pemahaman membaca siswa.

Sementara secara bersamaan penguasaan grammar dan kecerdasan intelektual

(IQ) memberikan kontribusi sebesar 55,46% untuk pemahaman membaca siswa.

Hal ini berarti setiap peningkatan penguasaan grammar dan kecerdasan intelektual

(IQ) siswa, baik secara parsial maupun secara simultan, akan diikuti oleh

peningkatan pemahaman membaca siswa.

Dari hasil penelitian, diketahui bahwa penguasaan grammar dan

kecerdasan intelektual (IQ) merupakan faktor penting yang dapat meningkatkan

pemahaman membaca siswa. Kedua faktor ini tidak dapat diabaikan dan harus

dipertahankan dan ditingkatkan untuk meningkatkan pemahaman membaca siswa.

Kata kunci: penguasaan grammar, kecerdasan intelektual (IQ), pemahaman membaca

vii

MOTTO

Karena sesungguhnya sesudah kesulitan itu ada kemudahan. Sesungguhnya

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

Maka bergembiralah karena susungguhnya satu kesulitan tidak mungkin

mengalahkan dua kemudahan. (Rasulullah)

viii

DEDICATION

With love, this thesis is dedicated to:

my beloved papa and mama, for endless prayer,

patience and faith, there’s nothing I have done -

and I will do- to deserve you both. please stay

healthy and happy,

my beloved brother, Ridwan, for being

annoying supporting brother. I love you. There,

I said it.

my dearest Dimas Trisuseno, for too many

things to be mentioned in one sentence.

my -so far away- best friends, Bella and Fida

thank you for giving me the book, the support,

and the endless friendship

my family in KSR PMI Unit UNS, especially

for the moments when I feel so lucky to be part

of this amazing family.

all my friend in EED 09, thank you for being

there in the end

Robiah, Fitri, Venti, Members Of PTBN, Lia,

Kiki, Anggi, Ayu through whom Allah help me

to finish this long journey

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ACKNOWLEDGEMENT

Alhamudulillahirabbil’alamin. All praises be to Allah SWT for all the

abundant blessing, mercies, and guidance, hence I can accomplish the writing of

this thesis. In this occasion, I would like to acknowledge my deepest gratitude and

appreciation to the following:

1. Prof. Dr. Joko Nurkamto, M. Pd, the Dean of Teacher Training and Education

Faculty of SebelasMaret University, for this approval to write this thesis.

2. Teguh Sarosa, S.S, M. Hum, the Head of English Department, for his

permission to write the thesis and being my second thesis consultant, for every

precious time, reading these pages and contributing valuable comments,

advice, criticism, guidance, and motivation to make it better and worthy to

read.

3. Dr. Ngadiso, M. Pd. my first thesis consultant, for every precious time,

criticism, advice, comments, guidance, and motivation of this thesis writing.

4. PMR SMP Negeri 9 Surakarta, for their participations in this research.

5. All the lectures in English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University, for all knowledge shared.

6. All the friends who cannot be mentioned one by one, for their supports.

Finally I sincerely hope that this thesis is beneficial for writers, teachers,

and students. Any criticism is welcomed for the better research in the future.

Surakarta, July 2016

Nina Loasana

(hinata.loasana@gmail.com)

x

TABLE OF CONTENTS

Pages

TITLE .................................................................................................................... i

PRONOUNCEMENT ........................................................................................... ii

THE APPROVAL OF CONSULTANTS ............................................................ iii

THE APPROVAL OF THESIS EXAMINERS ................................................... iv

ABSTRACT .......................................................................................................... v

MOTTO .............................................................................................................. vii

DEDICATION ................................................................................................... viii

ACKNOWLEDGEMENT ................................................................................... ix

TABLE OF CONTENTS ...................................................................................... x

LIST OF TABLES ............................................................................................. xiv

