THE EFFECTS OF TEACHING METHOD AND EMOTIONAL

INTELLIGENCE UPON STUDENTS 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
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P G R I




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 students 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


Dr. Supardi US, MM, M.Pd Drs. Supeno, M.Hum





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



Prof. Dr. H. Sumaryoto Dr. H. Suparman Ibrahim Abdullah, M.Sc.
ii




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


Supadi














ABSTRACT

A. Supadi, NPM: 2009747976
B. The effects of teaching method and emotional intelligence upon students
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, students
speaking skill.
E. This study aims to determine the effects of teaching method and emotional
intelligence upon students speaking skill at the private vocational school
in east Jakarta. Research hypothesis included: 1) there is effect of teaching
method upon students speaking skill, 2) there is effect emotional
intelligence upon students speaking skill, 3), there is interaction between
teaching method and emotional intelligence upon students 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 use cluster sampling. Instrument that is used is result test of
students 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 studnts speaking skill.
F. Bibliography : 16 books
G. First Advisor : Dr. Supardi US, MM, M.Pd
Second Advisor: Drs. Supeno, M.Hum

iv





MOTTO

Dont lie in ourselves, unite an intention in our heart, a word that we
say and a behavior that we act so that they will become a big power.



















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 students 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.
5. Priciple of SMK PGRI 1 Jakarta who has provided the opportunity to
do research.




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



Supadi










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 students speaking skill...13
2. Theory of teaching method..21
3. Theory of emotional intelligence.36
viii




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 testing107
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

i




CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE STUDY
From 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.
Learning English means learning language components and
language skills. Grammar, vocabulary, pronunciation, and spelling are
examples of language components. Meanwhile, language skill covers
listening, writing, reading, and speaking. Among the four skills, speaking
is often considered as the most difficult skill to be learned by the students.
Learning to talk in the foreign language is often considered being one of
the most difficult aspects of language learning for the teacher to help the
students with. Helping the students develop the speaking skill not merely
so that they can pass examination but also for more general use when they
want to use the English in the outside world. They may need for further
study, work or leisure, so that they will not be among the many people
who unable to express his idea in English after having studied it for some
years.




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 ..
In fact, producing utterances in English is not always easy.
Learning to speak is the most difficult skill to acquire among four
language skills. (Celce-Murcia and Olshtain, 2000: 166). Some reasons
underlining the fact are: Firstly. producing utterances, students need a
considerable spontaneity, a dear oral pronunciation, good grammatical
patterns, and clear ideas. In short, they have to pay attention to cohesion
and coherence of their productions. Cohesion relates to how utterances are
arranged structurally and coherence concerns with the link among different
meanings in the texts that forms literal meanings, communication
functions, and behaviors. Secondly. producing utterances, students, of
course, interact directly with other people or listeners. It means that they




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.
In more recent times, there have been five teaching methods which
influence on classroom practice and which teachers and trainers still refer
to. They Grammar translation, Audio-lingualism, influence on classroom
practice and which teachers and trainers still refer to. They Grammar
translation, Audio-lingualism, PPP (Presentation, Practice, Production),
Task-Based learning, and Communicative Language Teaching. (Jeremy
Harmer, 1998:30). The last is the widely accepted method in the English
language teaching world. The debate is still going on, of course. In
attempting to investigate the complex nature of foreign language learning,
which foreign language learning, we have to appeal to ideas not only from
linguistic analysis, but from other fields such as communication studies,
education, psychology and sociology.




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.
Teaching and learning language is a contract between two parties
for which they both need to agree with the terms. It is not a one sided
affair. Teachers need to understand students needs the target language




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.
In to selecting appropriate method, many of us believe that learners
have certain characteristics which lead to more or less successful language
learning. Such beliefs are usually based on anecdote evidence, that is, on
individual people we have known. For example, many teachers are
convinced that motivated learners who interact without inhibition in their
second language and find many opportunities to practice language skills
will be the most successful learners. In addition to personality
characteristics, other factors generally considered to be relevant to
language learning are intelligence, emotional intelligence, aptitude,
motivation, and attitudes. Another important factor is the age at which
learning begins. (Patsy M. Lightbown., Nina Spada, (1993:33). When
researchers are affect second language learning, they usually select a group
of learners and give them a questionnaire to measure the type and degree
of motivation. The learners are then given a test to measure their second
language proficiency. The test and the questionnaire are both scored and
the researchers investigate whether a learner with high score on the
proficiency test is also more likely to have a high score on the motivation
questionnaire. This kind of procedure can be used to measure the effect of
emotional intelligence on for language learning through the use of
emotional intelligence test. Course designer and material writers have a




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.
With regard to the facts above, it is urgent to do a kind of research
to find out the appropriate method for students. The research is an
experimental research in which the method is communicative Language
Teaching Method. Communicative Language Teaching Method is a
teaching method which broadly and strongly affects the teaching and




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 the ability to understand 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. Emotional intelligence needed by students who want to succeed in
learning. Emotional intelligence will provide benefits in the process and
the quality of decision making, communication and relationships.




