THE CORRELATION BETWEEN

STUDENTS‟ LINGUISTIC INTELLIGENCE AND

THEIR ENGLISH SPEAKING SKILL ACHIEVEMENT

(A Correlational Study at 4th

semester students of academic year 2009 of Department of English Education, Faculty of Tarbiyah and Teachers Training,

State Islamic University of

' Syarif Hidaytaullah')

“Skripsi”

Presented to Department of English Education In a partial fulfillment of requirements for the Degree of Strata

1 (S.Pd)

By:

AMIN MUBAROK

104014000356

DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY OF „SYARIF HIDAYATULLAH‟

JAKARTA

2011

LEMBAR PERNYATAAN

Yang bertanda tangan di bawah ini:

Nama Lengkap : Amin Mubarok No. Induk Mahasiswa : 104014000356 Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Correlation Between Students‟ Linguistic Intelligence and

Their Speaking Skill Achievement (A Correlational Study at

Department of English Education, Faculty of Tarbiyah and

Teachers Training, State Islamic University of ' Syarif

Hidaytaullah')

Atas bimbingan skripsi oleh:

Nama Dosen : Dr. Atiq Susilo, MA

No. Induk Pegawai : 19491122 1978 03 1 001

Dengan ini saya selalu penulis menyatakan bahwa:

1. Skripsi merupakan hasil karya asli saya dengan sebenar-benarnya untuk diajukan

kepada fakultas ilmu tarbiyah dan keguruan untuk memenuhi salah satu

persyaratan memperoleh gelar sarjana (S.Pd) di Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

2. Semua sumber yang saya pergunakan dalam penulisan skripsi ini telah saya

cantumkan sesuai ketentuan yang berlaku di Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

3. Jika di kemudian hari terbukti karya ini bukan hasil karya saya, maka saya pun

bersedia menerima sanksi yang berlaku di Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Jakarta, 11 Juni 2011

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Islam Negeri Syarif Hidayatullah Jakarta:

Nama : Amin Mubarok

NIM : 104014000356

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Islam Negeri Syarif Hidayatullah Jakarta Skripsi saya yang berjudul:

THE CORRELATION BETWEEN STUDENTS’ LINGUISTIC INTELLI- GENCE AND THEIR ENGLISH SPEAKING SKILL ACHIEVEMENT beserta perangkat yang diperlukan. Dengan demikian saya memberikan

kepada Perpustakaan Universitas Islam Negeri Syarif Hidayatullah Jakarta

hak untuk me-nyimpan, mengalihkan dalam bentuk media lain, mengelolanya

dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan

mempublikasikannya di In-ternet atau media lain untuk kepentingan akademis

tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya

selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Jakarta

Pada tanggal : 4 Januari 2017

Yang menyatakan

( Amin Mubarok )

ABSTRACT

Mubarok, Amin. 2011, The Correlation between Students‟ Linguistic Intelligence and

Their English Speaking Skill Achievement, (A Correlational study at 4th

semester students academic year 2009 of Department of English Education, Faculty of Tarbiyah and Teachers‟ Training, State Islamic University of „ Syarif Hidaytaullah'), “Skripsi”, Department of English Education, Faculty of Tarbiyah and Teachers‟ Training, “Syarif Hidayatullah” State Islamic Universiversity, Jakarta.

Advisor : Dr. Atiq Susilo, MA

Key word : Linguistic Intelligence, English Speaking Skill Achievement.

Linguistic intelligence, the ability to construct clear idea and to use the words

competently in spoken and in written form of language either in first language or

second language and even in the foreign language, is one of the human capacities that

naturally exists in human‟ s brain since their birth. When the students use this

potential, they are supposed to master any skills of the foreign language such as

English speaking skill. The aims of the research are to know the correlation between students‟

linguistic intelligence and their English speaking skill achievement in English Department, Faculty of Tarbiyah and Teacher‟ s Training, Jakarta State Islamic University of „Syarif Hidayatullah‟ .

After doing the research by using the correlational technique, the writer finds

correlation between students‟ linguistic intelligence is too low on their English

speaking skill achievement. It is showed by the result of the research (0.042). It

belongs to very low correlation. It means that there is no significant correlation

between x variable (students‟ linguistic intelligence) and y variable (students‟

English speaking skill achievement). After getting the result of the research, the writer can conclude that linguistic

intelligence is the ability which simply cannot be measured as in the academic

potential test (Tes Potensi Akademik). Based on the result of the research, the writer

gives suggestion as follows: (1) there should be more comprehensive analysis to

design the test to measure the linguistic intelligence accurately. (2) Students should

realize that each of them have the innate capacity to master any language. (3)

Students should be confident in speaking in English. (4) The teachers should give

great opportunity for students to use the language naturally. (5) The teacher should

pay attention on students‟ affective factors in teaching the foreign language. It is

important because some of students are still afraid of making a mistake in performing

English

ABSTRAK

Amin Mubarok, 2011, Hubungan Antara Kecerdesan Linguistik Dengan Hasil

Belajar Berbicara Bahasa Inggris Siswa, (Studi Hubungan Pada Mahasiswa Semester 4 Angkatan 2009, Jurusan Pendidikan Bahasa Inggris, Universitas

Islam Negeri Syarif Hidayatullah, Jakarta), Skripsi, Jurusan Pendidikan Bahasa Inggris, FITK, UIN Syarif Hidayatullah Jakarta.

Pembimbing : Dr. Atiq Susilo, MA

Kata kunci :Kecerdasan Berbahasa, Prestasi Belajar Keterampilan Berbicara

Bahasa Inggris

Kecerdasan berbahasa, sebuah kemampuan untuk menyusun ide yang jelas

dan menggunakan kata-kata secara kompeten dalam bahasa ujaran dan dalam bahasa

tulisan, baik dalam bahasa pertama atau bahasa kedua dan bahkan bahasa asing,

adalah salah satu diantara sekian kemampuan manusia yang secara alami sudah ada di

dalam otak mereka sejak mereka lahir. Ketika siswa menggunakan potensi ini dengan

maksimal, maka dimungkinkan mereka akan menguasai keterampilan berbahasa

apapun dalam bahasa asing seperti keterampilan berbicara dalam bahasa inggris. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana hubungan

antara kecerdasan berbahasa mahasiswa dengan prestasi belajar keterampilan

berbicara bahasa inggris mereka di Jurusan Pendidikan Bahasa Inggris, Fakultas

Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Setelah melakukan penelitian dengan teknik korelasi, penulis menemukan

bahwa hubungan antara kecerdasan berbahasa mahasiswa terhadap prestasi

keterampilan berbicara bahasa inggris sangat rendah. Hal itu ditunjukkan dengan

hasil penghitungan rumus korelasi (0,042) di mana skor ini menunjukkan hubungan

yang sangat rendah. Itu berarti bahwa, tidak hubungan yang signifikan antara variabel

x (kecerdasan berbahasa mahasiswa) dan variabel y (hasil belajar keterampilan

berbicara bahasa inggris). Setelah mendapatkan hasil penelitian, penulis mendapatkan kesimpulan

bahwa kecerdasan berbahasa adalah sebuah kemampuan yang secara sederhana tidak

bisa diukur seperti apa yang ada dalam tes potensi akademik. Dan berdasarkan hasil

penelitian, penulis memberikan saran seperti berikut: (1) Harus ada analisis yang

lebih dalam dan komprehensif untuk men-desain sebuah tes kecerdasan berbahasa

yang lebih akurat. (2) Mahasiswa harus sadar bahwa masing-masing mereka memiliki

kemampuan bawaan untuk menguasai bahasa apapun. (3) Mahasiswa harus lebih

percaya diri dalam berbicara dalam bahasa inggris. (4) guru harus memberikan

kesempatan yang lebih besar terhadap mahasiswa/siswa dalam menggunakan bahasa

secara alami. (5) Guru harus memperhatikan faktor afektif mahasiswa/siswa dalam

mengajar bahasa asing. Hal ini sangat penting karena ada beberapa mahasiswa/siswa

yang masih takut melakukan kesalahan dalam mempraktekkan bahasa Inggris.

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praise be to Allah

swt, the Almighty and the Lord of the worlds, the Light who enlighten all the

univers, who has bestowed upon the writer in completing this “Skripsi”. Peace

and blessing be upon our prophet Muhammad saw, his family, his companions,

and his followers.

The writer would like to express his deepest honor and respect to:

1. His beloved parents: Tarjoyo and Siti Aisyah who always pray and support

him to give the best, and to his sisters (Mustaqimah, Faihatul Muhbitin,

Faidhul Yumna, Badiatul Ulwiyah) who give the motivation and

encouragement to complete this “Skripsi”

2. Dr. Atiq Susilo, MA, as the advisor who has given his time and guidance

for the writer and has encouraged to finish this „Skripsi‟ .Prof. Dr. Dede

Rosyada, MA, the Dean of faculty of Tarbiya and Teacher‟ s Training.

3. All the lecturers of English Department who have given the writer their

knowledge.

4. The Dean of faculty of Tarbiya and Teacher‟ s Training, Prof. Dr. Dede

Rosyada, MA.

5. The Chairman of English Department, Drs. Syauki M.Pd and the secretary

of English Department, Neneng Sunengsih, S.Pd

6. The lecturer of Psycholinguistics, Zahril Anasyi, M.Hum., who has helped

the writer in doing the research.

7. The lecturer of Speaking, Drs. Suyono Kasim, M.Ed., who has helped the

writer in designing the instrument of the research.

8. The stuff and officer of the UIN libraries and ATMAJAYA

vii

9. Some of PBI students of academic year 2009 who have participated in the

writer‟ s research related to this „Skripsi‟ by doing the test of linguistic

intelligence.

The writer would also like to give his gratitude to his best friends, Asep

Mutaqin Abror and Fitriah AB, who have given the motivation and

encouragement for the writer to finish this „Skripsi‟ .

Finally, the writer hopes that this „skripsi‟ would be the contribution for

the insight development in English Education Department, Faculty of Tarbiya and Teachers‟ Training. Therefore the writer is pleased to receive criticism and

suggestions from the readers especially teachers and parents to improve this „Skripsi‟ .

Jakarta, July 16, 2011

The Writer

viii

TABLE OF CONTENTS

ABSTRACT……………………………………………………………….. v

ABSTRAK………………………………………………………………… vi

ACKNOWLEDGEMENT……………………………………………….. vii

TABLE OF CONTENTS………………………………………………… ix

LIST OF TABLES…………………………………………………………. xii

LIST OF FIGURES .......................................................................................................... xiii

CHAPTER I : INTRODUCTION……………………………………….. 1

A. Background of the study………………………………….. 1

B. The Limitation and statement of the problem……………. 4

C. The significance of the study………………………………. 5

D. The method of the study………………………………….. 5

E. The organization of the writing…………………………… 6

CHAPTER II : THEORETICAL FRAMEWORK……………….… ........... 7

A. Linguistic Intelligence……………………………………... 7

1. The Understanding of Linguistic Intelligence………… 7

2. Criteria of Linguistically Intelligent People…………… 12

3. Factors affecting the linguistic intelligence………….. 13

4. Ways to increase the linguistic intelligence………….. 27 B.

Speaking……………………………………………………. 28

1. The Definition of Speaking…………………………… 28

2. The Purpose of Speaking…………………...….……… 29

3. The Elements of Speaking……………………………. 30

C. Achievement……………………………………………….. 33

1. The Definition of Achievement………………………. 33

2. The Factor of Learning Achievement………………… 34 D.

Conceptual Frame………………………………………….. 36

ix

E. The

Hypothesis……………………………………………… 41

CHAPTER III : PROFILE OF PBI………………….…………………... 42

A. English Education Department Identity…………………… 42

B. Brief History of English Education Department…………...... 43

C. Vision and Mission…………………………………………. 44

D. Objective of Course………………………………………… 44

E. Students……………………………………………………… 45

F. Lectures……………………………………………………… 47

G. Curriculum…………………………………………………… 48

H. Facilities……………………………………………………... 49

I. The Facilities and Activities Supporting

the Linguistic Intelligence…………………………………… 51

CHAPTER IV : RESEARCH METHODOLOGY

AND FINDINGS……………………………………….. 52

A. Research Methodology…………………………………….. 52

1. Objective of the Research………………………………. 52

2. Time and Location……………………………………… 52

3. Method of the Research………………………………… 53

4. Population and Sample…………………………………. 53

5. Technique of Collecting the Data……………………… 53

6. Technique of Analyzing the Data……………………… 53

B. Research Findings…………………………………….…….. 55

1. Description of the Data………………………………..... 55

2. Data Analysis…………………………………………… 66

3. Interpretation of Data Analysis and Test Hypothesis….. 68

x

CHAPTER V : CONCLUSION AND SUGGESTION………………… 71

A. Conclusion……………………………………………. 71

B. Suggestion……………………………………….......... 71

BIBLIOIGRAPHY………………………………………………………… 73

GLOSSARY………………………………………………………………... 78

APPENDIX

xi

LIST OF TABLES

Table 3.1 Annual Students‟ Progress……………………………….... 45

Table 3.2 Lecturers Composition…………………………………….. 48

Table 3.3 Components Curriculum…………………………………… 49

Table 4.1 The level of Correlation……………………………………. 54

Table 4.2 Students‟ linguistic intelligence scores…………………….. 55

Table 4.3 Computation of the mean from a frequency distribution

of Students‟ linguistic intelligence scores………………….. 57

Table 4.4 Students‟ Score of Speaking……………………………….. 62

Table 4.5 Computation of mean from a frequency distribution

of Students‟ Score of Speaking………………….…………. 63

Table 4.6Basic statistic correlation formula of students‟ linguistic

intelligence and their speaking skill achievement…………… 66

xii

LIST OF FIGURES

Figure 2.1 Brain Localization………………………………………….. 19

Figure 2.2Brain and Language Function‟s Area……………………… 20

Figure 2.3The Factors of Learning Achievement…………………….. 35

Figure 4.1 Histogram and Frequency Polygon (Plotted from data in

Table 4.3)…………………………………………………… 57

Figure 4.2 Histogram and Frequency Polygon (Plotted from data in

Table 4.5)………………………………………………….. 64

Figure 4.3 Coefficient Correlation between x and y Variable……….... 67

xiii

CHAPTER I

INTRODUCTION

A. Background of Study

English is the world‟ s most widely studied foreign language, five hundred

years ago it was Latin, for it was the dominant language of education, commerce,

religion, and government in the western world1.

