T1 112007022 Full text
THE CORRELATION BETWEEN EMOTIONAL INTELLIGENCE
AND STUDENTS’ ACHIEVEMENT IN SMA NEGERI 3
SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Nanda Adi Guna
112007022
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012
THE CORRELATION BETWEEN EMOTIONAL INTELLIGENCE
AND STUDENTS’ ACHIEVEMENT IN SMA NEGERI 3
SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Nanda Adi Guna
112007022
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012
COPYRIGHT STATEMENT
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university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2013 Nanda Adi Guna and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Literature, Satya Wacana University,
Salatiga.
Nanda Adi Guna:
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As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
: Nanda Adi Guna
Student ID Number
: 112007022
Study Program
: English Language Teaching Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
“The Correlation Between Emotional Intelligence and Students’ Achievement in
SMA Negeri 3 Salatiga”
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Made in
: Salatiga
Date
: 10 January 2013
Verified by signee,
_________________
Approved by
Thesis Supervisor
Thesis Examiner
Prof. Dr. Gusti Astika, M.A.
Hendro S. Husada, S.Pd., M.A.
THE CORRELATION BETWEEN EMOTIONAL INTELLIGENCE
AND STUDENTS’ ACHIEVEMENT IN SMA NEGERI 3
SALATIGA
ABSTRACT
This study investigated the correlation between emotional intelligence and
students’ achievement in SMA Negeri 3 Salatiga. It used Spearman Rank
Nonparametric Correlation Test to check the correlation. The data for the study
were collected from the questionnaire and grades taken from the students’ grade
book reports. The analysis shows that there was no correlation between emotional
intelligence and students’ achievement.
Key Words: emotional intelligence, students’ achievement, SMA Negeri 3 Salatiga
INTRODUCTION
Emotional intelligence (EI) is an important aspect for students’ achievement
because emotional literacy programs improve children’s academic achievement
scores and school performance (Goleman, 1995). One with good EI is possible to
be succeed in life for he/she is able to take charge the habit in thinking that
encourages productivities (Widagdo, 2001). Furthermore students’ awareness
affect not only in the daily activity but also in the learning process (Goleman,
2001).
Goleman (1995) also says that smart students do not depend on only the
cognitive intelligence called Intellectual Quotient (IQ), but also depend on how
they can manage their emotion, because IQ contributes 20% only to the factors
that determine life accomplishments and rest 80% is something else (ibid).
O’Neill (1996) remarked that EI can make a difference in life’s successes. It is
concluded that EI is very important for its big effect in students’ achievement
(Goleman, 1995; O’Neill, 1996; Widagdo, 2001).
Emotional Intelligence
Goleman (1995) defines EI as the ability to persist against frustration,
impulse control, gratification-delay, self-motivation, mood regulation and distress
avoidance from swamping the ability to think, hope and sympathize.
Moreover, EI also refers to the capacity or ability to recognize feelings and
those of other, forgiving motivation and for managing good emotions and for
relationship. Furthermore, O’Neill (1996) stated that EI is a different way of being
smart. It includes of knowing what the feelings are and using the feelings to make
good decisions in life. EI can well manage mood distress, control impulses and
also persuades motivation to keep hope and optimistic spirit in working toward
goals. Empathy provides an understanding of others’ feeling. Social skills provide
the ability to get along well with others, manage relationship, persuade or lead
others.
In addition, Gottman (2001) argues that good EI leads to attitude of being
calm, hard to be contaminated by diseases, good concentration on what they are
doing, good in building relationship to others and good in the academic life.
Goleman (1995) divided EI into five components. The first three intrapersonal
components were self-awareness, self-regulation and self-motivation. The last two
interpersonal components were empathy and managing people (social skill).
The first component of EI is self-awareness. Self awareness means having a
deep understanding of the emotions and the way to manage feeling that affects the
emotions. Having good self-awareness means able to well recognized emotions.
Confidence occurs because of emotion self-understanding. Self-awareness
provides a positive view to face real life and puts aside bad moods.
Goleman (2001) states that self-awareness is the main skill that influences
of how an individual works. Having good self-awareness means have good
intuition in works dealing with human. Self-awareness helps to make a good
decision even in a not good condition. Goleman (1995) further pointed out that
self-awareness also takes the form of recognizing strengths and weaknesses, and
seeing a positive but realistic light (and so avoiding a common pitfall of selfesteem movement). It means high self-awareness will earn better achievement
because it helps to avoid common pitfall and cover up weaknesses.
The second component of EI is self-regulation or managing emotion. Selfregulation means a skill that helps people show their emotions in socially
appropriate ways. It helps to control anger, sadness, and fear. Goleman (2001)
explained that self-regulation means controlling self-emotion to give positive
impact in doing a job. It considers intuition to delay pleasure before achieving the
goals. It also includes the ability to recover from the emotion pressure.
EI skills are not easy skills to do because differentiations of emotions need
to be done at the same time. For example, when someone gets many problems in
life, someone could not be angry to others that are not related to the problems.
Thus, emotions should be well managed for the right purpose and in the right
way.
Actions within a good self-regulation will be according to etiquette and
integrity. Having good self-regulation makes students more responsible, careful
and patient in order to get a better achievement. Thus, it can be concluded that
self-regulation influences students’ achievement in class.