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.
Emotional intelligence as a key factor in the success in learning.
the instrumental factor in the success of which is a reflection of emotional
intelligence. Emotional intelligence of a student with another student is
different. It can be seen in daily life that some students succeed and there
are students who fail, success rates are different from each student.





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 teachers 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.
Emotional intelligence is the ability to recognize feelings, reach
and awaken your senses to help the mind, to understand the feelings and




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 students speaking skill at
private vocational school?
2. Is the teaching method effective in the students speaking skill at
private vocational school?
3. Is the teaching method good to be applied in classroom?
4. Will the students speaking skill at private vocational school be high by
using the teaching method?
5. Is there any effect of teaching method upon the students speaking skill
at private vocational school?




6. Is there any effect of emotional intelligence upon the students
speaking skill at private vocational school?
7. Are there any effects of interaction of teaching method and emotional
intelligence upon in the students 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 students speaking skill
of English, which is emotional intelligence.
Based on the identification of problems that have been described
above is still very broad in scope, for it then the study was limited in
several variables namely: The effects of teaching method and emotional
intelligence upon students speaking skill at private vocational school in
east Jakarta. The teaching method is limited by using the communicative
language teaching method, the emotional intelligence is limited by the
emotional intelligence of the second grade of students at SMK PGRI 1
Jakarta and the students speaking skill is limited by the students speaking
skill of second grade of students at SMK PGRI 1 Jakarta.






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 students
speaking skill at private vocational school?
2. Is there any effect emotional intelligence upon in the students
speaking skill at private vocational school?
3. Are there any effects of interaction of communicative language
teaching method and emotional intelligence upon in the students
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 students speaking
skill at private vocational school.
2. The effect of the emotional intelligence upon in the students
speaking skill at private vocational school,
3. The effects of interaction of communicative language teaching
method and emotional intelligence upon in the students speaking
skill at private vocational school.
F. SIGNIFICANCE OF THE STUDY
It is hoped that this study will contribute to the improvement of
teaching and learning process in the classroom at vocational school?,
especially for teachers who have strong wishes to improve their skills in




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.
For University Indraprasta of PGRI, this study is hopefully to be
considered very important by the decision makers to make any policy
related to the process of teaching and learning, especially teaching and
learning English subject.















CHAPTER II
THEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK
AND HYPOTHESIS
A. Theoretical Description
1. Theory of Students 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.
Speaking is very important part in studying English. People need to
speak in order to communicate one each other and make a good
communication. When some one was born, he learns how to speak, and
speaking can make him communicate or contact with other person. According
to Yorkey (1990:4), speaking skill is a skill and like other skill, it must be
practiced continuously.1) 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. 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.
Getting students to speak in class can sometimes be extremely easy. In
a good class atmosphere, students who get on with each other, and whose
English is at an appropriate level, will often participate freely and
enthusiastically if we give them a suitable topic and task. However, at other
times it is not so easy to get students going. Maybe the class mix is not quite
right. Perhaps we have not chosen the right kind of topic. Sometimes it is the
organisation of the task which is at fault. But a problem that occurs more often
than any of these is the natural reluctance of some students to speak and to
take part. In such situations the role(s) that teachers play will be crucial.




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. Students Speaking Skill
Speaking is a form of communication (Jone, 1989: 14). It means
that speaking a kind of communication which is conveyed orally. It is
certainly that the process of it involves two sides, the speaker and the
listener who may function interchangeably. When the speaker produces
utterances sent to the listener, he/she may function as a speaker.
Otherwise, when the listener gets turn to give responses, he/she may
function as a speaker. In short, it may be said that speaking has the similar
meaning to oral communication.




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).
It may be inferred that speaking is a collaborative activity between
a speaker and a listener/s in which the two parties want to convey and
negotiate thoughts, feelings or messages in a special reciprocal situation
underlined by a mutual understanding.