Realizing the importance of English as the international language, English

in Indonesia becomes compulsory subject from elementary school until university

level but most of the students are still difficult to produce the language fluently

either in a written or in a spoken form. And one of the problems of foreign

language learner in mustering productive skills usually happens in a speaking

skill. And it commonly happens in Indonesia as a country which treats English as

a foreign language.

Even the variety of education curriculum in Indonesia have changed

periodically (1994, 1999, 2004 / Competence Based Curriculum and 2006 /

KTSP); English is still being difficult subject for most students. And one of its

indicators is most of graduate students of senior high school still cannot master

English passively and actively either in the spoken form or in the written form.

And even we know the English curriculum in Indonesia emphasizes on the

1 Jack C. Richards, Approach and Methods in Language Teaching, (New

York: Cambridge University Press, 1986), p.1

1

2

importance of communicative way to teach English but in reality some students

still difficult to speak English fluently.

The writer believes there are some reasons why English speaking skill is

still becoming problem for Indonesian people in producing it, first, the practicing

of English language teaching in Indonesia do not support the communicative way

to teach a language. Second, there are some lexically, grammatically, and

phonologically differences between English and Bahasa Indonesia. And the third,

there is not a wide English community in Indonesia that makes Indonesian people

have a little chance to use English in their social life.

Talking of fluency in producing language; basically it cannot be separated

from Linguistic Intelligence because it relates to the ability to construct minds

clearly and ability to express mind in speaking, reading and writing. Moreover, Linguistic Intelligence as one of Howard Gardner‟ s Multiple intelligences

theory; is the capacity to use language, your native language, and perhaps other

languages, to express what is on your mind and to understand people.

Linguistically intelligent people usually like to read, write, listen, and play

word games. They are good at spelling, sensitive to pattern of sound and grammar,

and systematic in thinking. They have a good memory for general knowledge and

ability to reason therefore People with high linguistic intelligence not only show

the mastery of language properly, but also tell a story, debate, discuss, make a

report and finish a variety of task which has a correlation with speaking and

writing2.

According to those criteria, the linguistically intelligent people may learn

English (as a foreign Language) faster. They know how to arrange the words and

the sentence systematically and syntactically, they understand speech pattern

semantically, and they are able to communicate their viewpoints in a clear,

beautiful, and refined manner.

Actually, the developing both philosophical and practical basis for

language teaching is not merely derived from tradition (such as grammar

2 May Lwin at all, How to Multiply your Child‟s Intelligence: A Practical Guide

for parents of Seven-Year-Olds and Below, (USA: Prentice Hall, 2003) p.11

3

translation method) and practical realities (such as determination of reading as the

goal in American schools and college); but also from linguistics, psychology, or a

mixture of both of them3.

Then, linguistic intelligence as one of psychology and linguistic theory can

be a good contribution and insight for a development of language teaching. It

answers how the language is produced by part of brain, how speech pattern is

produced by the human, and how the language proficiency can be increased by

students.

Talking of the linguistic intelligence, it cannot be separated from brain

function which controls all the human behavior include the language control. It is

mentioned in Neurolinguistic that there is part of brain which control the language

and speech production. And it is approved by many researchers such as Edwin

smith, an American, acquired in 1862 a papyrus scroll that many believe contains

the first mention of the consequences of brain injury. Parts of this scroll have been

dated to 3000 B.C. Forty eight cases were discussed in this papyrus. Case 22

(quoted above) notes that the loss of speech skills was possible following head

trauma. Many have regarded it as the first mention of aphasia (loss of language

abilities due to brain damage). To this day, trauma (injury to the brain produced by

external force) continues to provide us with insight into brain function. Moreover,

Hippocratic Scholars (460-370 B.C) correctly observed that brain injury often

produced contralateral (opposite-sided) paresis (semiparalysis). They also noted

that speech disturbances commonly accompanied left-side brain injury and right-

side paresis4.

As what the writer mentioned above, there is a correlation between

Linguistic intelligence and the speaking fluency. Therefore the writer is interested

in finding out whether there is a significant correlation between students‟

linguistic intelligence and their speaking skill achievement. To measure this, the

writer has to use the valid instrument and to choose the appropriate object of

3 Jack C. Richards, Approach and Methods in Language Teaching, p.14.

4 Jean Berko Gleason and Nan Bernstein Ratner, PSYCHOLINGUISTIC: second edition, (USA: HARCOURT BRACE PUBLISHER, 1998) P. 53

4

research–that is the students who learn the foreign language (English) intensively.

And forth semester students of English department at Faculty of Tarbiya and Teachers‟ Training Syarif Hidayatullah State Islamic University can be one of

the options of the research object. The writer chooses the forth semester students

because for some things the quality of their English skill is getting better than at

the first semester and because they have been doing some activities that can

increase their linguistic intelligence such as learning English intensively from 1st

to 4th

semester, reading English text excessively (novel, newspaper, book, etc)

that can make them acquire much vocabularies, and practicing the English

conversation through discussion and sharing among English students, lecturer, and

English facilitators that can make them increasingly skilled in speaking ability.

For those reasons the writer is interested in running and writing a „paper‟ under

the title:

THE CORRELATION BETWEEN STUDENTS‟ LINGUISTIC

INTELLIGENCE AND THEIR ENGLISH SPEAKING SKILLS

ACHIEVEMENT AT FOURTH SEMESTER ACADEMIC YEAR 2007

B. Limitation and Formulation of Problem

1. The limitation of Problem

The writer will limit this “skripsi” exclusively on:

a. Speaking skill is one of the most complex skills because it is related

with the problem of thinking what one wants to say in the foreign

language. Actually there are some factors affecting the difficulty in

speaking skill such as the lack of vocabulary and different structure

between the first language and foreign language, therefore to solve this

problem the writer will focus on the discussion of factors which affect

the fluency in speaking.

b. Linguistic intelligence is the capacity to use language, our native

language, and perhaps other languages either in written or in the

spoken form, to express what is on our mind and to understand other

people. In this situation the writer believes there are so many areas

5

related to this problem therefore to avoid unclear discussion the writer

is going to focus on the discussion up to finding the evidence that there

is a correlation between Linguistic Intelligence and speaking skill or

fluency in speaking.

2. The Formulation of Problem

In this “skripsi”, the writer formulates the problem; is there any

significant correlation between linguistic intelligence and the English

speaking skill achievement?

C. The Significance of the Study

The significance of this study is one of considerable reference to address

correlation in student‟ s linguistic intelligence and their speaking skill

achievement.

Hopefully, furthermore this “skripsi” will be a considerable construction

and as a substantial points for himself and everyone who is interested in speaking

and or especially on how to increase the speaking ability by increasing the

linguistic intelligence. D. The Method of the Study

The writer does library research and field research to get relevant data. In

the library research, he tries to observe some theories and collects data related to

his concern, while in getting primary data he runs the observation by measuring

the level of students' linguistic intelligence as the first variable and students'

English speaking fluency as second variable. The obtaining of these scores will be

correlated by using the correlation formula of product moment, that is:

If the result of this calculation (r) = +1 or -1, it means there is perfect

linear correlation between variable x (linguistic intelligence) and y (English

speaking achievement). If r is approaching +1 or -1 it means the correlation

6

among those variable is high, but if r is approaching 0 it means the linear

correlation among variable x and y is so weak or may not at all.5

Finally, he has written them down carefully and descriptively as soon as he

has completed his data. E. The Organization of Writing

This “skripsi” is divided into five respective chapters:

Chapter I presents introduction which consist of background of the study,

this is the main part of fives chapter as in this chapter the writer shows his

acceptable and considerable reason why he runs his paper, then it also presents the

limitation and formulation of the problem, the significance of the study, the

method of the study and the last is the organization of writing.

In chapter II the writer explains theoretical framework which consist of

concept of linguistic intelligence, Speaking, Learning Achievement, and the

correlation between students‟ linguistic intelligence and their speaking skill

achievement.

In chapter III the writer explains detail descriptive Profile of English

Education Department in which he runs his research.

Chapter IV provides first, research methodology in this chapter, she

concerns with the purpose of research, place and time of research, population and

sample of research, the method and instrument of research, the research procedure

and the technique of data analysis. And second, research finding, in this sub-

chapter: description of data only and the interpretation of data.

Chapter V is conclusion, in this chapter the writers divides two areas:

Conclusion which sums up all provided explanation above and last is suggestion.

In this last sub-chapter, the writer gives a considerable room for those who is

interested in and concern with in order to construct or evaluate some must

evaluated points regarding with this subject paper.

5 Ronald E. Walpole, Pengantar Statiska, edisi ke 3, (Jakarta: PT.

GRAMEDIA PUSTAKA UTAMA, 1993), p.371

CHAPTER II

THEORETICAL FRAMEWORK

A. Linguistic Intelligence

1. The Understanding of linguistic Intelligence

The theory of linguistic intelligence for the first time was introduced

by L. L. Thurstone in 1938 as the reaction of his rejection on the notion of

general intelligence. In his multiple-factor theory, he stated that intelligence

consists of seven primary abilities: verbal comprehension, number ability,

word fluency, spatial visualization, associative memory, reasoning, and

perceptual speed. Thurstone argued that a person could be competent in one

area of intelligence (such as verbal comprehension) and far less competent in

another (such as perceptual speed).1

Linguistic intelligence was also introduced by Howard Gardner in his

multiple intelligence theory which is proposed in 1983 as the result of his

examining on human cognition through a number of discrete disciplinary

lenses like psychology, neurology, biology, sociology, and anthropology. 2

1 Halonen, Jane S & W Santrock, John, Psychology: Context & Application,

Third Edition, (USA: McGraw-Hill College, 1999), p.251

2 Howard, Gardner, Theory of Multiple Intelligences: A Personal Perspective In

“Intelligence Reframed: Multiple Intelligences For 21st

Century”, (New York: basic book, 1999). P.33

7

8

Gardner viewed that human has eight kinds of intelligence; they are (1)

verbal/linguistic intelligence, (2) logical/mathematical intelligence, (3)

visual/spatial intelligence, (4) musical-rhythmic intelligence, (5)

bodily/kinesthetic intelligence, (6) intrapersonal intelligence (7) interpersonal

intelligence and (8) Naturalistic Intelligence.3

Furthermore, it is very necessary to analyze its syntactical components,

to understand comprehensively what linguistic intelligence means. Actually

there are two words that construct linguistic intelligence; they are

„Linguistic‟ and „Intelligence‟ . Therefore the writer tries to describe the

meaning of Linguistic Intelligence from the word Linguistic, Intelligence, and

then Linguistic Intelligence.

a. Linguistic

To ignore the misinterpretation of the meaning of linguistic, it is

important to know the difference between linguistics (with s) and

linguistic (without s). Linguistics means the study of language as a

system of human communication.4 The word linguistic means

adjective related to language.5 Moreover, according to Gillard

linguistic is the adjective connected with language or the study of

language.6 And language itself is a form of communication, both

spoken and written that is based on a system of symbols. Think about

how important language is in our everyday life. We need language to

speak to others, listen to others, read and write. Our language enables

us to describe past events in details and plan for the future. Language

3 May Lwin, Et.al. How to Multiply Your Child‟s Intelligence: A Practical Guide for

Parents of Seven-Year-Olds and below, (USA: Prentice Hall, 2003), p 10

4 Jack C. Richards and Richard Schmidt, Longman Dictionary of Language

Teaching and Applied Linguistics, Third Edition, (London: Pearson Education, 2002)., p. 312

5 Dr. Muhammad Farkhan, M.Pd, An introduction to Linguistics, (Jakarta: UIN

Jakarta Press, 2006)., p.1

6 Patrick Gillard, Cambridge Advanced Learner‟s Dictionary, (UK:

Cambridge University Press, 2003), p. 727

9

let us pass down information from one generation to the next and

create a rich cultural heritage7.

b. Intelligence

Gazzaniga said, intelligence is a difficult concept to define, as it

can take a number of different forms, but most definitions agree that

(1) humans have a range of different abilities, and (2) intelligence can

be equated with how a person measures on a particular ability scale8.

Even intelligence is a difficult concept to define; intelligence has

frequently been defined as the ability to adjust to the environment or to

learn from experience.9

Gazzaniga himself proposed a definition of intelligence as a

collection of high level mental process – in today‟ s term, things such

as “verbal,” “mathematical,” and “analytical” abilities.10

And according to Jane S Halonen, intelligence is Verbal ability,

problem solving skills, and the ability to learn from and adapt to the

experiences of everyday life11

. The definitions of intelligence which

are proposed by Gazzaniga and Jane S Halonen according to Howard

Gardner are the classical definition of intelligence where the

psychologist just defined the intelligence as cognitive ability such as

verbal, logical-mathematical ability and problem solving.