Self-motivation is the third component of EI. Self-motivation is a desire that
drives someone to achieve expectations. Motivating oneself is related to having
hope and being optimistic. Highly self-motivated individuals are not driven by
external rewards; desire is the tool to get an achievement (ibid). Goleman (1995)
also proposed that hope can motivate someone to feel resourceful enough to find
ways to accomplish goals and reassure flexible acts to get better achievements.
Objectives are subject to change in impossible case to break down into simpler
and manageable situations (ibid). Self-motivation makes strong expectation that
things in general will turn out to be fine, instead of occurring many setbacks and
frustrations. Ormond (2008) added that motivation leads to the improvement of
performance.
In addition, Goleman (2001) stated that to make a successful performance,
one must love the work and find enjoyment in doing it. Students should have selfmotivation because students with self-motivation will have effort to increase and
improve themselves and to show the power to achieve a good performance in
work.
The first three skills are intrapersonal skills that someone should have to
succeed. Empathy is another skill (interpersonal) that gives contribution to
success in the future life. Empathy means thoughtfully considering one’s feeling;
along with the process of making intelligence decisions. It is also a core skill
required for working in a team (sense and understand the view of everyone);
experiencing globalization (cross culture activity sensitivity); and retaining talent
(coaching and mentoring). The ability to control other people’s emotions will
make the ability to shape an encounter, move and inspire others and thrive
intimate relationship (Goleman 1995, pp. 128-129). The art of handling others’
emotions can manage emotions in others. Yet, to do this, someone has to first
control self-emotions, such as from anger or excitement impulse.
Empathy is also described as a consciousness of self feelings and needs as
well as someone else’ needs (Goleman, 2001). Empathy makes understanding
toward others. It can also create a good relationship as believing and adapting to
the others.
The last component of EI is managing relationship or social skill. Social skill
is related to others’ in social situations. It is the ability to carry on a conversation
and dealing with others’ emotions or in the other words is to know how to act
appropriately toward what the other’s feel (Goleman 1995, pp. 46-47). People can
use this skill to influence and to lead, discuss and solve the conflicts and to
cooperate with the team. One of the components of this skill is a skill to
communicate. Intellectual is nothing if someone cannot work with others people.
Someone will not be able to work maximally and performance successfully with
uncomfortable atmosphere. Bad communication will never create a nice
relationship. Communication is the way to deliver feelings and ideas to others.
Communication can also avoid misunderstanding (ibid). Students with good
social skill will have more confidence and better achievement when the teacher
conducts group discussion. Communication skill is very important for students
when they should perform in front of the class. Good relationship with others, will
avoid many negative pressures from others. Research by Shapiro (2001) showed
that students with good EI are happier and more successful in their study.
Based on the discussion above, the research question for this study was “Is
there correlation between emotional intelligence and students’ achievement in
SMA N 3 Salatiga?”
The objective of this study was to find out if there was a correlation between
EI and the students’ achievement. This study could help the teacher to be aware
of students’ EI that might affects students’ performance.
THE STUDY
The Participants
The participants of this study were students of 10th grade in SMA Negeri
3 Salatiga. The number of the participants who participated in this study were 57
students. It consisted of 33 female students and 24 male students. The
participants were taken randomly from all classes of 10th grade students.
Data Collection
Data collection used a questionnaire and students’ final grades. First, the
questionnaires were given to the participants. Then, the questionnaires were
submitted to be analyzed. Second, the students’ final grades were taken from the
second semester total grades in students’ book reports. The final grades were
obtained from 16 subjects: religion, civics, Indonesian, English, mathematics,
physics, biology, chemistry, history, geography, economics, sociology, sport,
information technology, English communication and Javanese.
Research Instrument
The research instrument was a Likert Scale questionnaire modified by
Hadi (1991). There were four options provided in the questionnaire. The total
items of the questionnaire were 56. The questionnaire options were grouped into
two; “favorable” and “unfavorable”. Favorable statements were statements with
positive answers “totally agree” and “agree”. Unfavorable statements consisted
of negative answers “disagree” and “totally disagree”. The options were “totally
agree”, “agree”, “disagree” and “totally disagree” and the scores were 4, 3, 2, 1;
respectively. Unfavorable items were scored 1, 2, 3, 4. 1 is for “totally agree”, 2
is for “agree”, 3 is for “disagree”, 4 is for “totally disagree”.
Table 1: Components of Questionnaire
Aspect
Favorable
Unfavorable
Self Awareness
1, 4, 6
2, 3, 5
Self Regulation
7, 8, 9, 10, 12, 13, 14, 15, 11, 17
16
Self Motivation
18, 20, 22, 23, 24, 25, 26, 19, 21, 27, 28, 30, 31,
29, 33, 34, 36
32, 35
Empathy
37, 39, 41, 43, 44
38, 40, 42,
Managing People
45, 47,48,49,51,53,54,55
46, 50, 52, 56
The first column shows aspects that were used as the theoretical frameworks of
the questionnaire. There were five aspects of EI: self awareness, self regulation,
self motivation, empathy and managing people. The second column has
favorable items numbers in the questionnaire. The third column has unfavorable
items numbers in the questionnaire.
Data Analysis
In order to find the correlation of EI and students’ achievement in SMA
Negeri 3 Salatiga, the data were analyzed using Spearman correlation analysis.
DISCUSSION
The aim of the analysis was to find the relationship between EI’s
questionnaires and students’ final grades.
