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

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EMOTIONAL INTELLIGENCE AND STUDENTS’ ENGLISH

SPEAKING ABILITY

(A Study in One of Private Universities in Bandung)

A THESIS

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

Education

By :

Een Vivany Yunita

1201104

ENGLISH EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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EMOTIONAL INTELLIGENCE AND STUDENTS’

ENGLISH

SPEAKING ABILITY

(A Study in One of Private Universities in Bandung)

Oleh

Een Vivany Yunita

S.Pd UMB Bengkulu, 2011

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

Juli 2014

Hak Cipta dilindungi undang-undang.

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

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

Approved by :

Main Supervisor Co-Supervisor

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

This thesis has been approved by

The Head of Study Program of English Education

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

and they are all properly acknowledged.

Bandung, July 2014

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Een Vivany Yunita, 2014

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

Speaking Ability

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

APPROVAL PAGE ... i

DECLARATION ... ii

ABSTRACT ... iii

ACKNOWLEDGEMENTS ... iv

PREFACE ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... xi

LIST OF CHARTS ... xiii

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

1.2 Research Question ... 3

1.3 Hypotheses ... 4

1.4 Research Assumption ... 4

1.5 Research Objectives ... 4

1.6 The Scope of the Study ... 4

1.7The Significances of Study ... 5

1.8Clarification of Key Terms ... 6

1.9Thesis Organization ... 7

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

2.1.1 The Conception of Emotion ... 8

2.1.1 The Conception of Emotional Intelligence ... 11

2.2 The Dimensions of Emotional Intelligence... 13

2.2.1 Self-Awareness ... 14

2.2.2 Self-Control ... 16

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

2.2.4 Empathy ... 18

2.2.5 Social Skill ... 20

2.3Measuring Emotional Intelligence ... 21

2.3.1 Ability EI Test ... 21

2.3.2 Self-Report EI Test ... 25

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

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

2.6Conception of Speaking Skill ... 29

2.7Elements in Speaking Ability... 32

2.8Testing Students’ Speaking Ability ... 35

2.8.1 Types of Speaking Test ... 36

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

2.10 Concluding Remark ... 42

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

3.1.1 The Nature of Correlational Research ... 44

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

3.2.1 Population and Setting ... 46

3.2.2 Sampling and Sample ... 46

3.3Research Instruments ... 48

3.3.1 Questionnaire ... 48

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

3.3.2 Speaking Test ... 51

3.3.2.1 Validity and Reliability of Speaking Test ... 51

3.4 Procedure of Collecting Data ... 52

3.5Scoring Procedures... 53

3.6Data Analysis and Interpretation ... 54

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3.6.1.1 Analyzing Students’ Emotional Intelligence and Their

English Speaking Ability ... 54

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

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

3.7 The Data Interpretation ... 60

3.8Concluding Remark ... 62

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

4.1.1 Students’ Self-Awareness ... 65

4.1.2 Students’ Self-Control ... 67

4.1.3 Students’ Self-Motivation ... 67

4.1.4 Students’ Empathy ... 68

4.1.5 Students’ Social Skill ... 69

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

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

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

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

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

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

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

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

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

RECOMMENDATION

5.1 Conclusion ... 93

5.2 Limitations of the Study ... 95

5.3 Recommendation... 95

5.3.1 Practical Recommendation... 95

5.3.2 Theoretical Recommendation ... 97

BIBLIOGRAPHY ... 98

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

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

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

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

Appendix. 5 : Background Questionnaire ... 119

Appendix. 6 : Lembar Penjelasan Penelitian ... 120

Appendix. 7 : Informed Concent ... 121

Appendix. 8 : Skala Kecerdasan Emosi ... 122

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

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

Table 2.1 : The Classification of Emotions ... 9

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

Table 2.2 : Speaking Scoring Rubric ... 38

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

Table 3.4 : Categorization of Emotional Intelligence ... 55

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

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

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

Table 3.8 : Categorization of Emphaty ... 56

Table 3.9 : Categorization of Social Skills... 56

Table 3.10 : Speaking Scoring Rubric ... 57

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

Table 3.12 : Tests of Normality ... 59

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

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

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

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

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

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

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

English Speaking Ability ... 82

Table 4.21: The Relationship between Emphaty and Six Elements in English

Speaking Ability ... 84

Table 4.22: The Relationship between Social Skills and Six Elements in English

Speaking Ability ... 86

Table 4.23 : Stepwise Multiple Regression Analysis: Model Summary ... 88

Table 4.24 : Anova ... 88

Table 4.25 : Results of Stepwise Regression for Predicting English Speaking

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

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

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

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

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

Chart 4.5 : Students’ Emphaty ... 69

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

Ability

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

An Investigation into the Relationship between Emotional Intelligence and Students’