Therefore Howard Gardner in 1983 tried to redefine intelligence as

the ability to solve problems or to create products that are valued

7 Jane S Halonen & John W Santrock, Psychology Context & Application, Third

Edition, (USA: McGraw-Hill College), p.240

8 Gazzaniaga & Heatherton, Psychological Science, (USA: W. W. Norton &

Company, Inc, 2003), p.257

9 Arifuddin, Neuropsikolinguistik, (Jakarta: Rajawali Pers, 2010) p. 262

10 Gazzaniaga & Heatherton, Psychological Science,……, p.257

11 Jane S Halonen & John W Santrock, Psychology Context & Application,…., p.250

10

within one or more cultural setting12

. Howard Gardner argued that

intelligence is not only the ability to solve problems but also to create

products.

Nearly two decades later Howard Gardner offered more refined

definition. He stated that intelligence is Bio-psychological potential to

process information that can be activated in a cultural setting to solve

problems or create products that are value in a culture13

. He argued

that this modest change in wording is important because it suggests

that intelligences are not things that can be seen or counted. Instead,

they are potential–presumably, neural ones–that will or will not be

activated, depending upon the values of particular culture, the

opportunities available in that culture, and the personal decisions made

by individuals and/or their families, schoolteachers, and others.

Based on the concepts above, the writer tries to make a conclusion

of intelligence definition as the cognitive or mental capacity of an

individual to solve problem and to create product, which can be

affected and activated by culture and environment.

c. Definition of linguistic intelligence

After explanation of linguistic and intelligence above, it can be

stated that linguistic intelligence is the capacity to use language, our

native language, and perhaps other languages, to express what is on

our mind and to understand other people14

. According to Arifuddin

linguistic intelligence is the ability to use and arrange the words

effectively either in spoken or in written form. Linguistic intelligence

has a correlation with the using and developing language generally,

12

Howard Gardner, Theory of Multiple Intelligences: A Personal Perspective in

“Intelligence Reframed: Multiple Intelligences for 21st

century,……,p.33

13 Howard Gardner, Theory of Multiple Intelligences: A Personal Perspective in

“Intelligence Reframed: Multiple Intelligences for 21st

century,……., p.34

14 http://www.wilywalnut.com/linguistic_intelligence

11

either in spoken or in written language. People who possess the

linguistic intelligence are able to use the language fluently and are able

to develop their knowledge with clear idea. They can easily catch the

spoken and written language and they also have a good

memorization.15

While Howard Gardner, defined linguistic intelligence as

sensitivity to spoken and written language and the ability to use

language to accomplish goals, as well as the ability to learn new

languages.16

Moreover May Lwin stated that linguistic intelligence is the ability

to construct clear idea and to use the words competently in speaking,

reading and writing.17

Actually, linguistic intelligence not merely consists of the ability to

use a language correctly, but also beautifully. It involves a deep

understanding of words and sensitivity to literal as well as the

figurative meanings of words. It also involves highly developed

written and oral communication skills, proper knowledge of grammar

rules and the information about as well as a zest to learn different types

of languages.

From those definitions, it can be concluded that Linguistic

intelligence is the ability to use language either in spoken or in written

form clearly and correctly and the ability to use it to accomplish goals.

15 Arifuddin, Neuropsikolinguistik,….., p. 265

16 The Reading Matrix Vol.8, no. 2, September: On The Relationship Between

Multiple Intelligences And Language Proficiency by Sayyed Ayatollah Razmjoo, Shiraz University

17 May Lwin, Et.al. How to Multiply Your Child‟s Intelligence: A Practical Guide

for Parents of Seven-Year-Olds and below. P. 11

12

2. Criteria of linguistically intelligent people

According to Grow, a well-developed linguistic intelligence shows

itself in attention to words, overtones of words, relations among them, syntax,

and the beauty and substance of style. In addition Grow viewed that the

linguistic intelligence appears to be a combination of several differently

evolved systems–expressive gesture, intonation, and the cognitive abilities of

naming and classifying, and syntactical parsing.18

From those descriptions, it can be said that linguistic intelligence is not

only the ability in using the spoken form of language (listening and speaking)

but also in the spoken of written (reading and writing). This view is

strengthened by Gardner's observation on Aphasic which shows that damage

on certain specific areas of brain disturbed speech and the ability to write. And

it is also strengthened by the fact that deaf people who are not suffering

damage on brain language area can still learn the language through writing

and sign language.19

Therefore linguistic intelligence not only can be seen on

the people who can speak rhetorically (such as debate and public speaking)

but also can write beautifully (such as writing poems, journal, and novel)

From the explanation above, it can be concluded that linguistically

intelligent people have some special criteria, they are:

(1) They are able to communicate their view-point in a clear, beautiful

and refined manner. (2) They enjoy reading, writing and learning language. (3) They understand the beauty of a language and are able to make creative use

of it. (4) They take pleasure in the rhythms and the phonetics of words. (5)

They take keen interest in learning correct pronunciation and experiencing the

hidden melody in words. (6) They are good with spelling words and sensitive

towards language patterns. (7) They are mostly found to be orderly and

systematic with a strong ability to reason. (8) They are often observed

18 Gerald Grow, Ph.D, Writing and Multiple Intelligences, A Working Paper, (USA:

School of Journalism, Media & Graphic Arts - http://www.longleaf.net/ggrow)

19 Arifuddin, Neuropskilinguistik, ….., p. 102

13

possessing good memory and doing well in word games20

. (9) They are also

frequently skilled at explaining, teaching and oration or persuasive speaking,

and (10) those with verbal-linguistic intelligence learn foreign languages very

easily and as they have high verbal memory and recall, and an ability to

understand and manipulate syntax and structure.21

As what the criteria mentioned above, we can easily see the

professions of linguistically intelligent people as: writers, poets, journalists,

scriptwriters, speech writers, novelists, lawyers, politicians, and teachers.

3. Factors affecting the linguistic intelligence

To know what are the factors affecting linguistic intelligence we

should know how the language (L1 & L2) is acquired, is learned and

developed within the human, and we should know how the language is

controlled by part of brain. Therefore the writer tries to analyze the factors

affecting linguistic intelligence from the theories of language acquisition,

neurolinguistic (neurology of linguistic) and psycholinguistic. And the writer

here tries to divide the factors that have a great influence on linguistic

intelligence into two parts, they are:

a. Bio-psychological Factors22

Biological factors according to the writer mean the factor that

biologically exists since human born such as genes, gender, health, age

and brain.

One of the linguists who believe that every infant which is born is

given the mental capacity to process the language (innate mechanism)

is Noam Chomsky. In his Universal Grammar theory, he believes that

20 http://www.buzzle.com/articles/

21 http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences#Verbal-linguistic

22 Biopsychological is the term which is used by Howard Gardner in defining the

intelligence. He stated that intelligence is Biopsychological potential to process information that can be activated in a cultural setting. It means that there are two elements of intelligence that is biological and psychological elements.

14

language acquisition device (LAD) is the series of universal syntaxes,

structural property which is commonly found in all the languages. This

syntactical structure is gained since human born. Something which is

learned by the infant is the vocabulary. The infants have the unlimited

creativity by using both the device and limited language pattern. Thus

the infants produce the sentences based on the vocabulary which is

learned by innate syntactical pattern. Therefore infants made the

grammatically mistakes which will not be repeated.23

Chomsky also stated that language is not the collection of habit but

it is the principle system which is built in the human. The process of

language acquisition is not fixed by the imitation, reinforcement, and

the forming of habit, but it because of the existence of internal capacity

within the learner.

Chomsky views that language learning is mental activity. It

emphasizes the importance of self learner contribution, not the

environment24

.

The first strong evidence that supports Chomsky's Universal

Grammar theory is that children all over the world acquire language

milestone at about the same time developmentally and in about the

same order, despite vast variations in the language they receive. For

examples, in some cultures adults never talk to infants under 1 year of

age, yet these infants still acquire language. Also, there is no other

convincing way to explain how quickly children learn language than

through biological foundations.25

The similarity of the process of language acquisition is not only

caused by the similarity of biological elements and neurology of

23 Arifuddin, Neuropsikolinguistik,……, p. 149

24 Arifuddin, Neuropsikolinguistik,……., p. 135

25 Jane S Halonen & John W Santrock, Psychology Context & Application, Third

Edition, p.243

15

language, but also caused by the existence of language mental aspect

like what Chomsky mentioned in his theory of mentality.26

The second evidence that supports innate hypothesis and

Chomsky's universal grammar theory is the result of observation by

scientist on the brain and its role in language functioning27

and

language process.28

The philosophers, linguists, neurologists, and psychologists since

centuries ago have attempted to observe the relationship between brain

and language functioning by studying the case of brain injury that

affects on loss of language abilities.

According to Berko the observation of brain anatomy and

physiology which have been done by the researcher from Aristotle,

Shakespeare, Hippocratic scholars, Leonardo da Vinci, Herophilus and

Galen offered a significant insight that inform brain language function,

but none of them have proved empirically how language was

organized within the brain.29

Finally in nineteenth century researcher made the first concentrated

attempts to understand how language was organized within the brain

by studying aphasic patients. The first behavior of any type to be

localized within the human brain was articulate (spoken) language.

It was the French surgeon Pierre Paul Broca (1824-1880), who

made this remarkable discovery. As a founding father of what we now

26 Arifuddin, Neuropsikolinguistik,……, p.114

27 Language function is the reasons why someone makes a speech. The most

important of language function is to communicate. Communication with language is held through two kinds of basic human activity that is speaking and listening.

28

Language process is the description of instruments, material, and procedure within our mental which are used by the human to produce and understanding the language.

29

Jean Berko Gleason & Nan Bernstein Ratner, PSYCHOLINGUISTICS: second edition, (USA: Holt, Rinehart and Winston, 1998), p. 53

16

call physical anthropology, Broca was greatly intrigued with brain size

and its relationship to age, sex, intelligence, race and environment.30

Aphasia (language and speech disorders) cases which are studied

by Broca have given us the great potential to see the roles that

particular parts of the brain apparently play in language production and

understanding.

And here are the four examples of aphasia in speakers of English:

(1) Broca‟s Aphasia. “Yes…ah…Monday…er…Dad and Peter

H…(his own name), and Dad…er…hospital…and

ah…Wednesday… Wednesday, nine o‟ clock. Ah

doctors…two… an er…teeth…yah.” (Patient‟ s effort to

explain that he came into the hospital for dental surgery.) This

aphasia is caused by brain damage in Broca‟ s area which

localizes on lateral surface of the cerebral cortex. (2) Wernicke‟s Aphasia. “Well, this is…mother is away here

working her work out here to get her better, but when she‟ s

looking, the two boys looking in the other part. One their small

tile into her time here. She‟ s working another time because

she‟ s getting, too…” (patient‟ s description of a scene in

which two children are stealing cookies while the mother‟ s

back is in turned.) This aphasia is caused by brain damage in

cortical area for hearing. (3) Jargon Aphasia. “All right. Azzuh bezzuh dee pasty hass rih

tau dul too. Aulaz foley ass in duh porler dermass died duh

paulmasty kide the, the, baidy pahsty bide uh … laidy faid …

uh … tiny bride. Uh … uh … orlihmin fee in a do … but uh,

ordimis fihd and it was ahdrimidehsty by uhbuhtray di

(unintelligible) you do you know. (In answer to the question:

What kind of work did you do?) (4) Dementia. “Well, it‟ s about half and half. It‟ s a marble and

it‟ s half and half. Uhm, that uhm, I‟ m trying to think what the and ya know and I‟ ve been doing all this color work and uhm.

I‟ m trying to think. There is a white and there is a, uhm, uhm, I‟ m trying to think, uh, it it‟ s, like uhm, oh, what that called?

Ym, more of, oh damn, in the colors that I have in mu book is

uhm more vivid, and this is a little darker, and I‟ m trying to think, what‟ s it called purple, more on the purple order this is

(In answer to the question: tell me about this marble.)31

30 Jean Berko Gleason & Nan Bernstein Ratner, PSYCHOLINGUISTICS,……, p. 54

31 Jean Berko Gleason & Nan Bernstein Ratner, PSYCHOLINGUISTICS…, p. 56

17

Those samples of speech disorders which are caused by brain

injury become the strong evidence that brain has a great deal of

influence on speech and language function. It informs us that linguistic

intelligence is controlled by brain in particular areas of cerebral cortex.

It also strengthen the Chomsky's view that biological basis has a

significant role in processing the language.

From the study of aphasia, we can see clearly the particular parts of

brain which has significant role in language function and language

process.

The first brain area which controls the language function is Broca‟ s

area; it exists in inferior frontal gyrus of frontal lobe. This area has

responsible to control speech production. Like the example of Broca's

aphasia described above, damage in this area cause Broca‟ s aphasic has a

difficulty in express an idea in grammatically correct sentence.

The second brain area which has a contribution to language

function is Wernicke‟ s area. It takes place in temporal lobe especially

in superior temporal gyrus (cortical area for hearing). This area has a

role in understanding speech sound; damage to this area can make Wernicke‟ s aphasic has a difficulty in understanding speech sound.

Even the Wernicke‟ s aphasic can produce the speech in

grammatically correct sentence; their speech does not make a sense.

Unlike Broca‟ s aphasics, these patients are fluent – so garrulous in

fact that they have been termed logorrheic. For the most part, this

patient‟ s speech has discernible grammatical structure. However, it

doesn‟ t appear to make such sense; consider the somewhat random

array of words in the phrase, “one their small tile into her time here.”

