Abstrak
This study explores the correlation between verbal-linguistic intelligence and the reading ability of English Education students at UIN Sjech M. Djamil Djambek Bukittinggi. The research was motivated by the observation that some students with strong verbal tendencies still face challenges in academic reading, while others with weaker verbal expression perform well in reading tasks. The aim of this research is to examine whether a statistically relationship exists between verbal-linguistic intelligence and students’ reading performance. A quantitative correlational design was employed, involving 72 fourth-semester English Education students selected through total sampling. The instruments included a verbal-linguistic intelligence questionnaire based on Gardner’s multiple intelligences theory and students’ final scores from the Reading for Professional Context course. The data were analyzed using the Spearman Rank Correlation technique due to non-linearity in the data. The findings revealed a statistically significant but weak positive correlation (r = 0.238, p 0.05) between verbal-linguistic intelligence and reading ability. This result indicates that students with higher verbal-linguistic intelligence tend to achieve better reading scores, although the strength of this relationship is modest. The study concludes that verbal-linguistic intelligence is one of several factors influencing reading ability. The research contributes to English language education by highlighting the importance of identifying students’ intelligence profiles to enhance learning outcomes. It also provides insights for educators to design instructional strategies that support both linguistic development and reading comprehension. Future studies are encouraged to explore other types of intelligence and their influence on different language skills to gain a more holistic understanding of student performance. Correlation, Verbal-Linguistic Intelligence, Reading Ability, English Education