THE EMOTIONAL INTELLIGENCE BUILDING (In Daniel Goleman’s Perspective, 1995 into 2005) THESIS

THE EMOTIONAL INTELLIGENCE BUILDING

(In Daniel Goleman’s Perspective, 1995 into 2005)

THESIS

By:

ROFIQ NURSASONGKO

11301010

ENGLISH AND EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)

SALATIGA

2006

DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 3 Phone (0298) 323706 Salatiga 50721

STATEMENT OF CERTIFICATION

EMOTIONAL INTELLIGENCE BUILDING

(in Daniel Goleman Perspective)

ROFIO NURSASONGKO

11301010

Has been brought to the board o f Examiners at February 28th 2006 M, and hereby considered to completely fulfilled the requirement o f the Degree o f Sarjana Educational Islamic Studies (S.Pd.I) in the English and Education Department.

Salatiga, February 28th 2006 M Drs. Badwan. M.Ag.

NIP. 150498793 1st Examiner Dra. Woro R. M.Pd.

NIP. 150262646 Attentive Consultant Dr. H. Muh. Saerozi, M.Ag.

N I P .150247014

DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE SALATIGA

Jl. frUu*. l Plot* (02W) u n o i S0721

ATTENTIVE COUNSELOR NOTES

Salatiga, 26 of Januari 2006 Case : Rofiq Nursasongko's Thesis Dear,

The Head of State Islamic Studies Institute Salatiga (t^>

After reading and correcting Rofiq Nursasongko's thesis entitled THE EMOTIONAL INTELLIGENCE BUILDING (In Daniel G olem an's Perspective)", I have decided and would like to propose that if could be accepted by the educational faculty, I hope it would be examined as soon as possible. f

MOTTO

R e l i e f L tAes and/ iv carn et j^umb au/u

em otion/ mana^in^/

DEDICATION

d jAttaH SWT, His Qodtfie aCmightyfor His talents and

many things 6(essed

d His dearest !Mom ( WasinaH) and<Dad (Hgatijan), you

are tHe 6est -parents in this worCd.

d His HeCoved sister ( Sugiyanti, S iti oHmah) and young

sister (jAristiasiH) d JAtd o f His friends.

ACKNOWLEDGEMENT

In the name o f Allah, The Mighty, everlasting. Thank to him for his blessing so the writer can finish this graduating paper. Blesses and praise also go to my prophet (Muhammad SAW).

This thesis entitled “Emotional Intelligence Building in Daniel Goleman’s Perspective” is presented as partial fulfillment o f the requirement for the Sarjana Degree at English Department o f the Salatiga State Islamic Studies Institute (STAIN). In writing this thesis the writer is guidanced and supported by several people so it can be finished, although there are still many mistakes.

Hence the writer would like to thank to :

1. Drs. Badwan, M.Ag., as the head o f Salatiga State Islamic Institute (STAIN).

2. Drs. Sa’adi, M.Ag., as the head o f English Department.

3. Dr. Zaerozi and Ruwandi, S.Pd., as the counselor in writing this thesis.

4. Dearest mother and father who have touch me in everything and also my sisters and little sister you always give me spirit.

5. All lectures and staff o f Salatiga State Islamic Studies Institute (STAIN).

6. My beloved Siti Mutaqiyatun you are so meaningful to me. We have shared in happiness o f sadness, you are very patient and emphatic to me.

I hope you can become successful in everything.

I TABLE OF CONTENS

CHAPTER I : INTRODUCTION

CHAPTER III : LITERATURES REVIEW

G. Goleman’s Emotional Intelligence Building Concept....

31 CHAPTER IV : ANALYSIS

A. Criticism to the Daniel Goleman’s Concept o f Emotional

C. Criticism to the Daniel Goleman’s Concept o f .............

CHAPTER I

THE EMOTIONAL INTELLIGENCE BUILDING

(In Daniel Goleman’s Perspective)

A. Background of the Study

Non formal education is the crucial process. People need it in their life, because basically they are weak, accordingly learning to know something is people’s necessity. In this case, family plays important part. It is the smallest social unit and as primary foundation for children’s development. It gives a great influence for establishment o f their character and personality.