Whereas Broca‟ s aphasics are accurately aware of their language

problems, Wernicke‟ s aphasics often are not and may even deny that

they are ill. Both Broca‟ s and Wernicke‟ s aphasics have comprehension problems, but

the problems much more severe in Wernicke‟ s aphasia. Many

Wernicke‟ s patients appear to understand at least some of what is

18

addressed to othem but wander furthure astray as they responds. Some

patients produce jargon such using “jabberwocky” words that do not exist

in English, such as porler, demass, and ahrdimidehsty. Even when such

jargon is absent, their speech rapidly becomes meaningless and filled with

inappropriate words. As the speech samples and our discussions illustrate,

Broca‟ s and Wernicke‟ s aphasia differ strikingly. The Broca‟ s aphasic

is nonfluent and uses language seems spares, labored, and agrammatic

(missing important grammatical morphemes), although comprehension

appears reasonable. The Wernickes‟ aphasic appears fluent and uses long

complicated utterances that unfortunately make little sense. Their speech

is apt to be full of neologism (nonsense words). Finally, they appear quite

disordered in their ability to understand both the speech of others and their

own output.

Both Broca and Wrnicke‟ s area exist in left hemisphere.

Moreover Sidiarto conclude that Broca and Wernicke‟ s area becomes

strong evidence that language functioning exist in left hemisphere.

Sidiarto explained in detail that word production (expressive language)

takes place in front, and understanding functioning (receptive ability)

is controlled by backside of brain. This statement strengthens the view

that language function is controlled dominantly by left hemisphere.

The word “dominant” implicitly has a meaning that right

hemisphere may have a contribution to processing and language

function.32

The last development proves that the right hemisphere has

responsible in language use.

There have been so many discoveries and the view of expert that

support the view which stated that brain language function can be done

cooperatively by both left and right hemisphere; it because of the right

hemisphere has the specialization in understanding the emotion and

32

Arifuddin, Neuropsikolinguistik, (Jakarta: Rajawali Pers, 2010), p. 52

19

face and understanding structure of something globally without

analysis

Another discovery, from technique of sketch of brain, it is found

that the right hemisphere has responsible in processing information

holistically.33

To make the understanding of brain language function clear, the

writer tries to give the figure of brain and its language area as

follows:34

Figure 2.1 brain localization

33 Arifuddin, Neuropsikolinguistik,……, p. 81

34 www.thomasarmstrong.com/multiple_intelligences.htm

20

Figure 2.2 Brain and language function's area

Moreover gender also has great deal on the linguistic intelligence /

language development. Some studies which were held by Farhady

showed that female is better in language ability, while male is better in

visual-spatial ability. It is caused by the different shape between male

and female brain, which is left hemisphere on female, is bigger than the

right hemisphere.35

The study which was held by Eisestein also found

the same result, that is female surpass male in understanding speech

sound.36

Murphy also found that female subject is higher in the

35

Larsen-Freeman, D. and M.H. Long, An Introduction to second Language Acquisition Research, (England: Longman Group, 1991), p. 205

36 Larsen-Freeman, D. and M.H. Long, An Introduction to second

Language Acquisition Research,…., p. 205

21

ability of language mastery and the level of language perception than

male.37

Some experiments prove that the way female and male‟ s brain

work is different. Male uses left hemisphere to speak, while female use

the both of left and right hemisphere. Male has a good skill for spatial,

logical, and visual.38

In physiological aspect, the female‟ s eyes show the white side

wider than male. In addition female has the ability to listen better than

male and has the ability to differentiate high sounds. Both the

female‟ s left and right hemispheres cooperate while hearing

something. Those discoveries explain why female is able to listen to

ones‟ talking in front of her while she is still listening to others who

still making the conversation. It also explains why male find

difficulties in listening to the conversation while there is another sound

from television, plate, and phone ringing. The male will ask help to

people to stop talking and turn down the sound of music, turn off the

television before take the phone; while the woman just take the phone

without feel disturb.

Besides that, the female‟ s right hemisphere develops better than

male‟ s right hemisphere and a female sensory is stronger. The female

can use eyes, ear and their intuition more effective. They can memorize

better in many more word that they have ever heard, seen, and read.

With that strength, they are so creative in making games, playing the

words, imitating the voice and sounds, or lyrics. (Duyek, 1996). That

strength is caused by the neurons in female's brain is much more than

the male.

37

Jamaluddin, Pembelajaran Yang Efektif, (Jakarta: Proyek sinkronisasi dan koordinasi pembangunan Pendidikan Nasional Direktorat Genderal Kelembagaan Agama Islam), p.58

38 Arifuddin, Neuropsikolinguistik,…… p. 87

22

Because of having special zone for language, the girls have the

ability to muster the foreign language faster than male. It also shows

why woman is better in mastering grammar, word and spell.39

Another biological factor that affecting child's language

development, is age. From the study of critical period40

, it is viewed

that, after the critical period for language acquisition has passed,

around the time of puberty, it becomes very difficult to acquire another

language fully.41

In addition to biological factors, another internal factor affecting

the linguistic intelligence is cognitive factors. This cognitive theory is

proposed by Jean Piaget (1896-1980). Piaget views that there is a high

correlation between cognition and child's language development

because language depends on cognition.42

Some experts view, that cognitive superiority on adult learner may

make them learn language better than children. Moreover, Genesse

(1977) noted that the maturation of cognitive system on adult people

supported by their ability to make the abstraction, classification, and

generalization, is appropriate with the second language acquisition

which is more complex than first language acquisition.43

In addition, Prof. Dr. Samsunuwiyati Mar‟ at, Psi state: the

relationship between language and the development of cognitive from

the psycholinguistic perspective nowadays is described as follow:

39 Arifuddin, Neuropsikolinguistik,…… p. 88

40 Critical period is the time from birth to puberty during which normal first language

acquisition can take place. This critical period hypothesis claimed that there is the most effective period to acquire language, and this period has been scheduled biologically and naturally, Arifuddin, p. 117

41 George Yule, The Study of Language, third edition, (New York:

Cambridge University Press, 2006), p.164

42 Arifuddin, Neuropsikolinguistik,….p. 165

43 Arifuddin, Neuropsikolinguistik,…. p. 140

23

Children acquire language is caused by something innate,

different from Chomsky's and Skinner's view, innate here

means the process of cognitive development in general.

Thereby 'transformation' which is discussed in

Transformational Generative Grammar is exactly the

operation of cognitive which is not only reflected in the

language but also in visual perception. For example, people

are able to differentiate noun and verb in one language is the

result of cognitive strategy in differentiating between object

and the relation among object.44

b. Environment-Cultural Factors

The most heated debate in the psychological sciences over the last

several decades: Is intelligence determined by genes or environment?

The question has been continuous because the potential implications

are dramatic. If genes are the primary factor, does this mean that some

people are “biologically smarter” than others, and the pursuit of

education is pointless for “less smart” people”. If the environment is

the primary factor, why aren‟ t we doing more to ensure equal access

to quality education for people of all cultures and socioeconomic

classes?

Research into this nature versus nurture debate has spawned a

wealth of fascinating data comparing the intelligence of people with

the same genetic makeup – that is, who were reared in the same or

different households. The ideas of these so called heritability studies is

that if identical twins are separated at birth and raised in different

families but still correlate highly on intelligence, then it would provide

strong evidence that, for the most part genes are the primary

determinant of intelligence. In contrast, a related approach has been to

compare unrelated people who share no genes, but who were raised in

44 Prof. Dr. Samsunuwiyati Mar‟ at, Psi, Psikolinguistik, Suatu Pengantar,

(Bandung: PT. Refika Aditama, 2005), p. 74

24

the same familial environment due to adoption. In studies of this sort, a

high correlation between intelligence of the non related individuals

would suggest that, for the most part, the environment was acting as

the primary determinant of intelligence. However in studies of both

sorts, the problem has been that different researchers have produced

different results. Indeed, evidence exists to support proponents on each

side of the debate.

Take as whole, research into the nature versus nurture debate

shows that both of this factors play critical roles in how people

perform on measure of intelligence such as IQ test. This “mixed”

conclusion should not be surprising – genes cannot be expressed

without an environment within which o exists, and likewise,

independent of the given environment, people cannot exist without

their genes.45

Based description above, it can be concluded that linguistic

intelligence as one of nine kinds of intelligence is not merely human

gift which biologically exists since human born (read: innate), but it is

also greatly affected by environment and can be activated in cultural

setting. It was proved by the observing on nude boy running the woods

in France. The boy was captured when he was 11 years old. It was

believed he had lived in isolation in the woods for at least 6 years. He

was called the Wild Boy of Aveyron (Lane, 1976). When the boy was

found, he made no effort to communicate. Even after a number of

years, he never learned to communicate effectively.

Sadly, a modern-day wild child named Genie, who had been raised

in silent isolation in cruel conditions by her parents, was found in Los

Angeles in 1970. Despite intensive intervention, Genie never acquired

more than a primitive form of language46

. It was said in 1970 a

45 Michael S. Gazzaniga, & Heatherton, psychological science, p. 260-261

46 Jane S Halonen & John W Santrock, Psychology Context & Application, Third

Edition p. 240

25

California social worker made a routine visit to the home of partially

blind woman who had applied for public assistance. The social worker

discovered that woman and her husband had kept their 13-year-old

daughter Genie locked away from the world. Kept in almost total

isolation during childhood, Genie could not speak or stand erect. She

was forced to sit naked all day on a child‟ s potty seat, restrained by a

harness her father had made–she could only move her hands and feet.

At night she was placed in a kind of straitjacket and caged in crib with

wire mesh sides and a cover. Whenever Genie made a noise, her father

beat her. He never communicated with her in words but growled and

barked at her.

Genie spent a number of years in extensive rehabilitation

programs, such as speech and physical therapy (Curtiss, 1977; Rymer,

1993). She eventually learned to walk upright with a jerky motion and

to use the toilet. Genie also learned to recognized many words and to

speak in rudimentary sentences. At first she spoke in one-word

utterances. Later she was able to string together two-word

combinations, such as “big teeth,” “little marble,” and “two hand”.

Consistent with the language development of most children, three-

word combinations followed–for examples, “small two cups.” Unlike

normal children, however did not learn how to ask questions and she

doesn‟ t understand grammar. Genie is not able to distinguish between

pronouns or passive and active verbs. Four years later she began

stringing word together, her speech still sounded like a garbled

telegram. As an adult speak in short, mangled sentences, such as

“father hit leg,” “Big wood” and “Genie hurt.” 47

Both cases prove that culture and environment (family, parents,

schoolteachers and others) have big contribution to child's language

development and linguistic intelligence. It also strengthens the theory

47

Jane S Halonen & John W Santrock, Psychology Context & Application, Third Edition p. 243

26

of Lev Vygotsky which stated that the environment has a great deal of

influence on a child‟ s acquisition of language.

Lev Vygotsky, a Russian psychologist interested in applying

Marxist social theory to individual psychology, developed the first

major theory that emphasized the role of social and cultural context on

cognition and language development. At the time, in the 1920s, most

psychological theories were behaviorist or gestalt in orientation.

Vygotsky believed that these theories failed to explain the development

of higher cognitive processes in ways that made senses given what was

known about genetics and biological development. According to

Vygotsky, human are unique because they use symbols and

psychological tools, such speech, writing, maps, art, and so on, through

which they create culture. Culture, in turn, dictates what people need to

learn and the sort of skills that need to be developed. For example,

some cultures might value science and rational thinking whereas others

might emphasize supernatural and mystical forces. Some cultures

emphasize keeping social distance whereas others encourage people to

be in close proximity. These cultural values shape how people think

about and relate to the world around them. Vygotsky made a

distinction between elementary mental functions such as innate sensory

experiences, and higher mental functions, such as language, perception,

abstraction, and memory. As children develop, their elementary

capacities are gradually transformed, primarily through the influence of

culture.

Central to Vygotsky‟ s theories is the idea that social context

influences language development, which in turns influences cognitive

development. Children start off directing their speech towards specific

communications with others, such as asking for food or toys. As

children develop, they begin directing speech towards themselves,

such as by giving themselves while they play. Eventually, children

internalize their words into inner speech, which comprises verbal

27

thoughts that direct behavior and cognition. Your thoughts are based

on the language that you acquire through your culture, and this

ongoing inner speech reflects higher-order cognitive process.48

4. Ways To Increase The Linguistic Intelligence

Like what described before, it can be said that both bio-psychological

and environmental factor has a great deal of influence on child‟ s linguistic

intelligence and the language development; therefore we can strengthen our

linguistic intelligence from those two approaches. From the approach of bio-

psychological factor, linguistic intelligence can be increased through training

the cognitive ability by doing some exercises and drill. It because the skill

cannot be achieved by just giving one example of sentence or one formula, but

the skill has to be practiced continuously and frequently.49

From the approach of environmental factor, linguistic intelligence can

be increased through giving student a good environment that gives the

opportunity to use the language as good as possible. It is what Grow did to

some students to increase their linguistic intelligence by sending them back to

their roots – which are often rural – to capture the narratives and inventive

language of the storytellers in their hometowns. Grow viewed that an easy way

to get close to linguistic genius is to read and talk to preschool child over

several months.50

And these are the examples of exercises to enhance our linguistic

intelligence:

(1) Learn new words or vocabulary to find its meaning on dictionary.

