THE EFFECTS OF TEACHING METHOD AND EMOTIONAL
INTELLIGENCE UPON STUDENT’S SPEAKING SKILL AT
PRIVATE VOCATIONAL SCHOOL IN EAST JAKARTA
Thesis
Submitted to fulfill requirement to achieve Master Degree on English Education
Name : Supadi NPM : 2009747976
DEPARTEMENT OF ENGLISH EDUCATION POST GRADUATE PROGRAM
INDRAPRASTA PGRI UNIVERSITY 2012
UN
IVER
SITASINDRAPR A
S TA
APPROVAL
THESIS COMMITTE AGREEMENT
Name : Supadi
NPM : 2009747976
Program : Post Graduate Program Study Program : English Education
Title o Thesis : The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta
This thesis has been cheched out and approval to be examined
on in 2012
Advisor Advisor
ACCEPTANCE
This thesis has been examined in May 1, 2012
Board of Examiners Signature
Chairman : Prof. Dr. H. Sumaryoto
Members:
1. Dr. H. Suparman Ibrahim Abdullah, M.Sc.
2. Drs. Supeno, M.Hum
______________________________
______________________________
Approved by
Chairman Secretary
STATEMENT
I state that this thesis is my own work. If at a later date is found in whole or in part of this thesis is not my own work I am willing to accept sanctions in accordance with Law No. 20 of 2003, section IV of article 25 of the National Education System.
Jakarta, March 17, 2012
ABSTRACT
A. Supadi, NPM: 2009747976
B. The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta. Thesis. Jakarta. Post Graduate of Study Program of English Education of Indraprasta University PGRI, 2012.
C. xii + 5 chapters + 132 pages
D. Keywords: Effect, teaching method, emotional intelligence, student’s speaking skill.
E. This study aims to determine the effects of teaching method and emotional intelligence upon student’s speaking skill at the private vocational school in east Jakarta. Research hypothesis included: 1) there is effect of teaching method upon student’s speaking skill, 2) there is effect emotional intelligence upon student’s speaking skill, 3), there is interaction between teaching method and emotional intelligence upon student’s speaking skill. Method used in this research in experimental method. The population is all students and the sample of 40 students who obtained a random sampling technique that usecluster sampling. Instrument that is used is result test of student’s speaking skill in the multiple choice with 35 items that is tested validity with reliability coefisient = 0,82, questionnaire 38 items of emotional intelligence that is tested validity with reliability coefficient = 0, 72. Analysis of data uses analysis of variance (ANOVA) two-ways. Result of the rsearch show that there sre effects of teaching method and emotional intelligence upon studnt’s speaking skill.
F. Bibliography : 16 books
G. First Advisor : Dr. Supardi US, MM, M.Pd Second Advisor: Drs. Supeno, M.Hum
MOTTO
ACKNOWLEDGEMENT
With utter gratitude to Allah SWT has bestowed His mercy and grace to the researcher so that finally researcher can finish this thesis on time.
Thesis entitled On The effects of teaching method and emotional intelligence upon student’s speaking skill at private vocational school in east Jakarta is written to fulfill one of the requirements to obtain a master's degree at the University Indraprasta PGRI. On this auspicious occasion, let the researcher conveys a sense of respect and gratitude to all those who genuinely have provided assistance and encouragement to the researcher in this thesis, especially to:
1. Dr. Supardi US MM, M.Pd as the first Supervisor Indraprasta University PGRI.
2. Drs. Supeno M.Hum as the second Supervisor Indraprasta University PGRI.
3. Prof. Dr. H. Sumaryoto as Rector of the Indraprasta University PGRI. 4. Dr. Suparman Abdullah, M.Sc, Director of the Graduate of Indraprasta
University PGRI.
6. Wife (Sudarti), children (Nur Hamidah, Muhammad Najib and Nur Hasanah) and beloved family who have given support and motivation to the researcher to complete the writing of this thesis.
7. Lecturers of Study Program of Education English of Graduate of Indraprasta University PGRI who have given their knowledge to researcher.
8. Lecturers and staff of Indraprasta University PGRI are always helpful researcher.
9. Researcher realizes that this thesis is not still perfect yet, a lot of lacks of form, content, and presentation techniques so the researcher needs constructive critic. May the presence of this thesis is useful for us.
Jakarta, March 2012
CONTENTS
Page
APPROVAL ... i
ACCEPTANCE ... ii
STATEMENT... iii
ABSTRACT... iv
MOTTO ... v
ACKNOWLEDGEMENT ... vi
CONTENTS... viii
CHAPTER I INTRODUCTION………...…… ….……...1
A. Background of Problem ……….……….1
B. Identification of the Problem ………..………8
C. Limitation of the Problem ……….………..….10
D. Statement of the Problem……….……..11
E. Research Objectives ……….……..11
F. Significance of the study……….…11
CHAPTER II THEORY DESCRIPTION, RELEVANT RESEARCH AND HYPOTHESIS ………,,…13
A. Theoretical Description.………...………...…………,….……13
1. Theory of student’s speaking skill……….…………..13
2. Theory of teaching method……….……….21
B. Relevant Research ……….……….……..……….57
C. Conceptual Framework……….58
D. Research Hypothesis ……….…….………..62
CHAPTER III RESEARCH METHODOLOGY ……….64
A. Place and Time Research ……….64
B. Research Methods ………...……….……65
C. Population and sample ……….…68
D. Data collection Techniques ………..………..……..69
E. Development of Research Instrument ……….….71
F. Data Analysis Techniques………,86
G. Futher Test………..…..92
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION …………..…94
A. Description of Data ………..94
B. Test of Data Analysis Requirements ………..…105
C. Researh Hypotheses testing………107
D. Interpretation of Research Result ………..……….111
D. CHAPTER V CONCLUSION ………..……….…………...113
A. Conclusion……….…...……….….…113
B. Implication……….……….114
C. Suggestion ………..……118
REFERENCES………...…….120
ATTACHMENT …………..………122
Biography……….………….141
CHAPTER I INTRODUCTION
A.
BACKGROUND OF THE STUDYFrom the syllabus of vocational school, it can be seen that the school started to teach their students not only English for specific purpose but also general English. The syllabus is designed to fulfill the needs of the students. Graduating from vocational school, most of the students wish to implement the skill they have learned. They have to meet certain requirements in order to get work. One of the requirements is having sufficient skill in foreign language especially English.