A good or bad family will give positive or negative impact for child growth in social life. In the social life there are three educational institution have influence for the psychological development o f children. The three o f them are family, school and society. Thus we cannot separate one and another.

School as one educational institution establishes, many lessons are given there. However the majority o f school in this country only numbered cognition aspect, and skill is needed by student in their life not only intellectual intelligence, but also need more skill (emotional intelligence). Daniel Goleman says:

Intellectual intelligence (IQ) only contributes 20 percent to the factors that determine life success, which leaves 80 percent to the other forces. And as one observe note, the vast majority o f one’s ultimate niche in society is determined by non intellectual quotient factors-ranging from social class to luck.1

Many examples show that people are having high intellectual quotient, but they have bad achievement in their work. Ary Ginanjar Agustian says that: 1

Emotional Intelligence, 1 D aniel G olem an, Bantam Book, N ew York, 1995, P. 36.

1 discipline, empathy, initiative will influence people succeed." In the fact, rare!} people have those skills in their life. Average people forget that emotional intelligence is more important than intellectual intelligence.

Educators are one o f the important factors that determine educanonai process. But educators do not care emotional intelligence (El) aspects in teaching-

many

learning process. Moreover those are more important than the intellectual intelligence. Daniel Goleman's explanation above.- our cognition only contributes 20 percent to the factors that determined life success, this opinion is crucial to the teachers, they must change their educational system, according!} the students in our country can leant effectively and be skillful.

According to Daniel Goleman's argument the success of one s life and education does not only depend on their intellectual intelligence He argue' that those who subscribe the narrow- view o f intelligence saw intelligence quotient is a given genetic that cannot be changed by life experience; and destiny in life being largely fixed by this aptitude ignores the more challenging factor Further he says when people o f high intellectual intelligence flounder and modest do surprising!} well, the differences lie on the emotional intelligence which includes self control, zeal persistence and the ability to motivate themselves

A view o f human nature that the success depends great!} on the intellectual is totally wrong. The role o f intellectual intelligence in the successful of work and

" Ary (jinanjar Agustian, Emotional Spiritual Quotientt Arga, Jakarta 2001 P 56 Daniel Goleman, Op. Cit.. P 11 education is in the second stage after emotional intelligence.4 It is the new concept. No one can yet sav exactly how much o f the variability emotion from person to person in life's course many psychologists say that it can be as powerful as and at time more powerful than intellectual intelligence (IQ).

The writer has explained above that intellectual quotient is a given from genetic that cannot be changed by the life experience. But emotional quotient is a humans' intelligence which always changes, It is the result o f social process, and it can growth continuously, and every person is able to be smart in this case (EQ), If thev will exercise themselves by actions that can change their ability (emotion skill)

Daniel Goleman in Ary Ginanjar Agustian’s book explains that he has done an experiment in the playgroup o f Stanford about emotional intelligence, the result is as follows: Giving marshmallow to the student but he prohibit to eat those marshmallow until he come. And some o f them do not care with Daniel Goleman's instruction (eat those marshmallow) although he come yet. The diagnostic power o f how this moment o f impulse was handled, this problem be clear after twelve to fourteen years later, when the children were tracked down as adolescent. The emotion and social different between the grab-marshmallow preschoolers and their gratification-delaying peer was dramatic.4

Thus clear that emotion intelligence (El) can be built every time although we have bad intellectual intelligence standard, experience is the factor that determine every humans' life, and basically person cannot live oneself. They Goleivan./Kccertlasan Emosional Entak M em apai Puncak Prestasi.

Daniel Alih Bahasa Oleh Alex Kantjoro Widodo; Graniedia. Jakarta, 1996, P. 7. Daniel Goleman, <>!>■ d ' P- 45 always need other people and environment to fulfill their necessity, They will not be successful if they do not have good skill o f communication (emotional skill).