English Speaking Ability

Een Vivany Yunita

Indonesia University of Education

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

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

Ability

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

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

Een Vivany Yunita

Universitas Pendidikan Indonesia

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

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

INTRODUCTION

This chapter elaborates the general ideas related to the introduction of this

study. The discussion involves the background of the study, the research

questions, hypothesis, research assumption, the research objectives, the scope of

the study, the significances of the study, and the clarifications of key terms.

1.1 Background of the Study

It is granted that individual capacities to learn foreign language tend to be

different. Among so many factors contributing to second or foreign language

learning success, including motivation, attitude or personality types, it seems that

one important factor which accounts for success in language learning is the degree

of intelligence that individual possess (Pisghadam, 2009 p.1). In other words,

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

Meanwhile, Smith (2002) mentions that Intelligence Quotient (IQ) does not

seem to adequately explain individual difference in academic success or fail to

fully explain cognitive ability. Among other intelligences, emotional intelligence

is argued to be more important than Intelligence Quotient (IQ) for promoting

academic, personal and occupation success (Jahandar, et.al, 2012, Mayer &

Salovey, 1993, Mayer & Geher, 1996, Zeidner,et.al, 2009). Turner (2011) adds

that emotional intelligence is a better indicator of success than traditional

cognitive intelligence. People with higher emotional intelligence find it easier to

form and maintain interpersonal relationships (Rode,et.al, 2006) and to solve

problems (Juvec & Gerli, 2001 in Bracket & Salovey, 2006). Thus, EI is argued to

be more vital than simply being cognitively smart.

Furthermore, Emotional Intelligence (EI) is also so much necessary for

effective social interaction and classroom success (Elias, 2004 in Fatum, 2008 p.

27). Research indicates that emotional intelligence is associated with success in

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many areas of life, including effective teaching, student learning, quality

relationships, and academic performance (Brackett & Katulak, 2006 p.1).

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

success, personal and social lives beyond the effects of personality and general

intelligence (Jennings & Greenberg, 2009 p.1). The importance of EI exists

because emotions drive attention which impact learning, memory, and behavior

(Ohman, Flykt & Esteves,2001 in Bracket & Katulak, 2006).

Moreover, studies reveal that emotional intelligence can be taught and

students can be coached to develop the tools and skills needed to manage their

positive and negative emotions (Darling-Hammond, et.al n.d p. 92). Emotional

Intelligence (EI) is not like IQ which is relatively fixed, but Emotional

Intelligence is something that can be built as the age (Jahandar, et.al, 2012,p.1).

IQ is more static measures and likely to stay quite constant through life

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

can be improved by learning (Turner, 2011). In contrast, Shipley, Jackson &

Segrest (in press) showed in their research that age is not positively correlated

with Emotional Intelligence. It means that the elder person does not guarantee to

have higher Emotional Intelligence. However, this intelligence is something that

can be trained and improved with the knowledge.

Emotional Intelligence influences people’s action (Fatum, 2008 p.26)

whereas academic aptitude (IQ) has no connection with how people understand

and deal with their emotions and others’ emotions (Schutte,et.al, 1998). Fatum

(2008,p.26) argues that if schools focus only on academic instruction and school

management in their effort to help students attain academic success, they will fail

to achieve their goals. Thus, it is important to educate students to be socially and

emotionally intelligence in order to receive the maximum benefit of a teaching

program.

On the other hand, as stated by Krashen (1981) in Zarezadeh (2013) that

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strains for the learners. The problems get more difficult for the students as they

are expected to communicate with a language which is different with their mother

language. Thus, having the ability to manage emotions when facing complicated

learning situation is useful for students.

Based on the explanation above, it can be concluded that there is ample

evidence that emotions affect performance. Positive emotions can improve

performance, while negative ones can diminish it (Darling-Hammond, et.al n.d

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

difficulties in speaking English is caused by psychological factors such as fear of

making mistake, shyness, anxiety, lack of self-confidence, and lack of motivation.

Those difficulties, as theorists argue, hinder the students to speak actively in

English class (Juhana, 2011 p.35). Thornburry (2005, p.28) states that those

psychological factors contribute to speaking failure and cause an acute sense of

anxiety when it comes to speaking. Thus, if the students have been introduced to

the power of Emotional Intelligence (EI), they likely would be able to effectively

handle anxieties, shyness, anger, fear and the stresses of learning difficulties.