48 Gazzaniaga & Heatherton, Psychological Science, p.375

49 Prof. Dr. Muljanto Sumardi, M.A. and Nida Husna, M.Pd, Metode Pengajaran

Bahasa Asing, (Jakarta: Universitas Islam Negeri Jakarta, 2007), p.70 50

Gerald Grow, Ph.D, Writing and Multiple Intelligences, A Working Paper, (USA: School of Journalism, Media & Graphic Arts - http://www.longleaf.net/ggrow)

28

(2) Practice story telling. (It encourages expression of thoughts in the right words)

(3) Read voraciously. It helps in the enhancement of vocabulary. (It has the same function with learning new word and solving word puzzle.).

(4) Solve word puzzles and crosswords (5) Participate in debates and discussions. (It helps in the

development of reasoning skills.) (6) Practice letter writing, essay writing. (It encourages expression of

thoughts in the right words, same with practicing story telling.)

B. Speaking

1. The definition of speaking

According to Jeremy Harmer speaking is a form of communication, so it is

important that what you say is conveyed in the most effective way. How you

say something can be as important as what you say in getting your meaning

across.51

Speaking is an activity which is done by a person to communicate with

others to express ideas, feelings, as well as opinions to achieve a particular

goal.52

Speaking consist of producing systematic verbal utterances to convey

meaning. Utterances are simply things people say. Speaking is “an interactive

process of constructing meaning that involves producing and receiving and

processing information”.53

Moreover, Kayfetz states speaking is human verbal communication which

sets out with the ability of utilizing mechanism that will involve oral

production of language. Oral production of language is the main concern is

speaking.54

51

Jeremy Harmer. How to Teach English. (London: Addison Wesley Longman,

1996)., p.14

52 Philip M. Brudden. Effective Speaking, 2nd

ed. (New York: The Bob‟ s Merill Company,

1995)., p. 85

53 Florez, M.A.C. Communicative Language Teaching: The State of Art. (TESOL, Quarterly, 1991)., p.261-277

54 J.L. Kayfetz. Speaking Effectively. (Boston: Heinle Publisher, 1992)., p.22

29

From the definitions of speaking above, the writer tries to synthesize the

definition speaking as an activity of verbal communication which is done by a

person by producing systematic verbal utterances to communicate with others

to express ideas, feelings, as well as opinions to achieve a particular goal.

2. The Purpose of Speaking

Hance said that “most the speaking you do, no matter what you say,

has some purpose. Even in the most conversation, you trying to tell somebody

about something he doesn‟ t know, or you trying to convince him that this

singer is better than that singer, or you are telling him a joke amuse him;

whatever you doing, it has some purpose.”55

When two people are engaged in talking to each other we can be fairly

sure that they are doing so for good reasons. What are these reasons?

a. To express an idea

This is the general reason for speaker to speak to others to express

their idea, feeling and needs.

b. For communicative purpose

The communicative purpose is the reason for speaker to

communicate to others in order to achieve some goals. Speakers say

things because they want something happen as a result of what they

say. The form of expression for this communicative purpose can be

complaining, agreeing, asking help, discussing, negotiating, etc.

55 Kenneth G. Hance. Et.al., Principle of Speaking. (Belmont, California: Wad

Worth Publishing Company, Inc. 1982)., p. 266-272

30

c. To express new terminology and sentences

Native speakers have an infinite capacity to create new sentences.

Therefore if they have difficulty in expressing a certain concept /

thought in a certain way they will use another ways of saying those

things.

These three generalizations apply to equally to someone having a

private conversation and to politician giving speech to thousands56

3. The elements of Speaking

There are some important elements needed for speaking skill. Those

elements are pronunciation, grammar, vocabulary, fluency and

comprehension.

a. Pronunciation

Pronunciation is the way in which a word is pronounced, spelling

does not determine pronunciation57

b. Grammar

Grammar is an analysis of the structure of a language, either as

encountered in a corpus of speech or writing (a performance grammar).

In addition, grammar is an analysis of the structural properties which

define human language (a universal language). Theoretical grammar,

in this context goes beyond the study of languages, using linguistic

data as a means of developing insight into the nature of language as

such, and into the categories and process needed for linguistic analysis.

The formalized techniques of logic and mathematics may also be used

as a part of the analysis, and this too is referred to as formal grammar.

56 Jeremy Harmer, The Practice of English Language Teaching, New Edition, (London:

Longman, 1991). P.46

57 Judy Pearsall, The New Oxford Dictionary of English, (London: Oxford University Press, 1999). P. 1485

31

Grammar is also defined as a level of structural organization which can

be studied independently of phonology and semantic. It generally sub-

divided into the domains of syntax and morphology58

c. Vocabulary

Vocabulary is considered as the most important part in learning a

language. Without a sufficient vocabulary we cannot communicate

effectively or express ideas. Having limited vocabulary is also a barrier

that presents students from learning a foreign language.59

While according to Pyles, vocabulary is the focus of language. It is in

words, that sounds and meaning interlock to allow us to communicate

with one to another, and it is words that we arrange together to make

sentences, conversations, and discourse of all kinds.60

Moreover, according to Michael Mc Chauty, conversation contains

a large amount of vocabulary whose function is mainly 'relational' or

'interactional' (i.e. in the service of establishing and reinforcing social

relations), rather than 'transactional' (i.e. function services). Issues such

as convergence and communicative accommodation between students

are thus relevant to the study of lexical patterning. Mc Chauty added

that, conversation also contains a significant number of prefabricated

lexical expressions which facilitate fluency and which are idiomatic in

structure and meaning.61

It means that without having much

vocabulary the speaker cannot express his mind in speaking fluently.

58

A.M. Zainuri, Linguistics, (Jakarta: The English Department, The Faculty of Tarbiyah of UIN Syarif Hidayatullah Jakarta, 2003), p. 36

59 Yang Zhihong, Learning Words: English Teaching Forum, (London: July

2000) vol. 34. No.3, p. 18

60 Thomas Pyles and John Algeo, English: an Introduction to language, (New

York: Harcourt Brace Jovanovich, Inc, 1968), p. 69

61 Michael Mc Chauty, Spoken Language and Applied Linguistics, (USA: Cambridge

University Press, 1998), p. 110

32

d. Fluency

Fluency is the property of a person or of a system that delivers

information quickly and with expertise. Fluency is also speech

language pathology term that means the smoothness or flow with

which sounds, syllables, words, and phrases are joined together when

speaking quickly.62

Moreover, according to Nation fluency has the following

characteristics in all of the four skills of listening, speaking, reading

and writing. Those characteristic are:63

(1) Fluent language use involves “the processing of language in

real time”. That is, learners demonstrate fluency when they take

part in meaning-focused activity and do it with speed and ease

without holding up the flow of talk. There are observable signs

that can be used to measure changes in fluency. These include

speech rate and number of filled pauses such as um, ah, er, and

number of unfilled pauses.

(2) Fluent language use does not require a great deal of attention

and effort from the learner.

(3) If we consider the four goals of Language, Ideas, Skill, Text

(LIST), fluency is a skill. Although it depends on quality of

knowledge of the language, and it‟ s development involves the

addition to and restricting of knowledge, in essence it involves

making the best possible use of what is already known.

e. Comprehension

Comprehension is an ability to understand the meaning or

importance of something (or the knowledge acquired as a result).

62 http://en.wikipedia.org/wiki/Fluency

63 I.S. P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (UK:

Routledge, Taylor & Francis, 2009), p. 151

33

C. Achievement

1. The Definition of Achievement

In general, achievement means all things that people obtain from

his/her effort. But in education achievement means the result of tests designed

to determine a student's mastery of a given academic area.64

According to Harrison, Achievement is what students have achieved as

the result of learning in period of time.65

While Nunnally stated that

achievement is what students have learned up to particular point in time.66

He

added that achievement is not only how much students have learned in a

particular school year but also how much they have learned in all their prior

schooling.67

Then the definition of learning achievement is knowledge that you get

from studying which has done successfully, especially using your own effort

and skill.68

Furthermore, Myra Pollack Sadker and David Miller Sadker stated that

learning achievement is students' actions that they have disciplined minds and

adhere to traditional morals and behavior. It can be shown from their

competency in academic subjects and traditional skill while they are

demonstrating through tests and writings.69

64

Julian C. Stanley, Measurement in Today‟s Schools, (New Jersey: Practice Hall,

1964), p. 2

65 Andrew Harrison, A Language Testing Handbook: Essential Language

Teaching Series, (London: Macmillan Press, 1983), p. 7

66 Jum C. Nunnally, Educational Measurement and Evaluation, (New

York: McGraw-Hill Book Company, 1964), p. 172

67 Jum C. Nunnally, Educational Measurement and Evaluation,……., p. 180

68 Wikipedia. Learning Achievement. P. 1

(http://www.wikipedia.freeencylopedia.htm.)

69 Myra Pollack Sadker and David Miller Sadker, Teachers, Schools and

Society, (New York: McGraw Hill Higher Education, 2005), p. 330

34

Based on some definitions above, the writer synthesized that

achievement is the students' knowledge and skill as the result of learning

experience in period of time.

In foreign language learning, achievement is the learners' ability to use

the target language,70

and according to Huebener achievement is the skills and

the knowledge the pupils have acquired in each of the various phases of

language learning.71

It also can be concluded that speaking achievement is the

speaking result that students gained after followed an instructional process in

particular period of time and signed by scores.

2. The Factor Affecting Learning Achievement

Achievement is the output (result) of input (knowledge) which is

gained through the process of teaching and learning. Therefore the success of

students' output depends on how the factors support the students to acquire the

input well. Some factors that influence the student‟ s achievement are: (1)

Intelligence degree (2) motivation (3) physical condition (4) environment

condition.72

And the factors that affect the students' learning achievement

completely can be seen through the figure below:73

70

J Charles Alderson and Brian North, Language Testing in the 1990s: the Communicative Legacy, (UK: Macmillan Publisher ltd, 1995), 154

71 Theodore Huebener, How to Teach Foreign Languages Effectively, (New

York: New York University Press, 1969), p.212

72 Steven H. McDonough, Psychology in Foreign Language Teaching,

(London: George Allen and Unwin,1981)

73 Drs. Ngalim Purwanto, M.P., Psikologi Pendidikan, (Bandung: PT.

Remaja Rosdakarya, 1996), p. 107

External

Factor

Internal

35

Nature

Environment

Social

Material

Teacher Instrumental

Facilities

Management

Physical condition

Physiology

5 senses condition

Talent/aptitude

Interest

Psychology

Intelligence

Motivation

Cognitive Ability

Figure 2.3 The Factors of learning Achievement

36

D. Conceptual Frame

To measure the students‟ linguistic intelligence and its correlation with

English speaking skill achievement, the writer has to see the comprehensive

analysis of what the linguistic intelligence means, what the concept of intelligence

is, what the factors affecting the linguistic intelligence, and what the factors of

English speaking fluency.

Two of the linguistic intelligence definitions are the capacity to use

language, our native language, and perhaps other languages, to express what is on

our mind and to understand other people. And Gardner defined linguistic

intelligence as sensitivity to spoken and written language and the ability to use

language to accomplish goals, as well as the ability to learn new languages. Based

on these definitions, it is clear that linguistic intelligence may also the capacity to

learn new language, and it also means that linguistic intelligence include the

ability to muster English as foreign language both spoken and written.

The writer thinks it is not strong enough to prove the correlation between

linguistic intelligence and English speaking skill achievement. Therefore it is

better to see the concept of intelligence to know what the most determining the

intelligence itself. Intelligence, according to Gardner is Bio-psychological

potential to process information that can be activated in a cultural setting to solve

problems or create products that are value in a culture. Based on this definition,

intelligence is the biological capacity which its development depends on how

culture and environment affect on it. It is supported by the Spearman's intelligence

theory. Spearman found that human behavior is caused by two factors, that is: (1)

general factor (g) and (2) special factor (s). Spearman viewed that general factor is

human basic factor (it is similar with biological factor) and special factor is

affected by experience (environment and education). One thing that makes the

human behavior is different with others is not caused by "g" factor but is caused

by "s" factor. This explanation clearly can be illustrated like this:74

74

Drs. Sumardi Suryabrata, B.A., M.A., Ed.S., Ph.D., Psikologi Pendidikan, (Jakarta: PT. RAJA GRAFINDO PERSADA, 2008), p. 127

37

Behavior 1 = B1 = g + s1

Behavior 2 = B2 = g + s2

Behavior 3 = B3 = g + s3

Behavior 4 = B4 = g + s4

Behavior 5 = B5 = g + s5

This theory is proved by Genie–13 year old girl who could not speak

because of her parent's isolation from outside world. And it is also proved by the

fact that one method of foreign language teaching resulted the students who can

speak English fluently while other method resulted students who just have

knowledge of grammar without being able to applying it in actual activity. Based

on this explanation, it is clear that one thing that makes students linguistically

intelligent is caused by how environment (parents & school teachers) gives a great

opportunity and facility to improve students' verbal ability.

But it does not mean that the writer has to see environment as the only

factor that affect linguistic intelligence. Therefore the writer cannot see the

linguistic intelligence from one factor by ignoring another factor. If the writer sees

the environment-cultural factor as the only factor in affecting linguistic

intelligence, how do we describe the students who have different capability of

English proficiency in the same environmental learning?

