AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND STUDENTS’ ENGLISH SPEAKING ABILITY : A Study in One of Private Universities in Bandung.

EMOTIONAL INTELLIGENCE AND STUDENTS’ ENGLISH

SPEAKING ABILITY

(A Study in One of Private Universities in Bandung)

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Master Degree in English Education

By :

Een Vivany Yunita 1201104

ENGLISH EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

2014

EMOTIONAL INTELLIGENCE AND STUDENTS’

ENGLISH

SPEAKING ABILITY

(A Study in One of Private Universities in Bandung)

Oleh

Een Vivany Yunita

S.Pd UMB Bengkulu, 2011

Sebuah tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakultas Pendidikan Bahasa dan Seni

© Een Vivany Yunita 2014 Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

This is to certify that the thesis of Een Vivany Yunita entitled “An Investigation into the Relationship between Emotional Intelligence and Students’ English Speaking Ability (A

Study in one of Private Universities in Bandung)” is approved by

Approved by :

Main Supervisor Co-Supervisor

Prof.Dr.Nenden Sri Lengkanawati,M.Pd Dr.Dadang Sudana,M.A NIP. 195111241985032000 NIP.196009191990031001

This thesis has been approved by

The Head of Study Program of English Education

Prof. Emi Emilia, M.Ed., Ph.D. NIP.196609161990012001

I hereby that the thesis entitled “An Investigation into the Relationship between Emotional Intelligence and Students’ English Speaking Ability” is compeletely my own work. I am fully aware that I have quoted some statements and ideas from various sources and they are all properly acknowledged.

Bandung, July 2014

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

APPROVAL PAGE ... i

DECLARATION ... ii

ABSTRACT ... iii

ACKNOWLEDGEMENTS ... iv

PREFACE ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... xi

LIST OF CHARTS ... xiii

CHAPTER I : INTRODUCTION 1.1 Background of The Study ... 1

1.2 Research Question ... 3

1.3 Hypotheses ... 4

1.4 Research Assumption ... 4

1.5 Research Objectives ... 4

1.6 The Scope of the Study ... 4

1.7The Significances of Study ... 5

1.8Clarification of Key Terms ... 6

1.9Thesis Organization ... 7

CHAPTER II : LITERATURE REVIEW 2.1Conception of Emotion and Emotional Intelligence ... 8

2.1.1 The Conception of Emotion ... 8

2.1.1 The Conception of Emotional Intelligence ... 11

2.2 The Dimensions of Emotional Intelligence... 13

2.2.1 Self-Awareness ... 14

2.2.2 Self-Control ... 16

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.2.4 Empathy ... 18

2.2.5 Social Skill ... 20

2.3Measuring Emotional Intelligence ... 21

2.3.1 Ability EI Test ... 21

2.3.2 Self-Report EI Test ... 25

2.4The Importance of Emotional Intelligence in Foreign Language Learning .. 26

2.5Speaking as One of Important Skills in Language Communication ... 27

2.6Conception of Speaking Skill ... 29

2.7Elements in Speaking Ability... 32

2.8Testing Students’ Speaking Ability ... 35

2.8.1 Types of Speaking Test ... 36

2.9 Previous Studies : Emotional Intelligence in Foreign Language Learning... 40

2.10 Concluding Remark ... 42

CHAPTER III : RESEARCH METHODOLOGY 3.1Research Design ... 44

3.1.1 The Nature of Correlational Research ... 44

3.2 The Population, Setting and Sample of Research ... 46

3.2.1 Population and Setting ... 46

3.2.2 Sampling and Sample ... 46

3.3Research Instruments ... 48

3.3.1 Questionnaire ... 48

3.3.1.1 Validity and Reliability of Emotional Intelligence Scale ... 50

3.3.2 Speaking Test ... 51

3.3.2.1 Validity and Reliability of Speaking Test ... 51

3.4 Procedure of Collecting Data ... 52

3.5Scoring Procedures... 53

3.6Data Analysis and Interpretation ... 54

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.6.1.1 Analyzing Students’ Emotional Intelligence and Their

English Speaking Ability ... 54

3.6.1.2 Analyzing The Existence of Relationship between EI and Speaking Ability ... 58

3.6.1.3 Analyzing which Dimensions of EI can Mostly Predict English Speaking Ability ... 59

3.7 The Data Interpretation ... 60

3.8Concluding Remark ... 62

CHAPTER IV : FINDING AND DISCUSSION 4.1 The State of Students’ Emotional Intelligence ... 63

4.1.1 Students’ Self-Awareness ... 65

4.1.2 Students’ Self-Control ... 67

4.1.3 Students’ Self-Motivation ... 67

4.1.4 Students’ Empathy ... 68

4.1.5 Students’ Social Skill ... 69

4.2 The State of Students’ English Speaking Ability ... 71

4.3 The Relationship between EI and English Speaking Ability ... 73

4.3.1 The relationship between self-awareness and six elements in English speaking ability ... 78

4.3.2 The relationship between self-control and six elements in English speaking ability ... 79

4.3.3 The relationship between self-motivation and six elements in English speaking ability ... 81

4.3.4 The relationship between empathy and six elements in English speaking ability ... 83

4.3.5 The relationship between social skill and six elements in English speaking ability ... 85

4.4 Multiple regression Analysis of EI towards English Speaking Ability ... 87

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V : CONCLUSION, LIMITATION OF STUDY AND RECOMMENDATION

5.1 Conclusion ... 93

5.2 Limitations of the Study ... 95

5.3 Recommendation... 95

5.3.1 Practical Recommendation... 95

5.3.2 Theoretical Recommendation ... 97

BIBLIOGRAPHY ... 98

LIST OF APPENDICES Appendix. 1 : Students’ Score on Speaking Test ... 111

Appendix. 2 : Students’ Score on Emotional Intelligence Test ... 113

Appendix. 3 : Calculating the Level of Students’ EI ... 115

Appendix. 4 : Calculating the Level of EI Dimensions ... 116

Appendix. 5 : Background Questionnaire ... 119

Appendix. 6 : Lembar Penjelasan Penelitian ... 120

Appendix. 7 : Informed Concent ... 121

Appendix. 8 : Skala Kecerdasan Emosi ... 122

Appendix.9 : The Biography of Speaking Assessors ... 128

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES

Table 2.1 : The Classification of Emotions ... 9

Table.2.2 :The Structure and Content of the MSCEIT ... 22

Table 2.2 : Speaking Scoring Rubric ... 38

Table 3.3 : Five Dimensions of Emotional Intelligence ... 49

Table 3.4 : Categorization of Emotional Intelligence ... 55

Table 3.5 : Categorization of Self-Awareness ... 55

Table 3.6 : Categorization of Self-Control ... 55

Table 3.7 : Categorization of Self-Motivation ... 56

Table 3.8 : Categorization of Emphaty ... 56

Table 3.9 : Categorization of Social Skills... 56

Table 3.10 : Speaking Scoring Rubric ... 57

Table 3.11 : Classification of Students’ Speaking Performance ... 58

Table 3.12 : Tests of Normality ... 59

Table 3.13 : The Interpretation of Correlation Coefficient ... 61

Table 4.14 : EFL Students’ Emotional Intelligence Level ... 63

Table 4.15 : The Frequency of Students’ Ability on Speaking Test ... 72

Table 4.16 : The Correlation between EI and Students’ English Speaking Ability .. 74

Table 4.17 : The Correlation Coefficient of Five EI Dimensions and Speaking Ability ... 75

Table 4.18: The Relationship between Self-Awareness and Six Elements in English Speaking Ability ... 78

Table 4.19: The Relationship between Self-Control and Six Elements in English Speaking Ability ... 80

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Table 4.20: The Relationship between Self-Motivation and Six Elements in