Although many studies show EI has the potential to have important role in

predicting the overall academic performance ( Zeidner et.al, 2009). However, in

Indonesian context, as far as the writer is concerned, there has not been found any

studies conducted in the area of emotional intelligence and English language

learning especially in speaking skill. Therefore, the major concern of this study

seeks to shed light on the relationship between Emotional Intelligence and

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

this study investigates the relationship between Emotional Intelligence and

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

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

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

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

research questions:

1. What is the state of students’ emotional intelligence (EI) ?

2. What is the state of students’ English speaking ability ?

3. Is there any significant relationship between Indonesian EFL learners’ EI

and their English speaking ability?

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

Indonesian EFL learners’ English speaking ability?

1.3 Hypotheses

Based on the specific problems which are the concern of this research, the

researcher has come up with the emotional intelligence which is believed to have

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

on the prior studies conducted on the topic of Emotional Intelligence and

education especially in English language learning. Hence, the alternative

hypothesis is formulated:

There is significant relationship between Emotional Intelligence and English

speaking ability of Indonesian EFL learners.

1.4 Research Assumption

Research problem in this study is built based on the assumption that emotion

is a part of human nature. Emotion typically arises in response to an event

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

to process information (Nelson, 2007). Therefore, based on the explanation above,

it can be assumed that emotional intelligence also contributes to students'

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

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

significant relationship between Emotional Intelligence and students’ English

speaking ability in Indonesian context. Most specifically, this research is aimed to

know which dimension(s) of Emotional Intelligence based on the Goleman theory

can mostly predict the students’ ability in speaking English.

1.6 The Scope of Study

This paper specifically concerns on discovering the relationship between

students’ Emotional Intelligence and their English speaking ability in one of Private Universities in Bandung in the academic year 2013/2014. In addition, this

study also tries to find out which dimensions of Emotional Intelligence such as

Self-Awareness, Self-Control, Self-Motivation, Empathy and Social skills, can

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

of Emotional Intelligence of Goleman which defines EI as the way in which an

individual processes information about emotion and emotional responses.

Furthermore, oral presentation is administered to measure students’ English

speaking ability. The students are asked to deliver a speech in English language.

According to Bruford (2008, p. 54), oral presentation requires students to identify

and explore the knowledge issues raised by knowledge claimed from a substantive

real-life situation that is of interest to them.

1.7 The Significances of Study

The results of this study is hoped to give a meaningful contribution

theoretically and practically. Theoretically, this study is expected to enrich the

literature on the relationship between emotional intelligence and English language

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For the practical contribution, this study is hoped to give meaningful

contribution for four important components; the education policy maker, the

teachers, the students, and the next researcher. First, the finding of this study is

important for the education policy maker to include the programs to raise the

emotional competencies of Indonesian students especially in English language

learning. As many studies have found the importance of Emotional Intelligence in

foreign language learning, therefore, the education policy maker needs to develop

more educational programs designed to improve emotionally and socially

intelligent behavior that are based on scientific observations and empirical

findings.

Second, the result of this study is meaningful in terms of providing English

teachers with evidence that emotional intelligence is one of important aspects in

influencing the students’ academic performance especially in their English

speaking performance. Third, based on the fact that speaking is one of the difficult

skills in English (see Togatorop, 2009; Juhana, 2011), therefore, practically this

study can be empirical findings for students to improve their emotional

intelligence as many studies have showed the significant contribution of EI to

students’ academic performance (Pishghadam, 2009; Saidy,et.al, 2009;

Motallebzadeh, 2009; Skourdi & Rahimi, 2010; Jahandar,et.al, 2012; Zarezadeh,

2013). Thus, it is hoped that the students will learn the knowledge of Emotional

Intelligence and the ways to improve this intelligence.

The last significance relates to further researchers. This study can encourage

them to continue studying the impact of EI on various aspects of student’s and

teacher’s performance and behavior using a number of different EI instruments. It will provide teacher and student with more information on the various type of

performance and behavior that are affected by EI ( Bar-On, Maree & Elias, 2007

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

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

1. Relationship is defined as connection between two things in which one

thing changes as the other does (Oxford Learners Pocket Dictionary, 2003:

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

ability and their Emotional Intelligence.