Actually every human has the inner capacity (read: innate mechanism) to

acquire language like what Chomsky describes in his Universal Grammar

(Transformational Generative Grammar) theory. But what is the Transformational

Generative Grammar itself? According to Samsunuwiyati, someone who is

linguistically and perceptually developing well is the result of cognitive

conclusion procedure which is innate. Therefore it can be said that, what

Chomsky said as a Universal Grammar is the result of cognitive processes which

is assumed as a universal. So, transformation which is discussed in TGG is exactly

the cognitive operation which is not only reflected in language but also in visual

perception.75

75

Prof. Dr. Samsunuwiyati Mar‟ at, Psi, Psikolinguistik, Suatu Pengantar, ….., p. 74

38

The importance of cognitive development in foreign language learning can

be seen in the role of Meta cognition which has four skills, they are: problem

solving, decision making, critical thinking and creative thinking.76

These four

Meta cognitive skills really help the students to analyze, comprehend, and

synthesize the complex structure of foreign language. So, it can be said that the

students who is cognitively developing well may easily learn the foreign

language.

Yet, Piaget realized that cognitive function consists of four factors, they

are: physical environment, maturity, social effect, and the process of self

management. According to Piaget each of them is essential for cognitive

development, but none of them can stand alone.77

After discussing two factors above, it is clear that each of them has a

significant role in affecting linguistic intelligence. But it is not enough to answer

the question: how do two people have different capacity in foreign language

proficiency while they have the same environmental learning and good cognitive

development?

Exactly, there is another important factor that affecting linguistic

intelligence, that is affective factors. Affective factor is factor that has correlation

with feeling, emotion, value, and attitude which shows an acceptance and

avoidance of something.78

As what Yule stated; Teenagers are typically much

more-self conscious than younger children. If there is a strong unwillingness of

embarrassment in attempting to produce the different sound of another language,

then it may override whatever physical and cognitive abilities there are. If this

self-consciousness is accompanied by a lack of empathy with the other culture (for

example, feeling no identification with its speakers or their customs), then the

subtle effects of not really wanting to sound like a Russian or a German or an

American may strongly inhibit the learning process.

76 Drs. H. Martinis Yamin, M.Pd. Strategi Pembelajaran Berbasis

Kompetensi, (Tangerang: Gaung Persada Press, 2005), p. 9-10

77 Drs. H. Martinis Yamin, M.Pd. Strategi Pembelajaran Berbasis Kompetensi, ….., p17

78 Drs. H. Martinis Yamin, M.Pd. Strategi Pembelajaran Berbasis Kompetensi, ….., 32

39

This type of emotional reaction, or 'affect', may also be caused by dull

textbook, unpleasant classroom surroundings or an exhausting schedule of study

and/or work. All these negative feelings or experiences are affective factors that

can create a barrier to acquisition. Basically, if we are stressed, uncomfortable,

self-consciousness or unmotivated, we are unlikely to learn anything.

Children seem to be less constrained by affective factors. Descriptions of

L2 acquisition in childhood are full of instances where inhibitions are quickly

overcome by young children as they try to use new words and phrases. Adults can

sometimes overcome their inhibition too. In one intriguing study, a group of adult

L2 learners volunteered to have their self-consciousness levels reduced by having

alcohol levels gradually increased. Up to a certain point, the pronunciation of the

L2 noticeably improved, but after a certain number of drinks, as we might,

pronunciation deteriorated rapidly. Courses introducing 'French with cognac' or

'Russian with vodka' may provide a partial solution, but the inhibitions are likely

to return with sobriety.79

From description above, it is understandable that affective factor (such as

interest, motivation, believe, feeling confidence, enthusiasm, etc) also has a

significant role in foreign language learning. And it may be a good reason why in

the same learning condition and same cognitive ability, there is someone who is

better in mastering English than others. And it may be a good answer why there is

someone who is better in English than Arabic proficiency, and why another is

good in Arabic and is not in English.

The last, there are some factors affecting the English speaking skill. Those

factors are the students have to master the elements of speaking such as

pronunciation, vocabulary, grammar, comprehension, and fluency by doing some

exercises such as watching English TV program and movie, listening to the

English radio program and music, reading English book, magazine, newspaper,

79 George Yule, The Study of Language, third edition,….., p. 164

40

and practicing to speak in English intensively with self confidence and

enthusiasm.80

All of those factors that affect English speaking skill are also the factors

that affecting the linguistic intelligence. It means (1) linguistic intelligence have a

correlation with speaking skill achievement; (2) linguistic intelligence is not only

affected by cognitive ability but also affected by environment and affective

factors.

After discussing the factors affecting the linguistic intelligence, the writer

synthesized that students who have high linguistic intelligence is the students who

have good cognitive ability, have a good environment (parents, school teacher, &

friends) in giving great opportunity to improve verbal ability both spoken and

written, and who have high interest and motivation in learning the foreign

language such as English.

And student who has a good achievement in English speaking skill is

students who have high linguistic intelligence (by considering all the factors that

affect on it).

To see clearly whether there is the correlation between linguistic

intelligence and speaking skill or not, the writer collects some theories which

show implicitly their correlation:

1. Most of definition of linguistic intelligence state that it is the ability to

use the words competently in listening, speaking reading and writing.

While Gardner said that it is sensitivity to spoken and written language.

From the phrase “competently in speaking” or “in the spoken form”, it

is clear that linguistic intelligence is also the ability in speaking skill.

2. One of Empirics‟ views says that language is speech not written form.

This principle maintains a definition that “language is the flow of

meaningful human speech or language is the signal system of sound

80

http://englishtrainer.blogspot.com/2007/02/factors-affecting-english-speaking.html

41

symbol which has the meaning”.81

Talking of speech, it also talks

about speaking as one of the communication tool that needs speech

sound. From this view, it can be concluded that linguistic intelligence

has the correlation with speaking.

3. From the examples of language disorders by aphasic, they couldn‟ t

speak clearly and meaningfully when Broca‟ s area in brain damage. It

means that the center of linguistic intelligence in brain also control the

ability to speak, therefore linguistic intelligence has a close correlation

with speaking skill.

Then, to measure the correlation between linguistic intelligence and

speaking skill, the writer gives the test concerning with linguistic intelligence. The

result of the test will be compared with speaking skill achievement by using the

coefficient correlation formula of product moment.

E. The Hypothesis

Based on the theoretical and conceptual framework above, the writer

formulated the hypothesis of this research: there is a correlation between linguistic

intelligence and students' speaking skill achievement.

The statistical hypothesis is formulated as follows:

1. Alternative Hypothesis (Ha): there is significant correlation between

linguistic intelligence and speaking skill achievement.

2. Null Hypothesis (Ho): there is no significant correlation between linguistic

intelligence and speaking skill achievement.

81

Jos Daniel Parera, Linguistik Edukasional: Metodologi Pembalajaran Bahasa, Analisis

Kontrastif Antarbahasa, Analisis Kesalahan Berbahasa, (Jakarta: Penerbit Erlangga, 1994), p. 52)

CHAPTER III

ENGLISH EDUCATION DEPARTMENT PROFILE

A. ENGLISH EDUCATION DEPARTMENT IDENTITY

University : State Islamic University of „Syarif Hidayatullah‟

Faculty : Faculty of Tarbiyah and Teachers Training

Department : Department of English Education

Address : Jl. Ir H. Juanda No. 95 Pisangan Ciputat 15412

Phone/Fax : (62-21) 74708172 or 7443328 ext 1710

Year of Establishment : 1960

Status : Decree of Dirjen Bimbaga Depag (extended)

Website : www.uinjkt.qc.id

E-mail : pbi_uinjkt@yahoo.com

42

43

B. BRIEF HISTORY OF ENGLISH EDUCATION DEPARTMENT

English Education Department is one of the oldest departments in

Faculty of Tarbiyah and Teachers Training, UIN „Syarif Hidayatullah‟ Jakarta.

This department is established to provide and train qualified English teachers

at every level of education.

The output of English Education Department should be able to,

professionally, organize and conduct teaching and learning process, evaluate

learning output, make guidance and education training as well as run research

and social service.

For the first time, it opens its operation in 1960, once under the name

of State Islamic Institute „Syarif Hidayatullah‟ Jakarta. Considering its

position as a general course at Islamic Institute and considering to the policy

of Religious Affair of Republic of Indonesia, English Education Department

was closed its operation in 1990. However, in 1997, English Department

received back legalized operation to reopen its service as a general course at

state Islamic Institute. It is, then, supported by issued the decree of Dirjen

Bimbaga Islam Depag No. E/48/1999 on conducting and organizing study

program at „Syarif Hidayatullah‟ State Islamic Institute. And since its re-

operation, English Education Department had experienced some changes in

every area from curriculum composition, teaching and learning facilities, to

lecturers‟ composition, their level of education as well as their degree.

In 2000, Based on the decree of College of National Accreditation

Board No. 014/BAN PT/AK-IV/VII/2000, English Education Department

received accreditation statement by the score of 558 (B).

Based on the brief explanation above, it is possible to conclude that

English Education Department has subjected to some requirements as a formal

high education institution to run and organize academic service in the field of

education.

44

C. VISION AND MISSION

1. Vision

Being leading and stunning course in the field of education,

research and English language learning development in local, national and

regional scale.

2. Mission

2.1. Organizing and Conducting academic activities and being

professional department in the field of English Education

2.2. Developing teaching competence and English language insight.

2.3. Developing research competence in the field of English language

teaching.

2.4. Issuing the product of intensive English language studies and

English education innovation through in-service training program

and some related training programs.

D. OBJECTIVES OF COURSE

The following are some objectives of English Education course:

Providing English teachers who are able to:

a. Teach English professionally in the scope of secondary and high

school.

b. Up hold and maintain Islamic and Indonesia‟s values

c. Develop some studies/ research in the field of English education

which is in line with the social need and development era.

45

d. Have, dynamically, strong commitment toward educational

development.

2. Being center of excellence in service training and guidance for

qualified English Teacher.

3. Being center of excellence in service and guidance for qualified

English teacher.

4. Being center of study, intensive discussion, and action research.

E. STUDENTS

1. Students Selection

The selection of fresh men for English Education Department

adopts central system which is run under UIN Jakarta control through

three ways selections: PMDK and SPMB, either Local SPMB or National

SPMB. These subjects are based on the decree of UIN Jakarta rector No.

007/2005 which is revised by issuing new decree annually.

2. Student Profile

Culturally, a number of English Education Department Students

mostly come from Java (95,62%), Sumatra (4,13%) and the rest (0,25%).

Economically, a number of English Education Department Students are

from various conditions. Below are annual student statements starts from

2005 to 2009:

Table 3.1

Annual Students Progress

No. Year Amount

1. 2005 105

46

2. 2006 120

3. 2007 115

4. 2008 112

5. 2009 120

Total 572

3. Academic Achievement

To fulfill the level of Strata 1, English Education Department should

completely finish minimally 154 sks in the range of 4 until 7 years. (8-14

semesters), in the side of student grade point average, however, they should

reach minimally 3.00.

4. Student Activity

Students, structurally, involve in some students activities which are run

and organized by BEM. Besides, they also get active in some student unit

activities, such as; FLAT, KSR, Arkadia,, Menwa, PSM, and some other extra

organizations such as; HMI, IMM, PMII, and KAMMI. Those activities, then,

support the students‟ ability in the organization competence and social

competence.

From those activities, there are some activities that can increase the

students‟ intelligence. Most of the intelligences are linguistic intelligence (such as: discussion, reading the book, writing essay and article) and

interpersonal intelligence (such as: having the relationship, making an event

that needs communication among the committees)

47

5. Student Service

There are two student services: academic student service and non-

academic student service. These services are provided based on academic

students need.

F. LECTURES

1. Lectures

a. Selection and Recruitment

The recruitment of English education lectures is run and

organized through three gates: PNS, mutation between two institutions,

contract. And below are some criteria for English lecture:

(a) Showing sense of religious responsibility

(b) Having relevant educational background

(c) Main priority, graduation of S2 and S3

(d) Minimally, aged less then 60, except he or she has

special competence needed.

(e) Having high motivation to improve the quality of

English teachers and English teaching and learning

process in Indonesia.

b. Qualification and Experiences

English Education Department has 2 Professors, 7 Doctors and

19 Masters, so that there are 28 lectures. And all of English Education

Lecturers have at least 5 years experiences teaching. Below are the

data of the last background of English education lectures education:

48

Table 3.2

Lecturers Composition

Position S1 S2 S3

Permanent --- 13 lecturers 8 lecturers

English (4 lectures in the ( 1 professor and 5

Lecturers process of lecturers in the

finishing study process of

finishing study

program

Non Permanent 7 lectures 6 lecturers 1 lecturer

English (Professor)

Lecturers

G. CURRICULUM

1. The Relevancy

Besides its relevancy with the vision, mission as well as object,

offered curriculum by English Education Department has been claimed to

be in line with social needs. This is proved by, increasingly, accepted some

of graduations by either formal institutions or non-formal institutions in

every level as well as other areas.

This curriculum highlights to competence based application, both

competences in using language, teaching and education, research, as well

as social needs.

49

2. The Structure and Components of Curriculum

Table 3.3

Components Curriculum

Components Total Percentage

Main Competence 120 SKS 77,92%

Language Skills 46 SKS 38,33%

Language 16 SKS 13,33%

Components

TEFL 20 SKS 20%

Linguistics 16 SKS 13,33%

Literature 8 SKS 6,66%

Curriculum 4 SKS 3,33%

Paper 6 SKS 5%

General Base 18 SKS 11,68%

Competence

Special base 26 SKS 16,88%

Competence

H. FACILITIES

1. Local and its facilities

There are 5 locals that are provided for English education department,

each range 52 m2, facilitated with 40 chairs, 1 set table lecture, OHP, LCD,

and white board. And all of classes are located on 4th

floor, Faculty of

Tarbiyah and Teachers Training Building.