English Speaking Ability ... 82 Table 4.21: The Relationship between Emphaty and Six Elements in English

Speaking Ability ... 84 Table 4.22: The Relationship between Social Skills and Six Elements in English

Speaking Ability ... 86 Table 4.23 : Stepwise Multiple Regression Analysis: Model Summary ... 88 Table 4.24 : Anova ... 88 Table 4.25 : Results of Stepwise Regression for Predicting English Speaking

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF CHARTS

Chart. 4.1 : Students’ Emotional Intelligence ... 64

Chart 4.2 :Students’ Self-Awareness ... 66

Chart 4.3 : Students’ Self-Control ... 67

Chart 4.4 : Students’ Self-Motivation ... 68

Chart 4.5 : Students’ Emphaty ... 69

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking

Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

An Investigation into the Relationship between Emotional Intelligence and Students’

English Speaking Ability Een Vivany Yunita

Indonesia University of Education

The Emotional Intelligence (EI) concept argues that IQ is too narrow and there are wider areas of emotional intelligence that enable learners to gain more success in language learning. Therefore, this present study attempted to find out students’ emotional intelligence level and students’ English speaking ability. It also aimed to determine whether Emotional Intelligence, as an interpersonal skill and innate potential, has any relationship with students’ English speaking ability in one private universities in Bandung in which 45 students on fourth semester were involved. Furthermore, an attempt was also made to determine which dimensions of EI can mostly predict students’ English speaking ability. This study was largely descriptive in nature and was also correlational. The data were obtained from EI questionnaire and students’ English speaking test. The study employed correlation and multiple regression with stepwise method for data analysis which was analyzed through SPSS. The results reveal that the students’ emotional intelligence is average and their speaking ability is good. It is also found that there is a positive significant relationship between emotional intelligence and English speaking ability. The result also shows that EI is a potential predictor for speaking ability. Multiple regression shows that among other four EI dimensions, self-control is the best predictor to predict students’ English speaking ability. Based on the results of this study, teachers are recommended to consider the role of EI in English teaching proccess especially in speaking skill. Moreover, students are hoped to improve their emotional intelligence as this study revealed that EI has significant relationship towards their speaking ability. It is also strongly recommended for further study to continue studying the relationship of EI on various aspects of language skills by using a number of different EI instruments.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking

Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

Investigasi dalam Hubungan Kecerdasan Emosi dengan Kemampuan Siswa Berbicara Berbahasa Inggris.

Een Vivany Yunita

Universitas Pendidikan Indonesia

Konsep kecerdasan emosi membuktikan bahwa konsep IQ lebih sempit dan ada area yang lebih luas didalam kecerdasan emosi yang mampu membuat siswa untuk lebih berhasil dalam pembelajaran bahasa. Oleh karenanya, penelitian ini mencoba mencari tahu tingkat kecerdasan siswa dan kemampuan berbicara berbahasa Inggris mereka. Penelitian ini juga bertujuan untuk mencari tahu apakah ada hubungan antara kecerdasan emosi dengan kemampuan berbicara berbahasa Inggris siswa di universitas swasta di Bandung dimana 45 siswa telah terlibat dalam penelitian ini. Studi ini merupakan studi deksriptif korelasional. Data yang diperoleh dari kuesioner EI dan hasil tes berbicara siswa telah dianalisis melalui SPSS dengan menerapkan analisis korelasional dan analisis linear regresi berganda dengan metode stepwise. Hasil temuan menunjukkan bahwa 45 siswa yang berpartisipasi dalam penelitia ini memiliki kecerdasan emosi di level rata-rata dan memiliki kemampuan yang bagus dalam berbicara berbahasa Inggris. Hasil penelitian juga menunjukkan adanya hubungan positif kuat yang signifikan antara kecerdasan emosi dengan kemampuan berbicara berbahasa Inggris siswa. Selain itu, hasil analisis linear regresi berganda memperlihatkan bahwa kecerdasan emosi dapat digunakan untuk memprediksi kemampuan berbicara siswa. Self-Control ,sebagai salah satu dimensi kecerdasan emosi, adalah dimensi kecerdasan emosi yang paling dapat digunakan untuk memprediksi kemampuan berbicara siswa. Berdasarkan hasil penelitian ini, guru bahasa inggris direkomendasikan untuk mempertimbangkan peranan kecerdasan emosi dalam proses belajar mengajar bahasa Inggris, khususnya dalam keterampilan berbahasa Inggris. Selain itu, sangat direkomendasikan bagi siswa untuk mengenal kecerdasan emosi dan meningkatkan kecerdasan emosi mereka. Bagi peneliti selanjutnya, sangat disarankan untuk melanjutkan penelitian di bidang hubungan kecerdasan emosi dengan aspek keterampilan berbahasa Inggris lainnya.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter elaborates the general ideas related to the introduction of this study. The discussion involves the background of the study, the research questions, hypothesis, research assumption, the research objectives, the scope of the study, the significances of the study, and the clarifications of key terms.

1.1 Background of the Study

It is granted that individual capacities to learn foreign language tend to be different. Among so many factors contributing to second or foreign language learning success, including motivation, attitude or personality types, it seems that one important factor which accounts for success in language learning is the degree of intelligence that individual possess (Pisghadam, 2009 p.1). In other words,

students’ level of intelligence plays important role in English language learning.

Meanwhile, Smith (2002) mentions that Intelligence Quotient (IQ) does not seem to adequately explain individual difference in academic success or fail to fully explain cognitive ability. Among other intelligences, emotional intelligence is argued to be more important than Intelligence Quotient (IQ) for promoting academic, personal and occupation success (Jahandar, et.al, 2012, Mayer & Salovey, 1993, Mayer & Geher, 1996, Zeidner,et.al, 2009). Turner (2011) adds that emotional intelligence is a better indicator of success than traditional cognitive intelligence. People with higher emotional intelligence find it easier to form and maintain interpersonal relationships (Rode,et.al, 2006) and to solve problems (Juvec & Gerli, 2001 in Bracket & Salovey, 2006). Thus, EI is argued to be more vital than simply being cognitively smart.

Furthermore, Emotional Intelligence (EI) is also so much necessary for effective social interaction and classroom success (Elias, 2004 in Fatum, 2008 p. 27). Research indicates that emotional intelligence is associated with success in

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

many areas of life, including effective teaching, student learning, quality relationships, and academic performance (Brackett & Katulak, 2006 p.1).

Considerable studies also reveal that EI plays a central role in students’ academic

success, personal and social lives beyond the effects of personality and general intelligence (Jennings & Greenberg, 2009 p.1). The importance of EI exists because emotions drive attention which impact learning, memory, and behavior (Ohman, Flykt & Esteves,2001 in Bracket & Katulak, 2006).

Moreover, studies reveal that emotional intelligence can be taught and students can be coached to develop the tools and skills needed to manage their positive and negative emotions (Darling-Hammond, et.al n.d p. 92). Emotional Intelligence (EI) is not like IQ which is relatively fixed, but Emotional Intelligence is something that can be built as the age (Jahandar, et.al, 2012,p.1). IQ is more static measures and likely to stay quite constant through life

(“Emotional Intelligence”, 2014) while emotional intelligence is something that

can be improved by learning (Turner, 2011). In contrast, Shipley, Jackson & Segrest (in press) showed in their research that age is not positively correlated with Emotional Intelligence. It means that the elder person does not guarantee to have higher Emotional Intelligence. However, this intelligence is something that can be trained and improved with the knowledge.

Emotional Intelligence influences people’s action (Fatum, 2008 p.26) whereas academic aptitude (IQ) has no connection with how people understand and deal with their emotions and others’ emotions (Schutte,et.al, 1998). Fatum (2008,p.26) argues that if schools focus only on academic instruction and school management in their effort to help students attain academic success, they will fail to achieve their goals. Thus, it is important to educate students to be socially and emotionally intelligence in order to receive the maximum benefit of a teaching program.