Language skill as a focus of this research is speaking or oral production. Yet, speaking activity has close relation to listening one, comprehending one's utterances for the two mentioned skills get involved into oral communication in which a speaker produces utterances (encoding process) and listener accept them into his brain (decoding process).
Students, in the context above, are certainly hoped to use oral or spoken English to express their ideas and feelings and have self-socialization wherever and whenever they are. They are also hoped to tell about their and other people's experiences interchangeably accompanied by self-reflection activity, setback some steps for an introspection and internalize new experiences get from other people and then go forwards to absorb new experiences for their future needs and changes ..
are involved in a discourse of communication in which they must make their ideas understandable or intelligible.
Theories of language learning and approaches to language teaching have been thoroughly developed in order to enable learners to use the target language efficiently. Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need. For as long as people have been learning and teaching language, there has continual debate about how to theorize the process and what the best way of doing it is. Many current teaching practices are the direct result of such constructive arguments.
The way in which people announce and develop new teaching methods can make discussions of comparative methodology somewhat confusing. What the interested teacher needs to when confronted with a new method for example, is to see and/or how it incorporates theories of language and learning. What procedures does it incorporate? Are they appropriate and effective for the classroom situation that the teacher works with? In this case two quest Ions seem worth asking: is it satisfying for both students and teachers, and doses it actually achieve what it sets out to achieve?
In learning a foreign language, the opportunity of using it is one of the supporting factors which can be neglected, students who have a good opportunity of using the target language will get better progress in learning the language. To get a good result of teaching and learning a foreign language, teachers should create language environment which supports students to use the language, such as the way that teachers talk to the students-the manner in which they interact with them-is one of the crucial teacher skills. Within the classroom, teachers; role may change from one activity to another or from one stage of an activity to another. If they are fluent at making these changes their effectiveness as teachers can be greatly enhanced.
effectively. Therefore, it is extremely difficult to come conclusions about which approaches and methods are best and/or most appropriate for teachers’ own teaching situations.
great role to play here since any course book that is used embodies approaches and methods. If teachers and students constantly monitor their classes and adjust what they do accordingly, there is a really good chance that the methods they use will be the best for the classes they teach. Teaching plans should always be designed to meet an aim or aims.
Since English the first for language in Indonesia-is a compulsory subject for all levels of education, it is crucial to find out the most appropriate methods of teaching and learning English will be implemented in this developing country. the private vocational school in Indonesia-applies English as a compulsory subject which must be taught in all semesters. Those having taken English I am demanded to be able to use English in a simple way. It is in accordance with its instructional objectives stating, “having studied for one semester, students are expected to be able to use English in certain circumstances. In this objective, subjects-related to people, location, prices, vacations, request, complains, skills, world knowledge, and interest-are emphasized. In some cases after having taken English I and some students still feel difficult in using English even in a simple way.
learning process of English in class in recent years. The method which is used in this research also involves other factor, namely emotional intelligence.
Emotional intelligence is the ability to constructively study with all of our emotions by: identifying and communicating them (through appropriate expression and exploration); listening to what they are signaling to us about perceived or real threats to our well-being, so that we may examine these perceptions; and becoming more aware of how they reflect our socio-cultural beliefs.
It is very important to understand that emotional intelligence is not the opposite of intelligence. Emotional intelligence, then, is the ability to use your emotions to help you solve problems and live a more effective life. Emotional intelligence without intelligence, or intelligence without emotional intelligence, is only part of a solution. Emotional intelligence has also the benefits in making good relationship.
Emotional intelligence is not innate, but can be developed quickly and not stop at a certain age only. Emotional intelligence is also not a personality but a series of unique properties that help to shape one's character, in thinking, feeling and behaving. Personality is a concept that is often confused with emotional intelligence, but they have fundamental differences.
Emotional intelligence is a useful instrument in solving the critical problems with subordinates, reached a deal with difficult customers, convey a good criticism of superiors and resolve some of the opportunities that influence success. Emotional intelligence is used to help ourselves and help other students.
Emotional intelligence refers to the special ability that we call common sense, it is associated with the ability to read environment, set it back, with the spontaneous ability to understand what other student want and need, their advantages and disadvantages, the ability to be unaffected by pressure, and the ability to be a nice student so coveted presence of others.
B. Identification of the problems
A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of an appropriate teaching method depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students.
In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self-confidence and strengthen their speaking and communication skills.
The teaching method is a method which is used in the teaching learning process in the classroom at SMK PGRI 1 Jakarta.The students have to be able to interact and cooperate with the other students. The students can motivate themselves, follow the teaching learning process easily. It is the teacher’s responsibility to motivate their students. To motivate the students is difficult task for the teachers in order the students can communicate with the other students well.
meanings, controlling the depth of feeling that helps the development of intellectual emotion. Emotional intelligence is also a set of skills that allow us to clear the way life is so complicated and covers aspects of personal, social, and defense of all the intelligence, sense of mystery and sensitivity are essential to function effectively every day.
Ability is one's capacity and proficiency of doing something to accomplish his goal. The ability of producing ideas is one of the language skills which everyone should acquire in English since it is one of the world languages which is widely learnt and used by many people in the world. For this reason, English has been introduced to students in Indonesia for years from primary level until university level.
Regarding the background of the study, identification of the problems are as follows:
1. Is the teaching method important in the student’s speaking skill at private vocational school?
2. Is the teaching method effective in the student’s speaking skill at private vocational school?
3. Is the teaching method good to be applied in classroom?
4. Will the student’s speaking skill at private vocational school be high by using the teaching method?
6. Is there any effect of emotional intelligence upon the student’s speaking skill at private vocational school?
7. Are there any effects of interaction of teaching method and emotional intelligence upon in the student’s speaking skill at private vocational school?
C. LIMITATION OF THE PROBLEMS
From the identification of the problems above, many problems appeal related to teaching and learning English subject. It is impossible to do a research for all approximately. Since the impossibility of conducting a research for all problems, then it is necessary to limit on the using teaching method and one factor which might affect on the student’s speaking skill of English, which is emotional intelligence.
