CORRELATION BETWEEN EMOTIONAL INTELLIGENCE, VOCABULARY MASTERY AND READING COMPREHENSION (A Correlational Study between Emotional Intelligence, Vocabulary Mastery, and Reading Comprehension of the First Grade Students of SMA N 1 Surakarta in the Academic

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CORRELATION BETWEEN EMOTIONAL INTELLIGENCE,

VOCABULARY MASTERY AND READING

COMPREHENSION

(A Correlational Study between Emotional Intelligence, Vocabulary Mastery, and Reading Comprehension of the First Grade Students of

SMA N 1 Surakarta in the Academic Year of 2012/ 2013)

THESIS

By:

DEVI SETYA UTAMI

K2209016

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

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CORRELATION BETWEEN EMOTIONAL INTELLIGENCE,

VOCABULARY MASTERY AND READING COMPREHENSION

(A Correlational Study between Emotional Intelligence, Vocabulary Mastery,

and Reading Comprehension of the First Grade Students of SMA N 1

Surakarta in the Academic Year of 2012/ 2013)

By:

DEVI SETYA UTAMI

K2209016

Thesis

Submitted to English Department of Teacher Training and Education

Faculty of Sebelas Maret University as a Partial Requirement

for Getting the Undergraduate Degree

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

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MOTTO

Emotion is two-sides knife. It can help us with its sharp, but it can also hurt us

with that. Carefulness is the right way to handle it.

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DEDICATION

With love, this thesis is dedicated to:

 My beloved Dad and Mom, thanks for all the things given to me  My beloved brother and sister

 Mas Ryan, thanks for the support  My lovely friends:

 Amalia Lintang. A  Ana Putri Kresnawati  Andita Destiana. W  Desiana Pangesti. A. M  Dewi Mardhiyah. K  Esti Ratih

 Farkhatun Indah. L  Fitri Istiqomah  Indah Pratiwi  Isnaini Apri. U  Lusi Aminah. P  Friends of ED „09

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ABSTRACT

Devi Setya Utami. K2209016. CORRELATION BETWEEN EMOTIONAL

INTELLIGENCEE, VOCABULARY MASTERY, AND READING

COMPREHENSION (A CORRELATIONAL STUDY BETWEEN

EMOTIONAL INTELLIGENCE, VOCABULARY MASTERY, AND READING COMPREHENSION OF THE FIRST GRADE STUDENTS OF SMA N 1 SURAKARTA IN THE ACADEMIC YEAR OF 2012/2013). Thesis, Teacher Training and Education Faculty of Sebelas Maret University Surakarta. July 2013.

The objectives of this research are to find out the correlation between (1) students‟ emotional intelligence and reading comprehension; (2) student‟s vocabulary mastery and reading comprehension; and (3) students‟ emotional intelligence and vocabulary mastery toward reading comprehension.

This researcher uses descriptive research method, with category of correlational study. The study was conducted in March to May 2013 at SMA Negeri 1 Surakarta. The population is all of the first grade regular students of SMA Negeri 1 Surakarta which consists of ten classes. The total number of the students was 320 students. The sample was 32 students taken by cluster random sampling technique. The instruments in collecting the data are questionnaire and test. The questionnaire is used to collect the data of student‟s emotional intelligence, while the objective test is used to collect the data of vocabulary mastery and reading comprehension. The techniques which are used to analyze the data are Simple Correlation and Multiple Regression Correlation.

The result of the data analysis shows that in the level of significance α = 0.05 (1) there is a positive correlation between students‟ emotional intelligence and reading comprehension (rx1y= 0.73 and to = 5.91>tt = 1.7); (2) there is a

positive correlation between student‟s vocabulary mastery and reading comprehension (rx2y= 0.77 and to = 6.53 >tt = 1.7); and (3) there is positive

correlation between students‟ emotional intelligence, vocabulary mastery, and reading comprehension (Ry12 = 0.923 and Fo = 83.68 > Ft = 3.33).

The result of this research shows that emotional intelligence and vocabulary mastery are important factors that give contribution to student‟s reading comprehension. The students‟ emotional intelligence has 53.8% contribution to the students‟ reading comprehension, and the students‟ vocabulary mastery has 58.7% contribution to the students‟ reading comprehension. While simultaneously, the students‟ emotional intelligence and vocabulary mastery have 85.2% contribution to the students‟ reading comprehension. It means that the increasing of students‟ emotional intelligence and vocabulary mastery, either separately or simultaneously, will be followed by the increasing of the students‟ reading comprehension.

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ACKNOWLEDGMENT

Alhamdulillah all praises just be for Allah SWT, the Merciful Lord, for his

blessing to the researcher, helping, and giving her mercy, guidance, health,

strength, and everything during working and finishing this thesis. The researcher

received support, advice, and assistance from many people. Thus, she would like

to express her gratitude to those who give great contribution to the researcher to

finish this thesis:

1. The Dean of Teacher Training and Education Faculty.

2. The Head of English Department, Endang Setyaningsih, S.Pd, M.Hum.

3. Drs. Siswantoro, M.Hum, as the first consultant for his time, patience,

help, correction, guidance, and suggestions.

4. Dewi Sri Wahyuni, S.Pd.,M.Pd, as the second consultant for her time,

patience, help, correction, guidance, and suggestions.