On the other hand, as stated by Krashen (1981) in Zarezadeh (2013) that learning a foreign language is difficult, exhausting and replete with stresses and

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

strains for the learners. The problems get more difficult for the students as they are expected to communicate with a language which is different with their mother language. Thus, having the ability to manage emotions when facing complicated learning situation is useful for students.

Based on the explanation above, it can be concluded that there is ample evidence that emotions affect performance. Positive emotions can improve performance, while negative ones can diminish it (Darling-Hammond, et.al n.d

p.90). In relation to speaking skill, Arita (2008) states that one of students’

difficulties in speaking English is caused by psychological factors such as fear of making mistake, shyness, anxiety, lack of self-confidence, and lack of motivation. Those difficulties, as theorists argue, hinder the students to speak actively in English class (Juhana, 2011 p.35). Thornburry (2005, p.28) states that those psychological factors contribute to speaking failure and cause an acute sense of anxiety when it comes to speaking. Thus, if the students have been introduced to the power of Emotional Intelligence (EI), they likely would be able to effectively handle anxieties, shyness, anger, fear and the stresses of learning difficulties.

Although many studies show EI has the potential to have important role in predicting the overall academic performance ( Zeidner et.al, 2009). However, in Indonesian context, as far as the writer is concerned, there has not been found any studies conducted in the area of emotional intelligence and English language learning especially in speaking skill. Therefore, the major concern of this study seeks to shed light on the relationship between Emotional Intelligence and

learners’ English language proficiency in Indonesian context. To be more specific,

this study investigates the relationship between Emotional Intelligence and

students’ speaking ability in one Private University in Bandung in academic year

2013/2014. In addition, this study also aims to reveal which dimensions of

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Research Question

The problems to be discussed in this paper are summarized in the following research questions:

1. What is the state of students’ emotional intelligence (EI) ? 2. What is the state of students’ English speaking ability ?

3. Is there any significant relationship between Indonesian EFL learners’ EI and their English speaking ability?

4. Which dimension(s) of Emotional Intelligence can mostly predict the

Indonesian EFL learners’ English speaking ability?

1.3 Hypotheses

Based on the specific problems which are the concern of this research, the researcher has come up with the emotional intelligence which is believed to have

significant relationship on students’ English speaking ability. This belief is based

on the prior studies conducted on the topic of Emotional Intelligence and education especially in English language learning. Hence, the alternative hypothesis is formulated:

There is significant relationship between Emotional Intelligence and English speaking ability of Indonesian EFL learners.

1.4 Research Assumption

Research problem in this study is built based on the assumption that emotion is a part of human nature. Emotion typically arises in response to an event

(Salovey & Mayer, 1990.p.186) and has the potential to influence people’s ability

to process information (Nelson, 2007). Therefore, based on the explanation above, it can be assumed that emotional intelligence also contributes to students' speaking performance.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.5 Research Objective

The main objective of this study is to investigate whether there is any

significant relationship between Emotional Intelligence and students’ English

speaking ability in Indonesian context. Most specifically, this research is aimed to know which dimension(s) of Emotional Intelligence based on the Goleman theory

can mostly predict the students’ ability in speaking English.

1.6 The Scope of Study

This paper specifically concerns on discovering the relationship between

students’ Emotional Intelligence and their English speaking ability in one of Private Universities in Bandung in the academic year 2013/2014. In addition, this study also tries to find out which dimensions of Emotional Intelligence such as Self-Awareness, Self-Control, Self-Motivation, Empathy and Social skills, can

mostly predict students’ English speaking ability. This study employs the theory

of Emotional Intelligence of Goleman which defines EI as the way in which an individual processes information about emotion and emotional responses.

Furthermore, oral presentation is administered to measure students’ English

speaking ability. The students are asked to deliver a speech in English language. According to Bruford (2008, p. 54), oral presentation requires students to identify and explore the knowledge issues raised by knowledge claimed from a substantive real-life situation that is of interest to them.

1.7 The Significances of Study

The results of this study is hoped to give a meaningful contribution theoretically and practically. Theoretically, this study is expected to enrich the literature on the relationship between emotional intelligence and English language learning especially in English speaking ability.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

For the practical contribution, this study is hoped to give meaningful contribution for four important components; the education policy maker, the teachers, the students, and the next researcher. First, the finding of this study is important for the education policy maker to include the programs to raise the emotional competencies of Indonesian students especially in English language learning. As many studies have found the importance of Emotional Intelligence in foreign language learning, therefore, the education policy maker needs to develop more educational programs designed to improve emotionally and socially intelligent behavior that are based on scientific observations and empirical findings.

Second, the result of this study is meaningful in terms of providing English teachers with evidence that emotional intelligence is one of important aspects in

influencing the students’ academic performance especially in their English

speaking performance. Third, based on the fact that speaking is one of the difficult skills in English (see Togatorop, 2009; Juhana, 2011), therefore, practically this study can be empirical findings for students to improve their emotional intelligence as many studies have showed the significant contribution of EI to students’ academic performance (Pishghadam, 2009; Saidy,et.al, 2009; Motallebzadeh, 2009; Skourdi & Rahimi, 2010; Jahandar,et.al, 2012; Zarezadeh, 2013). Thus, it is hoped that the students will learn the knowledge of Emotional Intelligence and the ways to improve this intelligence.

The last significance relates to further researchers. This study can encourage them to continue studying the impact of EI on various aspects of student’s and

teacher’s performance and behavior using a number of different EI instruments. It will provide teacher and student with more information on the various type of performance and behavior that are affected by EI ( Bar-On, Maree & Elias, 2007 p.12)

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.8 Clarification of Key Terms

There are some key terms used in this study, they are:

1. Relationship is defined as connection between two things in which one thing changes as the other does (Oxford Learners Pocket Dictionary, 2003:

362). In this study, the relationship is between students’ English speaking

ability and their Emotional Intelligence.

2. Emotional Intelligence is the ability of being aware of feelings and handling disruptive emotions well, emphasizing with how others feel, and being skillful in handling the relationships (Goleman, 2001). Furthermore, Goleman also explains that there are five dimensions in emotional intelligence; self-awareness, self-control, self-motivation, empathy and social skill.

3. Speaking ability is students’ oral communication ability in terms of five sub skills: pronunciation, grammar, vocabulary, fluency and confidence.

1.9 Thesis Organization

This thesis is organized into five chapters. Chapter one discusses the introduction dealing with the background of the research, the objectives of the study, the scope of the research, the significance of the study, the definitions of the terms and the organization of the thesis. Then, chapter two presents the supported theory to the topic of the research and previous researches on Emotional Intelligence in foreign language learning. In chapter three, research methodology and design are explained in detail. Furthermore, chapter four contains the description of data analysis, data presentation, and discussion. In the last chapter of this thesis, the conclusion of the study and recommendation for further research will be explained.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

METHODOLOGY

This chapter discusses things related to the way this study is conducted. Research design, data collection methods which consist of population, sample and setting, research instruments, procedure of collecting the data, and data analysis and interpretation are explained in this chapter.

3.1 Research Design

The central issue of the research was to know the correlation between

Emotional Intelligence and students‟ English speaking ability. This study applied the descriptive method with an ex-post facto design. Gay,L.R (1987) states that a descriptive method is a method of research that involves collecting the data in order to test hypothesis or to answer questions concerning the status of the subject of the study. Moreover, an ex-post facto design was used because it was suitable to investigate attributive variables which mean a kind of characteristics that should be possessed by the participants of study before a researcher began her study (Ary, et.al, 2010, p.331). In this study, the attributive variable was students‟ Emotional Intelligence, so that the variable could not be manipulated since it has been occurred in nature.

