Hubungan antara Kesadaran Fonologis dan Intelegensi dengan Kemampuan Membaca Permulaan Siswa/i Kelas 1 SDIT Nurul Ilmi

Abstract

The aim of this research was to examine the correlation between phonological awareness, intelligence and beginning reading achievement's first grade elementary students. For the measurement of intelligence was don't. With WISC, which have four factor, this research also examined the correlation bf!tween those factor, they were : verbal comprehension, perceptual organization, freedom from distractibility, processing speed and beginning reading achievement's first grade elementary students. Data of phonological awareness variable were collected with phonological awareness scales adapted from phonological awareness scales made by Ayrizn ( 1995), and data of beginning reading achievement variable were collected with beginning reading achievement scales adapted from beginning reading achievement scales made by Savitri (1997). Research subject was 86 first grade students of SDTI Nurul ilm: Medan. The analysis of regression was used to find out whether there is correlation or not. The result showed that then: was significantly positive correlation between phonological awareness, intelligence and beginning reading achievement's first grade students (F= 18.171, p < 0.05, R2 = 0.305). By analysis partial, this research found that phonological awareness had greater contribution (R2 0.19448) than intelligence (R2= 0.85849). Meanwhile, between factors verbal comprehension, perceptual organization, freedom from distractibility, processing speed, the only one factor correlated with beginning reading achievement, that is verbal comprehension factor. The result of this study showed that phonological awareness was the best predictor for beginning reading achievement's first grade students. Between the four factor WISC, verbal comprehension was the only factor correlated with beginning reading achievement's first grade students.