Esti Junining

University of Brawijaya


Regarding the Indonesian government need to increase English as a Foreign Language (EFL) proficiency scores, the present study is intended to find the relationship between intelligence (IQ), critical thinking skills (CTS) and EFL proficiency among pre-advanced EFL learners in Indonesia. Thirty five respondents having EFL proficiency scores of at least 500 are taken as the samples of the study. All of the respondents are further being given a test on intelligence and critical thinking skills in reading respectively. The scores of EFL proficiency are taken from the English students records in the even semester of 2011/2012. All of the three results of scores are analyzed using multiple regression analysis. On the basis of this analysis, the research questions are: how IQ is related to CTS in reading, and how IQ and CTS in reading contribute to EFL proficiency. The first result shows that there is no significant relationship between IQ and CTS in reading. The pedagogical implication is that in order to be able to read EFL reading, EFL learners do not need specific level of IQ. The second result indicates that there is no significant relationship between IQ scores and EFL proficiency scores, but there is a significant relationship between the scores of CTS in reading and EFL proficiency. The pedagogical implication is that the scores of CTS in reading are not influenced by the level of IQ and thus CTS in reading can be taught in the classroom to increase EFL proficiency.


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