3.1.1 The Nature of Correlational Research

Correlational research involves collecting data to determine whether, and to what degree, a relationship exists between two or more quantifiable variables (Gay, 1987, p. 191). In line with Gay, Brown (1990) states that correlational studies are designed to investigate the mature and the strength of functional relationships among of the variables of interest to the researcher. Therefore, the purpose of this study was to determine the mature and the strength of relationships between emotional intelligence and students‟ English speaking ability and to use these relationships to make predictions.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Correlational research is one of the descriptive research types which describe the existing condition (Brown, 1990). Thus, it describes what exists at the moment such as conditions, practices, processes, structures etc. It also means that correlational approach investigates the relationship between unmanipulated variables and does not use random assignment. Random assignments of participants and the manipulation of variables are absent in correlational research because the events of interest have already occurred or naturally occurring (Gay, 1987). Furthermore, random assignment is not used since there are no control conditions in this study. Students‟ emotional intelligence and their English speaking ability are something that cannot be manipulated. The level of emotional intelligence that the students possess is the condition of their recent capacity to utilize and understand emotion in the self and others. Moreover, the level of emotional intelligence is also the product of some connected factors, such as gender, age, life experience, environment, and educational background (Goleman, 2001; Tridhohanto, 2009 in Purnama, 2010). Therefore, the level of students‟ emotional intelligence cannot be manipulated since it is naturally occurring and the researcher did not give the students any treatment before.

Furthermore, variables to be correlated should be selected on the basis of some rationale (Gay, 1987). Gay further adds that the relationship to be investigated should be a logical one, suggested by theory or derived from experience. There are some rational reasons of choosing Emotional Intelligence and speaking skill as the variables in this study. Truthfully, this study is so much inspired by many previous studies on the role of EI in human life. In addition, it is

also based on the researcher‟s experience who feels the effect of emotions in

English language learning especially in speaking skill. Language anxiety sometimes hinders the researcher to speak English and there is always pressure of performing oral English presentation which results negative effects like awkward

feeling, „blank‟ state, persistence worries, trembling, sweating, high heart rate and

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

dizziness. Therefore, it is believed that there is something that connects EI with speaking ability.

Theoretically, Salovey &Mayer (1990,p. 188) state that emotionally intelligent people will be able to deal with stress, predict consequences, communicate feelings, solve relationship problems, motivate themselves and even inspire others. According to Schutte, Schuettpelz & Malouffi (2001), people with higher emotional intelligence will perform better on cognitive tasks and they will be able to deal with frustration or helpless that may result from encountering very difficult task. In addition, prior studies have demonstrated that emotional intelligence has something to do with the success of foreign language learning (Pisghadam, 2009; Zarezadeh, 2013). Therefore, it can be assumed that emotional intelligence can help students to reduce their negative emotions that hinder them to speak English at class.

3.2 The Population, Setting and Sample of Research 3.2.1 Population and Setting

Population in this research was all fourth semester students in one of Private Universities located in Cimahi, Bandung. All students were majoring in English education study program. Moreover, the total population in this study was 156 students. The population was taken because of its accessibility and the research site was basically chosen because it was open to researcher who wanted to conduct the research there. Since the researcher was one of the teaching staffs there, the permission to do the research in this University was obtained.

3.2.2 Sampling and Sample

Sample was chosen purposively in this study. The respondent should have the same knowledge capacity toward learning English as foreign language. Then, choosing students who have the same English learning background is essential to do. Therefore, this study can examine the relationship between emotional

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

intelligence and students‟ English speaking ability without any intervention of

other moderator variables such as English learning experience and so forth. The research sample was selected based on some criteria. The criteria of choosing the research sample were as follow:

1. English Learning Experience.

Students should have the same length of time in studying English with the assumption that the longer students study English, the better their English language proficiency will be. In relation to speaking qualification, students who have been learning English for 13 years are assumed to have better speaking performance than those who have just learnt English for 5 years. Therefore, students who have been learning English for 13 years are highly not compatible to students who have been learning English for 10 years. In this study, all of samples were students who have been learning English for 10 years and 6 months. 2. Length of Living in English Speaking Country.

Students should have the experience of staying in English speaking country. If not, all chosen students should never have any experience of living in English speaking country.

3. English Achievements.

Students should have any achievements in English study. If not, all chosen students should never get any achievements in English study. 4. English Teaching Background.

Students should have any experience of teaching English. If not, the chosen ones should never have any English teaching background. 5. Studying English in Courses

Students should ever study English language in non-formal education such as English courses. If not, the chosen ones should never study English language in course before.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

In addition, of 156 students study in this private university only 45 chosen students in this study were found to have the same background in studying English (See appendix. 10). Those 45 students have been learning English for ten years and six months in formal education. Moreover, they never take English courses before, never get any English achievements, never teach English before and never stay in English speaking country. Thereupon, the 45 students were assumed to have the same capacity and ability to speak English language. Furthermore, for a correlational study, 45 students were an acceptable sample size (Gay, 1987).

3.3 Research Instruments

Before applying two main research instruments, the sample had been selected based on some criteria. To know this aspect, a paper sheet had spread to 156 fourth semester students in order to gain their information about their length of English learning experience, their educational background, their experience in teaching English and their achievement in English subject. Then, two main instruments were used in this study. The following were the instruments which had been used to gain the data:

3.3.1 Questionnaire

This study used mixed model of Emotional intelligence as the basis of

theory to measure students‟ emotional intelligence. Researchers in the mixed

model tradition have typically used questionnaires to assess emotional intelligence (Schutte, et.al, 1998). The approach is based on the assumption that people have sufficient insight into their own emotions and real-life functioning for self-report to be valid (Zeidner, et.al, 2009, p.26).

There were some reasons of using questionnaire in this research. First, the use of questionnaire provides a straightforward and economical means for measuring individual differences in emotional intelligence (Schutte, Malouff & Bhullar, 2009). Moreover, It relates to administration method (Van Rooy &

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Viswesvaran, 2007). Given the brevity of the questionnaire, it is quick and simple to administer and score within one class session and it takes less time to administer than the MSCEIT (see Chapter 2 Section 2.2.3.1) (Gardner, 2008). The second one relates to administration costs (Van Rooy & Viswesvaran, 2007). The use of self-report EI test is generally inexpensive and requires few resources for administration.

The questionnaire used in this study was Emotional Intelligence Scale which was originally constructed in Indonesian language by Daryono (2011). Therefore, it was not necessary to translate it to Indonesian language. This questionnaire had been tested its reliability and validity and had been confirmed as reliable and valid instrument. Further, the EI scale was in the form of a

five-point likert scale ranging from „very seldom or not true of me‟ (1) to „very often true of me or very true of me‟ (5). The likert scale was chosen for some reasons. The likert scale is the most universal method for survey data collection which is easily understood (LaMarca, 2011). The responses were easily quantifiable and subjective to computation of some mathematical analysis (Bertram, 2007). It was also efficient to be used in terms of the researcher‟s time, effort and cost.

The instrument covers five dimensions of Emotional intelligence such as, self-awareness, self-control, self-motivation, recognizing emotion in others (empathy), and social skill.