D. STATEMENT OF THE PROBLEMS
Regarding the identification of the problems and the limitation of the problems, statements of the problems are as follows:
1. Is there any effect the teaching method upon in the student’s speaking skill at private vocational school?
2. Is there any effect emotional intelligence upon in the student’s speaking skill at private vocational school?
3. Are there any effects of interaction of communicative language teaching method and emotional intelligence upon in the student’s speaking skill at private vocational school?
E. PURPOSE OF THE RESEARCH
Based the research objectives are to analize about:
1. The effect of the teaching method upon in the student’s speaking skill at private vocational school.
2. The effect of the emotional intelligence upon in the student’s speaking skill at private vocational school,
3. The effects of interaction of communicative language teaching method and emotional intelligence upon in the student’s speaking skill at private vocational school.
F. SIGNIFICANCE OF THE STUDY
teaching English as a foreign language and for students who are learning English for improving speaking skills.
For the students, it is hoped that would learn English easier by learning how to improve their English and coping with their emotional aspects during the process of mastering speaking skills of English.
For English teachers, especially English teachers at the private vocational school, it is hoped that they would reap the benefits of this study in selecting appropriate methods to be implemented in class.
CHAPTER II
THEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK AND HYPOTHESIS
A. Theoretical Description
1. Theory of Student’s Speaking Skill
a. Speaking
The whole of human history is built upon communication. From the first story told in prehistoric times through the mass media of today, verbal communication has built the foundation of who we are, where we came from, and what we hope to become. Throughout time, many orators, philosophers, and educators have tried to capture the essence of human communication. Although a true understanding of the complexity of communication takes years of examination, the researcher have tried to offer a brief highlight of some of the major contributors.
watching TV, watching film, practicing with foreigners, practicing with partners. In judging whether students are speaking in correct statements. There are two criteria which the teacher must take:-The students have to understand the meaning of words that they use and associate them into the objects of their represent. -The students have to pronounce the words properly in order to arise same perception and they understand each other. (Richard C Yorkey, 1990: 4.)
If students want to be able to speak fluently in English, they need to be able pronounce us correctly, use appropriate stress and intonation patterns and speak in connected speech. Speakers of English - especially where it is a second language - will have to be able to speak in a range of different genres and situations, and they will have to be able to use a range of conversational and conversational - strategies. They will need to be able to survive in typical functional exchanges, too.
Students are often reluctant to speak because they are shy and are not predisposed to expressing themselves in front of other people, especially when they are being asked to give personal information or opinions. Frequently, too, there is a worry about speaking badly and therefore losing face in front of their classmates. In such situations there are a number of things we can do to help. The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, watching tv, watching film, practicing with foreigners, practicing with partners.
Speaking is one of language skill in learning langauge. Speaking skill is a skill and like other skill, it must be practiced continuously. People need to speak in order to communicate with the other people and make a good communication well. We have to learn how to speak, and speaking can make us communicate or contact with other person.
b. Student’s Speaking Skill
During communication what one says should be conveyed in an effective way. How one says has the same importance as what one says, (Jone, 1989: 14). Celce-Murcia and Olshtain say that in any oral interaction the speaker wants to communicate ideas, feelings, attitudes, and information to the hearer or wants to employ speech th2t relates to the situation. The main objective of .the speaker is to be understood and for the message to be properly interpreted by the hearer/s, (Celce-Murcia and Olshtain, 2000: 166). They who also use speech production referring to speaking explain that speech production is produced on-line and that it is prototypically reciprocal (timbal balik) in nature. The reciprocity develops during the ongoing negotiation of meaning between the speaker and listener(Celce-Murcia and Olshtain, 2000: 168).
Brown says that conversations are collaborative activities as participants (speaker and listener) engage in a process of negotiation of meaning, (Brown, 2001: 268). Meanwhile, Brown and Yule say that in the production of speech each speaker needs to speak individually and ideally. He needs someone to listen to his speaking and to respond to him, (Brown and Yule, 1997: 25).
Speaking is one of English language skills which belong to a productive skill. In communication, speaking involves at least two persons so as to have interaction between them. In simple way, Fulcher (2003: 23) says, "speaking is the verbal use of language to communicate with others." Speaking is the most important and; complicated language skill which one needs to master. As known that speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Harris (2003: 81) adds that like writing skill, speaking is a complex skill speaking number of different abilities to develop.
Byrne highlights that "Oral communication is a two-way process between speaker and listener (or listeners), involving the productive skill of speaking and the receptive skill of understanding (or listening with understanding)". Meanwhile, Learns, Miller, and Soro (2010: 55) points out that speaking is the important way people interact with the world which includes instructional and social conversation, develops language, thought, and content knowledge as well as the personalities and beliefs, and the ability to form relationships.
In relation to building social relationship, everyone owns his goal for that reason. One may speak when he intends to discuss something. Harmer (2006: 46-7) states that there are some reasons why people are involved in conversation. First, they want to say something. This implies that when there is something to tell, they need to speak; otherwise, he will not speak. Second, they have communicative purpose. Third, they intend to select words. It means speakers in general have certain capacity to produce new and appropriate sentences.
Richards and Renandya (2002: 201) supports Harmer's views, which emphasize that one will make a social relationship through discussion forum. in this case, he will express his own ideas and persuade others or clarify information. Boardman (1979: 1) states that the language used by a speaker is to show how to ask for information, to suggest, to prohibit, to express ideas, etc. In the context of English learning, students are encouraged to be able to express themselves in target language, to overcome basic skills of interaction such as mutual greetings, expressions of thanks and apology, and to express his needs such as asking for information (Brown and Yule, 1988: 27)
classmates to convey some information and his ideas. A student also speaks when a lecturer asks him some questions.
Considering some ideas above on the English speaking ability and the necessity of using English, it is concluded that English speaking ability is one's capacity of producing ideas orally to others through learning process expressed in English in acceptable and appropriate ways to maintain social relationship.
Language is the major means communication among people of a society. Communication can take place through interactions between people through expressing of ideas, responses, and extending of opinions Widdowson suggests that speaking in general is performed face-to-face and takes place as part of a dialog or exchanges of other verbal forms (Widdowson, 1984:58).
we adapt to our surroundings properly, {6) response of the receiver or listener is a test to effectiveness of communication activities. I.ack of listener's response means no communication exists.