5. Drs. Gunarso Susilohadi, M.Ed TESOL, as the academic consultant for

his time and guidance.

6. Drs. M. Asrori, M.Pd, as “the third consultant” for his time, patience,

guidance, and suggestion.

7. Dr. Ngadiso, M.Pd, as “the fourth consultant” for his time and

suggestion.

8. All lecturers in English Education Program for the precious knowledge.

9. Drs. H.M. Thoyibun, S.H., M.M, the headmaster of SMA Negeri 1

Surakarta for his permission to conduct the research.

10.Arni Ferra Sinatra, S.Pd.,M.Pd for her guidance during the research.

11.The students of class X for cooperating during the research.

The researcher accepts gratefully every comments and suggestions

because nothing is perfect except Allah SWT and neither this thesis. However, she

hopes that this thesis will be useful to the improvement of the English teaching

and learning.

Surakarta, July 2013

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THE APPROVAL OF THE CONSULTANTS... iv

THE APPROVAL OF THE THESIS EXAMINERS... ... v

CHAPTER II. THEORETICAL REVIEW ... . 6

A. Emotional Intelligence... 6

1. The Nature of Emotion... . 6

2. Emotional Intelligence... 6

3. Aspect of Emotional Intelligence... . 7

B. Vocabulary Mastery... 11

1. Vocabulary... 11

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3. Vocabulary Mastery... 12

C. Reading Comprehension... 17

1. The Nature of Reading... 17

2. Skills for Reading Comprehension... 18

3. The Ways of Reading... . 18

4. Reading Comprehension... 19

D. Rationale... . 20

E. Hypothesis... . 21`

CHAPTER III. RESEARCH METHODOLOGY ... . 22

A. The Aim of the Study... . 22

B. Research Setting... . 22

C. The Method of the Study... . 23

D. Population, Sample, and Sampling... 25

E. The Technique of Collecting Data... 26

F. The Technique of Data Analysis... . 31

G. Statistical Hypothesis... 36

CHAPTER IV. RESULT OF THE STUDY... 38

A. Description of the Stud... . 38

B. The Hypothesis Testing... . 41

C. The Discussion of the Research Finding... . 45

CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION... 47

A. Conclusion... . 47

B. Implication... .. 48

C. Suggestion... . 49

BIBLIOGRAPHY... . .. 50

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LIST OF TABLE

Pages

1. Emotional Intelligence Aspects... . 10

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LIST OF FIGURE

Pages

1. Bradberry-Greaves‟ Emotional Intelligence Aspects... 8

2. Example of Hyponym... 15

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b. Instrument of Emotional Intelligence Try Out... .. 57

c. The Sample of Students‟ Worksheet of Emotional Intelligence Try Out 60 3. a. Blue Print of Vocabulary Mastery Try Out... 62

b. Instrument of Vocabulary Mastery Try Out... 63

c. Answer Key of Vocabulary Mastery Try Out... .... 69

d. The Sample of Students‟ Worksheet of Vocabulary Master Try Out.. ... 70

4. a. Blue Print of Reading Comprehension Try Out... . 71

b. Instrument of Reading Comprehension Try Out... . 72

c. Answer Key of Reading Comprehension Try Out... ... 86

d. The Sample of Students‟ Worksheet of Reading Comprehension Try Out ... 87

5. a. Blue Print of Emotional Intelligence Questionnaire in Sample Class... 88

b. Instrument of Emotional Intelligence in Sample Class... ... 89

c. The Sample of Students‟ Worksheet of Emotional Intelligence Questionnaire in Sample Class... 91

6. a. Blue Print of Vocabulary Mastery Test in Sample Class... 93

b. Instrument of Vocabulary Mastery Test in Sample Class... . 94

c. Answer Key of Vocabulary Mastery Test in Sample Class... ... 100

d. The Sample of Students‟ Worksheet of Vocabulary Mastery Test in Sample Class... ... 101

7. a. Blue Print of Reading Comprehension Test in Sample Class... .. 102

b. Instrument of Reading Comprehension Test in Sample Class... .. 103

c. Answer Key of Reading Comprehension Test in Sample Class... ... 114

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8. Validity Formula... ... 116

9. Reliability Formula... .... 117

10. a. Validity and Reliability of Emotional Intelligence Try Out... ... 118

b. Validity and Reliability of Vocabulary Mastery Try Out... .... 128

c. Validity and Reliability of Reading Comprehension Try Out... .... 149

11. a. Data Description of Emotional Intelligence (X1)... .. 162

b. Data Description of Vocabulary Mastery (X2)... ... 163

c. Data Description of Reading Comprehension (Y)... ... 164

12. a. Normality of Emotional Intelligence Data ... ... 165

b. Normality of Vocabulary Mastery Data... . 166

c. Normality of Reading Comprehension Data... ... 167

13. a. Linearity and Significance of Single Regression (X1 and Y)... .. 168

b. Linearity and Significance of Single Regression (X2 and Y)... ... 170

14. Single Correlation (X1-Y and X2 –Y)... .. 172

15. Multiple Linear Regression and Correlation... 173

16. r Table... ... 175

17. Standard Normal Distribution Table... ... 176

18. L Table... ... 177

19. t Table... ... 178

20. F Table... ... 179

21. Permission Letters ... 180

Figur

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Referensi

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