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.
From the natures of speaking above, it is, therefore, inferred that
speaking is a means of communication comprising at least two persons in
face-to-face interaction to produce ideas, thought, knowledge, and beliefs
as well as meet communicative language components to build
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)
From the explanation, it is likely to have the same ideas on
speaking reasons, namely the intention to deliver information to other
people and to entertain and make other people feel happy as well as to
express ideas. In English speaking situation, a student may speak with his




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).
Samovar and Mills (1972:62) further elaborate explanation
provided by Finochiaro dan Bonomo; that is, speaking as a two-way
communication process between speaker and listener. They suggest that
spoken communication does not only require speaking skills but also
mutual understanding between speaker and listener. They define spoken
communication as follows: (1) 'communication involves more than one
people, (2) communication aims at obtaining responses, (3) ideas and
feeling are communication materials (hat needs to be specifically planned
to achieve the intended objectives, (4) communication is a symbolical
process, (5) communication is a real process in life that depends en how




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.
M. Bygate in Spoisky (1983:63) suggest that speaking skills have
two integrated elements; that is, relative accuracy and relative fluency.
Accuracy is one dimension related to clarity, appropriateness and
correctness of certain message that are related to interlocutors and
linguistics norms. Success of a message is influenced by selection,
formulation and comprehensibility. This dimension covers use of
grammar, pronunciation of vocabulary, selection of expressions, discourse
markers and register.




Based on the above explanation, it can be concluded that studetss
speaking skills is ability of students 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
presentation of language material, no part of which contradicts,
and all of which is based upon, the selected approach. An
approach is axiomatic, a method is a procedural, ... A technique
is implementional- that which actually takes place in a classroom.
It is particular trick, stratagem, or contrivance used to accomplish
an immediate objective. Technique must be consistent with a
method, and therefore in harmony with an approach well. (Brown,
2002:9)




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 students
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.
Learners emotion and involvement give a great contribution to the
process of grasping and absorbing the target language, therefore it would
be an amazing idea to engage learners emotion and involvement during
the learning activity. As a matter of fact, when the teacher engage learners




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)
From the explainantion above it is concluded that the teaching
method is a method used for instruction which involves class participation,




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.
Methods include various procedures and techniques as part of their
standard fare. When methods have fixed procedures, informed by a clearly
articulated approach, they are easy to describe. Procedure is an ordered
sequence of techniques. Therefore, there is a question about what elements
need to be present in a language classroom to help students learn
effectively. There are three elements proposed by Harmer. Three elements
which will be present in all-or almost all-classes are: Engage, Study, and
Activate (ESA). (Harmer, 1998: 25)




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 titled The Ciceronian or
the Prussian Method of Teaching the Elements of the Latin Language
[Kelly 1969].) The principal characteristics of the Grammar-Translation
Method were these:




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 termed natural methods and ultimately led to the
development of what came to be known as the Direct Method.
2). The Direct Method
Gouin had been one of the first of the nineteenth-century reformers
to attempt to build a methodology around observation of child language
learning. Other reformers toward the end of the century likewise turned
their attention to naturalistic principles of language learning, and for this
reason they are sometimes referred to as advocates of a "natural" method.
In fact, at various times throughout the history of language teaching,
attempts have been made to make second language learning more like first
language learning. In the sixteenth century, for example, Montaigne
described how he was entrusted to a guardian who addressed him
exclusively in Latin for the first years of his life, since Montaigne's father




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.
Sauveur and other believers in the Natural Method argued that a
foreign language could be taught without translation or the use of the
learner's native language if meaning was conveyed directly through
demonstration and action. The German scholar F. Franke wrote on the
psychological principles of direct association between forms and meanings
in the target language (1884) and provided a theoretical justification for a
monolingual approach to teaching. According to Franke, a language could
best be taught by using it actively in the classroom. Rather than using
analytical procedures that focus on explanation of grammar rules in
classroom teaching, teachers must encourage direct and spontaneous use of
the foreign language in the classroom. Learners would then be able to
induce rules of grammar. The teacher replaced the textbook in the early
stages of learning. Speaking began with systematic attention to pronun-
ciation. Known words could be used to teach new vocabulary, using mime,
demonstration, and pictures.






