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.
Highlights
Intelligence undoubtedly correlates with every single aspect in our lives
Based on the statements above the objectives of this study is to investigating the correlation of Intelligence Quotient (IQ) with reading comprehension and students‟ writing achievement
Students’ IQ Score IQ score is the result of students‟ intelligence level which can be known from the test conducted by Psychologists
Summary
Intelligence undoubtedly correlates with every single aspect in our lives. One of the case as we know, success in educational institutions, students‟ achievement has been shown to be associated with high intelligence quotient (Brown, 2000). As students, they obviously need sufficient intelligence in order to study well. For some cases someone‟s IQ turn out not to be the main factor to their success in certain aspects. A study conducted by Salehi & Sadighi (2012) on second and third grade students shows there is apositive correlation between intelligence score and students‟ achievement in learning English. Gardner holds that there is a connection between general intelligence and second language learning ability (Gardner & Lambert, 1972)
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