Papalia (1983:15) states that speaking skills is not solely dependent on linguistics, competence but also on understanding of culture, strategic functions and use of language in interactions in social contexts since success in acquiring communicative competence IS dependent on how the components are integrated. For this, Savignon (1983:21) suggests that communicative competence in the teaching of English needs to be developed through more provision of time for listening activities, providing students with the greatest possible opportunities to obtain responses, considering student's grammatical mistakes as something natural in the teaching-learning process, and performing activities within contexts that include their feelings and involvement as a whole.
Based on the above explanation, it can be concluded that studets’s speaking skills is ability of student’s communication which involve various skills to decide on when to speak; what form to use; which words are suitable in form and meaning; use of sequences of sounds, voice, tone and form; convincing that one feels the need to speak properly in the right situation; and correct positioning of tongue and lips to produce linguistic sounds.
2. Theory of Teaching Method a. Definition of Teaching Method
When linguists and language specialists sought to improve the quality of language teaching, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured. Let us go through to the definitions of approach, methods and techniques according to Anthony as quoted by Brown:
“... An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approaches axiomatic. It describes the nature of the subject matter to be
taught...” “...Method is an overall plan for the orderly
From these definitions, it can be derived a conclusion that approach is assumption and beliefs about language and language learning held. At least there are three teoretical views of language as explained by Richards and Rodgers, namely “structural view, functional view, and interactional view” (Richards & Theodore, 1986:17), The preceding one seems to be the most traditional one. Another language specialists, Harmer also proposes four terms related to teaching and learning language. The four hierarchical terms relocated by Harmer are “approach, method, procedure and technique” (Brown, 2002: 78)
Efficient teaching methods are essential tools that can help students acheive success in the classroom. Each student has a different personality and learning abilities. There are several factors that a teacher must consider when choosing a teaching method for their students. Some determining factors for selecting a teaching method include the student’s interest and background knowledge, as well as their environment and learning abilities. Teachers also help their students learn with various learning aids such as Auditory, Kinesthetic (collaborating), and Visual. Instructors use these teaching methods to help students understand and complete class assignments.
emotions, they can gain more. Therefore, having interaction in a language classroom is an obligatory. We can use the language because we made a meaningful interaction with other people.
What is meant by the aforementioned statement is that learning is a process of internalizing the language itself, it happens in the individual. In other words, he/she knows the result of the language acquired through interacting with other people. Byme said that “What is needed is flexibility, tolerance, patience on your part & above all, an understanding of the
learners’ difficulties”.(Harmer, 1998: 25)
It is important for the teachers to know that building interaction and relation among learners are essential since they feel less inhibited when they are sure that they are safe. Accordingly, nowadays, methodologists promote interaction in the classroom to help interaction natural communication takes place. There are a number of activities that promote interaction, some of which are role play and simulation. The things are not ended up to this only, the next important for the teacher to do after carrying out the interaction among learners is giving “self-evaluation” on how they performed the task. Pappas stated “self-evaluation is an important factor because it gives children opportunities to reflect on
their own learning, thereby helping them to be independent, autonomous,
& confident learners.”Pappas, et all., 1990: 322)
demonstration, recitation, memorization, or combinations of these. The choice of an appropriate teaching method depends on the skill that is being taught, and it is also be influenced by the aptitude and enthusiasm of the students.
b. The kind of Teaching Method
Teaching methods are different principles and methods that are used to instruct students in a learning environment. The methods used by a teacher will depend on the skills or information the teacher would like to convey to their students. Some of the most common teaching methods are memorization, class participation, recitation, and demonstration. While these teaching methods are widely used, every instructor has a specific teaching method. Teachers must be flexible in their methods and often adjust their style of teaching to accommodate their students.
Teaching methods often include lesson plans that students can use to help retain and recall information. Various forms of teaching methods used with lesson plans are explanation, demonstration, and collaboration. Explanation is similar to a lecture that provides detailed information about a specific subject. Demonstrations are used to provide visual learning opportunities from a different viewpoint, and collaboration allows students to participate in group discussions. These teaching methods will sharpen leadership skills, and allows students to work together as a team. Collaborating is an opportunity for each student to actively participate in class discussions and voice their opinions. Effective teaching methods benefit both teachers and students.
1). The Grammar-Translation Method
As the names of some of its leading exponents suggest (Johann Seidenstiicker, Karl Plotz, H. S. Ollendorf, and Johann Meidinger), Grammar Translation was the offspring of German scholarship, the object of which, according to one of its less charitable critics, was "to know everything about something rather than the thing itself" (W. H. D. Rouse, quoted in Kelly 1969: 53). Grammar Translation was in fact first known in the United States as the Prussian Method. (A book by B. Sears, an American classics teacher, published in 1845 was titledThe Ciceronian or the Prussian Method of Teaching the Elements of the Latin Language
The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, fol-lowed by application of this knowledge to the task of translating sentences and texts into and out of the target language. It hence views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. "The first language is maintained as the reference system in the acquisition of the second language" (Stern 1983: 455).
Implemented design for teaching a language. But parallel to the ideas put forward by members of the Reform Movement was an interest in developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to what hav*e been termednatural methodsand ultimately led to the development of what came to be known as the Direct Method.
2). The Direct Method
wanted his son to speak Latin well. Among those who tried to apply natural principles to language classes in the nineteenth century was L. Sauveur (1826-1907), who used intensive oral interaction in the target language, employing questions as a way of presenting and eliciting lan-guage. He opened a language school in Boston in the late 1860s, and his method soon became referred to as the Natural Method.