2. Emotional Intelligence is the ability of being aware of feelings and

handling disruptive emotions well, emphasizing with how others feel, and

being skillful in handling the relationships (Goleman, 2001). Furthermore,

Goleman also explains that there are five dimensions in emotional

intelligence; self-awareness, self-control, self-motivation, empathy and

social skill.

3. Speaking ability is students’ oral communication ability in terms of five

sub skills: pronunciation, grammar, vocabulary, fluency and confidence.

1.9 Thesis Organization

This thesis is organized into five chapters. Chapter one discusses the

introduction dealing with the background of the research, the objectives of the

study, the scope of the research, the significance of the study, the definitions of

the terms and the organization of the thesis. Then, chapter two presents the

supported theory to the topic of the research and previous researches on

Emotional Intelligence in foreign language learning. In chapter three, research

methodology and design are explained in detail. Furthermore, chapter four

contains the description of data analysis, data presentation, and discussion. In the

last chapter of this thesis, the conclusion of the study and recommendation for

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

METHODOLOGY

This chapter discusses things related to the way this study is conducted. Research

design, data collection methods which consist of population, sample and setting,

research instruments, procedure of collecting the data, and data analysis and

interpretation are explained in this chapter.

3.1 Research Design

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

Emotional Intelligence and students‟ English speaking ability. This study applied the descriptive method with an ex-post facto design. Gay,L.R (1987) states that a

descriptive method is a method of research that involves collecting the data in

order to test hypothesis or to answer questions concerning the status of the subject

of the study. Moreover, an ex-post facto design was used because it was suitable

to investigate attributive variables which mean a kind of characteristics that

should be possessed by the participants of study before a researcher began her

study (Ary, et.al, 2010, p.331). In this study, the attributive variable was students‟

Emotional Intelligence, so that the variable could not be manipulated since it has

been occurred in nature.

3.1.1 The Nature of Correlational Research

Correlational research involves collecting data to determine whether, and

to what degree, a relationship exists between two or more quantifiable variables

(Gay, 1987, p. 191). In line with Gay, Brown (1990) states that correlational

studies are designed to investigate the mature and the strength of functional

relationships among of the variables of interest to the researcher. Therefore, the

purpose of this study was to determine the mature and the strength of relationships

between emotional intelligence and students‟ English speaking ability and to use

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Correlational research is one of the descriptive research types which

describe the existing condition (Brown, 1990). Thus, it describes what exists at

the moment such as conditions, practices, processes, structures etc. It also means

that correlational approach investigates the relationship between unmanipulated

variables and does not use random assignment. Random assignments of

participants and the manipulation of variables are absent in correlational research

because the events of interest have already occurred or naturally occurring (Gay,

1987). Furthermore, random assignment is not used since there are no control

conditions in this study. Students‟ emotional intelligence and their English

speaking ability are something that cannot be manipulated. The level of emotional

intelligence that the students possess is the condition of their recent capacity to

utilize and understand emotion in the self and others. Moreover, the level of

emotional intelligence is also the product of some connected factors, such as

gender, age, life experience, environment, and educational background (Goleman,

2001; Tridhohanto, 2009 in Purnama, 2010). Therefore, the level of students‟

emotional intelligence cannot be manipulated since it is naturally occurring and

the researcher did not give the students any treatment before.

Furthermore, variables to be correlated should be selected on the basis of

some rationale (Gay, 1987). Gay further adds that the relationship to be

investigated should be a logical one, suggested by theory or derived from

experience. There are some rational reasons of choosing Emotional Intelligence

and speaking skill as the variables in this study. Truthfully, this study is so much

inspired by many previous studies on the role of EI in human life. In addition, it is

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

English language learning especially in speaking skill. Language anxiety

sometimes hinders the researcher to speak English and there is always pressure of

performing oral English presentation which results negative effects like awkward

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

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

speaking ability.

Theoretically, Salovey &Mayer (1990,p. 188) state that emotionally

intelligent people will be able to deal with stress, predict consequences,

communicate feelings, solve relationship problems, motivate themselves and even

inspire others. According to Schutte, Schuettpelz & Malouffi (2001), people with

higher emotional intelligence will perform better on cognitive tasks and they will

be able to deal with frustration or helpless that may result from encountering very

difficult task. In addition, prior studies have demonstrated that emotional

intelligence has something to do with the success of foreign language learning

(Pisghadam, 2009; Zarezadeh, 2013). Therefore, it can be assumed that

emotional intelligence can help students to reduce their negative emotions that

hinder them to speak English at class.