LIST OF FIGURES ............................................................................................ xv

LIST OF APPENDICES .................................................................................... xvi

CHAPTER I INTRODUCTION

A. The Background of the Study ..................................... 1

B. The Identification of the Problem ............................... 4

C. Problem Limitation ..................................................... 4

D. Problem Formulation .................................................. 5

E. The Purpose of the Study ............................................ 5

F. The Benefits of the Study ........................................... 5

CHAPTER II THEORETICAL REVIEW

A. Review on Reading Comprehension ........................... 7

1. Definitions ............................................................. 7

2. Factors Affecting Reading Comprehension .......... 9

a. Vocabulary Knowledge ..................................... 9

xi

b. Background knowledge..................................... 9

c. Reading strategies ............................................. 10

d. Grammatical Knowledge .................................. 11

e. Intelligence Quotient (IQ) ................................. 11

3. Reading Comprehension Skills ............................. 12

a. Word Meaning .................................................. 13

b. References ......................................................... 13

c. Explicit Information .......................................... 13

B. Review on Grammar Mastery ..................................... 14

1. Definitions ............................................................ 14

2. Adequate Grammatical Knowledge for Eighth

Grade Students ...................................................... 15

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

1. Definitions ............................................................ 18

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

D. Rationale ..................................................................... 19

E. Hypotheses .................................................................. 22

CHAPTER III RESEARCH METHODOLOGY

A. The Place and Time of the Study ................................ 23

B. Research Methodology ............................................... 24

1. Positive Correlations ............................................... 24

2. Negative Correlations ............................................. 24

3. No Correlation ........................................................ 24

C. Subject of the Study .................................................... 25

1. Population ............................................................... 25

xii

2. Sample .................................................................... 25

3. Sampling ................................................................ 26

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

1. Grammar Test ......................................................... 26

2. Reading Test ........................................................... 26

3. Collecting the Data of the Students’ Intelligence

Quotient ....................................................................... 26

4. Instrument Validity and Instrument Reliability ...... 27

CHAPTER IV THE RESULT OF THE STUDY

A. The Description of the Data ......................................... 37

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

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

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

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

1. Normality Test ......................................................... 45

2. Linearity of Regression Test .................................... 46

3. Significance of Regression Test ............................... 46

C. The hypothesis testing ................................................. 47

1. The Correlation between Students’ Grammar Mastery

(X1) and Reading Comprehension (Y) ......................... 47

2. The Correlation between Students Intelligence Quotient

(IQ) (X2) and Reading Comprehension (Y) ................. 48

xiii

3. The Correlation between Students Grammar Mastery

(X1) and Intelligence Quotient (X2) Simultaneously

toward Reading Comprehension (Y) ........................... 49

D. The Contribution Analysis ........................................... 50

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

1. There Is a Positive Correlation between the Students’

Grammar Mastery and Reading Comprehension ......... 51

2. There Is a Positive Correlation between the Students’

Intelligence Quotient and Reading Comprehension .... 52

3. There Is a Positive Correlation between the Students’

Grammar Mastery and Intelligence Quotient (IQ)

Simultaneously Toward Reading Comprehension ....... 54

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ................................................................. 55

B. Implication .................................................................. 56

C. Suggestions ................................................................ 57

BIBLIOGRAPHY .................................................................................................. 60

APPENDICES ....................................................................................................... 65

xiv

LIST OF TABLES

Pages

Table 2.1. Adequate Grammatical Knowledge for Eighth Grade Students

According to KTSP Curriculum ......................................................................... 13

Table 3.1. The Schedule of the Research ............................................................ 23

Table 4.1. The Data of the Students’ Grammar Mastery .................................... 37

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

Mastery ............................................................................................................... 38

Table 4.3. The Data of the Students’ Intelligence Quotient (IQ) ........................ 40

Table 4.4. The Frequency Distribution of the Scores of the Students’ Intelligence

Quotient (IQ) ....................................................................................................... 41

Table 4.5. The Data of Reading Comprehension ................................................ 42

Table 4.6. The Frequency Distribution of the Scores of Reading Comprehension

............................................................................................................................. 43

Table 4.7. The Contribution Analysis of the Variables ...................................... 50

xv

LIST OF FIGURES

Pages

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

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

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

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

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

Mastery ............................................................................................................... 38

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

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

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

Figure 4.6 Polygon of the Students’ Reading Comprehension ........................... 44

xvi

LIST OF APPENDICES

Pages

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

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

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

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

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

Appendix 4. Blueprint ......................................................................................... 82

Appendix 5. Grammar Test ................................................................................. 83

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

Appendix 6. Reading Test ................................................................................... 87

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

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

Appendix 8. Complete Computation Validity of Students’ Grammar

Mastery ............................................................................................................. 102

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

Number 1 .......................................................................................................... 106

Appendix 9. Complete Computation Validity of Students’ Reading

Comprehension ................................................................................................. 107

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

Number 2 .......................................................................................................... 111

Appendix 10. The Computation of Reliability of Reading Comprehension Test

(Y) ..................................................................................................................... 112

Appendix 11. The Computation of Reliability of Grammar Mastery Test

(X1) ................................................................................................................... 113

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

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

Appendix 14 - Complete Data of Normality Y (Reading Comprehension) ..... 118

Appendix 15 - The Computation of Linearity and Significance of Regression

between Students’ Grammar Mastery (X1) and Reading Comprehension (Y) 120

xvii

Appendix 16. The Computation of Linearity and Significance of Regression

between Students’ Intelligence Quotient (X2) and Reading Comprehension (Y)

........................................................................................................................... 124

Appendix 17. Analysis of Single Correlation .................................................. 128

Appendix 18. The Computation of Multiple Regressions, Multiple Correlations,

and Effective And Relative Contribution ......................................................... 132

Appendix 19. KTSP Curriculum Syllabus for 2nd Semester of Eighth Grade

Students ............................................................................................................ 138

Appendix 20. Lesson Plan Based on the Result of this Study .......................... 139