3). The Audiolingual Method
The Coleman Report in 1929 recommended a reading-based approach to' foreign language teaching for use in American schools and college's' (Chapter 1). This emphasized teaching the comprehension of texts: Teachers taught from books containing short reading passages in the-: foreign language, preceded by lists of vocabulary. Rapid silent reading was the goal, but in practice teachers often resorted to discussing the content of the passage in English. Those involved in the teaching of English as a second language in the United States between the two world wars used either a modified Direct Method approach, a reading-based approach, or a reading-oral approach (Darian 1972). Unlike the approach that was being developed by British applied linguists during the same period, there was little attempt to treat language content systematically. Sentence patterns and grammar were introduced at the whirn of the textbook writer. There was no standardization of the vocabulary or grammar that was included. Neither was there a consensus on what grammar, sentence patterns, and vocabulary were most important for beginning, intermediate, or advanced learners.
up'a special language training program. The government commissioned American universities to develop foreign language programs for military' personnel. Thus the Army Specialized Training Program (ASTP) was established in 1942. Fifty-five American universities were involved in the
program by the beginning of 1943. 1
The objective of the army programs was for students to attain conversational proficiency in a variety of foreign languages. Since this was not' the goal of conventional foreign language courses in the United States, new approaches were necessary. Linguists, such as Leonard Bloomfield at Yale, had already developed training programs as part of their linguistic research that were designed to give linguists and anthropologists mastery of American Indian languages and other languages they were studying. 4).The Silent Way
1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
2. Learning is facilitated by accompanying (mediating) physical objects.
3. Learning is facilitated by problem solving involving the material to be learned.
5). Communicative language teaching method
Historically, CLT has been seen as a response to the audio-lingual method (ALM), and as an extension or development of the notional-functional syllabus. Task-based language learning, a more recent refinement of CLT, has gained considerably in popularity. The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition dating from the late 1960s. Until then, Situational Language represented the major British approach to teaching English asaforeign language. In Situational Language Teaching, language was taught by practicing basic structures in meaningful situation-based activities.
6). The audio-lingual method
needed a corollary emphasis on accuracy, claiming that continual repetition of errors would lead to the fixed acquisition of incorrect structures and non-standard pronunciation.
In the classroom, lessons were often organized by grammatical structure and presented through short dialogues. Often, students listened repeatedly to recordings of conversations (for example, in the language lab) and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs.
From the explainantion above it is concluded that the
teaching methods are methods which involve the
grammar-translation method, the direct method, the audiolingual method, the silent way, communicative language teaching method and the audio-lingual method, which are used for teaching learning process in the
classroom. The choice of an appropriate teaching method depends on the
skill that is being taught.
c. Communicative Language Teaching Method
Communicative competence is crucial to be acquired. English, one of the international language and one of lingua franca in the world, should taught communicatively. Some linguists and language experts have released some methods of teaching and learning English. One of which is called ‘communicative approach’ or communicative teaching language method (CLTM). Littlewood stated: “one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language” (Littlewood, 1981:1).
Activities in CLTM typically involve students in real or realistic communication, where the accuracy of language they use is less important than successful achievement of the communicative task they are performing. Thus role-play and simulation have become very popular in CLTM. Harmer states that CLTM has two main stands:
disagreeing, suggesting etc., which students should learn how to use. They also need to be aware of the need for appropriateness when talking and writing to people in term of the kind of language they use (formal, informal, tentative, technical etc.). The second strand of CLT developed from the idea that if students get enough exposure to language and opportunities for its use –and if they are motivated-then language learning will take care of itself. (Harmer, 1998:32)
This method needs a qualified teacher for the teacher can create one conductive situation supporting the learning process. This method is a learning method which demands active students. They have to be able to interact and cooperate each other. Those who can motivate themselves-will, unhesitatingly, follow the learning process easily, in contrast, those who can not motivate themselves, they will be left behind for this method will be running smoothly if the learners are motivated. It is the teacher’s responsibility to motivate their students. To motivate the students is not an easy task for teacher since he or she only has limited time in class.
Based on the explaination above it can be concluded that communicative language teaching method is a method which is used in teaching language communicatively, it is happened teaching learning process always by using English.
d. Conventional Method
This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors
researcher makes this method as a comparison between the learning outcomes of modern method with conventional method.
According to Mukhtar (2005: 46) "The conventional method is a method which is essentially a lecture delivered in the form and the autocratic style". This method is easy to administer, because the teachers just do not convey information and students have many opportunities to respond. Sometimes the comments and questions from new students may be disclosed after the teacher explained. Therefore, students become passive while teachers can not receive feedback, and this is a deficiency and can hinder teaching and learning activities, especially if students are not motivated to learn.
Mansyur (1992: 138) argued that "the conventional method is a form of interaction through information and regulations verbally by a teacher to his class". This means the implementation of the teaching the teacher can use lecture to give the description.
The traditional method is a method that still uses the old system where many students are not active in teaching learning process in the classroom. The interaction between teacher and students are not optimal because teachers do more.
3. Theory of Emotional Intelligence a. Definition of Intelligence
The American Psychologist, William James stated that “we cry because we feel sorry, strike because we angry, tremble because we are
afraid.”(Morgan, et.al., 1986:330). Benyamin Bloom and his colleagues provided a useful extended definition of the emotional side that is still widely used today: “receiving, responding, valuing, organization and value system” (Brown, 2000:143) Another psychologist, Goleman also argues: All emotion are in essence, impulse to act, the instant plans for handling life that evolution has instilled us. The very root of the word
emotion is motere the latin verb ‘to move’ plus the prefix e- to connote
‘move away’, suggesting that a tendency to act is implicit in every
emotion. (Golemen, 1995:6)
Seeing what are emotions for in terms of their responses, it seems that anger, fear, happiness, love, surprise, disgust, and sadness all depend on the life experience and the culture. Emotional intelligence gives us our awareness of our own and other people’s feelings. It gives emphaty, comparison, motivation and the ability to respond appropriately to pain or pleasure. Emotional intelligence is a basic requirement for the effective use of intelligence quotient.
Emotional intelligence has also the benefits in making good relationship . Researchers have found that even more than IQ, your emotional awareness and abilities to handle feelings will determine your success and happiness in all walks of life, including family relationships. The aforementioned elaboration on the emotions give motivations and stimulations in managing the feeling so as that the running life will be much better and successful.
Intelligence has been defined in different ways, including the abilities, but not limited to, abstract thought, understanding, self-awareness, communication, reasoning, learning, having emotional knowledge, retaining, planning, and problem solving. Intelligence is most widely studied in humans, but has also been observed in animals and plants. Artificial intelligence is the intelligence of machines or the simulation of intelligence in machines.
ability to reason, plan, solve problems, think abstractly, understand ideas, using language, and learning, it is closely related to cognitive abilities possessed by individuals.
b. Emotional Intelligence
In 1983 Gardner published his research on the so-called multiple intelligence by developing a theory of intelligence that includes four additional capabilities that were not previously on IQ. The first two concern the musical and kinesthetic and the remaining two are inter personal and intra personal. Interpersonal skills and thus form intra personal emotional intelligence. Following Gardner's research, the psychologist Bar-On began his research to develop a formal survey of psychology in 1985. This instrument seeks to measure what he described as a measure of emotional, which gave birth to the term emotional intelligence. Bar-On defines emotional intelligence as a form/ability to manage stress, optimism, flexibility, problem solving, understanding the feelings of others and maintain satisfactory interpersonal relationships (Craig, 2004: 18). Salovey and Mayer in his theory states that emotional intelligence includes the ability to monitor their own feelings and emotions as well as others, distinguish and use the information to guide one's thoughts and actions (Craig, 2004:19).