3.2 The Population, Setting and Sample of Research

3.2.1 Population and Setting

Population in this research was all fourth semester students in one of

Private Universities located in Cimahi, Bandung. All students were majoring in

English education study program. Moreover, the total population in this study was

156 students. The population was taken because of its accessibility and the

research site was basically chosen because it was open to researcher who wanted

to conduct the research there. Since the researcher was one of the teaching staffs

there, the permission to do the research in this University was obtained.

3.2.2 Sampling and Sample

Sample was chosen purposively in this study. The respondent should have

the same knowledge capacity toward learning English as foreign language. Then,

choosing students who have the same English learning background is essential to

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intelligence and students‟ English speaking ability without any intervention of

other moderator variables such as English learning experience and so forth. The

research sample was selected based on some criteria. The criteria of choosing the

research sample were as follow:

1. English Learning Experience.

Students should have the same length of time in studying English with

the assumption that the longer students study English, the better their

English language proficiency will be. In relation to speaking

qualification, students who have been learning English for 13 years are

assumed to have better speaking performance than those who have just

learnt English for 5 years. Therefore, students who have been learning

English for 13 years are highly not compatible to students who have

been learning English for 10 years. In this study, all of samples were

students who have been learning English for 10 years and 6 months.

2. Length of Living in English Speaking Country.

Students should have the experience of staying in English speaking

country. If not, all chosen students should never have any experience of

living in English speaking country.

3. English Achievements.

Students should have any achievements in English study. If not, all

chosen students should never get any achievements in English study.

4. English Teaching Background.

Students should have any experience of teaching English. If not, the

chosen ones should never have any English teaching background.

5. Studying English in Courses

Students should ever study English language in non-formal education

such as English courses. If not, the chosen ones should never study

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In addition, of 156 students study in this private university only 45 chosen

students in this study were found to have the same background in studying

English (See appendix. 10). Those 45 students have been learning English for ten

years and six months in formal education. Moreover, they never take English

courses before, never get any English achievements, never teach English before

and never stay in English speaking country. Thereupon, the 45 students were

assumed to have the same capacity and ability to speak English language.

Furthermore, for a correlational study, 45 students were an acceptable sample size

(Gay, 1987).

3.3 Research Instruments

Before applying two main research instruments, the sample had been

selected based on some criteria. To know this aspect, a paper sheet had spread to

156 fourth semester students in order to gain their information about their length

of English learning experience, their educational background, their experience in

teaching English and their achievement in English subject. Then, two main

instruments were used in this study. The following were the instruments which

had been used to gain the data:

3.3.1 Questionnaire

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

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

model tradition have typically used questionnaires to assess emotional intelligence

(Schutte, et.al, 1998). The approach is based on the assumption that people have

sufficient insight into their own emotions and real-life functioning for self-report

to be valid (Zeidner, et.al, 2009, p.26).

There were some reasons of using questionnaire in this research. First, the

use of questionnaire provides a straightforward and economical means for

measuring individual differences in emotional intelligence (Schutte, Malouff &

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Viswesvaran, 2007). Given the brevity of the questionnaire, it is quick and simple

to administer and score within one class session and it takes less time to

administer than the MSCEIT (see Chapter 2 Section 2.2.3.1) (Gardner, 2008).

The second one relates to administration costs (Van Rooy & Viswesvaran, 2007).

The use of self-report EI test is generally inexpensive and requires few resources

for administration.

The questionnaire used in this study was Emotional Intelligence Scale

which was originally constructed in Indonesian language by Daryono (2011).

Therefore, it was not necessary to translate it to Indonesian language. This

questionnaire had been tested its reliability and validity and had been confirmed

as reliable and valid instrument. Further, the EI scale was in the form of a

five-point likert scale ranging from „very seldom or not true of me‟ (1) to „very often true of me or very true of me‟ (5). The likert scale was chosen for some reasons. The likert scale is the most universal method for survey data collection which is

easily understood (LaMarca, 2011). The responses were easily quantifiable and

subjective to computation of some mathematical analysis (Bertram, 2007). It was

also efficient to be used in terms of the researcher‟s time, effort and cost.

The instrument covers five dimensions of Emotional intelligence such as,

self-awareness, self-control, self-motivation, recognizing emotion in others

(empathy), and social skill.

Table.3.3 Five Dimensions of Emotional Intelligence

No Dimensions Indicators Items

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

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

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

 Having positive feelings in the self and others

18,19

 Being able to handle stress 20, 21

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

 Accepting oneself 25, 26

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

e.g regret

29, 30

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

 Being optimist 34, 35, 36

 Being responsible 37, 38

4. Recognizing emotions in others (Empathy)

 Being tolerant to others‟ opinions 39, 40

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

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

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

49, 50,51

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

 Having good communication ability 55,56

 Being friendly and easily in socializing

Regarding an Emotional Intelligence Scale employed in this study, several

clear instructions were given in both oral and written way before asking the

participants to fill in the questionnaire.

