Vol. 2, No. 4, 2022
The Influence of Emotional Intelligence and Speaking Self Efficacy on Speaking Skill of English Foreign Language College Students
Pengaruh Kecerdasan Emosional dan Efikasi Diri dalam Berbicara Terhadap Keterampilan Berbicara Mahasiswa Bahasa Inggris
Khairun Nisa*, Kisman Salija, Asfah Rahman Department of English Education, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding authors: [email protected]
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui pengaruh kecerdasan emosional dan efikasi diri berbicara siswa terhadap keterampilan berbicara. Penelitian ini merupakan penelitian korelasional dengan jumlah populasi penelitian ini adalah 30 mahasiswa semester II dan IV Jurusan Pendidikan Bahasa Inggris Universitas Muhammadiyah Makassar. Data penelitian dikumpulkan dengan menggunakan angket dan tes berbicara. Analisis data menggunakan skala Likert dan analisis linier berganda melalui SPSS versi 25. Hasil penelitian menunjukkan bahwa nilai (sig.) diketahui nilai sig. kecerdasan emosional 0,007 < probabilitas 0,05, maka hipotesis pertama diterima karena berpengaruh positif terhadap keterampilan berbicara. Tanda tangan nilai. efikasi diri 0,001 < 0,05 probabilitas, maka dapat disimpulkan hipotesis kedua diterima karena berpengaruh positif terhadap keterampilan berbicara. Kecerdasan emosional dan efikasi diri berbicara secara simultan berpengaruh signifikan terhadap kinerja berbicara siswa dibuktikan dengan F hitung = (19,276) > F tabel (3,34). Jadi, disimpulkan bahwa kecerdasan emosional dan self-efficacy berbicara mempengaruhi keterampilan berbicara mahasiswa semester dua dan empat Jurusan Pendidikan Bahasa Inggris Universitas Muhammadiyah Makassar.
Kata Kunci: Kecerdasan Emosional, Efikasi Diri, Keterampilan Berbicara.
ABSTRACT
The purpose of this study was to determine the influence of emotional intelligence and speaking self-efficacy of students in speaking skill. This research was a correlational study with a total of population of this research is 30 students on the second and fourth semester students of the Department of English Education, University of Muhammadiyah Makassar. Research data were collected using a questionnaire and speaking test. The data were analyzed using a Likert scale and multiple linear analysis through SPSS version 25. The result of this research showed that the value (sig.) known to be the value of sig. emotional intelligence is .007 < probability 0.05, it is concluded that the first hypothesis is accepted because it has a positive effect on speaking skill. Sig. value. self-efficacy is .001 < 0.05 probability, it can be concluded that the second hypothesis is accepted because it has a positive effect on speaking skill. Emotional intelligence and speaking self- efficacy, simultaneously have significant effect on students speaking performance as evidenced by F count = (19.276) > F table (3.34). So, it concludes that emotional intelligence and speaking self - efficacy influencing students speaking skill of the second and fourth semester students of English Education Department, Muhammadiyah University of Makassar.
Keywords: Emotional intelligence, Speaking Self-Efficacy, Speaking Skill
1. INTRODUCTION
One of from four skills should be learnt by students in learning English is speaking because it is the basis of communication and is the most difficult skill. Speaking English was the most difficult for learners Oradee (2012). According to Nunan (1995), acquiring speaking skills is the most important component of learning a second or foreign language, and success is judged by one's ability to carry on a conversation in that language.
Emotional intelligence refers to the capacity to recognize the feelings and feelings of others, provide motivation, manage emotions and good relationships.
In the holy Qur’an also inclusive verses that suggest each person to be aware of themselves, knowledgeable of their emotions and thoroughly understand their feelings. Based on Alghamdi (2006) such as mentioned in Surah Adh-Dhariyat verse: 21.
ٓ ىِف َو
ٓ مُكِسُفنَأ
ٓ ۚ
َٓلَفَأ
َٓنو ُر ِص بُت
21. And in your own souls (too); will you not then, see?
It can be defined as the ability to recognize, understand, and express oneself. Ability to handle strong emotions; ability to adapt, modify, and correct problems of social or personal nature and emotional intelligence may be considered one of the key elements of language learning.
2. LITERATURE REVIEW
2.1. Correlation between Emotional Intelligence and Speaking Skill
Speaking is also a great way to help others understand what we mean and what we are saying. For most people, speaking a language is equivalent to knowing that language, because language is the most basic means of human communication. It is difficult for students to try oral practice. Khooei, S. (2014) in his journal explores the relationship between emotional intelligence and its components and the fluency, accuracy, and difficulty of oral tasks among students of Iranian English as a Foreign Language (EFL). The results of the correlation analysis showed that emotional intelligence had a statistically positive relationship with the complexity of the students' oral work.