From the realities above we know that emotion intelligence (El) is important in our life, for example: initiative, optimism, patient, motivation etc. By using those capabilities we can use our power completely and be successful in life. Talking about the emotional quotient (EQ) we have several references although this problem is the new concept in psychological case, those references namely; Daniel Goleman, Ary Ginanjar Agustian, Cleland, Danah Zohar. They give large explanation about this terms. Even half people o f world know the Daniel

Goleman’s book.

From the explanations above the writer is interested in writing a graduating paper entitled. “THE EMOTIONAL INTELLIGENC BUILDING” (in Daniel Goleman’s perspective).

B. The Reason for Choosing the Topic

In choosing the topic the writer has reasons as bellow: 1. Emotional intelligence (El) is new concept in psychology.

2. Emotional quotient (EQ) is a given genetic that can be changed by life experience so every people can be smart in this intelligence

3. Daniel Goleman as an expert especially in emotional intelligence, has many contributions in humans’ life

4. The topic has many references, so the writer can look for related data easily.

5. Emotional quotient (EQ) is important for human’s life.

6. The writer is interested in this problem.

C. The Statement of the Problem The statement o f the problem is used to make emphasizing o f the research.

It is intended to overcome bias in the study. In this thesis the writer raises questions are as follows:

1. What are the aspects o f emotional intelligence (EI)?

2. How is Daniel Goleman’s concept o f emotional quotient (EQ)?

3. How is Daniel Goleman’s concept o f emotional intelligence building?

4. What are the weakness and strenghtness o f Daniel Goleman’s concept about emotional intelligence?

D. Objectives o f the Study

Based o f the statement o f the problems above, the writer has objectives as bellow:

1. To know the aspects o f emotional intelligence (El)

2. To know the Daniel Goleman’s concept o f emotional intelligence (El)

3. To know the Daniel Goleman’s concept o f emotional intelligence (EQ) building.

4. To know the weakness and strenghtness o f Daniel Goieman’s concept about emotional intelligence (El) building

E. Benefits of the Study

The result o f this study is expected to be beneficial in two ways:

1. Practically Practically this study will give additional contribution for students and teachers.

By using this study, they know about emotional intelligence (El) and how to overcome their ability.

2. Theoretically Theoretically this study will add the literature in psychology especially in emotional quotient (EQ).

F. The Literature Review

As a matter o f the fact there were already several researches dealing with this thesis as bellow:

Daniel Goleman’s work entitled emotional intelligence as the former

research, this study is familiar in 90’S.He explains that emotional quotient is as ability to recognize, to manage our emotion and to motivate ourselves. Daniel Goleman declares clearly about emotion brain the nature o f emotion ability, the application o f it (EQ), and the window o f opportunity for increasing in life

Ir. Agus Ngermanto in his work quantum quotient tries to intensify the

whole potential o f intellectual (IQ), emotional intelligence (EQ), spiritual intelligence (SQ). afterward come to the study quantum quotient (QQ). In this research the writer tries to make.people’s intelligence quantum by giving several methods

Ian marshal and Danah Zohar (in spiritual intelligence ) inform about

spiritual intelligence ; the scientific prove o f spiritual intelligence, the use o f these and how to in crease them.

John Gottman, in his work the ways to improve children Emotional

intelligence, explains several practical and effective ways o f in proving emotional intelligence in deeper understanding with tried, student and children. This research explains how EQ is applied in the family life; how to foster children in accordance with emotional intelligence; what should the parents do in the family; how divorce and marriage influence children emotion; and how role o f parents in the family is described in detail.

1. Types o f research The types o f this research is descriptive, it means that this study will describe all phenomenons that arise from the object o f the research factually accurately by non statistic method.

2. Approach In this study the writer will use the thematic method. It means that the writer use theme or term when collects books that related to the theme.

Afterward the writer will take and combine Daniel Goleman's idea w ith the other experts.

3. Data source To get data in this thesis, the writer reads books related to the topic. The data sources consist o f two kinds, those source are as follows: a. Primary data source

As the primary data source is Daniel G olem an's book (Emotional Intelligence).

b. Secondary data source As the secondary data source are books which in connection whit the topic. It is used to complete the primary data source.