3.3.1.1 Validity and Reliability of Emotional Intelligence Questionnaire

An EI questionnaire used in this study should be valid and reliable. It is

because a research must employ a valid and reliable instrument (Sugiyono, 2013,

p.169). By using the valid and reliable instruments in collecting data, it is highly

expected that the result of the study will be valid and reliable too.

In terms of validity, Hatch & Lazaraton (1991) explain that validity is

divided into three types; content validity, criterion-related validity and construct

validity. Content validity concerns with how well the test represents the content or

behavior to be tested. Criterion-related validity concerns with whether or not the

test can describe the psychological factors related to the test performance. Dealing

with construct validity, Sugiyono (2013) explains that construct validity like

validity by definition. Therefore, an instrument can be stated for having construct

validity if it can be used to measure the phenomenon as its definition is. It is the

degree to which an instrument measures theoretical construct that it is intended to

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The instrument which is based on the appropriate theory written on the literature

review can be stated as a valid instrument (Sugiyono, 2013). This instrument has

been constructed based on five dimensions of Emotional Intelligence in Goleman.

Goleman (1996) states that there are five dimensions of Emotional Intelligence;

self-awareness, self-control, self-motivation, recognizing emotions in others

(empathy), and social skill. Therefore, this instrument is constructively valid.

Moreover, to test the construct validity, the judgments from experts had

already employed in this study. The judgment was done by three experts and had

already reviewed by the supervisors from Educational Psychology and Guidance

Program (Daryono, 2011, p.104). Three experts were three master students

majoring in the same program as the supervisors come from.

Furthermore, the reliability refers to the extent to which measurements are

consistent. According to Green (2005), valid instrument is always reliable but a

reliable instrument may not always be valid. Based on this assumption, Emotional

Intelligence scale is considered to be reliable. Additionally, this questionnaire had

been tested its validity and reliability statistically. Besides, three experts had been

asked by Daryono to review and judge all items on this questionnaire.

3.3.2 Speaking test

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

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

ability to comprehend the meaning in a variety of tasks. Therefore, the students

received a single score reflecting their performance (Douglas in Hughes, 2002, p.

83).

Moreover, speaking test used in this study was monologue speaking test

with partially interactive speaking situation. Partially interactive speaking

situation is speaking activity when giving a speech to a live audience where the

audience cannot interrupt the speech (Nazara, 2011, p.29). The students can see

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understood. The type of speaking test was speech and students were asked to

deliver an English speech in front of the class. The reason of choosing this

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

emotional state has any connection with their speaking performance. The main

topic was given to students and they should be able to perform it in front of the

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

scoring rubric.

3.3.2.1 Validity and Reliability of Speaking Test

Speaking test implemented in this research should be valid and reliable.

A valid test is measured what is intended to measure accurately (Hughes,

1990,p.76 as cited in Sak,2008,p.14). Thus, the assessment becomes valid when

the test assesses what it claims to assess and tests what has been taught.

Face and content validity were used in this study to find out the validity of

the assessment. Face validity is concerned if the test appears to test what the name

of the test implies (Dick & Hagerty, 1971 as cited in Sak, 2008,p.18). The test

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

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

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

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

appropriate with the students‟ level of proficiency. Students in this study had already learnt speaking for general purposes and professional context. On fourth

semester, they were expected to be able to speak in front of public, to deliver

academic speech and to speak English during the seminar and conference.

Therefore, this test had already met content validity because the task was

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

done by choosing the topic and genre, giving clear instruction and ensuring the

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

The procedures of data collection including the administration and scoring

procedures are presented as follows:

The data were collected in two sections. The first section was spreading

the Emotional Intelligence scale. In order to re-determine the validity of the

instruments used, the researcher asked the supervisor to check whether the

statements of the questionnaire were really designed in accordance to the research

questions. Furthermore, in order to motivate students to join to this research, the

objective of the study had been explained to them both in oral and written way. In

avoiding the misunderstanding, all the instructions were given in Bahasa

Indonesia. It took 20-25 minutes or more to complete, although there was no

formal time limit. The samples were asked to answer all questionnaire items

carefully.