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.
But the entry of the United States into World War II had a
significant effect on language teaching in America. To supply the U.S.
government with personnel who were fluent in German, French, Italian,
Chinese'," Japanese, Malay, and other languages, and who could work as
interpret- ers, code-room assistants, and translators, it was necessary to set




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
The Silent Way is the name of a method of language teaching
devised by Caleb Gattegno. It is based on the premise that the teacher
should be silent as much as possible in the classroom but the learner should
be encouraged to produce as much language as possible. Elements of the
Silent Way, particularly the use of color charts and the colored Cuisenaire
rods, grew out of Gattegno's previous experience as an educational designer
of reading and mathematics programs. The Silent Way shares a great deal
with other learning theories and educational philosophies. Very broadly put,
the learning hypotheses underlying Gattegno's work; could be stated as
follows:




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 as a foreign language. In Situational Language Teaching,
language was taught by practicing basic structures in meaningful situation-
based activities.
6). The audio-lingual method
The audio-lingual method (ALM) arose as a direct result of the
need for foreign language proficiency in listening and speaking skills
during and after World War II. It is closely tied to behaviorism, and thus
made drilling, repetition, and habit-formation central elements of
instruction. Proponents of ALM felt that this emphasis on repetition




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.
Critics of ALM asserted that this over-emphasis on repetition and
accuracy ultimately did not help students achieve communicative
competence in the target language. Noam Chomsky argued "Language is
not a habit structure. Ordinary linguistic behaviour characteristically
involves innovation, formation of new sentences and patterns in
accordance with rules of great abstractness and intricacy". They looked for
new ways to present and organize language instruction, and advocated the
notional functional syllabus, and eventually CLT as the most effective way
to teach second and foreign languages. However, audio-lingual
methodology is still prevalent in many text books and teaching materials.
Moreover, advocates of audio-lingual methods point to their success in
improving aspects of language that are habit driven, most notably
pronunciation.




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:
The first is that language is not just bits of grammar, it also
involves language function such as inviting, agreeing and




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 teachers
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.
Learning one foreign language means learning how to us it and the
meaning of it. When learners make mistakes or errors in grammatical
aspects, it is still acceptable. But when misinterpret the meaning of it, then
it should be corrected as soon as possible. The materials should be
modified and simplified and made more comprehensible through context.
For the learners do not have time to contact to native speakers, the teacher
should act as a proficient one. In addition, the teacher should also consider
a number of extra-linguistic factors, such as the characteristics of the
learners, the circumstances in which the educational institution operate, the
number of students, the teaching aids, etc.




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
To compare the learning method with the approach of active
learning strategies used by teachers at schools in general, the reseacher
also discusses the conventional approach. In conventional learning, there
are two characteristics, namely: the first teachers to use media that are
commonly used without any initiative to make modifications to the method
of learning. Teachers simply glued to the existing media (text book) which
resulted in underdevelopment of the learning process. Conventional
learning method is a method of learning that emphasizes the teacher as an
information center and the students as recipients of information. The




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.
Ujang Sukandi (2003) describes that: The conventional method is
characterized by a lot of lectures that teachers teach about the concepts
rather than competence, the goal is that students know something is not
able to do something, and when the students are learning to listen. Here we
can see that the conventional method in question is a learning process
more dominated by the teacher as a "pen-transfer" science, while students
are more passive as the "recipient" of science.




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)
In our emotional repertoire, each emotion plays a unique role, as
revealed by their distinctive biological signatures. With new methods to
peer into the body and brain, researchers are discovering more
psysiological details of how emotion prepares the body for a very different
kind of response.




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 peoples 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.
Based on the explaination above it can be concluded that the
intelligence is the mind that includes a number of capabilities, such as the




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).
Intelligence is the ability to be formed by education, experience,
motivation to be able to think rational by leveraging existing data when
facing problems and challenges that have occurred (Bootzin, Bower,




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).
Emotional intelligence is one of the intelligence is very important
and needed by people who want to succeed in career or in his life.
Emotional intelligence will provide benefits in the process and the quality
of decision making, leadership, conflict resolution skills, bridging the gap,
strategic and technical breakthroughs, communication, cooperation,
mutual trust relationships, customer loyalty, creativity and innovation,
manage yourself effectively, social skills and capabilities. An ordinary
workers or those who occupy leadership positions require the benefits of
emotional intelligence so that they are able to function with less well in the
organization. The quality of human relationships begins with emotional




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.
Boyatzis and McKee (2004: 304-307) states that a leader's
competence is based on the emotional intelligence is self-awareness, self
management, social awareness, and relationship management. While
Carlson (1987: 224) explains that emotional intelligence is the ability to
understand his own feelings, maturity, self control and ability to get
pleasure and satisfaction in life. Goleman (1995: 12) gives the notion of
emotional intelligence as a human skill to understand and cope with
human feelings about themselves and about others peras3an; skills
persevere yourself, the skills to encourage self and others; and skills to
manage emotions well in ourselves themselves and to others, so that they
can use those feelings to understand the thoughts and actions accordingly.
Senge (2003:269-286) states that in order to improve emotional