Table.3.3 Five Dimensions of Emotional Intelligence

No Dimensions Indicators Items

1. Self-Awareness  Recognizing one‟s emotions and their effects.

1,2,3,4,5

 Knowing the influence of emotions towards the actions

6,7,8

 Being aware of the effect of emotion to the action

9,10

2. Self-Control  Being tolerance to the frustration 11, 12

 Being able to handle anger effectively 13,14,15,16,17

 Having positive feelings in the self and others

18,19

 Being able to handle stress 20, 21

 Being able to build social relationship 22, 23, 24

 Accepting oneself 25, 26

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu  Being able to handle negative emotion

e.g regret

29, 30

3. Self-Motivation  Being total to reach the goal of learning 31, 32, 33

 Being optimist 34, 35, 36

 Being responsible 37, 38

4. Recognizing emotions in others (Empathy)

 Being tolerant to others‟ opinions 39, 40

 Being sensitive to others‟ emotions 41, 42, 43, 44, 45

 Willing to listen others‟ opinions 46, 47, 48

5. Social skill (Handling relationship)  Having good understanding about the importance of social relationship with others

49, 50,51

 Being able to solve the social conflict 52, 53, 54

 Having good communication ability 55,56

 Being friendly and easily in socializing with others

57, 58, 59

 Being needed by others 60, 61

 Caring to others 62, 63

 Love to share and help others 64, 65, 66

(Daryono, 2011) Regarding an Emotional Intelligence Scale employed in this study, several clear instructions were given in both oral and written way before asking the participants to fill in the questionnaire.

3.3.1.1 Validity and Reliability of Emotional Intelligence Questionnaire An EI questionnaire used in this study should be valid and reliable. It is because a research must employ a valid and reliable instrument (Sugiyono, 2013, p.169). By using the valid and reliable instruments in collecting data, it is highly expected that the result of the study will be valid and reliable too.

In terms of validity, Hatch & Lazaraton (1991) explain that validity is divided into three types; content validity, criterion-related validity and construct validity. Content validity concerns with how well the test represents the content or behavior to be tested. Criterion-related validity concerns with whether or not the test can describe the psychological factors related to the test performance. Dealing with construct validity, Sugiyono (2013) explains that construct validity like validity by definition. Therefore, an instrument can be stated for having construct validity if it can be used to measure the phenomenon as its definition is. It is the degree to which an instrument measures theoretical construct that it is intended to measure (Miller, n.d).The used instrument must be supported by relevant theories.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The instrument which is based on the appropriate theory written on the literature review can be stated as a valid instrument (Sugiyono, 2013). This instrument has been constructed based on five dimensions of Emotional Intelligence in Goleman. Goleman (1996) states that there are five dimensions of Emotional Intelligence; self-awareness, self-control, self-motivation, recognizing emotions in others (empathy), and social skill. Therefore, this instrument is constructively valid.

Moreover, to test the construct validity, the judgments from experts had already employed in this study. The judgment was done by three experts and had already reviewed by the supervisors from Educational Psychology and Guidance Program (Daryono, 2011, p.104). Three experts were three master students majoring in the same program as the supervisors come from.

Furthermore, the reliability refers to the extent to which measurements are consistent. According to Green (2005), valid instrument is always reliable but a reliable instrument may not always be valid. Based on this assumption, Emotional Intelligence scale is considered to be reliable. Additionally, this questionnaire had been tested its validity and reliability statistically. Besides, three experts had been asked by Daryono to review and judge all items on this questionnaire.

3.3.2 Speaking test

Speaking test was used to know students‟ English speaking ability.

Speaking test was important to be conducted as an attempt to know the students‟

ability to comprehend the meaning in a variety of tasks. Therefore, the students received a single score reflecting their performance (Douglas in Hughes, 2002, p. 83).

Moreover, speaking test used in this study was monologue speaking test with partially interactive speaking situation. Partially interactive speaking situation is speaking activity when giving a speech to a live audience where the audience cannot interrupt the speech (Nazara, 2011, p.29). The students can see the audience and judge from their expression whether or not their speech is being

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

understood. The type of speaking test was speech and students were asked to deliver an English speech in front of the class. The reason of choosing this

speaking test type was because this research intended to see whether students‟

emotional state has any connection with their speaking performance. The main topic was given to students and they should be able to perform it in front of the

class. To measure the students‟ speaking ability, the researcher used analytic

scoring rubric.

3.3.2.1 Validity and Reliability of Speaking Test

Speaking test implemented in this research should be valid and reliable. A valid test is measured what is intended to measure accurately (Hughes, 1990,p.76 as cited in Sak,2008,p.14). Thus, the assessment becomes valid when the test assesses what it claims to assess and tests what has been taught.

Face and content validity were used in this study to find out the validity of the assessment. Face validity is concerned if the test appears to test what the name of the test implies (Dick & Hagerty, 1971 as cited in Sak, 2008,p.18). The test

must relevant to the students‟ speaking needs. Meanwhile, students‟ level should

become the basic of the assessment. Delivering an English speech was one of

course‟s objectives that needed to be mastered by fourth semester students in this

private university. Then, to check the content validity, the task should be

appropriate with the students‟ level of proficiency. Students in this study had already learnt speaking for general purposes and professional context. On fourth semester, they were expected to be able to speak in front of public, to deliver academic speech and to speak English during the seminar and conference. Therefore, this test had already met content validity because the task was

appropriate with students‟ level. Furthermore, in terms of reliability, it could be

done by choosing the topic and genre, giving clear instruction and ensuring the assessment is familiar for the students.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4 Procedure of Collecting Data

The procedures of data collection including the administration and scoring procedures are presented as follows:

The data were collected in two sections. The first section was spreading the Emotional Intelligence scale. In order to re-determine the validity of the instruments used, the researcher asked the supervisor to check whether the statements of the questionnaire were really designed in accordance to the research questions. Furthermore, in order to motivate students to join to this research, the objective of the study had been explained to them both in oral and written way. In avoiding the misunderstanding, all the instructions were given in Bahasa Indonesia. It took 20-25 minutes or more to complete, although there was no formal time limit. The samples were asked to answer all questionnaire items carefully.

The second section was administering English speaking test. The researcher collaborated with the English speaking lecturer had prepared the students to face the speaking test. Students were told to deliver an English speech

with “Education in Indonesia” as the main theme. They had a week to prepare all the things and they were allowed to bring their speech outline. Furthermore, students only had 5 to 10 minutes to deliver their English speech. In the research, Two qualified relevant lecturers had helped the researcher to assess the students‟

speaking performance (see Appendix.8 for the assessors‟ profile). It was for

avoiding the subjectivity of the researcher to gain the data.

3.5 Scoring Procedures

The procedures of scoring for the EI and speaking test are as follows: The students were assessed on their Emotional Intelligence by using the questionnaire of emotional intelligence. The participants needed to fill every

single items with responses ranging from „very seldom or not true of me‟ (1) to

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

from 1 to 5. Therefore, the measure yielded the global score ranging from 66 to 330. It means that the highest score was 330 while the lowest score was 66.

On the other hand, students‟ speaking performance was assessed based on speaking scoring rubric with the score ranging from 6 to 30. Hence, the lowest

score was 6 while the highest score was 30. Furthermore, the students‟

performances were recorded and assessed later by the examiners. This method has some advantages and disadvantage. The disadvantage of the taped test is that it is less personal, the examinee is talking to a video and not to a person (Cartier, 1980 in Fulcher, 1993). Moreover, the taped test is inflexible. It means that if something goes wrong during the recording , it is virtually impossible to adjust for it.

However, taped speaking test has some advantages. Cartier (1980, as quoted in Fulcher, 1993, p. 76) states that taped test is very practical when it comes to test a large number of students. It is also more objective since each student receives identical stimuli (ibid.p.76). The scoring can be performed at the most convenient or economical time and location.

3.6 Data Analysis and Interpretation 3.6.1 The Data Analysis

The findings of this study are presented in three parts. They are (1) the

data description which include the description of students‟ emotional intelligence

and their English speaking ability, (2) The relationship between emotional intelligence and English speaking ability , and (3) The dimensions of Emotional

intelligence as a predictors of students‟ English speaking ability. Moreover, in this

part, it will be explained how to analyze the data based on those three data presentations.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.6.1.1 Analyzing Students’ Emotional Intelligence and their English

Speaking Ability

This study described the present condition of students‟ emotional

intelligence level and their English speaking ability. The taken data such as

students‟ emotional intelligence and their speaking ability will be presented and

described in detail in chapter IV. In order to present the data in the first part, the researcher analyzed the questionnaire of emotional intelligence and students‟ English speaking ability by using the appropriate formula.