The second section was administering English speaking test. The

researcher collaborated with the English speaking lecturer had prepared the

students to face the speaking test. Students were told to deliver an English speech

with “Education in Indonesia” as the main theme. They had a week to prepare all the things and they were allowed to bring their speech outline. Furthermore,

students only had 5 to 10 minutes to deliver their English speech. In the research,

Two qualified relevant lecturers had helped the researcher to assess the students‟

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

avoiding the subjectivity of the researcher to gain the data.

3.5 Scoring Procedures

The procedures of scoring for the EI and speaking test are as follows:

The students were assessed on their Emotional Intelligence by using the

questionnaire of emotional intelligence. The participants needed to fill every

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

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from 1 to 5. Therefore, the measure yielded the global score ranging from 66 to

330. It means that the highest score was 330 while the lowest score was 66.

On the other hand, students‟ speaking performance was assessed based on

speaking scoring rubric with the score ranging from 6 to 30. Hence, the lowest

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

performances were recorded and assessed later by the examiners. This method has

some advantages and disadvantage. The disadvantage of the taped test is that it is

less personal, the examinee is talking to a video and not to a person (Cartier, 1980

in Fulcher, 1993). Moreover, the taped test is inflexible. It means that if

something goes wrong during the recording , it is virtually impossible to adjust for

it.

However, taped speaking test has some advantages. Cartier (1980, as

quoted in Fulcher, 1993, p. 76) states that taped test is very practical when it

comes to test a large number of students. It is also more objective since each

student receives identical stimuli (ibid.p.76). The scoring can be performed at the

most convenient or economical time and location.

3.6 Data Analysis and Interpretation

3.6.1 The Data Analysis

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

data description which include the description of students‟ emotional intelligence

and their English speaking ability, (2) The relationship between emotional

intelligence and English speaking ability , and (3) The dimensions of Emotional

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

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

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3.6.1.1 Analyzing Students’ Emotional Intelligence and their English

This study described the present condition of students‟ emotional

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

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

described in detail in chapter IV. In order to present the data in the first part, the

researcher analyzed the questionnaire of emotional intelligence and students‟

English speaking ability by using the appropriate formula.

The questionnaire of Emotional Intelligence comprised 66 brief items and

employed a 5 points likert scale. It rendered a total EQ score, consisting of five

aspects of emotional intelligence, namely (1) self-awareness (2) Self-control or

managing emotions in the self, (3) self-motivation, (4) managing others‟ emotions

(empathy), and (5) social skills or handling social relationship. To get the total EQ

score, all the scores (factors 1 to 5) had to be added. The maximum score was 330

and the minimum score was 66. Furthermore, each dimension had to be scored

and classified as high, average and below average (Daryono, 2011). The formula

used to categorize the level of emotional intelligence was as follow.

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

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

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

(Daryono, 2011,p.112).

HM stands for hypothetical mean or ideal mean. HM was obtained by

multiplying the total valid item to three. In addition, standard deviation was done

by dividing the range (the difference between the highest score and the lowest

score) with six (please see appendix.3).

Therefore, after calculating the data, the categorization of emotional

intelligence was as follow.

Table.3.4 Categorization of Emotional Intelligence

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Above 253 High

209 – 253 Average

Below 209 Low

Meanwhile, every single dimensions of emotional intelligence was also

categorized by using the above formula. Table.3.5 below explains the

categorization of self-awareness as the first dimension in emotional intelligence.

Table.3.5 The Categorization of Self-Awareness

Total Score (SA) Interpretation

Above 38.32 High

31.66 – 38.32 Average

Below 31.66 Low

Furthermore, the second dimension of emotional intelligence had been

classified as follow.

Table.3.6 The Categorization of Self-Control

Total Score (SC) Interpretation

Above 76.6 High

63.32 – 76.6 Average

Below 63.32 Low

The third dimension in Emotional Intelligence is self-motivation. The

categorization of each level was presented in the following table.

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Total Score (SM) Interpretation

Above 30,66 High

25,33 – 30,66 Average

Below 25,33 Low

Then, the fourth and fifth dimensions in Emotional intelligence are

empathy and social skill which had already been calculated their categorization.

The following table presents them.

Table.3.8 The Categorization of Empathy

Total Score (Empathy) Interpretation

Above 38,32 High

31,66 – 38,32 Average

Below 31,66 Low

Table.3.9 The Categorization of Social Skill

Total Score (EQ) Interpretation

Above 69 High

57 – 69 Average

Below 57 Low

Therefore, students‟ answer on emotional intelligence questionnaire was classified as the above categorization. The next step was the researcher scored the

students speaking test by using speaking scoring rubric. Analytic speaking scoring

schemes were preferred over holistic schemes by many speaking specialists for

some reasons. The advantages of using scoring rubric are related to timing,

standard credibility, objectivity and consistent grading (Kitao & Kitao, 1996).