2.2. Theories related to the correlation between self- efficacy and speaking skill
According to Hamouda, the relationship between self- efficacy and speaking ability is clear, and students' self- efficacy appears to have a significant impact on their speaking skill, because there are several factors that cause students to be hesitant to speak English as a foreign language, including anxiety, lack of interest in English class, shame, low confidence, and confidence in their speaking abilities. When attempting to communicate with others, some people, particularly students, find it challenging to use English. They still appear unsure while interacting with their peers and professors in English, as most students appear passive, and they are hesitant to speak English in class. Thus, they not only have to be motivated for learning but also confidence in doing these practices and task.
3. RESEARCH METHOD
3.1. Research Design
This research used an ex-post facto design and was categorized as correlational research. An ex-post facto study attempts to understand the relationships between naturally occurring phenomena without the intervention of the researcher. Furchan (2007) provides a definition of ex-post facto research as systematic empirical research in which the researcher does not control the independent variables directly because they occur before; or cannot be manipulated. The conclusion of the relationship between variables is carried out without direct intervention from variations that accompany or accompany the independent variable and the dependent variable. It is conducted through a quantitative approach. In this quantitative data term, statistical analysis is used to calculate the numerical data collected and analyze it using correlation analysis.
3.2. Variables of the Research
This research has two variables, namely independent variable, and dependent variable. The independent variable is emotional intelligence and speaking self- efficacy it is variable can give influence or response to dependent variable. The dependent variable is speaking skill and it is variable which caused or influenced by another variable.
3.3. Population and Sample
The researcher used cluster random sampling technique in this research. According to Gay, L.R (2012), cluster sampling randomly selects groups, not
individuals. All the members of selected groups have similar characteristic. It means the homogenous characteristics are the consideration. Researchers applied it to the second and fourth semester of English Education Department, Muhammadiyah University of Makassar for the 2021/2022 academic year. There were 30 students as the subjects of this research. These participants were taken as subjects based on the criteria.
3.4. Research Instrument 1) Questionnaire
2) Speaking test
3.5. Technique of Data Analysis
Technique of Data Analysis is the way researchers analyze the obtained data. Data analysis from this research consisted of a questionnaire and speaking test.
1) Questionnaire
a. Collecting all the questionnaires
b. Scoring the entire questionnaire Tabulation. From the initial data above, the data was tabulated by the researcher by calculating the response of each data.
The purpose of tabulation is to insert respondents' answers and then look for their potential for analysis.
c. The researcher used the following formula to determine the percentage of data from the questionnaire:
Where:
P = Percentage Rate
F = Correct Answer Frequency
N = Number of people who responded.
(Gay, Mills & Airasian, 2012)
2) Scoring the students’ speaking test A Student’s score = The gain score x 100%
The maximal score
3) Analysis of Multiple Linear Regression
The analysis was used to determine the degree of influence of the independent variables, namely:
emotional intelligence (X1) and speaking self- efficacy (X2) on the dependent variable, specifically: is the learning outcomes of students (Y). The equation for multiple linear regression is:
Y = a + b1X1 + b2X2
Where:
Y = Dependent variable (speaking skill) a = Constant
b1 = Emotional Intelligence coefficient b2 = Speaking Self-efficacy coefficient x1 = Emotional intelligence variable x2 = Speaking Self-efficacy variable
4. FINDING AND DISCUSSION
4.1 Findings
A. The Results of Students' Emotional Intelligence in Speaking Skill
This subsection dealt with students’ emotional intelligence in speaking skill at Muhammadiyah University of Makassar.
Table 1. Mean Score of Students’ Emotional Intelligence Descriptive Statistics.
N Min. Max. Mean Std. Deviation Students’
Emotional Intelligence
30 69.00 154 100 22.846
Table 1 shows the mean score of the students’
emotional intelligence is 100, the researcher interpreted by the mean score that the most of students at Muhammadiyah University of Makassar have high emotional intelligence. The students mean is 100 and range 84-100 or it means that it is in very high category of emotional intelligence.
Table 2. The Frequency and Percentage of the Students’ Level of Emotional Intelligence
Classification Score Frequency Percentage
Very High 84-100 14 47%
High 68-83 10 32%
Average 52-67 5 17%
Low 36-51 1 4%
Very Low 20-35 0 0
Total 30 100
As the table and figure, shows that from 30 students, there are 14 students (47%) gain very high emotional intelligence in speaking skill, there are 10 students (32%) gain high emotional intelligence in speaking skill, there are 5 students (17%) gain average emotional intelligence, there are 1 student (4%) gain low there are P = 𝐹 x 100
no students who got very low category emotional intelligence in speaking skill.