1) Ary Ginanjar Agustian 2) Usmant Najati 3) Agus Ngermanto G .

The Methodology of Research

4. Data analysis After the writer collects data, then those will be analyzed be come consecutive. To do that analysis the writer has four methods. Those methods are stated as follow:

a. Deductive Method Deductive method is taking a conclusion from general phenomenon to specific one.7 b. Inductive Method

It is taking conclusion from specific phenomenon to general one.8

* c. Descriptive Method

By using this method the writer interprets and explains data collected without hypothesis test.9 d. Critical Method

The writer thinks to interpret several expert’s opinions, then loosen and concluded them. With this method the writer gives criticizes for the emotional intelligence building according to the Daniel Goleman.

e. Hermeniotic Method In this method the writer studies several aspects around Daniel

Goleman. *

1 7 Ibid. P.42.

1 Ibid, P.42.

1 Sumadi Surya Brata, Metodologi Penelitian, Rajawali, Jakarta, 1992, P. 18.

H. The Out Line of the Thesis

In writing this thesis the writer divides the thesis into five chapter namely introduction, the body o f the thesis and conclusion. The organization o f this thesis is as follows:

Chapter I, this chapter consists of: background o f the study, reasons for choosing the topic, statements o f the problem, objectives and benefits o f the study, literature review, methodology o f research.

Chapter II, in this chapter the writer will explain the Daniel Goleman’s bibliography. This chapter is divided into four parts namely: Daniel Goleman is religion, Goleman’s work, and Goleman’s book.

Chapter III, this chapter contained o f literature reviews they are as follows: the definition o f emotional intelligence, the nature o f emotional intelligence, factors that influenced emotional intelligence, parameter o f emotional intelligence, the rule o f emotion in learning.

Chapter IV, in this chapter the writer will analyze and criticize the Daniel Goleman’s concept. It consists o f two parts, they are as follows: the Daniel Goleman’s concept o f emotional intelligence, the Daniel Goleman’s concept o f emotional intelligence building, the role o f emotion in learning. Chapter V, this chapter is closure. This chapter consists o f two parts they are conclusion and suggestion.

CHAPTER II BIOGRAPHY OF DANIEL GOLEMAN A. Daniel Goleman Education Process Daniel Goleman was bom in Stockton, California in 1954. He attended Amherst College, where he was still an Alfred P. Sloan Scholar and graduated

magna cum laude1. His graduate education was completed in Harvard University when he was in a Ford fellow; then he received his M.A. and Ph.D in Clinical Psychology and Personality Development* 2.

Daniel Goleman is the psychologist. He has a great name in this world. Most o f people know him especially academicians. It is caused by his great idea in emotional intelligence. 20 years ago many people claimed that IQ is the most excellent ability so they neglect other people’s intelligence (emotional intelligence).

N ow Dr. Daniel Goleman lives in the bashers o f Massachusetts with his wife (Tara Bonnet-Goleman). His wife is a psychotherapist. He has two grown sons and three granddaughters3.

B. Daniel Goleman’s Religion

Goleman’s religion is used by the writer to know Goleman’s idea model. It is very important in this research, because every person’s idea is certainly influenced by their religion. Besides, the writer uses hermeneutic method in collecting data about Goleman.

' Http: // 2 Http. Ibid.

3 D an iel G olem an, E m otional In telligen ce, Bantam B ook, N e w Y ork, 1995, P. 135.

11 Goleman’s religion is “Protestant”. It can be shown from his education process. He has education experience in Harvard University. Harvard University is a university which separates religion terms from curriculum'*. Then it influences

Goleman’s idea. We will find Goleman’s concept about emotional intelligence that is always far from religion aspect.

In his concept Goleman never includes religion aspect or God spot. He only sees emotional intelligence building in psychological terms. Yet, person’s psychology is always influenced by religion. On other hand, religion correlates with psychology and it is too bad if we separate religion from psychology in emotional intelligence building.