50

2. Office and Lecturer‟s Lounge

To provide and serves better academic service, English education

department has administration office which is available for staff, secretary,

and head of department, it is large 25,8 m2.

And 1 lecturers room which is large + 35,23 m2 and facilitated by

provided table, chairs, locker, Musholla, some relevant references, sofa,

cupboard.

While, Professor, provided a room which is large + 24,34 m2 and along

with 3 set tables as well as 3 filling cabinet.

3. Audio Visual Corner and Reading Corner

To better improve student competence in using English, so English

Education Department provides some facilities which serve daily at office

hours: an Audio Visual Corner which is large + 30 m2 and also 1 TV 29 inch,

10 chairs and 10 headsets.

It also has reading corner which is large + 32 m2 and along with 2

bookcases, 1 set computer, 1 reading table and 10 chairs. Regarding with the

collection books and novels, English education department has + 255

collection reference books, 134 collection English text book, and + 379

collection English novels. Besides, to upgrade student information based

English, English Education Department also subscribes English press media;

The Jakarta Post, Forum magazine, Essential Teachers Magazine,, Modern

Language Journal, and Kangguru Magazine, as well as self publishing journal,

Onward.

4. Laboratories

English Education Department has Language Laboratory which is under

control of Faculty of Tarbiyah and Teachers Training. This is used and

51

operated by all departments in faculty of Tarbiyah and Teachers Training. The

lab provides 40 booth listening. Besides, it English education department also

has micro teaching laboratory and computer.

I. THE FACILITIES AND ACTIVITIES SUPPORTING THE

LINGUISTIC INTELLIGENCE

As what stated before, there are some facilities that support students to

increase their linguistic intelligence. Those facilities are audio visual, language

laboratory and reading corner. Through audio visual and language laboratory

students can drill their listening skill and from reading corner students can

increase their reading skill. Not only that, students also can acquire much

vocabulary from both audio visual and reading corner.

Beside facilities, there are also some activities that provide students an

opportunity to increase their linguistic intelligence. Those activities are: language

teaching and learning activity in the classroom that uses English as a target

language fully in the processes of teaching and learning such as in discussion and

presentation. Another activity is English practicum which is held at outdoor by a

group of students and English facilitator. As what the writer experienced, the

English practicum really helps students in increasing their linguistic intelligence

because there are some benefits that students can get from it, such as: (1) students

are not afraid of making a mistake in performing their English while in the class

just some of students who are brave, (2) the English facilitator can keep an eye on

each of students-related to their development of English competence, (3) there are

some activities which are contextually related to students‟ real life and there are

also some games which motivate them to perform English with fun.

CHAPTER IV

RESEARCH METHODOLOGY AND RESEARCH FINDINGS

A. Research Methodology

1. Objective of The Research

This study is aimed to:

a. Know the students‟ linguistic intelligent

b. Know the correlation between students‟ linguistic intelligent and their

speaking skill achievement

2. Time and Location

This research was conducted at English Education Department, Faculty of

Tarbiya and Teachers‟ Training, „Syarif Hidayatullah‟ State Islamic

University at Jl. Ir. H. Juanda no. 45. Post code 15412 Ciputat, Tangerang,

52

53

Banten. The test and the students‟ score of speaking were given and

taken

on july 2011.

3. Method of the Research

In doing this research, the writer uses the quantitative approach. In this

method, he measures the students‟ linguistic intelligent by distributing 35

item questions regarding with students‟ linguistic intelligent. Then the

writer counts the test scores.

After that the writer took the students‟ score of mid semester of speaking

4.

4. Population and Sample

The population of research consists of three classes (regular classes) from

forth semester of English Education Student, Faculty of Tarbiya and

Teachers Training, UIN Syarif Hidayatullah Jakarta.

The writer had just taken 21 students from regular class to be the sample

of taken data. They were selected randomly.

5. Technique of Collecting the Data

In collecting the data, the writer uses some instruments:

a. Linguistic intelligence Test

b. Students‟ score of mid semester test of speaking 4

6. Technique of Analyzing the Data

After the writer getting the data, the writer analyzes by using the formula

of correlation product moment

54

R xy= coefficient correlation between x variable and y variable (

Koefisien korelasi antara variabel x dan variable y)

N = number of cases

∑xy = sum of multiplication of x and y (jumlah perkalian x dan y)

∑x = sum of score in x distribution (jumlah skor dalam distribusi x)

∑y = sum of score in y distribution (jumlah skor dalam distribusi y)

∑ x2 = sum of quadrate (jumlah kuadrat dati x)

∑ y2 = sum of y quadrate (jumlah kuadrat dari y)

Table 4.1

The level of correlation1

Product moment (r) Interpretation

0.00 – 0.20 Very low correlation

0.20 – 0.40 Low correlation

0.40 – 0.70 Moderate correlation

0.70 – 0.90 High correlation

0.90 –1.00 Very high correlation

1 Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2004), p.

193

55

B. Research Findings

1. Description of the Data

Having finished the field research about students‟ linguistic intelligence

and their speaking skill achievement of 21 students at the forth semester in

English Education Department, faculty of Tarbiya and teachers‟ training,

Syarif Hidayatullah State Islamic University, the writer took their

linguistic intelligence.

In this chapter the writer give the report concerning the data description

(the data of students‟ linguistic intelligence and their speaking skill

achievement). In can be seen in the following tables in the data analysis.

Table 4.2

Students‟ Linguistic intelligence

No Students Identification Number The score of Linguistic

intelligence

1 01 73.26

2 02 73.26

3 03 73.26

4 04 75.48

5 05 58

6 06 69

7 07 64.38

8 08 71.04

56

9 09 75.48

10 10 60

11 11 64.38

12 12 78

13 13 58

14 14 38

15 15 42.18

16 16 64.38

17 17 64.38

18 18 53.28

19 19 49

20 20 60

21 21 67

The table shows that highest score is 73.26 and the lowestscore is 38

Range (R) = the highest score – the lowest score

= 73,26 – 38 = 35.26

Number of class (K) = 1+3.332 log n

= 1+3.332 log 21

= 1+3.332 (1.322)

= 1+4.405

= 5.405

Interval (c) = R/K = 35,26 / 5 = 7.052

57

Table 4.3

Computation of the mean from a frequency distribution

Class Interval Frequency (f) x f.x

38 – 45 2 41.5 83

46 – 53 2 49.5 99

54 – 61 4 57.5 230

62 – 69 6 65.5 393

70 – 77 6 73.5 441

78 – 85 1 81.5 81,5

∑ 21 1327,5

Figure 4.1

Histogram and frequency polygon (plotted from data in table 4.3)

58

Mean ( ) =

In which = frequency

= mid point

= sum of frequency multiplied by mid point

= number cases

Note : = 1327,5

= 21

Mean ( ) =

=

Median (Me) =

In which:

L = real lower limit of median interval

59

n = the total number of scores

S = sum of scores in interval below L

f = frequency, or number of scores, in median interval

i = size of the class interval

note : n = 21

L = 53,5

S = 4

i = 7

f = 4

Me =

=

=

=

= 53.5+11.375

Me = 64.875

60

Mode =

In which:

= lower limit of mode interval

= frequency above mode interval

= frequency under mode interval

i = interval class

On the table …. there are two modes which appear, they are in the interval 62 – 69

and in 70 -77.

Mode 1

Note:

= 61.5

= 4

= 7

i = 7

Mode 1 = 7

= =

61.5 + 2.33 = 63.83

61

Mode 2

Note:

= 69.5

= 6

= 1

i = 7

mode2 = 69.5 +

= 69.5 +

= 69.5 + 0.85 × 7 = 69.5 + 6 = 75.5

From the calculation of mean, median, and mode of students‟ linguistic intelligence,

it is derived:

Mean

Median

Mode

=

6

3

.

1

9

0

=

6

4

.

8

7

= 63.83 and 75.5

62

Table 4.4

Students‟ score of speaking

No Students‟ identification number The score of speaking

1 01 80

2 02 70

3 03 71

4 04 73

5 05 70

6 06 75

7 07 73

8 08 76

9 09 71

10 10 73

11 11 72

12 12 82

13 13 73

14 14 72

15 15 81

16 16 74

17 17 71

18 18 73

19 19 72

20 20 73

21 21 74

The table above shows that the highest score is 82 and the lowest score is 70

63

Range (R) = the highest score – the lowest score

= 82 – 70 = 12

Number of class (K) = 1+3.332 log n

= 1+3.332 log 21

= 1+3.332 (1.322)

= 1 + 4.405

Interval (C) =

= = 2.4 = 2

Table 4.5

Computation of mean from a frequency distribution

Class interval Frequency X (mid) fx

70 – 72 8 71 568

73 – 75 9 74 666

76 – 78 1 77 77

79 – 81 2 80 160

82 – 84 1 83 83

∑ 21 1631

64

Figure 4.2

Histogram and frequency polygon (plotted from data in table 4.5)

Mean

Mean ( ) =

Mean ( ) =

=

65

Median

Median (Me) =

Note: L = 75.5, n = 21, s = 17, f= 1, i = 2.

Me =

=

=

= 75.5 + (-13)

= 62.5

Mode

Mode =

Note: = 72.5, = 8, = 1, i= 2

Mode =

= 72.5 + 0.88 × 2

= 72.5 +1.77

= 74.27

66

From the calculation of mean, median, and mode of students‟ speaking score, it is

derived:

Mean = 77.46

Median = 62.5

Mode = 74.27

2. Data Analysis

In order to know the correlation between linguistic intelligence

and students‟ English speaking skill achievement, Person‟ s product

moment formula is applied. The Data are described on the following

table:

Table 4.6

Basic statistic correlation formula of students‟ linguistic intelligence and

their speaking skill achievement

No

Score

Xy X2

Y2

X

Y

1 73.26

80 5860.8 5367.0276 6400

2 73.26

70 5128.2 5367.0276 4900

3 73.26

71 5201.46 5367.0276 5041

4 75.48

73 5510.04 5697.2304 5329

5 58

70 4060 3364 4900

6 69

75 5175 4761 5625

7 64.38

73 4699.74 4145 5329

8 71.04

76 5399.04 5047 5776

9 75.48

71 5359.08 5697.2304 5041

67

10 60 73 4380 3600 5329

11 64.38 72 4635.36 4145 5184

12 78 82 6396 6084 6724

13 58 73 4234 3364 5329

14 38 72 2736 1444 5184

15 42.18 81 3416.58 1779.1524 6561

16 64.38 74 4764.12 4145 5476

17 64.38 71 4571 4145 5041

18 53.28 73 3889.44 2839 5329

19 49 72 3528 2401 5184

20 60 73 4380 3600 5329

21 67 74 4958 4489 5476

∑ 1331.76 1549 98281.86 86847.696 114487

84

82

80

78

76 Y-Values

74

72

70

68

0 20 40 60 80 100

Figure 4.3

Coefficient correlation between x and y variable

68

The table above shows that:

n = 21, ∑x = 1332, ∑y = 1549, ∑xy = 98281.86, ∑x2 = 86848, ∑y

2 = 114487

Correlation formula:

=

=

=

= = = 0.042

3. Interpretation of Data Analysis and Test Hypothesis

From the correlation computation it turned out above appeared that

the correlation index between x variable and y variable is positive. It

means that between x variable and y variable, there is positive correlation.

By noting the result of the formula (0.042), it is found out that the index is

in the interval 0.00-0.20 which means that between x variable and y

variable there is a very low correlation and it is considered there is no

significant correlation between x variable (students‟ linguistic

intelligence) and y variable (their speaking skill achievement). The next

step to test the hypothesis after the data obtained from analyzed and

calculated is by using “t” test formula.

69

The test hypothesis

1. Positive correlation

Ho :

Ha :

2. Negative correlation

Ho :

Ha :

If : There is significant correlation and Ha is accepted and

Ho is rejected

If : There is no significant correlation and Ha is rejected

and Ho is accepted

=

=

=

= = = 0.18

70

Df = n – nr

Note: Df = degree of freedom

n = number of cases

nr = sum of correlation

Df = 21 – 2 = 19

The critical limit score of normal distribution t on α = 0.01 with

degree of freedom (df) 19 is 2.539. This score is obviously bigger than

= 0.18.

The result of hypothesis is = 0.18 is smaller than =

2.539. The null hypothesis is accepted and alternative hypothesis is

rejected. It means that there is no significant correlation between

students‟ linguistic intelligence and their speaking skill achievement.

It may because of the linguistic intelligence is not the absolute

factor that affect English speaking skill, there is still another factor that

affect on it, such as affective factor.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After doing the research and getting the result of the research by using

the correlation formula of product moment, the writer can conclude that there

is the correlation which is not too significant between students‟ linguistic

intelligence and their English speaking skill achievement. It is showed by the

result of the research. The result (0.042) belongs to very low correlation. In

other word, students who have high linguistic intelligent, do not always have

high score in English speaking skill achievement.

B. Suggestion

Based on the result of the research, the writer gives suggestion for

students how to improve their linguistic intelligence.

1. The students should have internal motivation to learn any language.

2. The students should be confident in practicing the foreign language such

as English.

3. The students should practice the language skills as frequent as possible to

develop their cognitive ability in increasing the language skills.

71

72

4. The teachers should give the great opportunity for students to use the

language naturally.

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GLOSSARY

Aphasia : Language and speech disorder due to brain

damage/injury.

