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Mu’thia Mubasyira - One of the best experts on this subject based on the ideXlab platform.

  • THE INFLUENCE OF Linguistic TOWARD ENGLISH ACHIEVEMENT AT SMA TUGU IBU, DEPOK
    2015
    Co-Authors: Mu’thia Mubasyira, Noni Marlianingsih, Dewi Mutiara Indah Ayu
    Abstract:

    The aim of this research is to know the influence of Linguistic Intelligence towards English achievement at SMA Tugu Ibu in Depok. The data for Linguistic Intelligence is taken from worksheet though test. Meanwhile the data for English achievement is taken from the score of English in students’ academic record which is familiar called rapor. To analyze the data, the researcher uses SPSS (Statistical Product and Service Solution) version 17. Based on the result of the data analysis, it is known that coefficient correlation (r) = 0,766 and determination coefficient is 58,7%. It means that there are significant and strong influence of Linguistic Intelligence towards English achievement. It means that there are significant and strong influence of Linguistic Intelligence towards English achievement. English is influenced by Linguistic Intelligence for 58,7%. Meanwhile, the rest 41,3% is influenced by other factors. Futhermore, the test of hypotheses through regression analysis make the result for regression equality Y = 55,48 + 1,747 X. the result for regression equality significant test is got the score of Sig = 0,000 and tobserved = 6,307 so Sig score ttable so Ho is rejected and H1 is accepted. It means that regression coefficient is significant. The conclusion is there are strong and significant influence of Linguistic Intelligence towards English achievement at SMA Tugu Ibu in Depok, West Java. Keywords : Linguistic Intelligence and English Achievement.

  • THE EFFECT OF Linguistic Intelligence TOWARD ENGLISH ACHIEVEMENT AT SMA TUGU IBU, DEPOK
    2015
    Co-Authors: Mu’thia Mubasyira
    Abstract:

    Abstract The aim of this research is to know the influence of Linguistic Intelligence towards English achievement at SMA Tugu Ibu in Depok. The data for Linguistic Intelligence is taken from worksheet though test. Meanwhile the data for English achievement is taken from the score of English in students’ academic record which is familiar called rapor. To analyze the data, the researcher uses SPSS (Statistical Product and Service Solution) version 17. Based on the result of the data analysis, it is known that coefficient correlation (r) = 0,766 and determination coefficient is 58,7%. It means that there are significant and strong influence of Linguistic Intelligence towards English achievement. It means that there are significant and strong influence of Linguistic Intelligence towards English achievement. English is influenced by Linguistic Intelligence for 58,7%. Meanwhile, the rest 41,3% is influenced by other factors. Futhermore, the test of hypotheses through regression analysis make the result for regression equality Y = 55,48 + 1,747 X. the result for regression equality significant test is got the score of Sig = 0,000 and t observed = 6,307 so Sig score t table so H o is rejected and H 1 is accepted. It means that regression coefficient is significant. The conclusion is there are strong and significant influence of Linguistic Intelligence towards English achievement at SMA Tugu Ibu in Depok, West Java. Keywords           : Linguistic Intelligence English Achievement.

Akhmad Habibi - One of the best experts on this subject based on the ideXlab platform.

  • Linguistic Intelligence of Undergraduate EFL Learners in Higher Education: A Case Study
    Universal Journal of Educational Research, 2019
    Co-Authors: Dian Erlina, Lenny Marzulina, Annisa Astrid, Deta Desvitasari, Rani Septi Sapriati, Rizqy Dwi Amrina, Amirul Mukminin, Akhmad Habibi
    Abstract:

    The qualitative research with a case study approach was employed to explore and describe the Linguistic Intelligence of undergraduate EFL Learners of one state Islamic university in Palembang, Indonesia. The data were collected through observation of everyday activities in the classroom, survey, and interview. The participants of this study involved undergraduate EFL Learners. The results showed that there was a small number of the learners who used the language effectively to persuade others (rhetoric), who remembered the written and spoken information easily (mnemonic), who were able to deliver information orally and written (explanation), and who reflected language to talk about language itself (metaLinguistic). The results of this study are expected to be beneficial for the students, the managers, and lecturers of English education study program in Indonesia to have deeper understanding about the concept of Linguistic Intelligence as it is one of factors that can influence the success in language learning.

Dani Dwi Sasongko - One of the best experts on this subject based on the ideXlab platform.

  • Linguistic Intelligence and Critical Thinking amongst Students of the Inland Water and Ferries Transport Polytechnic of Palembang
    KnE Social Sciences, 2021
    Co-Authors: Bambang Setiawan, Umi Dian Adhitya Wulan Ningrum, Dani Dwi Sasongko
    Abstract:

    This study investigates the students’ Linguistic Intelligence (LI) and Critical Thinking (CT) as Higher Order of Thinking Skills (HOTS) in the acquisition of English as a foreign language. 70 participants of Inland Water and Ferries Transport Polytechnic of Palembang took part in the current study. To measure the participants’ Linguistic Intelligence scores, the researchers used the Thomas Armstrong Intelligence Test derived from Howard Gardner’s MI Model. The instrument consists of 20 Likert type questions, for each of which 4 options are included. When testing participants’ critical thinking, they used the scheme and the measures that trail after the Watson- Glaser Critical Thinking Appraisal. This test consists of five parts that are inferences, assumptions, deductions, interpreting information, and arguments. The results indicated that 11.43% of students displayed below average performances and 58.57% displayed high Linguistic Intelligence. Keywords: Linguistic Intelligence; Critical Thinking; Language Acquisition