B. The Results of Students' Speaking Self Efficacy in Speaking Skill
This subsection dealt with students’ speaking self- efficacy in speaking skill at Muhammadiyah University of Makassar.
Table 3. Mean Score of Students’ Self-Efficacy Descriptive Statistics
N Min. Max. Mean Std.
Deviation Students’ Speaking
Self-Efficacy 30 57.00 124 89.86 14.402 Table 3 shows the mean score of the students’ speaking self-efficacy is 89.86, the researcher interpreted by the mean score that the most of students at Muhammadiyah University of Makassar have high self-efficacy. The students mean is 89.86 and range 84- 100 or it means that it is in very high category of speaking self-efficacy.
Table 4. The Frequency and Percentage of the Students’ Level of Speaking Self-Efficacy
Classification Score Frequency Percentage
Very High 84-100 15 50%
High 68-83 5 17%
Average 52-67 7 23%
Low 36-51 3 10%
Very Low 20-35 0 0
Total 30 100
As the table and figure, shows that from 30 students, there are 15 students (50%) gain very high speaking self-efficacy in speaking skill, there are 5 students (17%) gain high speaking self-efficacy in speaking skill, there are 7 students (23%) gain average speaking self- efficacy in speaking skill, there are 3 students (10%) gain low speaking self-efficacy in speaking skill and there are no students who got very low category self- efficacy in speaking skill.
C. The Results of Students' Speaking Skill
Table 5. Mean Score of Students’ Speaking Skill Descriptive Statistics
N Min Max Mean Std.
Deviation Students’ speaking
skill 30 80.00 99.00 88.66 6.183
Table 5 shows the mean score of the students’ speaking skill is 88,66 the researcher interpreted by the mean score that the most of students at Muhammadiyah University of Makassar have very high speaking skill.
The students mean is 88.66 and range 86-95 or it means that it is in very good category of speaking skill.
Table 6. Frequency and rate percentage of students’ speaking skill
No Classification Speaking Skill
F %
1 Excellent (96 – 100) 9.00 30 %
2 Very Good (86 – 95) 15.00 50 %
3 Good (76 – 85) 6.00 20 %
4 Average (66 – 75) 0.00 0 %
5 Poor (36 – 55) 0.00 0 %
Total 30.00 100 %
In each category there were 9 students or 30 % who had excellent speaking scores, 15 students or 50 % who had very good and good speaking scores and 6 students or 20%. While in average and poor category, there was no student in it.
D. Multiple Linear Analysis
Multiple linear analysis is used to answer the hypothesis whether emotional intelligence and speaking self-efficacy simultaneously or partially affect students speaking skill.
Table 7. Table Multiple Linear Analysis Model
Unstandardized Coefficients
Std.
Coefficients t Sig.
B Std. Error Beta
(Constant) 57.800 5.090 .11.356 .000
Emotional
Intelligence .106 .037 .392 2.903 .007 Speaking Self-
Efficacy .223 .058 .519 3.839 .001
Based on the results of data processing using SPSS, the constant coefficient value is 57.800, the emotional intelligence coefficient is 0.106, the speaking self- efficacy coefficient is 0.223. Then the regression equation can be formulated as follows:
Y= 57.800 + .106X1 + .223X2
1) Coefficient of Determination
The coefficient of determination (R2) from the multiple regression results shows how much the dependent variable (speaking skill) is influenced by the independent variables (emotional intelligence and
speaking self-efficacy). The results of the coefficient of determination (R2) can be seen in the following table:
Table 8. Table Coefficient of Determination
R R Square Adjusted R
Square
Std. Error of the Estimate
.767 .588 .558 4.112
Based on the data above, the coefficient of determination (R2) is 0.588 or (58.8%). This shows that 58.8% of students speaking skill is influenced by the variables of emotional intelligence, and speaking self- efficacy. While 41.2% is influenced by other variables that are not included in this research model.
2) F-Test/Simultaneously Test
The F test was carried out to see whether there was an effect of the independent variables (emotional intelligence and speaking self-efficacy) on the dependent variable (students’ speaking skill) together.
The table below isa table of F test results.
Table 9. F Test
Model Sum of
Squares df Mean
Square F Sig.
Regression 652.020 2 326.010 19.276 .000
Residual 456.646 21 16.913
Total 1108.667 29
From the ANOVA test using SPSS version 25, based on the table above, there are two ways of making decisions, the first is based on the sig. value. is known the sig. value is .000 < 0.05. So according to the basis of decision making in f test, it can be concluded that the emotional intelligence and speaking self-efficacy, have a simultaneously effect in students’ skill.