The final grade was interval, while the questionnaire data was ordinal.
The final grades were converted into ordinal score of 1, 2, 3, 4. The final grades
from 0-25 were converted into 1, 26-50 were converted into 2, 51-75 were
converted into 3, 76-100 were converted into 4 (Brown, 1988). After that, the
data was analyzed using Spearman Rank Correlation. The normality and linearity
were not tested because the data were analyzed by nonparametric test.
Data were analyzed using SPSS 20. The
-1 and 0, or 0 and +1. The closer the
value would always be between
value to +1 or -1 indicated a stronger
relationship between the variables.
The Correlation between Emotional Intelligence and Students’ Achievement
The correlations from two variables were analyzed using Spearman Rank
Nonparametric Test, because the data were ordinal. The hypotheses were:
H0: There is no significant correlation between Emotional Intelligence and
students’ achievement.
H1: There is a significant correlation between Emotional Intelligence and
students’ achievement.
Table 2: Correlation of Emotional Intelligence and Students’ Achievement
Correlations
EI_Score
Correlation Coefficient
EI_Score
Sig. (1-tailed)
N
Final_Grade
1.000
-.110
.
.208
57
57
-.110
1.000
.208
.
57
57
Spearman's rho
Correlation Coefficient
Final_Grade
Sig. (1-tailed)
N
The significance of two variables were determined using the following
procedures:
1) If the probability is 0.05, then the two variables are not significant.
The correlation coefficient shows the strength of the correlation between variables
as seen below:
1)
0.00 – 0.199 the correlation is very weak.
2)
0.20 – 0.399 the correlation is weak.
3)
0.40 – 0.599 the correlation is fair.
4)
0.60 – 0.799 the correlation is strong.
5)
0.80 – 1.000 the correlation is very strong.
(Sugiyono: 2006: p216)
As indicated in table 2, the significance level of the correlation between EI and
student’s achievement was 0.208, which was higher than 0.05. Therefore, the
relationship between the two variables was not significant or H0 was accepted.
CONCLUSION
From the result of the correlation test, it can be concluded that there was
no correlation between EI and students' achievement in SMA N 3 Salatiga. This
was different with Goleman’s (2001) theory mentioning that learners who have
high EI will have good achievement (grade). Students with high EI could be
successful although they have average IQ, because they could use the five aspects
of EI, so they will focus more on their study and get good grades.
The result of the study in fact Winkel’s (2004) opinion mentioning that
pictured intelligence in a narrow concept is the ability to reach the goal in school,
which is usually considered as the main action in life. Intelligence in the narrow
concept is usually called as “academic skill” or “intellectual quotient”. Based on
that theory, students who have high IQ will also be good in grade. IQ shows
intelligence level (Winkel, 2004).
EI affects students’ performance in the affective setting, while the grades
of the students more on the cognitive setting which is affected by IQ. So the EI
only gives little contribution to the students’ performance, because the
performance of the students is measured by their grades.
Acknowledgements
This thesis would not have been completed without the help and support
from many people. Therefore, I would like to express my sincere appreciation and
gratitude to the following people who have assisted me in completing my thesis.
First, I would like to express my utmost gratitude to the Almighty God for giving
me just what I need when I need it the most.
I would also like to extend my appreciation to my family especially for my
mother Ester Iriani, my brother Vivan Anjas Sukma and my uncle Agus
Dharmanto.
Moreover, I would like to express my sincere gratitude to Prof. Dr. Gusti
Astika, M.A. as my supervisor, I thank to his kindness and patience in giving
good suggestions for me and also Hendro Setiawan Husada, S.Pd., M.A. as my
examiner.
Last but not least, I would also like to thank to Mr. Edy Suparman, Mr.
Supardi Baskoro, Prof. Slameto, Petra Kristi, M.Ed., Wahyudi, M.Pd.,
Kriswandani, S.Si., M.Pd., friends and teachers in SMA Negeri 3 Salatiga.
REFERENCES
Arikunto. (2003). Manajemen Penelitian. Jakarta: Rineka Cipta.
Brown, J. D. (1988). Understanding Research In Second Language Learning.
New York: Cambridge University Press.
Darmadi, H. (2011). Metode Penelitian Pendidikan. Bandung: Alfabeta.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.
Goleman, D. (2001). Working with Emotional Intelligence (terjemahan Alex Tri
Kantjono W). Jakarta: Gramedia.
Gottman, J. (2001). Kiat-kiat Membesarkan Anak yang Memiliki Kecerdasan
Emosional (terjemahan). Jakarta: PT Gramedia Pustaka Utama.
Hadi, S. (1991). Analisis Butir Untuk Instrumen Angket, Tes, dan Skala Nilai
Dengan BASICA. Yogyakarta: Andi Offset.
O’Neill, J. (1996). On emotional intelligence: A conversation with Daniel
Goleman. Educational Leadership, 54(1). Retrieved from website:
Home.Publications.Educational Leadership.September 96.
Ormond, J. E. (2008). Educational Psychology: Developing Learners. Boston:
Pearson Education.
Saphiro, L. E. (2001). Mengajarkan Emotional Intelligence Pada Anak. Jakarta:
Gramedia
Sugiyono. (2006). Statistika untuk Penelitian. Bandung: Alfabeta.
Sugiyono. (2006).Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:
Alfabeta.