C. Daniel Goleman’s Work As the psychologist Dr. Daniel Goleman has many ideas whether in articles or books. Through his written he opens all peoples’ eyes in this world about intelligence perceptions. Former people regard that intellectual intelligence (IQ) is the excellent intelligence, but after they read and heard Goleman books they become realized that, many other peoples’ intelligence is more important than intellectual intelligence (IQ).

Dr. Goleman is co chairman o f the consortium for research on emotion intelligence (El) in organization, that is based on school curriculum and professional psychologist in Rutgers University, for those who identify the best practices for developing emotional competence.

He has received many journalistic awards for his writing including two nominations for the Pulitzer Prize for his articles in the New York Times, and a

4 Http. Op.cit.

carrier achievement award for journalistic from the American psychological association in recognition o f his idea.

D. Daniel Coleman’s Books and Articles

Daniel Goleman lectures internationally in business audience’s professional group and in college campuses o f psychologists who for .many years reported on the brain and behavior sciences for the New York Times. Dr. Daniel Goleman previously was a visiting faculty member o f Harvard. He has many ideas in articles or books, those are as below:

- Dr. Daniel Goleman’s 1995 book entitled (emotional intelligence) was

in the New York Times best -seller list for a year and a half with more than five (5) million copies in print throughout the world, and was translated into over 30 languages in more than 50 countries including Indonesia. Indonesian’s education curriculum has changed, and the newest curriculum in this country prioritizes emotional intelligence (El) aspect as the one curriculum that is called CBC.

(KBK)

- His 1998 book working with emotional intelligence, argues that work

place competencies based in emotional intelligence (El) plays a far greater role in star performance than does intellect or technical skill. And both individuals and companies that benefit from cultivating these capabilities become an immediate New York Times best seller.

- Dr Goleman November /December 1998 article, in the Harvard

business review “what makes a leader?”, received the highest reader rating, and ever, become the best- seller reprint in the history o f the Harvard business review.

His follow -up article in March /April 2000 issue o f the Harvard business review “leadership” became another best selling reprint.

- In march 2002 the release of primal leadership: learning to lead with

emotion and intelligence (El) unveiled new scientific evidence demonstrating that a leader emotional intelligence has an enormous impact on the performance o f groups being led and in an organization bottom line. Primal leadership co written by Richard Boyartzis and Annie Mckee, was preceded by a related article by the three co authors in the December 2001 issued in Harvard business review entitled “primal leadership: the hidden driver o f great performance “.

- In his lattes book destructive emotions: how can be we overcome

them? Dr. Goleman presents dialogues between the Dalai Lama and expert in

eastern philosophy and western sciences on the topic o f emotions and the prospect o f enabling people to defuse fear, anger, and other destructive emotion before they trigger damaging behavior.

- Dr. Goleman co-founded the collaborative for academic, social and

emotional learning in the Yale University child studies center (now in the university o f Illinois Chicago) with the mission to help School introduce emotional literacy courses - one mark o f the collaborative impact is that thousands o f school around the world have begun to implement such programs.

The effort to communicate the behavior sciences to the public, he was elected a fellow o f the American associations for the advancement o f sciences and was recently ranked one o f the top ten business intellectuals by the Accentor institute for strategic change.

“Vital lies simple truths”, in this book he explains about the psychologist o f self-discipline.

CHAPTER III LITERATURE REVIEWS OF EMOTIONAL INTELLIGENCE A. Emotional Intelligence (EQ) According to Daniel Goleman, intellectual intelligence (IQ) only

contributes 20 percent toward people success, while Emotional intelligence does 80 percent'. Moreover the newest report shows that it can be built and improved better, more challenging and more prospective than intellectual intelligence (IQ) if we want to exercise by several methods that can manage our emotion. Basically Emotional Intelligence (EQ) can be applied widely in:

Working Learning Teaching Friendship and fam ily

People with high intellectual intelligence sometimes fail, and those who are modest often surprisingly well. Goleman concludes that our view o f human intelligence is far to narrow1

2. He stresses that high intellectual intelligence test does not guarantee future success and to determine a child’s ability to be self discipline, motivated, or display enthusiasm for life.

Emotional Intelligence, 1 D aniel G olem an, Bantam B ook , N e w Y ork, 1995, P. 36.