  • Linguistic Intelligence and Critical Thinking of Students of Inland Water and Ferries Transport Polytechnic of Palembang
    Jurnal Sains Sosio Humaniora, 2020
    Co-Authors: Bambang Setiawan, Umi Dian Adhitya Wulan Ningrum, Dani Dwi Sasongko
    Abstract:

    This study was carried out to investigate the students’ Linguistic Intelligence (LI) and Critical Thinking (CT) as Higher Order of Thinking Skills (HOTS) in English as foreign language acquisition. Regarding to the study, 70 participants of Inland Water and Ferries Transport Polytechnic of Palembang were taking part in the current study. To measure the participants' Linguistic Intelligence scores, the researchers used Thomas Armstrong Intelligence Test derived from Howard Gardner’s MI Model. The instrument consists of 20 Likert type questions, for each of which 4 options are considered questionnaire. When testing participants' critical thinking, they used the scheme and the measures that trail after Watson-Glaser Critical Thinking Appraisal® and are alike. This test consists of five parts that are inferences, assumptions, deductions, interpreting information, and arguments. And the result indicated that were 11.43 percent students who are in the performance of below average and 58.57 percent who are categorized into high Linguistic Intelligence.

Mohammad Abdu Ahmad Al-mekhlafi - One of the best experts on this subject based on the ideXlab platform.

  • THE RELATIONSHIP BETWEEN AFFIXATION AWARENESS AND Linguistic Intelligence AMONG YEMENI EFL LEARNERS
    Abhinav-National Monthly Refereed Journal Of Research In Arts & Education, 2015
    Co-Authors: Mohammad Abdu Ahmad Al-mekhlafi
    Abstract:

    This study sought to investigate: a-) the relationships between the Yemeni EFL students’ Linguistic Intelligence and their affixation awareness, b-) to what extent the students are aware of the analytic and synthetic word formation rules, c-) to what extent the  students’ affixation awareness differs according to gender, and d-) to what extent the  students’ Linguistic Intelligence differs according to gender. The participants of this study were one hundred and three student teachers. They were fourth-year student teachers enrolled at the Bachelor in Education program at the University of Sana’a in Yemen in the academic year 2014 /2015. To answer the questions of this study, it was necessary to collect two types of data: data related to the participants’ Linguistic Intelligence and data related to their affixation awareness. Data were collected via two instruments: a  questionnaire and a test. The results of the study indicate that a relationship exists between the students’ Linguistic Intelligence and their affixation awareness. Moreover, the results of the study show that there is no difference between the students’ affixation awareness and their gender. However, there exists a relationship between the students’ Linguistic Intelligence and their gender in favor of the male students over their female counterparts.

  • Abhinav National Monthly Refereed Journal of Research in Arts & Education THE RELATIONSHIP BETWEEN AFFIXATION AWARENESS AND Linguistic Intelligence AMONG YEMENI EFL LEARNERS
    2015
    Co-Authors: Mohammad Abdu Ahmad Al-mekhlafi
    Abstract:

    This study sought to investigate: a-) the relationships between the Yemeni EFL students’ Linguistic Intelligence and their affixation awareness, b-) to what extent the students are aware of the analytic and synthetic word formation rules, c-) to what extent the students’ affixation awareness differs according to gender, and d-) to what extent the students’ Linguistic Intelligence differs according to gender. The participants of this study were one hundred and three student teachers. They were fourthyear student teachers enrolled at the Bachelor in Education program at the University of Sana’a in Yemen in the academic year 2014 /2015. To answer the questions of this study, it was necessary to collect two types of data: data related to the participants’ Linguistic Intelligence and data related to their affixation awareness. Data were collected via two instruments: a questionnaire and a test. The results of the study indicate that a relationship exists between the students’ Linguistic Intelligence and their affixation awareness. Moreover, the results of the study show that there is no difference between the students’ affixation awareness and their gender. However, there exists a relationship between the students’ Linguistic Intelligence and their gender in favor of the male students over their female counterparts.

Annisa Nurul Wityasiwi - One of the best experts on this subject based on the ideXlab platform.

  • THE CORRELATION BETWEEN STUDENTS’ Linguistic Intelligence AND WRITING SKILL OF UNIVERSITY STUDENTS IN YOGYAKARTA
    2018
    Co-Authors: Annisa Nurul Wityasiwi
    Abstract:

    Linguistic Intelligence affect language learners to use their capacity of language effectively. In this study, the researcher used writing skill to measure student’s ability in learning English as a foreign language. The aims of this study are to measure students’ Linguistic Intelligence of university level in Yogyakarta, to reveal students’ writing skill, and to investigate the correlation between Linguistic Intelligence and writing skill. This study used quantitative research method on explanatory research design. There were 151 students at English Language Education Department (ELED) of a private university in Yogyakarta batch 2017. The researcher distributed the questionnaire by sharing a link of Google form through WhatsApp class group, and gathering the data of writing score by asking a permission to the lecturer to be able to access students’ score on specific subject. The results show that students’ Linguistic Intelligence was in high category with the interval range 3.1. Meanwhile, students’ writing skill was in advanced category with the mean score 15.46. The alternative hypothesis of this study was accepted as there was a correlation between Linguistic Intelligence and writing skill. However, the results reveal that there was very low correlation between both variables.