Trihendradi, C. (2009). Step by Step SPSS 16 Analisis Data Statistik. Yogyakarta:
Andi Offset
Wibowo, E. R. (2005). Hubungan Antara Kecerdasan Emosional dengan Prestasi
Belajar pada Siswa Kelas II SMA Lab Satya Wacana Salatiga. An
unpublished thesis. The Faculty of Psychology, SWCU. Salatiga.
Widagdo, B. (2001). Kecerdasan Emosional. Manajemen, Juni 2001. Retrieved
from: www.akuntanpublik.com.
Winkel. (2004). Psikologi Pengajaran. Yogyakarta: Media Abadi.
APPENDIX 1
Questionnaire
Nama :
Kelas :
Isilah beberapa penyataan dibawah ini dengan mencentang pada salah satu kolom
(sangat setuju/setuju/tidak setuju/sangat tidak setuju) yang sesuai dengan anda.
No.
Pernyataan
1.
Bila saya marah, saya tahu alasannya
2.
Saya tidak tahu bagaimana keadaan
emosi pada diri saya
Saya tidak suka dengan keadaan fisik
saya
Saya tidak terganggu dengan
perkataan orang lain mengenai diri
saya
Saya sering menyakiti diri saya
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Saya selalu mempertimbangkan
perbuatan saya dengan suara hati saya
Saya mampu mengungkapkan emosi
saya langsung kepada yang
bersangkutan
Saya tahu cara untuk mengatakan
tidak
Saya mampu mengatasi kecemasan
walau sulit
Saya mampu melawan ketakutan
yang saya alami
Saya sering berlarut-larut dalam
kesedihan
Saya mampu melampiaskan emosi
dengan baik
Saya dapat menemukan cara untuk
melampiaskan emosi yang negative
dengan cara positif
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
No.
Pernyataan
14.
Saya selalu tenang dalam menghadapi
masalah
Saya memiliki cara untuk
menenangkan diri jika perasaan
sedang kacau
Saat saya marah karena tidak dapat
mengerjakan soal ujian, saya mampu
mengontrol kemarahan itu
Saya sering menyakiti diri sendiri bila
sedang marah
Saya selalu berusaha sebaik-baiknya
dalam mengerjakan tugas
Saya tidak peduli dengan tugas-tugas
yang diberikan oleh guru disekolah
Saya mampu mengatur waktu belajar
dengan baik
Saya hanya belajar jika ingin saja,
atau jika akan ujian
Saya selalu semangat ketika
mengikuti pelajaran walupun sudah
siang
Saya berusaha tetap semangat ketika
belajar walau sudah lelah
Saya mempunyai semangat yang
tinggi dalam mencapai prestasi
Jika menghadapi masalah, saya akan
menyelesaikannya sampai selesai
Saya tidak tenang jika belum
mengerjakan tugas
Saya selalu berhenti jika merasa tidak
mampu lagi mencari cara untuk
memecahkan masalah
Saya selalu merasa apa yang saya
kerjakan kurang sempurna
Saya tahu bagaimana menghargai
pekerjaan saya sendiri ketika sudah
mencapai sasaran
Saya tidak yakin dengan apa yang
akan saya lakukan
Saya takut dicemooh oleh teman
karena pekerjaan saya atau ide-ide
saya
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
No.
Pernyataan
32.
Saya selalu ragu dengan apa yang
saya kerjakan
Saya selalu optimis dalam
mengerjakan tugas sekolah
Saya dapat menunda bermain demi
sasaran yang lebih besar, menjadi 3
besar misalnya
Saya tidak peduli dengan nilai-nilai
pelajaran saya
Saya harus dapat mewujudkan citacita saya
Dalam bergaul saya dapat merasakan
perasaan teman-teman saya
Saya jarang terdorong untuk
menghibur teman yang sedang sedih
Saya selalu memberikan apa yang
dibutuhkan teman wlaupun tidak
diminta
Saya tidak mau tahu apa yang
dibutuhkan orang lain
Saya dapat meninggalkan kegiatan
saya demi menolong mereka yang
membutuhkan
Saya tidak akan membantu jika tidak
diminta
Saya sering menawarkan banutan
kepada kepada teman bila mereka
tampak sedang membutuhkan
Saya memperhitungkan perasaan
oranglain dalam berinteraksi dengan
mereka
Saya senang menjalin hubungan
dengan orang baru
Saya tidak senang bergaul
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
Saya akan minta maaf jika saya
bersalah
Saya tidak suka berprasangka buruk
kepada teman
Saya dapat membuat orang yang baru
saya kenal berbicara mengenai diri
mereka sendiri
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
No.
Pernyataan
50.
Saya sulit berbicara dengan orang
yang tidak satu pandangan dengan
saya
Saya selalu berterus terang jika ada
hal yang mengganggu pekerjaan kami
Saya sulit mendapat teman
51.
52.
53.
54.
55.
56.