The second method is based on the comparison of the calculated f value and f table, based on table f with a significant level (α) = 5%, it is known that f table using the formula f table = (k.n-k), f table = (2:30-2), f table=
(2;28), f table= 3.34. Based on the calculation results obtained F-count =19.276 while F-table 3.34, then according to the decision-making test f F-count > F- table. This shows that the hypothesis is accepted. So, it can be concluded that emotional intelligence and speaking self- efficacy simultaneously affect in students speaking skill.
3) T Test/Partial Test
The t-test was conducted to see whether there was an effect of the independent variables (emotional intelligence and speaking self-efficacy) on the dependent variable (students’ speaking skill) partially.
The results of the T-Test it can be seen in the following table:
Table 10. T Test Coefficients Model
Unstandardized Coefficients
Std.
Coefficients t Sig.
B Std. Error Beta
(Constant) 57.800 5.090 .11.356 .000
Emotional
Intelligence .106 .037 .393 2.903 .007 Speaking Self-
Efficacy .223 .058 .519 3.839 .001
Based on the SPSS 25 output table above, decision making is done in two ways, the first is based on the value (sig.) known to be the value of sig. emotional intelligence is .007 < probability 0.05, it is concluded that the first hypothesis is accepted because it has a positive effect on speaking skill. Sig. value speaking self-efficacy is .001 < 0.05 probability, it can be concluded that the second hypothesis is accepted because it has a positive effect on speaking skill.
For the second decision making based on t table, using the formula t-table= (α/2: nk-1), t table= (0.05/2: 30-2-1), t- table = (0.025;27), with the provisions Thus, a t table of 2,052 is obtained. Thus, based on the t test decision making test, it is known that the t value of the emotional intelligence variable is 2.905 > 2,052, so it can be concluded that the first hypothesis is partially influences speaking skill, the t value of the self-efficacy variable is 3.839 > 2,052, so it can be concluded that the second hypothesis is partially influences speaking Skill.
4.2 Discussion
The discussion is made based on the result of the research. According to the findings, there was influences between emotional intelligence and speaking self-efficacy in speaking skill. From the result, indicated that there was influence of students’
emotional intelligence on their speaking skill.
Emotional intelligence and speaking self-efficacy have important rules in speaking skill. Where the ability to manage emotions well will affect many things,
and can bring oneself into a social environment, and easily adapt.
Furthermore, based on data analysis using SPSS emotional intelligence has a positive effect on speaking skills. This study is similar to the research conducted by Yunita (2014). Yunita concluded that emotional intelligence has a significant positive relationship between emotional intelligence and the ability to speak English. This research also is in line with research conducted by Amaliah (2020). Amaliah concluded that self-efficacy affects speaking performance. Students' self-efficacy in speaking performance is influenced by various factors including task difficulty, psychological factors, environment, situation, familiar audience, preparation, external incentives, and information about self-skills.
5. CONCLUSION
Based on the research findings and discussion in previous chapter, the researcher concludes that emotional intelligence and speaking self - efficacy influencing students speaking skill and simultaneously affect in students speaking skill of the second and fourth semester students of English Education Department, Muhammadiyah University of Makassar.
REFERENCES
[1] Alghamdi, A. A. (2006). Role of Islamic educational values in developing emotional intelligence skills.
[2] Bandura, A., Freeman, W. H., & Lightsey, R.
(1999). Self-efficacy: The exercise of control.
[3] Chen, H. Y. (2007). Relationship between EFL learners' self-efficacy beliefs and English Performance.
[4] Furchan, A. (2004). Pengantar penelitian dalam pendidikan. Yogyakarta: Pustaka Pelajar, 443,
16.
[5] Lorraine, R. G., Mills, G. E., & Airasian, P. W.
(2012). Educational Research: Competencies for Analysis and Applications.
[6] Grant, L. J., & Kinman, G. (2013). The importance of emotional resilience for staff and students in the “helping” professions.
[7] Hamouda, A. (2013). An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. International Journal of English Language Education, 1(1), 17- 34.
[8] Fatemi, A. H., & Vahidnia, F. (2013). An Investigation into Iranian EFL Learners' Level of Writing Self-efficacy. Theory & Practice in Language Studies, 3(9).
[9] Khooei, S. (2014). Emotional intelligence and its relation to oral task fluency, accuracy, and complexity among Iranian EFL learners.
International Journal of Language Learning and Applied Linguistics World, 6(2), 67-93.
[10] Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice hall.
[11] Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing).
International Journal of Social Science and Humanity, 2(6), 533.
[12] Yunita, E. V. (2014). An Investigation into The Relationship Between Emotional Intelligence And Students’english Speaking Ability: A Study in One of Private Universities in Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia).