2 Http: W W W . K elybear. C om / T eacher A rticle/ T eacher Tip 3 Htm l.

1 5 Our society has over emphasized intellectual intelligence to neglect emotional intelligence skills such as

Empathy Reasonability Persistence Impulse control and caring

However these attributes can be taught to all people, because these are not genetic factors. Childhood is good window to overcome children’s emotional habit. We, as parents, must help our children to recognize and understand their emotion and others’. Children will be better in controlling themselves and handle their frustration in positive way, if they learn to preserve and accept mistake as a natural part o f learning.

1. Definition of Emotional Intelligence

The terms o f emotional intelligence spread widely in 90s trough Goleman‘s book entitled emotional intelligence. The very root o f the word emotion is “motor” the Latin verb meaning “to move”, plus the prefix “e” connotations move way3. Suggesting that tendency to act is implicating every action, that emotion leading to action is more obvious in watching animal or children; it is only civilized adult that often find the great anomaly in the animal kingdom, emotion root impulses to act from obvious reaction. Our emotion releases us from the tread situation and

3 Sugim an, Emotional and Spiritual Intelligence an Effort To Construct Future Education, S T A IN , Salatiga, 2 0 0 2 . P. 38.

1 6 motivates us to do action, so the more we are motivated the more porsibilities to take action.

In the most literal sense, the oxford English dictionary defines emotion as any agitation or disturbance o f

M ind Feeling Passion

Any vehement or excited mental state.

Emotional intelligence is a new concept in psychology, but it can give great influences in its views. Many experts are interested to give explanations in this terms. Even in Indonesia, many psychologists write books entitled emotional intelligence.

Goleman conducted emotional intelligence research more than 10 years. He explained that it is ability to recognize one’s motion feeling and other, ability to motivate and manage our emotion with others4.

Hence, Goleman defines that EQ is the ability to control our self feeling, spirit, perseverance, motivation; and capability to fight against frustration; and impulse to make peace and relax atmosphere to get rid o ff stress that is able to block up our thinking

4 A gu s N germ an to, Quantum Q uotient, N uansa, Bandung, 2 0 0 1 . P. 98.

ability; and also to recognize other feeling (empathy) to keep well relationship and solve the conflict2

3. From the explanation above, it can be concluded that Emotional Intelligence is peoples’ ability to manage their emotion.

Accordingly, they can use their intellectual intelligence effectively, without emotion domination. Basically, all people have emotional skills. Those skills are as bellow:

Identifying and labeling feeling Expressing feeling Assessing the intensity o f feeling Managing feeling

Delaying gratification Reducing stress Knowing the differences between feeling and action.

2. Aspects o f Emotional Intelligence

Social ability is called Emotional Intelligence. It is very deferent from Intellectual Intelligence, but they always collaborate in work and can be divided one another. Actually, Emotional Intelligence is important ability so we have to improve it.

5 Goleman, Ibid. P.3-4.

According to Salovey in Goleman’s book, he subsumes Gardner’s personal intelligence in his basic definition o f Emotional Intelligence into five main domains6.

Knowing one ’s emotion

Knowing one’s emotion is basic o f emotional aspect. It is important for self-understanding. Self-awareness recognizing a feel as (it happen) is the keystone o f emotional intelligence.

Managing emotion Managing emotion is the therapist after fail from the first aspect. People with this skill can get up from their problem, because they always guide them selves.

Motivate themselves

Every person in this world, with this ability, will incline,be productive and effective in any aspects.

Knowing other people emotion

This skill depends on emotional awareness. By this skill people can associate easily, since they know character and model o f others emotion.

Handling relationship

Building a relationship art is influenced by ability in knowing other people emotion. People who excel in this

6 Goleman, Ibid. P. 46-47.

skill will do well at anything that relies on interacting smoothly with other; they are called as social art.