Saya banyak menunjukkan perhatian
dan rasa sayang kepada teman-teman
Saya tetap berusaha menjaga
hubungan dengan orang yang kurang
saya sukai
Saya selalu memberikan sedekah
kepada pengemis
Saya tidak pernah menyumbang
untuk amal
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
APPENDIX 2
Participants’ Scores of Emotional Intelligence and Final Grade
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AND STUDENTS’ ACHIEVEMENT IN SMA NEGERI 3
SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Nanda Adi Guna
112007022
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012
THE CORRELATION BETWEEN EMOTIONAL INTELLIGENCE
AND STUDENTS’ ACHIEVEMENT IN SMA NEGERI 3
SALATIGA
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Nanda Adi Guna
112007022
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2012
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Copyright@ 2013 Nanda Adi Guna and Prof. Dr. Gusti Astika, M. A.
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without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Literature, Satya Wacana University,
Salatiga.
Nanda Adi Guna:
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
: Nanda Adi Guna
Student ID Number
: 112007022
Study Program
: English Language Teaching Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
“The Correlation Between Emotional Intelligence and Students’ Achievement in
SMA Negeri 3 Salatiga”
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This declaration is made according to the best of my knowledge.
Made in
: Salatiga
Date
: 10 January 2013
Verified by signee,
_________________
Approved by
Thesis Supervisor
Thesis Examiner
Prof. Dr. Gusti Astika, M.A.
Hendro S. Husada, S.Pd., M.A.
THE CORRELATION BETWEEN EMOTIONAL INTELLIGENCE
AND STUDENTS’ ACHIEVEMENT IN SMA NEGERI 3
SALATIGA
ABSTRACT
This study investigated the correlation between emotional intelligence and
students’ achievement in SMA Negeri 3 Salatiga. It used Spearman Rank
Nonparametric Correlation Test to check the correlation. The data for the study
were collected from the questionnaire and grades taken from the students’ grade
book reports. The analysis shows that there was no correlation between emotional
intelligence and students’ achievement.
Key Words: emotional intelligence, students’ achievement, SMA Negeri 3 Salatiga
INTRODUCTION
Emotional intelligence (EI) is an important aspect for students’ achievement
because emotional literacy programs improve children’s academic achievement
scores and school performance (Goleman, 1995). One with good EI is possible to
be succeed in life for he/she is able to take charge the habit in thinking that
encourages productivities (Widagdo, 2001). Furthermore students’ awareness
affect not only in the daily activity but also in the learning process (Goleman,
2001).
Goleman (1995) also says that smart students do not depend on only the
cognitive intelligence called Intellectual Quotient (IQ), but also depend on how
they can manage their emotion, because IQ contributes 20% only to the factors
that determine life accomplishments and rest 80% is something else (ibid).
O’Neill (1996) remarked that EI can make a difference in life’s successes. It is
concluded that EI is very important for its big effect in students’ achievement
(Goleman, 1995; O’Neill, 1996; Widagdo, 2001).
Emotional Intelligence
Goleman (1995) defines EI as the ability to persist against frustration,
impulse control, gratification-delay, self-motivation, mood regulation and distress
avoidance from swamping the ability to think, hope and sympathize.
Moreover, EI also refers to the capacity or ability to recognize feelings and
those of other, forgiving motivation and for managing good emotions and for
relationship. Furthermore, O’Neill (1996) stated that EI is a different way of being
smart. It includes of knowing what the feelings are and using the feelings to make
good decisions in life. EI can well manage mood distress, control impulses and
also persuades motivation to keep hope and optimistic spirit in working toward
goals. Empathy provides an understanding of others’ feeling. Social skills provide
the ability to get along well with others, manage relationship, persuade or lead
others.
In addition, Gottman (2001) argues that good EI leads to attitude of being
calm, hard to be contaminated by diseases, good concentration on what they are
doing, good in building relationship to others and good in the academic life.
Goleman (1995) divided EI into five components. The first three intrapersonal
components were self-awareness, self-regulation and self-motivation. The last two
interpersonal components were empathy and managing people (social skill).
The first component of EI is self-awareness. Self awareness means having a
deep understanding of the emotions and the way to manage feeling that affects the
emotions. Having good self-awareness means able to well recognized emotions.
Confidence occurs because of emotion self-understanding. Self-awareness
provides a positive view to face real life and puts aside bad moods.
Goleman (2001) states that self-awareness is the main skill that influences
of how an individual works. Having good self-awareness means have good
intuition in works dealing with human. Self-awareness helps to make a good
decision even in a not good condition. Goleman (1995) further pointed out that
self-awareness also takes the form of recognizing strengths and weaknesses, and
seeing a positive but realistic light (and so avoiding a common pitfall of selfesteem movement). It means high self-awareness will earn better achievement
because it helps to avoid common pitfall and cover up weaknesses.
The second component of EI is self-regulation or managing emotion. Selfregulation means a skill that helps people show their emotions in socially
appropriate ways. It helps to control anger, sadness, and fear. Goleman (2001)
explained that self-regulation means controlling self-emotion to give positive
impact in doing a job. It considers intuition to delay pleasure before achieving the
goals. It also includes the ability to recover from the emotion pressure.
EI skills are not easy skills to do because differentiations of emotions need
to be done at the same time. For example, when someone gets many problems in
life, someone could not be angry to others that are not related to the problems.
Thus, emotions should be well managed for the right purpose and in the right
way.
Actions within a good self-regulation will be according to etiquette and
integrity. Having good self-regulation makes students more responsible, careful
and patient in order to get a better achievement. Thus, it can be concluded that
self-regulation influences students’ achievement in class.