Zajonc & Hall, 1986: 359). While Goleman (2001: 411) states that emotion refers to the feelings and thoughts of his trademark, a biological and psychological state, and a series of tendencies to act.
Emotional intelligence is the ability to recognize the meaning of emotions and relationships, and use it to solve the problem. These capabilities include the ability to understand the feelings associated with emotions and understand information about these emotions and manage them. According to Cooper & Sawaf, (1997: 12) Emotional intelligence is the ability to perceive, understand effectively, applying the power and acumen of emotions as a source of energy, information, and influence. Emotional intelligence is the ability to regulate one's own feelings and others, use it to motivate and manage emotions in themselves and their relationship with others (Rahim & Psenicka, 225: 327-342).
intelligence. Corporate leaders who are working on some other country, be aware that the cultural environment in which people tend to be more sensitive and less attention to other people. Good social skills will help create better interaction for business negotiations and the ability to pursue a career on a global scale (Goleman, 2001: 412).
Emotional intelligence is not innate, but can be developed quickly and not stop at a certain age only. Emotional intelligence is also not a personality but a series of unique properties that help to shape one's character, endurance and independence in thinking, feeling and behaving. Personality is a concept that is often confused with emotional intelligence, but they have fundamental differences.
intelligence in the work can be done through independent learning through self-management, social understanding and management, and knowledge analysis.
Experience has shown why there are people who fail in high intelligence in their careers and social lives, but instead a lot of successful people who excel in career and social life turned out to have average intelligence. Goleman (1977: xii), says that the difference lies in the ability of the so-called emotional intelligence includes self-control, zeal and perseverance and the ability to motivate yourself.
Johnmarshal Reeve (1992:340), states that emotion is a multi-dimensional phenomenon, as a demonstration of the level of subjective feelings. Emotions make us feel on a particular condition, such as, angry or happy. Emotion is also a biological and psychological responses that move our bodies in a particular reaction.
Robert Plutchick (1984:319), in Robert S.Feldman illustrates that there are eight basic human emotions, the feelings: joy (Joy), accept (acceptance), fear (fear), surprise (surprise), sad (sadness), annoyance (disgust), anger (Angger) and hope (Anticipation). Every feeling has opposite feelings, such as joy is the opposite of the feelings of sadness, hope as opposed to a surprise (surprise). On the other hand it can interact with each other emotions among the eight basic types.
eight feelings. Based on the combination of the two feelings can lead to new feelings such as joy, and receive a feeling of love, accept and submit to the fear of feeling, fear and surprise a sense of wonder or awe, and so on Goleman and Strongman (1977:289) revealed that emotion as a feeling that is always moving depending on the stimuli received by a person, it has a close relationship between emotional and cognitive elements, which in turn will affect human behavior. Emotion is essentially the impulse to act, once a plan to address issues that have been implanted gradually by evolution. Emotions are also shaped by the experience of life and culture.
Robert S. Feldman (1990:316), states that emotions function as we prepare to take an action, in addition to the media between the events in the external environment with the response to be made of human behavior. Emotions also help individuals in regular social interaction with others. Hamburg in Goleman (1997:274), stating more specifically the emotional intelligence as the ability to delay gratification, to be socially responsible in an appropriate manner, to maintain control over their emotions, and to have an optimistic outlook.
motivations and desires of others. Gardner opinion this is the key to self-knowledge, where a person will learn and understand her feelings, and distinguish it, so can use it to guide behavior.
Emotional intelligence according to Sawat and Cooper (2002: xv) the ability to perceive, understand, and effectively apply the power and sensitivity of emotion as a source of energy, information, connections and influence human. According to Meyer (2004: 38) a special emotional intelligence is the ability to read the feelings most of whom we will be in touch so that they can manage effective relationships, in which at the same time motivated to meet the challenges of managing relationships.
Emotional intelligence is a useful instrument in solving the critical problems with subordinates, reached a deal with difficult customers, convey a good criticism of superiors and resolve some of the opportunities that influence success. Emotional intelligence is used to help ourselves (intrapersonnally) and help other people (interpersonally). While the definition of emotional intelligence by Weisinger (1998: xvii) is the ability to make emotions work for us to use it to make something or produce something that we want.
social, and defense of all the intelligence, sense of mystery and sensitivity are essential to function effectively every day (Stein & Book, 2004: 30).
Emotional intelligence refers to the special ability that we call common sense, it is associated with the ability to read social and political environment, set it back, with the spontaneous ability to understand what other people want and need, their advantages and disadvantages, the ability to be unaffected by pressure, and the ability to be a nice person so coveted presence of others (Stein & Book, 2004.31).
Understanding emotional intelligence according to Martin (2003: 23) is the ability to know what we and other people feel, including the proper way to handle the problem. Others referred to here include superiors, peers, subordinates or customers as well. According to Goleman (1999: 512) emotional intelligence refers to the ability to recognize our own feelings and others, the ability to motivate yourself, and the ability to manage emotions well in ourselves in relationship with others.
Emotional qualities that are important for achieving success are: a) empathy, b) the ability to express anger, c) anger control, d) self-reliance, e) the ability to adapt, f) preferably, g) interpersonal problem-solving skills, h) persistence, i) solidarity, j) friendliness, k) comity (Shapiro, 2003: 5).
cooperation and mutual trust relationship, f) consumer loyalty , g) creativity and innovation (Cooper and Sawaf, 2002: xii-xiii). Meanwhile, the most instrumental factor in the success of which is a reflection of emotional intelligence are: a) fair to everyone, b) to impose discipline, c) get along well with others, d) have a husband or a wife to support, e) work harder than most people (Stein & Book, 2004: 35).