Rubric demonstrates clearly how assignments are evaluated, the evaluation

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assignment (Nakamura & Valens, 2001 as cited in Rahman, 2010). Besides, using

rubrics in speaking will reduce grading time. Teacher does not need to think

repeatedly to give the score towards the students‟ speaking ability (Kitao & Kitao,

1996).

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

Table.3.9 Speaking Scoring Rubric

Element of language Marks

Excellent: 5 marks Very Good: 4 marks

e. Vocabulary Uses extensive vocabulary

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Moreover, the result of the test was analyzed by using descriptive statistics

because the data cannot be used for generalizing results beyond the context and

research participants. This study used this following formula :

∑

Where:

Average score y (speaking ability)

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

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

performance would be categorized into five classifications of speaking

performance, namely:

Table.3.10 Classification of Students’ Speaking Performance

Mean Classification

1 – 1.9 Poor

2 – 2.9 Fair

3 – 3.9 Good

4 – 4.9 Very Good

5 Excellent

3.6.1.2 Analyzing the Existence of Relationship between Emotional

Intelligence and English Speaking Ability

A correlation analyses was used to determine the correlation between

two variables. To show the correlation between two variables more easily, as

suggested by Hatch and Lazaraton (1991, p.427), the values of variable should be

plotted against the other variable‟s value. In this study, the students‟ Emotional

Intelligence level was the variable X, whereas their speaking performance was the

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Furthermore, to be more specific, this study also tried to find out the

relationship between five dimensions in emotional intelligence and six elements in

speaking test (fluency, grammatical accuracy, comprehensibility, pronunciation,

vocabulary, and confidence). It is interesting to know which one of five

dimensions in emotional intelligence has the highest relationship with each six

elements in speaking ability.

To determine which correlation formula would be used, the distribution

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

Table.3.11 Tests of Normality

One-Sample Kolmogorov-Smirnov Test

emotional_intellige

nce

speaking_ability

N 45 45

Normal Parametersa,b Mean 224,9778 224,2444

Std. Deviation 14,18785 17,46705

Most Extreme Differences

Absolute ,108 ,095

Positive ,108 ,095

Negative -,095 -,071

Kolmogorov-Smirnov Z ,721 ,637

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

a. Test distribution is Normal.

b. Calculated from data.

As it is seen in Table.3.11, the significance value on emotional

intelligence and speaking ability (0.676 and 0.812) were much greater than 0.05.

According to Pallant (2011, p.63), if the significant value is more than 0,05, it

means that the data are normally distributed. Therefore, both on speaking score

and EI score were normally distributed. Since the distribution of data were

normal, thus, Pearson product moment formula was used to calculate the

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3.6.1.3 Analyzing which dimensions of Emotional Intelligence can mostly

Predict English Speaking Ability

To know which dimension of Emotional Intelligence can mostly predict

the students success in English speaking, multiple regression analysis with

stepwise method was also employed through SPSS statistic software as well.

Multiple stepwise regression analysis was applied when the researcher wanted to

determine which of all the independent variables best predicts performance on the

dependent variable (Hatch & Lazaraton, 1990 p.480).

Moreover, independent variables used to predict dependent variable in this

study were five dimensions of emotional intelligence. They are self-awareness,

self-control, self-motivation, empathy, and social skill. Dependent variable was

students‟ English speaking ability.

3.7 The Data Interpretation

The data can be interpreted after the value of the observed r is consulted

to the value of the critical r table). In other words, the result of correlation

coefficient between X and Y is consulted to Pearson Product Moment table on the

level of significant 5%. If the observed r is higher than the critical r at the

significant level of 5 %, it means that there is positive correlation between two

variables. A coefficient near + 1.00 has a high size and a positive direction (Gay,

1987, p.193). It represents a high degree of relationship and can be interpreted that

a person with a high score on Emotional Intelligence test is likely to have a high

score on speaking test and vice versa.

However, if the observed r is lower than the critical r at the significant

level of 5 %, it means that there is no correlation between Emotional intelligence

and students‟ English speaking ability. In other words, a coefficient near -1.00 has a high size and a negative or inverse direction (Gay, 1987 p.13). It means that

students with a high score on Emotional Intelligence test is likely to have a low