Self-motivation is the third component of EI. Self-motivation is a desire that
drives someone to achieve expectations. Motivating oneself is related to having
hope and being optimistic. Highly self-motivated individuals are not driven by
external rewards; desire is the tool to get an achievement (ibid). Goleman (1995)
also proposed that hope can motivate someone to feel resourceful enough to find
ways to accomplish goals and reassure flexible acts to get better achievements.
Objectives are subject to change in impossible case to break down into simpler
and manageable situations (ibid). Self-motivation makes strong expectation that
things in general will turn out to be fine, instead of occurring many setbacks and
frustrations. Ormond (2008) added that motivation leads to the improvement of
performance.
In addition, Goleman (2001) stated that to make a successful performance,
one must love the work and find enjoyment in doing it. Students should have selfmotivation because students with self-motivation will have effort to increase and
improve themselves and to show the power to achieve a good performance in
work.
The first three skills are intrapersonal skills that someone should have to
succeed. Empathy is another skill (interpersonal) that gives contribution to
success in the future life. Empathy means thoughtfully considering one’s feeling;
along with the process of making intelligence decisions. It is also a core skill
required for working in a team (sense and understand the view of everyone);
experiencing globalization (cross culture activity sensitivity); and retaining talent
(coaching and mentoring). The ability to control other people’s emotions will
make the ability to shape an encounter, move and inspire others and thrive
intimate relationship (Goleman 1995, pp. 128-129). The art of handling others’
emotions can manage emotions in others. Yet, to do this, someone has to first
control self-emotions, such as from anger or excitement impulse.
Empathy is also described as a consciousness of self feelings and needs as
well as someone else’ needs (Goleman, 2001). Empathy makes understanding
toward others. It can also create a good relationship as believing and adapting to
the others.
The last component of EI is managing relationship or social skill. Social skill
is related to others’ in social situations. It is the ability to carry on a conversation
and dealing with others’ emotions or in the other words is to know how to act
appropriately toward what the other’s feel (Goleman 1995, pp. 46-47). People can
use this skill to influence and to lead, discuss and solve the conflicts and to
cooperate with the team. One of the components of this skill is a skill to
communicate. Intellectual is nothing if someone cannot work with others people.
Someone will not be able to work maximally and performance successfully with
uncomfortable atmosphere. Bad communication will never create a nice
relationship. Communication is the way to deliver feelings and ideas to others.
Communication can also avoid misunderstanding (ibid). Students with good
social skill will have more confidence and better achievement when the teacher
conducts group discussion. Communication skill is very important for students
when they should perform in front of the class. Good relationship with others, will
avoid many negative pressures from others. Research by Shapiro (2001) showed
that students with good EI are happier and more successful in their study.
Based on the discussion above, the research question for this study was “Is
there correlation between emotional intelligence and students’ achievement in
SMA N 3 Salatiga?”
The objective of this study was to find out if there was a correlation between
EI and the students’ achievement. This study could help the teacher to be aware
of students’ EI that might affects students’ performance.
THE STUDY
The Participants
The participants of this study were students of 10th grade in SMA Negeri
3 Salatiga. The number of the participants who participated in this study were 57
students. It consisted of 33 female students and 24 male students. The
participants were taken randomly from all classes of 10th grade students.
Data Collection
Data collection used a questionnaire and students’ final grades. First, the
questionnaires were given to the participants. Then, the questionnaires were
submitted to be analyzed. Second, the students’ final grades were taken from the
second semester total grades in students’ book reports. The final grades were
obtained from 16 subjects: religion, civics, Indonesian, English, mathematics,
physics, biology, chemistry, history, geography, economics, sociology, sport,
information technology, English communication and Javanese.
Research Instrument
The research instrument was a Likert Scale questionnaire modified by
Hadi (1991). There were four options provided in the questionnaire. The total
items of the questionnaire were 56. The questionnaire options were grouped into
two; “favorable” and “unfavorable”. Favorable statements were statements with
positive answers “totally agree” and “agree”. Unfavorable statements consisted
of negative answers “disagree” and “totally disagree”. The options were “totally
agree”, “agree”, “disagree” and “totally disagree” and the scores were 4, 3, 2, 1;
respectively. Unfavorable items were scored 1, 2, 3, 4. 1 is for “totally agree”, 2
is for “agree”, 3 is for “disagree”, 4 is for “totally disagree”.
Table 1: Components of Questionnaire
Aspect
Favorable
Unfavorable
Self Awareness
1, 4, 6
2, 3, 5
Self Regulation
7, 8, 9, 10, 12, 13, 14, 15, 11, 17
16
Self Motivation
18, 20, 22, 23, 24, 25, 26, 19, 21, 27, 28, 30, 31,
29, 33, 34, 36
32, 35
Empathy
37, 39, 41, 43, 44
38, 40, 42,
Managing People
45, 47,48,49,51,53,54,55
46, 50, 52, 56
The first column shows aspects that were used as the theoretical frameworks of
the questionnaire. There were five aspects of EI: self awareness, self regulation,
self motivation, empathy and managing people. The second column has
favorable items numbers in the questionnaire. The third column has unfavorable
items numbers in the questionnaire.
Data Analysis
In order to find the correlation of EI and students’ achievement in SMA
Negeri 3 Salatiga, the data were analyzed using Spearman correlation analysis.
DISCUSSION
The aim of the analysis was to find the relationship between EI’s
questionnaires and students’ final grades.