Emotional intelligence of a person with another person is different. It can be seen in daily life that some people succeed and there are people who fail, success rates are different from each person, there are those who are steadfast in the face of problems, there is an easy stress when faced with problems and so on. The higher our emotional intelligence, the more likely we are to succeed as workers, parents, 'manager, adult children of our parents, our partner for a life partner, or candidate for office positions. Success here is defined as the ability to achieve personal goals which have been defined both in terms of employment of any nature (Stein & Book, 2004: 23-29)
Emotional intelligence skills include strategic short-term dynamic, can be tampered with in accordance with the demands of the situation. Therefore, any factors that play a role in the development of emotional intelligence and all buildings can be improved by education, training and experience (Stein & Book, 2004: 38-39).
management of self-motivation. The fourth category is a model of emotional intelligence is self-awareness, self management, social awareness and relationship management.
Meanwhile, according to Robbins and Judge (2007: 248) emotional intelligence is the ability to recognize and manage emotions and information. Emotional intelligence compiled by five dimension, namely: self-awareness, self-management, self-motivation, empathy, and social skills.
From the description above it can be concluded that the emotional intelligence is qualities that one has to recognize and manage emotional cues and information about yourself or other people with emotional self-aware indicators, managing emotions, empathy toward others, and have a social conscience.
c.High Emotional Intelligence
Generally speaking, emotional intelligence improves an individual's social effectiveness. The higher the emotional intelligence, the better the social relations. In a recent review, my colleagues and I described the emotionally intelligent person in these terms:
higher in verbal, social, and other intelligences, particularly if the individual scored higher in the understanding emotions portion of EI. The individual tends to be more open and agreeable than others. The high EI person is drawn to occupations involving social interactions such as teaching and counseling more so than to occupations involving clerical or administrative tasks.
The high EI individual, relative to others, is less apt to engage in problem behaviors, and avoids self-destructive, negative behaviors such as smoking, excessive drinking, drug abuse, or violent episodes with others. The high EI person is more likely to have possessions of sentimental attachment around the home and to have more positive social interactions, particularly if the individual scored highly on emotional management. Such individuals may also be more adept at describing motivational goals, aims, and missions. (Mayer, Salovey, & Caruso, 2004, p. 210) The specific kind of boost that emotional intelligence gives the individual will be subtle, and as a consequence, require some effort to identify. It will not be exhibited in all social circumstances.
Some of us are fabulous conversationalists, while others of us have trouble just saying hello.
Emotional intelligence is an intelligence having to do with discerning and understanding emotional information. Emotional information is all around us. Emotions communicate basic feeling states from one individual to another -they signal urgent messages such as "let's get together" or "I am hurting" or "I'm going to hurt you."
What ability tests of emotional intelligence tell us is that only some people can pick up and understand and appreciate the more subtle versions of those messages. That is, only the high EI individual understands the full richness and complexities of these communications.
Emotional information is crucial. It is one of the primary forms of information that human beings process. That doesn't mean that everybody has to process it well. But it does mean that it is circulating around us, and certain people who can pick up on it can perform certain tasks very well that others cannot perform.
But guide us to what? What is it that people high in emotional intelligence can see that so many others are blind to? The key to this lies in what those high in emotional intelligence are particularly good at doing themselves.
They're particularly good at establishing positive social relationships with others, and avoiding conflicts, fights, and other social altercations. They're particularly good at understanding psychologically healthy living and avoiding such problems as drugs and drug abuse. It seems likely that such individuals, by providing coaching advice to others, and by directly involving themselves in certain situations, assist other individuals and groups of people to live together with greater harmony and satisfaction.
This is the information age. All of us are dependent on information and using it wisely. The advent of the ability model of emotional intelligence enriches our knowledge of the information surrounding us-it tells us emotional information is there and that some people can see it and use it. The model encourages all of us to use emotional information wisely-whether through our own direct understanding, or through the assistance of those who do understand.
understand that, when happy, a person will be more likely to accept an invitation to a social gathering than when sad or afraid.
To test whether EI exists, my colleagues Peter Salovey, David Caruso, and I developed a number of ability measures of EI. Dr. Caruso had trained in intelligence research and had joined our group in 1995. Our team wanted to see if we could measure emotional intelligence abilities, if they improved with age (a characteristic of intelligence generally), and if EI abilities together formed a cohesive intelligence. If all of those conditions were met, EI arguably would be an intelligence.
The ability to answer such questions correctly seems to improve as children grow older. In addition, such questions cohere as a group: People who do well at some items tend to do well on others as well. For these reasons and others, EI is now believed to exist and is considered by many to be an established intelligence.
emotional intelligence with such personal qualities. My colleagues and I recommended in a recent American Psychologist article:
...groups of widely studied personality traits, including motives such as the need for achievement, self-related concepts such as self-control, emotional traits such as happiness, and social styles such as assertiveness should be called what they are, rather than being mixed together in haphazard-seeming assortments and named emotional intelligence (p. 514).
Journalistic accounts have propagated yet another misconception about EI: That it is the best predictor of success in life. EI is certainly not the best predictor of success in life - as was once suggested on the cover of TIME magazine in the United States. My colleagues and I never made such claims. Those claims arose, instead, from a flurry of journalistic accounts between 1995-1998. My colleagues and I carefully examined such journalistic claims and it became clear they were based on misunderstandings of psychological science. (A local newspaper covered my concerns about a popular book on the topic: The newspaper's 1995 headline read: "UNH Prof Who Pioneered Work on Emotional Intelligence Calls Claims in Book Outrageous." I penned quite a few more critiques thereafter (see here, for one).
From explaination above it can concluded that the high emotional intelligence is one of intelligences in the primary forms of information that human beings process, it can perform certain tasks very well that others cannot perform, can better perceive emotions, use them in thought, understand their meanings, and manage emotions,
d. Low emotional intelligence
Emotional intelligence touches just about every aspect of life. Whether we notice it or not, it has a direct bearing on how successful we are, in our career or personally. Emotional intelligence is the effectiveness of an individual to respond to one's own emotions and to those of others. Having good emotional intelligence or EI makes a person adept to responding appropriately in social situations. Having a low emotional intelligence, then, has its drawbacks. What does having a low EI mean? What are some of these drawbacks and what are some examples? These and other questions are what we will look into.
succumb more easily to self-pity, jealousy or depression. Life is always putting us in changing situations. With lower emotional thresholds, a person will find themselves displaying and living these and other types of negative emotions. So, how does this all translate into real and day to day life? Next we will look at some statistics that show just how much of an impact emotional intelligence really has.
