INTELLIGENCE QUOTIENT (IQ) AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

Ary Setya B. Ningrum, Rohmat Agung Wibowo

Abstract


This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students’ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement.

 

Keywords: Intelligence Quotient (IQ), reading, writing

Full Text:

PDF

References


Al-Saadat, Abdullah Ibrahim. (2004). Investigating the relationship of reading and writing abilities in the English language program at King Faisal University. Scientific Journal of King Faisal University (Humanities and Management Sciences), Vol. 5 No.1, 221-228.

Belanger, J. (1987). Theory and Research into Reading and Writing Connections: a critical review. Reading – Canada – Lecture, 5,1, pp.10-18.

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.

Carson, J.E., P.I. Carrel, S. Silberstein, B. Kroll, and P.A. Kuehn. (1990). Reading – Writing Relationships in First and Second Language. TESOL Quarterly, 24, 2, pp.245-266.

Carter, Philip. (2005). The complete book of intelligence tests. Chichester: John Wiley&Sons Ltd.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.

Falahati, Reza. The Relationship between Students' IQ and Their Ability to Use Transitional Words and Expressions in Writing. https://journals.uvic.ca/index.php/WPLC/article/download/5160/2132, accessed on ‎August ‎10th, ‎2015.

Flood, J., and D. Lapp. (1987). Reading and writing relationships: Assumptions and directions. In J. Squire (Ed.). The dynamics of language learning. pp. 9-26. Urbana ILL: National Conference on Research in English.

Gardner, H. (1999). Intelligence reframed. New York: Basic Books.

Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning. New York: Newbury House Publishers.

Geraldine, Monitha et al. (2014). Teaching Writing Hortatory Exposition Text through Task-Based Language Teaching (TBLT). Jurnal Pendidikan dan Pembelajaran, Vol.3. No. 8.

Ghabanchi, Zargham & Rastegar, Rabe’e. (2014). The Correlation of IQ and Emotional Intelligence with Reading Comprehension. The Reading Matrix, Vol. 14, No. 2, 135-144.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.

Kim, Y., & Goetz, E. (1995). Children’s Use of Orthographic and Contextual Information in Word Recognition and Comprehension. The Varieties of Orthographic Knowledge, Vol. 11, 205-249.

Krashan, S. (1984). Writing: research, theory and applications. New York: Pergamon Press.

Kucer, S. (2005). Dimensions of Literacy: A conceptual base for the teaching of reading and writing. Mahwah, NJ: Erlbaum.

Kucer, S. (1987). The cognitive base of reading and writing: In J. Squire (Ed.) The dynamics of language learning. Pp.27-51. Urbana, IL: National Conference on Research in English.

Maftoon, Parviz & Sarem, Saeid Najafi. (2012). The Realization of Gardner’s Multiple Intelligences (MI) Theory in Second Language Acquisition (SLA). Journal of Language Teaching and Research. Vol. 3, No. 6.

Pang, E. S., Muaka, A., Kamil, M. L., & Bernhardt, E. B. (2003). Teaching reading. Educational Practices Series, 12, 35-42.

Pulido, D. C. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 54, 469-523.

Salehi, Masoomeh & Sadighi, Firoz. (2012). The Relationship between intelligence and foreign language learning, and the Role of Practice. Journal of Language, Culture, and Translation (LCT), Vol. 1, No. 1, 33-48.

Smith, F. (1982). Reading. Cambridge: Cambridge University Press.

Stotsky, S. (1983). Research on Reading/Writing Relationship: A synthesis and suggested directions. Language Arts, 60, pp.627-642.

Weschler, D. (1958). The measurement and appraisal of adult intelligence (4th Ed.). Baltimore, MD: Williams & Wilkins.

Zarei, A.A & Afshar, N.S (2014). Multiple intelligences as predictors of reading comprehension and vocabulary knowledge. Indonesian Journal of Applied Linguistics, Vol. 4 No. 1, pp.23-38.

Zamel, V. (1992). Writing One’s Way into Reading. TESOL Quarterly, 26,3, pp. 463-485.


Refbacks

  • There are currently no refbacks.


Creative Commons License
JEELS by STAIN Kediri is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://jurnal.stainkediri.ac.id/index.php/jeels.

View My Stats

Indexed By :

           


Flag Counter