The final grade was interval, while the questionnaire data was ordinal.
The final grades were converted into ordinal score of 1, 2, 3, 4. The final grades
from 0-25 were converted into 1, 26-50 were converted into 2, 51-75 were
converted into 3, 76-100 were converted into 4 (Brown, 1988). After that, the
data was analyzed using Spearman Rank Correlation. The normality and linearity
were not tested because the data were analyzed by nonparametric test.
Data were analyzed using SPSS 20. The
-1 and 0, or 0 and +1. The closer the
value would always be between
value to +1 or -1 indicated a stronger
relationship between the variables.
The Correlation between Emotional Intelligence and Students’ Achievement
The correlations from two variables were analyzed using Spearman Rank
Nonparametric Test, because the data were ordinal. The hypotheses were:
H0: There is no significant correlation between Emotional Intelligence and
students’ achievement.
H1: There is a significant correlation between Emotional Intelligence and
students’ achievement.
Table 2: Correlation of Emotional Intelligence and Students’ Achievement
Correlations
EI_Score
Correlation Coefficient
EI_Score
Sig. (1-tailed)
N
Final_Grade
1.000
-.110
.
.208
57
57
-.110
1.000
.208
.
57
57
Spearman's rho
Correlation Coefficient
Final_Grade
Sig. (1-tailed)
N
The significance of two variables were determined using the following
procedures:
1) If the probability is 0.05, then the two variables are not significant.
The correlation coefficient shows the strength of the correlation between variables
as seen below:
1)
0.00 – 0.199 the correlation is very weak.
2)
0.20 – 0.399 the correlation is weak.
3)
0.40 – 0.599 the correlation is fair.
4)
0.60 – 0.799 the correlation is strong.
5)
0.80 – 1.000 the correlation is very strong.
(Sugiyono: 2006: p216)
As indicated in table 2, the significance level of the correlation between EI and
student’s achievement was 0.208, which was higher than 0.05. Therefore, the
relationship between the two variables was not significant or H0 was accepted.
CONCLUSION
From the result of the correlation test, it can be concluded that there was
no correlation between EI and students' achievement in SMA N 3 Salatiga. This
was different with Goleman’s (2001) theory mentioning that learners who have
high EI will have good achievement (grade). Students with high EI could be
successful although they have average IQ, because they could use the five aspects
of EI, so they will focus more on their study and get good grades.
The result of the study in fact Winkel’s (2004) opinion mentioning that
pictured intelligence in a narrow concept is the ability to reach the goal in school,
which is usually considered as the main action in life. Intelligence in the narrow
concept is usually called as “academic skill” or “intellectual quotient”. Based on
that theory, students who have high IQ will also be good in grade. IQ shows
intelligence level (Winkel, 2004).
EI affects students’ performance in the affective setting, while the grades
of the students more on the cognitive setting which is affected by IQ. So the EI
only gives little contribution to the students’ performance, because the
performance of the students is measured by their grades.
Acknowledgements
This thesis would not have been completed without the help and support
from many people. Therefore, I would like to express my sincere appreciation and
gratitude to the following people who have assisted me in completing my thesis.
First, I would like to express my utmost gratitude to the Almighty God for giving
me just what I need when I need it the most.
I would also like to extend my appreciation to my family especially for my
mother Ester Iriani, my brother Vivan Anjas Sukma and my uncle Agus
Dharmanto.
Moreover, I would like to express my sincere gratitude to Prof. Dr. Gusti
Astika, M.A. as my supervisor, I thank to his kindness and patience in giving
good suggestions for me and also Hendro Setiawan Husada, S.Pd., M.A. as my
examiner.
Last but not least, I would also like to thank to Mr. Edy Suparman, Mr.
Supardi Baskoro, Prof. Slameto, Petra Kristi, M.Ed., Wahyudi, M.Pd.,
Kriswandani, S.Si., M.Pd., friends and teachers in SMA Negeri 3 Salatiga.
REFERENCES
Arikunto. (2003). Manajemen Penelitian. Jakarta: Rineka Cipta.
Brown, J. D. (1988). Understanding Research In Second Language Learning.
New York: Cambridge University Press.
Darmadi, H. (2011). Metode Penelitian Pendidikan. Bandung: Alfabeta.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.
Goleman, D. (2001). Working with Emotional Intelligence (terjemahan Alex Tri
Kantjono W). Jakarta: Gramedia.
Gottman, J. (2001). Kiat-kiat Membesarkan Anak yang Memiliki Kecerdasan
Emosional (terjemahan). Jakarta: PT Gramedia Pustaka Utama.
Hadi, S. (1991). Analisis Butir Untuk Instrumen Angket, Tes, dan Skala Nilai
Dengan BASICA. Yogyakarta: Andi Offset.
O’Neill, J. (1996). On emotional intelligence: A conversation with Daniel
Goleman. Educational Leadership, 54(1). Retrieved from website:
Home.Publications.Educational Leadership.September 96.
Ormond, J. E. (2008). Educational Psychology: Developing Learners. Boston:
Pearson Education.
Saphiro, L. E. (2001). Mengajarkan Emotional Intelligence Pada Anak. Jakarta:
Gramedia
Sugiyono. (2006). Statistika untuk Penelitian. Bandung: Alfabeta.
Sugiyono. (2006).Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:
Alfabeta.