As mentioned, emotional intelligence plays a large role in business and personal life. To show the drawbacks of low emotional intelligence here are a few statistics to put things in perspective. To begin, 50% of all marriages end in divorce. An inability to communicate effectively and take another's feelings into consideration have a lot to due with these numbers. Next, 75% of careers are dis-railed due to emotional incompetency. Loss of clients is almost always due to lack of appropriate response to a complaint or situation. Research also shows that pessimists live shorter and unhealthier lives. They are more prone to depression too. There is no end to the effects of a low emotional threshold. Patients who have doctors that they feel listen to them and show an interest, recover faster and more often than those who don't. Even for children and young adults, research shows that emotional intelligence is important.
feel at ease. Others feel comfortable around them and often draw strength from such ones. Remember that an intelligent person is not one who doesn't make mistakes, it is someone who learns from their mistakes and they don't repeat those mistakes. http://www.emotional-intelligence-education.com/low-emotional-intelligence.html#ixzz1BPn4UWhC , taken February 18, 2012
How much of an impact does emotional intelligence have on your professional success? The short answer is: a lot! It’s a powerful way to focus your energy in one direction with a tremendous result. We’ve tested emotional intelligence alongside 33 other important workplace behaviors and found that it subsumes the majority of them, including time management, decision-making, and communication. Your emotional intelligence is the foundation for a host of critical skills-it impacts most everything you say and do each day. Emotional intelligence is so critical to success that it accounts for 58% of performance in all types of jobs. It’s the single biggest predictor of performance in the workplace and the strongest driver of leadership and personal excellence.
colleagues who excel in both-solely by working to improve their emotional intelligence.
From all the people we’ve studied at work, we have found that 90 percent of high performers are also high in emotional intelligence. On the flip side, just 20 percent of low performers are high in emotional intelligence. You can be a high performer without emotional intelligence, but the chances are slim. People who develop their emotional intelligence tend to be successful on the job because the two go hand in hand. Naturally, people with high emotional intelligence make more money-an average of $29,000 more per year than people with low emotional intelligence. The link between emotional intelligence and earnings is so direct that every point increase in emotional intelligence adds $1,300 to an annual salary. These findings hold true for people in all industries, at all levels, in every region of the world. We haven’t yet been able to find a job in which performance and pay aren’t tied closely to emotional intelligence.
In order to be successful and fulfilled nowadays, you must learn to maximize your emotional intelligence skills, for it is those who employ a unique blend of reason and feeling who achieve the greatest results.
can be developed through emotional intelligence training and development programmes at school. This will in turn ameliorate the negative effects of transition.
From the explaination it can concluded that low emotional intelligence is one's emotions and being able to respond appropriately is healthy and important. When this is lacking it becomes very evident. We naturally have thresholds to various things, for example, pain. We eventually reach our limit. Someone with a low emotional threshold reaches their limits emotionally more frequently than someone with a higher threshold. For instance, someone with low emotional intelligence may be easily and frequently irritated, angry or sad. They may succumb more easily to self-pity, jealousy or depression. Life is always putting us in changing situations. With lower emotional thresholds, a person will find themselves displaying and living these and other types of negative emotions.
B. THE RELEVANT RELATED RESEARCH
Guming did the experimental research by finding out the effect of Communicative Approach and Structural Approach towards the students’ learning achievement of writing skill in English. (Busmin Cuming, ”Terhadap Hasil Belajar Keterampilan Menulis Bahasa Inggris: Suatu Experimen di FPBS IKIP Medan,” Tesis. (Jakarta: PPs IKIP Jakarta, 1991)). The research proved that there is the effect of teaching method towards the students’ learning achievement of writing skill in English and it is concluded that Communicative Approach is better than structural Approach in teaching writing skill in English.
Karmin did the relevant research as well. He researched the students’ learning achievement of writing skill in English. By comparing Communicative Approach and conventional Approach in teaching writing skill of English, he proved that the students’ learning achievement of writing skill in English treated by Communicative Approach is higher than the students’ learning achievement of writing skill in English treated by Communicative Approach. (Y. Karmin, “Efektivitas Pendekatan Komunikatif dalam Pengajaran Menulis di SMP Kelas 1,”. Tesis (Jakarta: PPS IKIP Jakarta, 1991).
involved the students’ parents’ educational background as other variable. (Harry Rappa, “Pengaruh Pendekatan Pengajaran dan Tingkat Pendidikan Orang Tua terhadap Kemampuan Membaca Pemahaman Bahasa Siswa Kelas 2 SMA”, Tesis (Jakarta:PPs IKIP Jakarta, 1993))
Burhayani did experiment research by finding out the effect of communicative approach and grammar translation method towards the learning achievement of English subject at elementary school. She also involved the students’ learning style as independent variable. The research proved that the students’ who have independent learning styles and treated by Communicative Approach during the learning process get higher score in an achievement test of English than got by those who have dependent learning styles treated by Communicative Approach. on the other hand, the students’ who have dependent learning styles and treated by grammar translation method during the learning process get higher score in an achievement test of English than the score got by those who have independent learning styles and treated by grammar translation method.” (Burhayani, ”Pengaruh Metode Pengajaran and Gaya Belajar terhdap Hasil Belajar Bahasa Ingris”, Tesis (Jakarta: PPs UNJ, 2003).
C. CONCEPTUAL FRAMEWORK
1. The effect of Teaching Method upon student’s speaking skill at private vocational school
teachers they once had, or they have learnt from experience or they are following a course book. In practice today, where people are demanded to be able to communicate with others in the real world, teachers are led to teach English communicatively. It is crucial to note that much more spontaneity is present communicative classroom: Students are encouraged to deal with unrehearsed situations under the guidance, but not control of the teacher.
CLTM is designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Students in a communicative class ultimately and receptively, in unrehearsed contexts outside the classroom. Students are given opportunities to focus on their learning process through an understanding of their own styles of learning. Students are, therefore, encouraged to construct meaning through genuine linguistic interaction with others. Consequently, students are motivate themselves to lean and so they can get enjoyment during the learning process. The implementation of communicative language teaching method is good towards learning achievement of English subject.
2. The effect of Emotional Intelligence upon student’s speaking skill at private vocational school