The questionnaire of Emotional Intelligence comprised 66 brief items and employed a 5 points likert scale. It rendered a total EQ score, consisting of five aspects of emotional intelligence, namely (1) self-awareness (2) Self-control or managing emotions in the self, (3) self-motivation, (4) managing others‟ emotions (empathy), and (5) social skills or handling social relationship. To get the total EQ score, all the scores (factors 1 to 5) had to be added. The maximum score was 330 and the minimum score was 66. Furthermore, each dimension had to be scored and classified as high, average and below average (Daryono, 2011). The formula used to categorize the level of emotional intelligence was as follow.

1. The high level : If X > HM + SD (1.25)

2. The average level : If HM + SD (0.25) < X < HM + SD(1.25) 3. The low level : If X < HM+SD(0.25)

(Daryono, 2011,p.112). HM stands for hypothetical mean or ideal mean. HM was obtained by multiplying the total valid item to three. In addition, standard deviation was done by dividing the range (the difference between the highest score and the lowest score) with six (please see appendix.3).

Therefore, after calculating the data, the categorization of emotional intelligence was as follow.

Table.3.4 Categorization of Emotional Intelligence

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Above 253 High

209 – 253 Average

Below 209 Low

Meanwhile, every single dimensions of emotional intelligence was also categorized by using the above formula. Table.3.5 below explains the categorization of self-awareness as the first dimension in emotional intelligence.

Table.3.5 The Categorization of Self-Awareness

Total Score (SA) Interpretation

Above 38.32 High

31.66 – 38.32 Average

Below 31.66 Low

Furthermore, the second dimension of emotional intelligence had been classified as follow.

Table.3.6 The Categorization of Self-Control

Total Score (SC) Interpretation

Above 76.6 High

63.32 – 76.6 Average

Below 63.32 Low

The third dimension in Emotional Intelligence is self-motivation. The categorization of each level was presented in the following table.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Total Score (SM) Interpretation

Above 30,66 High

25,33 – 30,66 Average

Below 25,33 Low

Then, the fourth and fifth dimensions in Emotional intelligence are empathy and social skill which had already been calculated their categorization. The following table presents them.

Table.3.8 The Categorization of Empathy Total Score (Empathy) Interpretation

Above 38,32 High

31,66 – 38,32 Average

Below 31,66 Low

Table.3.9 The Categorization of Social Skill

Total Score (EQ) Interpretation

Above 69 High

57 – 69 Average

Below 57 Low

Therefore, students‟ answer on emotional intelligence questionnaire was classified as the above categorization. The next step was the researcher scored the students speaking test by using speaking scoring rubric. Analytic speaking scoring schemes were preferred over holistic schemes by many speaking specialists for some reasons. The advantages of using scoring rubric are related to timing, standard credibility, objectivity and consistent grading (Kitao & Kitao, 1996). Rubric demonstrates clearly how assignments are evaluated, the evaluation criteria that are established by putting language elements and expectations for

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

assignment (Nakamura & Valens, 2001 as cited in Rahman, 2010). Besides, using rubrics in speaking will reduce grading time. Teacher does not need to think repeatedly to give the score towards the students‟ speaking ability (Kitao & Kitao, 1996).

Table 3.9 presents the criteria of scoring students‟ speaking performance.

Table.3.9 Speaking Scoring Rubric

Element of language Marks

Excellent: 5 marks Very Good: 4 marks

Good: 3 marks Fair: 2 marks Poor: 1 mark a. Fluency Able to speak

without any hesitation or break in a sentence

Hesitation or pause at a few sentences but fluency is not seriously affected

Hesitation is shown in almost every sentence half away and then repeats it

Hesitation a lot that message is not clear. A lot of hesitation that speech is not clear

Shows a lot of hesitation that speech is not clear

b. Grammatically accuracy

Grammar is always correct

A few

grammatical errors. Meaning is not affected

One or two major errors which affect meaning

Almost every sentence contain a grammatical error

A l ot of grammatical errors are made that meaning of message is not clear

c. Pronunciation All words are clearly and correctly pronounced

One or two words are incorrectly pronounced but meaning is not affected

A few word are incorrectly pronounced but meaning is not affected

One or two words which are mispronounced because meaning to be affected

Most of the words are not correctly pronounced

d. Comprehensibil ity

Could understand everything what the students said

Could understand most of what student said

Could understand short sentence

Could understand only isolated words

Most of the words are not correctly pronounced and this is difficult to comprehend what the students said

e. Vocabulary Uses extensive vocabulary

Uses varied vocabulary

Uses adequate vocabulary some word usage

irregularities

Uses limited vocabulary

Uses functional vocabulary

f. Confidence Speaks confidently with proper intonation to show felling

Speak quite confidently and able to show emotion

appropriately at times

Show some signs of nervousness and hence speech becomes fairly monotones

Lack confidence. Speech is monotones

Nervous an unable to speak coherently at times

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Moreover, the result of the test was analyzed by using descriptive statistics because the data cannot be used for generalizing results beyond the context and research participants. This study used this following formula :

∑ Where:

Average score y (speaking ability)

∑ The sum of y score N = The number of students

Based on students‟ average score on speaking test, their speaking

performance would be categorized into five classifications of speaking performance, namely:

Table.3.10 Classification of Students’ Speaking Performance

Mean Classification

1 – 1.9 Poor

2 – 2.9 Fair

3 – 3.9 Good

4 – 4.9 Very Good

5 Excellent

3.6.1.2 Analyzing the Existence of Relationship between Emotional Intelligence and English Speaking Ability

A correlation analyses was used to determine the correlation between two variables. To show the correlation between two variables more easily, as suggested by Hatch and Lazaraton (1991, p.427), the values of variable should be plotted against the other variable‟s value. In this study, the students‟ Emotional Intelligence level was the variable X, whereas their speaking performance was the variable Y.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Furthermore, to be more specific, this study also tried to find out the relationship between five dimensions in emotional intelligence and six elements in speaking test (fluency, grammatical accuracy, comprehensibility, pronunciation, vocabulary, and confidence). It is interesting to know which one of five dimensions in emotional intelligence has the highest relationship with each six elements in speaking ability.

To determine which correlation formula would be used, the distribution

data were tested its normality. The researcher used the “Statistical Package for Social Sciences” (SPSS for windows) version 20 to test the normality of data.

Table.3.11 Tests of Normality

One-Sample Kolmogorov-Smirnov Test

emotional_intellige nce

speaking_ability

N 45 45

Normal Parametersa,b Mean 224,9778 224,2444

Std. Deviation 14,18785 17,46705

Most Extreme Differences

Absolute ,108 ,095

Positive ,108 ,095

Negative -,095 -,071

Kolmogorov-Smirnov Z ,721 ,637

Asymp. Sig. (2-tailed) ,676 ,812

a. Test distribution is Normal. b. Calculated from data.

As it is seen in Table.3.11, the significance value on emotional intelligence and speaking ability (0.676 and 0.812) were much greater than 0.05. According to Pallant (2011, p.63), if the significant value is more than 0,05, it means that the data are normally distributed. Therefore, both on speaking score and EI score were normally distributed. Since the distribution of data were normal, thus, Pearson product moment formula was used to calculate the relationship between Emotional intelligence and speaking ability.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.6.1.3 Analyzing which dimensions of Emotional Intelligence can mostly Predict English Speaking Ability

To know which dimension of Emotional Intelligence can mostly predict the students success in English speaking, multiple regression analysis with stepwise method was also employed through SPSS statistic software as well. Multiple stepwise regression analysis was applied when the researcher wanted to determine which of all the independent variables best predicts performance on the dependent variable (Hatch & Lazaraton, 1990 p.480).