Trihendradi, C. (2009). Step by Step SPSS 16 Analisis Data Statistik. Yogyakarta:
Andi Offset
Wibowo, E. R. (2005). Hubungan Antara Kecerdasan Emosional dengan Prestasi
Belajar pada Siswa Kelas II SMA Lab Satya Wacana Salatiga. An
unpublished thesis. The Faculty of Psychology, SWCU. Salatiga.
Widagdo, B. (2001). Kecerdasan Emosional. Manajemen, Juni 2001. Retrieved
from: www.akuntanpublik.com.
Winkel. (2004). Psikologi Pengajaran. Yogyakarta: Media Abadi.
APPENDIX 1
Questionnaire
Nama :
Kelas :
Isilah beberapa penyataan dibawah ini dengan mencentang pada salah satu kolom
(sangat setuju/setuju/tidak setuju/sangat tidak setuju) yang sesuai dengan anda.
No.
Pernyataan
1.
Bila saya marah, saya tahu alasannya
2.
Saya tidak tahu bagaimana keadaan
emosi pada diri saya
Saya tidak suka dengan keadaan fisik
saya
Saya tidak terganggu dengan
perkataan orang lain mengenai diri
saya
Saya sering menyakiti diri saya
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Saya selalu mempertimbangkan
perbuatan saya dengan suara hati saya
Saya mampu mengungkapkan emosi
saya langsung kepada yang
bersangkutan
Saya tahu cara untuk mengatakan
tidak
Saya mampu mengatasi kecemasan
walau sulit
Saya mampu melawan ketakutan
yang saya alami
Saya sering berlarut-larut dalam
kesedihan
Saya mampu melampiaskan emosi
dengan baik
Saya dapat menemukan cara untuk
melampiaskan emosi yang negative
dengan cara positif
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
No.
Pernyataan
14.
Saya selalu tenang dalam menghadapi
masalah
Saya memiliki cara untuk
menenangkan diri jika perasaan
sedang kacau
Saat saya marah karena tidak dapat
mengerjakan soal ujian, saya mampu
mengontrol kemarahan itu
Saya sering menyakiti diri sendiri bila
sedang marah
Saya selalu berusaha sebaik-baiknya
dalam mengerjakan tugas
Saya tidak peduli dengan tugas-tugas
yang diberikan oleh guru disekolah
Saya mampu mengatur waktu belajar
dengan baik
Saya hanya belajar jika ingin saja,
atau jika akan ujian
Saya selalu semangat ketika
mengikuti pelajaran walupun sudah
siang
Saya berusaha tetap semangat ketika
belajar walau sudah lelah
Saya mempunyai semangat yang
tinggi dalam mencapai prestasi
Jika menghadapi masalah, saya akan
menyelesaikannya sampai selesai
Saya tidak tenang jika belum
mengerjakan tugas
Saya selalu berhenti jika merasa tidak
mampu lagi mencari cara untuk
memecahkan masalah
Saya selalu merasa apa yang saya
kerjakan kurang sempurna
Saya tahu bagaimana menghargai
pekerjaan saya sendiri ketika sudah
mencapai sasaran
Saya tidak yakin dengan apa yang
akan saya lakukan
Saya takut dicemooh oleh teman
karena pekerjaan saya atau ide-ide
saya
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
No.
Pernyataan
32.
Saya selalu ragu dengan apa yang
saya kerjakan
Saya selalu optimis dalam
mengerjakan tugas sekolah
Saya dapat menunda bermain demi
sasaran yang lebih besar, menjadi 3
besar misalnya
Saya tidak peduli dengan nilai-nilai
pelajaran saya
Saya harus dapat mewujudkan citacita saya
Dalam bergaul saya dapat merasakan
perasaan teman-teman saya
Saya jarang terdorong untuk
menghibur teman yang sedang sedih
Saya selalu memberikan apa yang
dibutuhkan teman wlaupun tidak
diminta
Saya tidak mau tahu apa yang
dibutuhkan orang lain
Saya dapat meninggalkan kegiatan
saya demi menolong mereka yang
membutuhkan
Saya tidak akan membantu jika tidak
diminta
Saya sering menawarkan banutan
kepada kepada teman bila mereka
tampak sedang membutuhkan
Saya memperhitungkan perasaan
oranglain dalam berinteraksi dengan
mereka
Saya senang menjalin hubungan
dengan orang baru
Saya tidak senang bergaul
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
Saya akan minta maaf jika saya
bersalah
Saya tidak suka berprasangka buruk
kepada teman
Saya dapat membuat orang yang baru
saya kenal berbicara mengenai diri
mereka sendiri
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
No.
Pernyataan
50.
Saya sulit berbicara dengan orang
yang tidak satu pandangan dengan
saya
Saya selalu berterus terang jika ada
hal yang mengganggu pekerjaan kami
Saya sulit mendapat teman
51.
52.
53.
54.
55.
56.
Saya banyak menunjukkan perhatian
dan rasa sayang kepada teman-teman
Saya tetap berusaha menjaga
hubungan dengan orang yang kurang
saya sukai
Saya selalu memberikan sedekah
kepada pengemis
Saya tidak pernah menyumbang
untuk amal
Sangat Setuju
Setuju
Tidak
Setuju
Sangat
Tidak
Setuju
APPENDIX 2
Participants’ Scores of Emotional Intelligence and Final Grade
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