After that, Emotional Intelligence is adopted by Goleman into several aspects. They are as bellow ': a. Self-awareness

Self- awareness has meaning to be aware o f both our mood and toughs. (In wards o f john Mayor and Yale’s Salovey as a caformulator o f Emotional Intelligence (El) theory). Self awareness can be non reactive and non judgmental attention to inner star, but M ayer says that this sensibility can also be less euonymus, type call taught speaking emotional self awareness is include shouldn’t (feel this way I am thinking a thing good or cheer up and more restricted self awareness the flecking taught’ don’t thing about it ‘in reacting to something highly’).

b. Self-management

People that can manage their emotion will be successful in every activity

c. Motivation

In this aspect we are expected to use our Emotions to support or motivate our own self in getting future. Actually, every person is able to endure (and faces failure and frustration), if they have this aspect

7 A gus N germ anto, Ibid. P. 166.

d. Empathy

People’s emotion is rarely put into words; for more often they are expressed throughout other cues, the key to intuiting another’s feeling is the ability to read a non verbal channel, gesture, facial expression, and the like. By this skill, people will get relations in society

e. The social art

Gardner identifies components o f interpersonal intelligence as bellow8.

1) Organization group, the essential skill o f the leader. This involves initiating and coordinating the effort o f people network. This is a talent as seen in theater director or producer, in military officer, and in effective heads o f organizations, and unit o f all kinds o f the play or become team captain.

2) Negotiating solution People, that have this ability, are excellent in deal making, in arbitrating or mediating dispute. They might have career in diplomacy.

8 Goleman, Ibid. P. 132.

3) Personal collecting Every person that has this ability, inclines many friends or partners in the business world. He does well as sale people or managers, more over can be excellent teacher

4) Social analysis It is ability to detect the peoples’ emotion and feeling.

Motivation that concerns this ability makes one counselor had the same literacy talent.

3. Factors that influence Emotional Intelligence

Every person development is always influenced by environment and learning factor. No ones able to be perfect in this world without learning although its process is bad. Emotional intelligence is peoples’ ability that is produced from long process, so we can say that life process will determine Emotional Intelligence, and at lest will determine life success.

Children as the human being always have two processes in their life. Those processes are development and growth, both them cannot be separated one another. Development psychologists realize that an accurate picture o f development pattern is fundamental to an understanding o f children. They also recognize that knowledge o f what causes variations in development is essential to an understanding o f each individual child.

2 2 The development pattern is like is has scientific as well as paracitical values; those values are9.

First, knowledge o f pattern o f human development helps development psychologist to know what to except o f children at approximately certain ages to except different patterns o f behavior to appear; and when this pattern will normally be replaced by more natured pattern

Second, knowing what to except enables development psychologist to set up guidelines in the form o f height - weight scale and social or emotion development scale; since the pattern o f development for all normal children is approximately the same. It is possible to evaluate each child in terms o f the norm for the child‘s age. It means that child is making normal adjustment to social expectations. Child can then be given learning opportunities and encouragement to use theses opportunities.

Third, since successful development requires a guidance, knowing development pattern enables parents and teachers to guide the child learning at appropriate time

Fourth, knowing what the normally development pattern is, makes it possible for parent and teacher to prepare children schedule o f time for the changes that will take place in their bodies, their interest or their behavior

9 Elizabeth B. Hurlock D evelop m en t, Singapore, 1998. P. 22.

Many people use the terms ‘growth and development “Interco arguably in the realty. They have different thought but they are inseparable: neither take place alone; growth refers to quantitative changes that crease in size and structure

Developments by contrast refer to qualitative changes; it may be defined as AA progressive series at orderly coherent changes10.