Moreover, independent variables used to predict dependent variable in this study were five dimensions of emotional intelligence. They are self-awareness, self-control, self-motivation, empathy, and social skill. Dependent variable was

students‟ English speaking ability.

3.7 The Data Interpretation

The data can be interpreted after the value of the observed r is consulted to the value of the critical r table). In other words, the result of correlation coefficient between X and Y is consulted to Pearson Product Moment table on the level of significant 5%. If the observed r is higher than the critical r at the significant level of 5 %, it means that there is positive correlation between two variables. A coefficient near + 1.00 has a high size and a positive direction (Gay, 1987, p.193). It represents a high degree of relationship and can be interpreted that a person with a high score on Emotional Intelligence test is likely to have a high score on speaking test and vice versa.

However, if the observed r is lower than the critical r at the significant level of 5 %, it means that there is no correlation between Emotional intelligence

and students‟ English speaking ability. In other words, a coefficient near -1.00 has a high size and a negative or inverse direction (Gay, 1987 p.13). It means that students with a high score on Emotional Intelligence test is likely to have a low score on speaking test.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Furthermore, Gay (1987) gives more explanation in interpreting the data as the following criteria:

a.If the coefficient is near +1.00, the variables are positively related b.If the coefficient is near .00, the variables are not related

c.If the coefficient is near -1.00 the variables are inversely related. Colton as cited in Yusuf (2003) explains that the strengths of two variables can be interpreted quantitatively into four interpretations:

1.If r value = 0.00 – 0.25 means there is no relationship / the relationship is weak.

2.If r value = 0.26 – 0.50 means the relationship is moderate 3.If r value = 0,51 – 0.75 means the relationship is high

4.If r value = 0.76 – 1.00 means the relationship is so high and almost perfect.

In addition, Emra (1998) as cited in Darmawan (2009) explains a detail interpretation of correlation coefficient in the following table:

Table. 3.12 The Interpretation of Correlation Coefficient

Correction Value Approximate Interpretation

-1.0 Perfect negative correlation

-.8 to -1.0 Very high degree of negative correlation

-.6 to -.8 High degree of negative correlation

-.4 to -.6 Medium degree of negative correlation

-.2 to -.4 Low degree of negative correlation

+.2 to -.2 Probably no correlation

+.2 to +.4 Low degree of positive correlation

+.4 to +.6 Medium degree of positive correlation

+.6 to +.8 High degree of positive correlation

+.8 to +1.0 Very high degree of positive correlatin

+1.0 Perfect positive correlation

Furthermore, the above interpretation was also used to test the hypothesis by using the following criteria :

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

1. If the observed r is bigger than the critical r at the significant level of 5 %, H0 is rejected and Hi is accepted. Thus, there is positive correlation between variable X and Y.

2. If the observed r is lower than the critical r at the significant level of 5 %, H0 is rejected and Hi is accepted. Hence, there is no correlation between these two variables.

3.8 Concluding Remark

This chapter explains how the data in this study were collected and analyzed. It includes research design, research setting and participant, research instrument, procedure of collecting data, and data analysis and interpretation. Furthermore, the primary data were taken from Emotional Intelligence scale and speaking test which were employed in the classroom from 5th April 2014 to 24th April 2014. Henceforth, a correlation analyses was used to identify the degree of

correlation between students‟ emotional intelligence and their English speaking

ability. Regarding to this data analysis, the Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze and calculate the data. In addition, to answer the second research question, a multiple linear regression analysis with stepwise method was applied to know which dimensions of Emotional

Intelligence can mostly predict the students‟ English speaking ability. Moreover, data presentation and discussion will be described in detail in chapter IV.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English

Speaking Ability

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Mayer, J.D, Dipaolo,M, & Salovey, P. (1990). Perceiving Affective Content in Ambiguous Visual Stimuli: A Component of Emotional Intelligence.

Journal of Personality Assessment. 54 (3&4), pp. 772-781

Mayer, J.D & Salovey, P. (1993). The Inteligence of Emotional Intelligence.

Intelligence, 17, pp. 433-442

Mayer,J.D, & Salovey,P. (1997). What is Emotional Intelligence? in P.Salovey & D.J. Slyuer (Eds) Emotional Development and Emotional Intelligence. New York: Basic Books

Mayer,J.P & Geher,G. (1996). Emotional Intelligence and the Identification of Emotion. Intelligence,22, 89-113

McPheat, S. (2010). Emotional Intelligence. Bristol: MTD Training & Ventus Publishing ApS

Mesquita,B & Walker,R. (2003). Cultural Differences in Emotions: A Context for Interpreting Emotional Experiences. Behavior Research and Therapy. Vol.41 pp.777-793. Doi: 10.1016/S0005-7967(02)00189-4

Miller, M.J. (n.d). Reliability and Validity. Retrieved on 2nd September 2014 fromhttp://www.michaeljmillerphd.com/res500_lecturenotes/reliabilit y_and_validity.pdf

Mohammadi, M and Mousalou, R. (2012). Emotional Intelligence, Linguistis Intelligence, and their Relevance to Speaking Anxiety of EFL Learners. Journal of Academic and Applied Studies. Vol.2(6), pp.11-22. DOI 1925-931IX

Motallebzadeh, K. (2009). The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Reading Comprehension Ability.

Journal of Teaching English as a Foreign Language and Literature, 1 940, pp.39-55,

Multiple Regression: An Introduction to Multiple Regression Performing a Multiple regression on SPSS.(nd.) www.palgrave.com retrived on

27th May, 2014 from www.palgrave.com/pdfs/0333734718.pdf [online]

Nazara, S. (2011). Students’ Perception on EFL Speaking Skill Development.

Journal of English Teaching. Vol.1(1), pp. 28- 43

Nelson, B. (2007). The Emotion Code. Mesquite, NV: Wellness Unmasked Publishing.

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Nunan,D. (2003). Practical English Language Teaching. Boston: McGraw Hill. Nilsson, E. (2012). A Compraison of the Effects of Accuracy vs Fluency Based

Tasks on Student Motivation, Self-Confidence, Accuracy and Fluency.

Unpublished Research Paper in Halmstad University.

Nurcholis, Ivan Achmad. (2007). Improving Students’ Speaking Performance

Using Pictures Cue Technique. Unpublished Thesis of English

Education Study Program, Malang: University State of Malang

O’Malley, J.M., & Valdez Pierce, L. (1996). Authentic assessment for english language learners: practical approaches for teachers (1st ed.). Addison-Wesley Publishing Company, Inc.

Oxford Learners Pocket Dictionary.(2003). New York: Oxford University Press Pallan, J. (2011). SPSS Survival Manual : A Step by Step Guide Data. Canberra:

Allen & Unwin.

Panboli, S and Gopu. (2011). The Level of Emotional Intelligence of University Students in Chennai, India. International Research Conference and

Colloquium: Contemporary Research Issues and Challenges in Emergin Economies.pp.144-159

Park, H., & Lee, A. R. (2005). L2 learners’ anxiety, self-confidence and oral performance. In 10th Conference of Pan-Pacific Association of

Applied Linguistics, Edinburgh University, conference proceedings (pp. 197-208).