Achievement : What students have learned up to particular

point in time and signed by scores

Affective Factor : Factor that has correlation with feeling,

emotion, value, and attitude which shows an

acceptance and avoidance of something

Brain : The most complex organizational structure of human which has a significant role in

controlling mental and physical activity. Broca's Area : Particular part of brain in frontal lobe of left

hemisphere which has function in language production. The damage in this area can cause Broca's Aphasic find difficulties in producing

speech in grammatically correct order. Cognition : Mental activity related to perception,

memorization, learning, imagination, paying

attention, considering, and logical reasoning.

Cognitive ability : The ability related to mental capacity to make

the abstraction, classification, and

generalization

Comprehension : An ability to understand the meaning or

importance of something (or the knowledge

acquired as a result).

Critical Period : The time from birth to puberty during which normal first language acquisition can take

place. This critical period hypothesis claimed

that there is the most effective and elastic

period to acquire language. Fluency : Speech language pathology term that means

the smoothness or flow with which sounds,

syllables, words, and phrases are joined

together when speaking quickly.

Foreign Language : The language which is mastered by the

students through formal education, and

socioculturally it is not considered as the

students‟ language.

G Factor : A basic factor of intelligence which is

generally possessed by all human.

Generative grammar : A set of rules defining the possible sentences

in a language. Hemisphere : Two subdivisions of brain (left hemisphere

and right hemisphere)

78

79

Innate Mechanism : The mechanism inside of the brain which

naturally and automatically happens in all the

human.

Intelligence : A collection of high level mental process such

as verbal, mathematical, and analytical ability,

problem solving skills, and the ability to learn

from and adapt to the experiences of everyday

life.

IQ (intelligence Quotient) : A tool to measure the human intelligence.

Language : A form of communication, both spoken and

written that is based on a system of symbols.

Language Acquisition : The unconscious process of understanding and

acquiring the language.

Language Acquisition : The series of universal syntaxes, structural Device property which is commonly found in all the

languages. This device has significant function

for the infant to acquire language.

Language function : The reasons why someone makes a speech.

The most important of language function is to communicate. Communication with language

is held through two kinds of basic human

activity that is speaking and listening.

Language Learning : Planned activity to muster the language

through the process of teaching and learning.

Language Process : The description of instruments, material, and

procedure within our mental which are used by

the human to produce and understanding the

language.

Left Hemisphere : The left side of brain which has a function to

verbal, mathematical, analytical, logical and

intellectual activity.

Linguistic Intelligence : Sensitivity to spoken and written language and

the ability to use language to accomplish

goals, as well as the ability to learn new

languages.

Mental : Psychological aspect

Multiple Intelligences : Gardner's theory of intelligence which

explains human has nine kinds of intelligence;

that is (1) verbal/linguistic intelligence, (2)

logical/mathematical intelligence, (3)

visual/spatial intelligence, (4) musical-

rhythmic intelligence, (5) bodily/kinesthetic

intelligence, (6) intrapersonal intelligence (7)

interpersonal intelligence (8) Naturalistic

Intelligence, and (9) Existential Intelligence.

Neurolinguistics : The study of the relationship between

80

language and brain.

Perception : The process of the understanding language.

Productivity : A Property of language that allows users to create new expressions, also called “creativity” “open-endedness”

Right Hemisphere : The right side of brain which has a function to

control the emotion therefore this side is

appropriate with holistic, nonverbal, intuitive,

and musical activity.

S factor : Special factor of intelligence which is affected

by the environment and culture such as parent

and schoolteacher. Speaking : An activity of producing systematic verbal

utterances which is done by a person to communicate with others to express ideas,

feelings, as well as opinions to achieve a

particular goal.

Universal Grammar : The theory of transformational generative

grammar from Chomsky which explains that every infant is able to produce the sentence in

the same pattern in unlimited amount.

Wernicke's Area : Particular part of brain in temporal lobe

especially in superior temporal gyrus (cortical

area for hearing). This area has a role in

understanding speech sound; damage to this

area can make Wernicke‟s aphasic has a

difficulty in understanding speech sound. Even the Wernicke‟s aphasic can produce the speech in grammatically correct sentence; their speech

does not make a sense.

Tes Kecerdasan Linguistik II Untuk Mahasiswa Jurusan Pendidikan Bahasa Inggris

UIN Syarif Hidayatullah Jakarta

A. Petunjuk Umum

1. Tes ini bersifat ilmiah untuk mengukur tingkat kecerdasan linguistik mahasiswa dan tidak

ada tujuan lain.

2. Jawablah pertanyaan ini dengan baik dan cermat

3. Tes ini berisi 10 soal dengan waktu 15 menit

4. Pilihlah jawaban yang benar dari a, b, c, dan d dengan memberikan tanda silang (x) B. Biodata Responden (Penjawab pertanyaan)

1. Nama :

2. Jenis Kelamin :

3. Kelas/angakatan :

1. A : How do you do Mr. Smith

B :………

a. I‟m fine c. I am cleaning this room.

b. How do you do d. I eat the sandwich.

2. A :.......................

B : I will sir..

Which one is more polite for asking help?

a. can you open the door please c. would you mind opening the door please

b. could you open the door please d. open the door please

3. A : I‟ve got a bicycle

B :………………….

a. so am I b. so have I c. so do I d. me too

4. A: Why didn‟t you have the class yesterday?

B: because my grandfather was sick

A :………………….

Which one is more appropriate for these expressions?

a. what? c. really?

b. I‟m sorry to hear that d. I see..

5. A : What is your plan for the holiday?

B :……………………..

a. I will go to my hometown c. I shall go to my hometown

b. go to my hometown d. I am going to go to my hometown 6. A :What do you think of this watch? B :

…………………………….

Which one is not suitable expression in giving the opinion?

a. I think it‟s very expensive c. It was made of stainless steel

b. In my opinion it‟s water resistant d. It‟s expensive, isn‟t it? 7. A : would you like to have lunch with me today? B

:……………………

Which one is not appropriate expression in accepting something?

a. That‟d be very nice c. that‟s right

b. yes, I‟d love to d. Thanks, I‟d like to

8. A : Do you work at weekend?

B : Yes, I sometimes work on Saturday mornings.

A : But I never work on Sunday.

B : ……………………

a. I never too.. c. so am I

b. so do I d. No, neither do I

9. A : look, it can clean all the floor just a few seconds.. B :

Yes, that‟s really marvelous

Which one the word that doesn‟t have the closest meaning to marvelous?

a. Amazing c. good

b. Wonderful d. incredible

10. A : I‟m so delighted you were able to come and see us this afternoon. Will you have another

cup of tea before I show you around the garden?

B : May I? Thank you so much..

Which one the word that has the closest meaning to delighted?

a. Glad c. hesitate

b. Sad d. annoyed

Thank you very much

Tes Kecerdasan Linguistik Untuk Mahasiswa Jurusan Pendidikan Bahasa Inggris

UIN Syarif Hidayatullah Jakarta

A. Petunjuk Umum

1. Tes ini bersifat ilmiah untuk mengukur tingkat kecerdasan linguistik mahasiswa

dan tidak ada tujuan lain.

2. Jawablah pertanyaan ini dengan baik dan cermat

3. Tes ini berisi 35 soal dengan waktu 45 menit

4. Pilihlah jawaban yang benar dari a, b, c, dan d dengan memberikan tanda silang (x) B. Biodata Responden (Penjawab pertanyaan)

1. Nama :

2. Jenis Kelamin :

3. Kelas :

1. The North Olate River …. From Wyoming into Nebraska.

a. it flowed b. flows c. flowing d. with flowing water

2. … Biloxi received its name from a Sioux word meaning "first people".

a. The city of b. Locate in c. It is in d. The tour included

3. A pride of lions … up to forty lions, including one to three males, several females

can cubs. a. can contain b. it contains c. contain d. containing

4. … tea plant are small and white.

a. The b. On the. c. having flowers the. d. the flowers of the

5. The tetrachnes … antibiotics, are used to treat infections.

a. are a family of b. being a family c. a family of d. their family

6. Any possible academic assistance from taking stimulants … marginal at best.

a. it is b. that is c. is d. as

7. Henry Adams born in Boston, … famous as a novelist.

a. became b. and became c. he was d. and the became

8. … show the relation among neurons, they do not preclude the possibility that when

aspects are important.

a. Neural theories c. Although neural theories

b. A neural theories d. However neural theories

9. During free fall, … up to a full minute, a skydiver will fall at a constant speed.

a. it is b. which is c. being d. is

10. … in the first draft of the budget will not necessarily be in final draft.

a. although it appears c. what appears

b. it appears d. despites its appearance

11. Until …incorrect, astronomers had assumed that the insides of white award were uniform.

a. They c. their proof

b. recently proven d. the astronomers recently proven

12. When … nests during spring nesting seasons Canada geese are fiercely.

a. built b. building c. are building d. are built

13. Located behind … the two lachrymal glands.

a. each eyelid c. each eyelid are

b. is each eyelid d. each eyelid which is

14. … Hale Telescope, at eh Palomar Observatory in Southern California, scientist can

photograph objects several billion light years away. a. The b. with the c. They use the d. It is the

15. Among bees … a highly elaborate form of communication.

a. occur b. occurs c. is occurs d. they occurs

16. … heated by solar energy have special collectors on the roofs to trap sunlight.

a. homes b. A home is c. A home d. Homes are

17. Vitamin C is necessary for the prevention and … of scurvy.

a. it cures b. cure c. cures d. for curing

18. Because bone loss occurs earlier in women than …, the effects of osteoporosis are more

apparent in women.

a. as men b. in men c. similar to men d. men

19. The use of details is … method of developing a controlling idea, and almost all students

employ this method. a. that most common c. more common

b. common d. most common

20. The speed of lights is … the speed of sound.

a. Faster c. one fastest

b. much faster than d. as fast

21. Each object … Jupiter's magnetic field is deluged with electrical chargers.

a. enters c. entering

b. it enter d. enter

22. … discussed by the board of directors when it was proposed again by the supervisors.

a. The problems had already c. The problem had already been

b. The problem is already d. The problem has already

23. A tornado is a violently relating column of air … along a narrow path on the ground for a

relativity brief period of time.

a. it moves c. that moves

b. when it moves d. and moving

24. Her fever is … to ignore.

a. high too much c. too high

b. too much high d. so high

25. The La Brea tarpits, located in Hancock Park in the Los Angeles are, have proven to be

an extremely fertile source of Ice Age Fossils. Apparently, during the period of the ice

age, the tarpits were covered by shallow pools of water, when animals came there to

drink, they got caught in the sticky tar and perished. The tar not only trapped the animals,

leading to their death, but also served as remarkably effective preserving, allowing near

perfect skeletons to remain hidden until the present area.

In 1906, the remains of a huge prehistoric bear discovered in the tarpits alerted

archeologist to the potential treasure lying within the tar. Since the thousand of well-

preserved skeleton have been uncovered, including the skeleton of camels, horses,

wolves, tigers, slots, and dinosaurs.

Which of the following is NOT true about the La Brea Tarpits?

a. They contain fossils that are quit old.

b. They are found in Hancock Park.

c. They have existed since the ice age.

d. They are located under swimming pool. 26. The pronoun "they" in line 4 refers to…

a. The La Brea Tarpits c. Shallow pools of water

b. Ice age fossil d. animals

27. According to the passage, how did the ice age animals die?

a. The water poisoned them. c. they were attacked by other animals

b. They got stuck in the tar. d. they were killed by hunters.

28. When did archeologists become aware of the possible value of the contents of the tarpits?

a. During the ice age c. Early in twentieth century

b. Thousands and thousands years of ago d. within the post decade

29. Manic depression is another psychiatric illness that mainly effects the mood. A patient

suffering from disease will alternate between periods of manic excitement and extreme

depression with or without relatively normal periods in between. The changes in mood

suffered by a manic depressive patient go far beyond the day to day change experienced

by the general population. In the period of manic excitement the mood elevation can

become so intense that it can result extended insomnia, extreme irritability, and

heightened aggressiveness. In the period of depression, which way last for several weeks

of month, a patient experiences feelings of general fatigue, uselessness, and serious

cases, may contemplate suicide.

The paragraph preceding this passage most probably discuss…

a. When manic depression develops

b. Now manic depression can result suicide.

c. Now moods are determined.

d. A different type of mental disease. 30. The main topic of this passage is…

a. Various psychiatric illness

b. How depression affects the mood

c. The mood changes of manic depression

d. The intense periods of manic excitement 31. The passage indicates that most people…

a. become highly depressed c. experience occasional shifts in mood

b. switch wildly from high to lows d. never undergo change

32. The passage implies that…

a. change from excitement to depression occur frequently and often

b. only manic depression patients experience aggression

c. the depressive phase of this disease can be more harmful than the manic phase

d. suicide is inevitable in cases of manic depression 33. According to passage, a manic depressive patient in a manic phase would be feeling…

a. Unhappy c. highly emotional

b. Angry d. patient

34. Blood plasma is a clear, almost colorless liquid. It consists of blood from which the red

and white cells have been removed. It is often used in transfusions because a patient

generally needs the plasma portion of the blood more than the other components.

Plasma differs in several important ways form whole blood. First of all, plasma

can be mixed for all donors and does not have to be from the right blood group, as whole

blood does. In addition, plasma can be dried and stored, while whole blood cannot.

All of the following are true about blood plasma EXCEPT…

a. it is deeply colored liquid

b. blood cells have been taken out of it

c. patients are often transfused with it

d. it is generally more important to the patient than other parts of the whole blood 35. Which of the following is NOT stated about whole blood?

a. it is different from plasma

b. it can be dried

c. it is impossible to keep it in storage for a long time

d. it is a clear, colorless liquid

Thank You Very Much