. Basically, the development precede people changes. The changes consist o f four (4) types, they are11: a. Changes in sizes

These include physical changes as in height, weight, circumference, and internal organ; and mental changes in memory reasoning perception and creative imaginations

b. Change in proportions Change in children imaginative capacity is better development than their reasoning capacity while the reserve is true in adult c. Disappearance o f old features

When certain physic feature such as the thymus garland after puberty and baby hair and teeth lose their usefulness, they gradually as the same psychological and behavioral traits as babyish locomotion and speech, and extension o f the imaginations

10 Elizabeth, Ibid. P. 23.

11 Elizabeth, Ibid. P. 2 4 . d. Acquisition o f new feature Some new physic and mental features develop from maturation and it develops from learning and experience. New physic feature includes second teaching, and primary, and secondary sex characteristic. Most o f the psychologists have said the preschool years from about ages 2 to 5 are among the most important in the time thus many complex behaviors are built in children life- times; So the majority o f Goleman’s book claims that childhood is a good window to the emotion intelligence developm ent'2. Although in the Pre School children have done a learning process; in that time, they are changing in behavior because they emit in which person socially copys after people do according to teacher or parent they teach them carefully

In the reality, every person has diifferent process. Sometimes, they have good process but on the other hand, bad or good process is influenced by people’s environment. Daniel Goleman says that emotional intelligence is influenced by two factors they are as bellow 13.

Family Environment, it is the first place or as School to the children.

When they are bom in this world, they cannot do anything, except sleeping and crying; and then they learn from their mother, father and other family members. Accordingly, parent or family is important to children development. They must be serious in caring children need emotions, training to grow into productive, satisfied adult. British says 12 Elizabeth, Ibid. P. 26.

|J Goleman, Ibid. P. 57. that “you can take a boy out from fam ily but you cannot take fam ily

out o f the boy”14. It means that every children character’s is always

colored by family

b. Non fam ily environment, in this environment, every person will look for herself by communicating with other. After, they learn in her family, they will learn in school. In this place they have new ideal people in their life eventhough parent is important factor in children emotional intelligence development, people have to control child’s habit in social life because it more gives great influence to the child’s development.

2. The Parameter of Emotional Intelligence Development

Emotional intelligence is not genetic factor and it can develop during time. It consists o f many aspects and characteristics so if we want to measure one’s emotional intelligence, we need several measurements o f every aspect. Accordingly, we are able to say that to measure emotional intelligence is more difficult than intellectual intelligence, because intellectual intelligence has different character and standard from emotional intelligence.

Intellectual Intelligence test has spread widely, so when we want to know intellectual Intelligence range o f someone we can use many methods. There are several parameters o f intellectual intelligence but we

Psikologi Anak, 14 A ffifu d in , Harapan M asa, S olo, 1986, P.86.

2 6 have several problems in the emotional intelligence measurement. Now good emotional intelligence parameter has not yet found, but we can measure one’s emotional intelligence subjectively. It means that we can make a questioner that depends on one’s life.

According to Agus Ngermanto in his book entitled “quantum

quotient “ says that the best method to measure one’s emotional

intelligence is by using Daniel Goleman’s work sketch; it consists o f five categones those categories; Those catagories are as bellows .

S e lf awareness b.

Self feeling awareness
Self confi
Self evaluation s
Self controlling
Trustworthy - Innovative - Adaptive - Cautious - Initiative - Optimist - Commitment - Encouragement - Knowing feeling other / knowing feeling o f other people 15 Ngermanto, Ibid. P. 100.

S e lf managing c.

Motivations

d. Empathy

Service - Develop other people
Handling differences
Politic awareness

e. Social skill - Influence

Communications - Leadership - Change catalyst
Conflict management
Network be
Collaboration corporation
Team work

3. The Role of Emotion in Learning

Talking about EQ and Quantum learning is very interesting. In Indonesia, EQ is former than Quantum Learning but in America Quantum Learning is former than EQ. From those, we are able to combine in learning.

Getting in touch with student’s emotion can help teachers get them into learning faster. Drawing on their emotion also makes the learning more meaningful and permanent. Increasingly, brain research shows connections between emotional engagement, long-term memory and learning. Researcher and cognitive psychologist, Dr. Daniel Goleman explains16.

In the dance o f feeling and thought the emotional faculty guides our moment-to-moment decisions, working hand-in-hand with the rational mind, enabling-or-disabling thought itself. In a sense, we have two brains, two minds and two different kinds o f intelligence: rational and emotional.

How we do in life (and learning) is determined by both. It is not just IQ, but emotional intelligence that matters. Indeed, intellect cannot work at its best without emotional intelligence.