Petrides,K.V, Fredikson,N & Furnham,A. (2004). The Role of Trait Emotional Intelligence in Academic Performance and Deviant Behavior at School. Personality and Individual Differences, 36, pp 277-293

Pishghadam, R. (2009). A Quantitative Analysis of the Relationship between Emotional Intelligence and Foreign Language Learning. Electronic

Journal of Foreign Language Teaching. Vol.6(1), pp.31-41

Prieto, J.P.R.. (2010). Emotional Intelligence, Motivational Orientation and Motivational Learning Effort and Achievement in Spanish as a Foreign Language. Proceedings of the 12th Hispanic Linguistics

Symposium

Purnama, L. (2010) Tingkat Kecerdasan Emosi Perawat RSIA Hermina

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Purnomo, T. (2009). Students’ learning Styles and Their Efforts to Improve

Speaking Skills: A Case Study at an SMA in Bandung. Unpublished

Thesis, Indonesia University of Education, Bandung.

Quersy, I A. (2009). The Importance of Speaking Skill for EFL Learners.

Retrieved on 26th May 2014 at

upload.wikimedia.org/.../e/.../Speaking_Skills.pdf [online]

Rahman, A. (2014). Improving Speaking Skill by Using Jigsaw Technique.

Retrieved on 15th June 2014 from

https://www.academia.edu/5611079/Improving_speaking_skill_by_jig saw

Rahman, M.M. (2010). Teaching Oral Communication Skills: A Task-Based Approach. ESP World. Vol.9(I), pp. 1-11

Richard, J.C, & Renandya, W.A. (2002). Methodology in language teaching; an

Anthology of current practice. Cambridge: Cambridge university

press.

Rode, J, et.al. (2006). Emotional Intelligence and Individual Performance: Evidence of Direct and Moderated Effects. Journal of Organizational

Behavior. 28, pp.399-421 DOI: 10.1002/job.429

Saidy, E.P et.al (2009). Influence of Emotional and Spiritual Intelligence from the National Education Philosophy Towards Language Skills Among Secondary School Students. European Journal of Social Sciences. Vol.9 (1)

Sak, G. (2008). An Investigation of the Validity and Reliability of the Speaking

Exam at a Turkish University. Turkey: Unpublished Paper in the

Department of English Language Education, Middle East Technical University.

Social Skill Instruction. (n.d). Retrieved on 25th June 2014 from

www.edu.gov.mb.ca/k12/specedu/behaviour/key_element5.pdf

Salovey,P. & Mayer,J.D. (1990). Emotional Intelligence. Imagination, Cognition

and Personality, 9, 185-211

Schutte, N.S, et.al. (1998). Development and Validation of a Measure of Emotional Intelligence, Personality and Individual Differences, 25, pp 167-177 doi:10.1016/S0191-8869(98)00001-4

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Schutte, N.S, Schuettpelz, E; Malouffi, J.M. (2001). Emotional Intelligence and task Performance. Imagination, Cognition and Personality, vol 20(4), pp. 347-354, doi: 10.2190/J0X6-BHTG-KPV6-2UXX

Schutte, N.S., Malouff, J.M., & Bhullar, N. (2009). The Assessing Emotions Scale. C. Stough, D. Saklofske & J. Parker (Eds.), The Assessment of

Emotional Intelligence. New York: Springer Publishing, 119-135.

Shanker, S. (2011). Self-Regulation: Calm, Alert, and Learning. Retrieved on 26th of June 2014 from http://www.cea-ace.ca/education-canada/article/self-regulation-calm-alert-and-learning

Shipley,N, L,.Jackson,M.J, & Segrest,S.L. (in press). The effects of Emotional Intelligence, age, work expereince and academic performance.

Research in Higher Education Journal, 1-18

Shumin, K. (2002). Factors to Consider: Developing Adult EFL Students’

Speaking Abilities. In Richards,S.W. (Eds. Methodology in Language

Teaching: An Anthology of Current Practice. Cambridge: Cambridge

University Press.

Skourdi, S and Rahimi, A. (2010). The Relationship of Emotional intelligence and Linguistic Intelligence in Acquiring Vocabulary. California Linguistic

Notes. Vol. XXXV (1)

Smith, M.K. (2002). “Howard Gardner and Multiple Intelligences”. The Encyclopedia of Informal Education. Retrieved on Februari 6th, 2014

from http://www.infed.org/mobi/howard-gardner-multiple intelligences-and-education.

Stockburger, D.W. (2013). Multivariate Statistics: Concepts, Models, and

Applications. Retrieved on 29th May, 2014 from http://www.psychstat.missouristate.edu/multibook/mlt07.htm

Speaking Skill. (1999). Retrieved on May 26th, 2014 at

http://www-01.sil.org/lingualinks/LANGUAGELEARNING/OtherResources/Gud lnsFrALnggAndCltrLrnngPrgrm/SpeakingSkill.htm

Sparrow, T & Knight, A. (2006). Applied EI: The Importance of Attitudes in

Developing Emotional Intelligence. Washington: John Wiley & Sons

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Sugiyono. (2013). Metode Penelitian Kuantitatif , Kualitatif dan R&D. Bandung: Alfabeta

Thornbury, S. (2005). How to Teach Speaking. Harlow: Longman

Thefreedictionary.com. (n.d). Retrieved on 26th June 2014 from http://www.thefreedictionary.com/Knee+jerk+reaction

Togatorop, E. (2009). Students’ Obstacle in Practiving Speaking English. Unpublished Thesis at the English Department, Postgraduate Studies, UPI

Tseng, S.-F. (2012). The Factors Cause Language Anxiety for ESL/EFL Learners in Learning Speaking. WHAMPOA - An Interdesciplinary Journal, 63, 75 - 90.

Turner, B. (2011). Is Emotional Intelligence more Important than IQ ?. Retrieved

on 1st June 2014 from

http://curiosity.discovery.com/question/emotional-intelligence-importance-over-iq

Une-aree, Y. (2006). Oral Communication: Perspectives on Performance-Based Assessment. BU Academic Review, 5(2), 39-44.

Vagenaz, P,L. (1976). Predicting Speaking Effectiveness in the Basic College

Speech Course. Unpublished Thesis in University of Delaware.

Retirieved on 28th May 2014 from

www.udel.edu/communication/web/thesisfiles/vagenas.pdf[online]

Van Rooy, D.L & Viswesvaran, C. (2007). Assessing Emotional Intelligence in Adults: A Review of the Most Popular Measures. In Bar-On,et.al. (Eds). Educating People to be Emotionally Intelligent. Wesport: Praeger Publishers

Yarbakhsh, H, Arjmandi,M & Rahimy, R. (2014). The Relationship between Gender and Iranian EFL Learners’ Pronunciation Accuracy.

International SMANM Journal of Business and Social Sciences. Vol.2

(1), pp. 78-90. iSSN: 2308-2372

Yunita, E.V. (2013). Integrative and Instrumental Motivation Among

Undergraduate Students in Learning English as Foreign Language.

An Unpublished Paper for final assignment in Second Language Acquisition Class. Bandung: UPI

Een Vivany Yunita, 2014

An Investigation Into The Relationship Between Emotional Intelligence And Students’ English Speaking Ability

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Yusuf, M. N. (2003). Modul Terapan: Analisis Data Multivariat Konsep dan

Aplikasi regresi Linear Ganda. Depok: [personal handout]

Weiller, A. (2014). Language Learning and Empathy. Retrieved on 26th of June 2014 from http://www.strategiesinlanguagelearning.com/language-learning-and-empathy/

Whitman, D.S, et.al. (2008). The Susceptibility of Mixed Model Measure of Emotional Intelligence to Faking. A Solomon Four-Group Design.

Psychology Science Quarterly. Vol. 50(1), pp. 44-63

Zarezadeh,T. (2013). The Effect of Emotional Intelligence in English Language Learning. 3rd Word Conference on Psychology, Counseling an

Guidance Vol.84, pp.1286-1289. Doi: 10.1016/j.sbspro.2013.06.745

Zeidner, M,et.al (2009). What We Know About Emotional Intelligence : How it

Affects Learning, Work, Relationships and Our Mental Health.