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.
Permutation of two of the eight basic types of emotions associated
with each other and above can be consolidated to create a new sense of




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.
The term emotional intelligence is actually a development of the
basic definition of the proposed Howard Gardner (1985:239), a private
intelligence, the ability to understand other people, what motivates him,
and how to work and how to work with them. In addition to the ability to
discern and respond appropriately to the moods, temperaments,




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.
Emotional intelligence is the ability to recognize feelings, reach
and awaken your senses to help the mind, to understand the feelings and
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 (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).
Emotional intelligence is a key factor in the success career and
organization, consisting of: a) decision making, b) leadership, c) strategic
and technical breakthroughs, d) open and honest communication, e)




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).
Then Goleman, Boyatzis and McKee (2004: 303-307) streamline
model of emotional intelligence into four categories by entering into the




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:
The high EI individual, most centrally, can better perceive
emotions, use them in thought, understand their meanings, and manage
emotions, than others. Solving emotional problems likely requires less
cognitive effort for this individual. The person also tends to be somewhat




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 accomplish certain tasks with great ease and
sophistication; others of us simply can't do those tasks. This is the case
with most challenges we face in life. Some of us are great chess players
while others of us have trouble just figuring out how the pieces move.




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.
We all need emotional intelligence to help us through our
emotionally demanding days. Even if we are not emotionally intelligent
ourselves, we may rely on those higher in emotional intelligence to guide
us.




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.
So, perhaps even more important than scoring high on an
emotional intelligence test, is knowing one's level at this group of skills.
Discovering one's level means that you can know whether and how much
to be self-reliant in emotional areas, and when to seek others' help in
reading the emotional information that is going on around oneself.
Whether one is high or low in emotional intelligence, is perhaps not as
important as knowing that emotional information exists and that some
people can understand it. Knowing just that, one can use emotional
information, by finding those who are able to understand it and reason
with it.




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.
My colleague Peter Salovey (now Provost of Yale University) and
I introduced the theory of EI and a demonstration of how it might be
measured in two 1990 journal articles. Emotional intelligence, as we
described it, is the capacity to reason about emotions and emotional
information, and of emotions to enhance thought. People with high EI, we
believed, could solve a variety of emotion-related problems accurately and
quickly. High EI people, for example, can accurately perceive emotions in
faces. Such individuals also know how to use emotional episodes in their
lives to promote specific types of thinking. They know, for example, that
sadness promotes analytical thought and so they may prefer to analyze
things when they are in a sad mood (given the choice). High EI people also
understand the meanings that emotions convey: They know that angry
people can be dangerous, that happiness means that someone wants to join
with others, and that some sad people may prefer to be alone. High EI
people also know how to manage their own and others' emotions. They




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 is often claimed to be many things it is not:
journalistic accounts of EI often have equated it to other personality traits.
Emotional intelligence, however, is not agreeableness. It is not optimism.
It is not happiness. It is not calmness. It is not motivation. Such qualities,
although important, have little to do with intelligence, little to do with
emotions, and nearly nothing to do with actual emotional intelligence. It is
especially unfortunate that even some trained psychologists have confused




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).
That said, I believe EI is quite important: It expands our notions of
intelligence, it helps us predict important life outcomes, and it can be used
to help people find the right work and relationships for themselves.




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.
Being aware of 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. 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.
Having low emotional intelligence has its definite drawbacks. The
good news, is that it can be changed. Unlike an IQ, your EI can increase by
developing certain skills and practice. Those with high EI make people




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! Its a powerful way to
focus your energy in one direction with a tremendous result. Weve 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. Its
the single biggest predictor of performance in the workplace and the
strongest driver of leadership and personal excellence.
No matter whether people measure high or low in emotional
intelligence, they can work to improve it, and those who score low can
actually catch up to their co-workers. Research conducted at the business
school at the University of Queensland in Australia discovered that people
who are low in emotional intelligence and job performance can match their




colleagues who excel in both-solely by working to improve their emotional
intelligence.
From all the people weve 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 havent yet been able to find a job
in which performance and pay arent 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.
The authors suggest that the notion of coping strategies fits well
with the concept of emotional intelligence. It is possible that those
adolescents high on emotional intelligence are those who cope well with
transition. Therefore, it may be the case that appropriate coping strategies




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
As far as the writers knowing, there is no other research which is the
same as this research which tries to find out the effect of teaching method,
communicative language teaching method and emotional intelligence upon
students speaking skill at private vocational school. However, there are some
researchers which are relevance with this study. The followings are the brief
descriptions of the researchers.




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).
Meanwhile, Rappa also compared Communicative Approach with
Structural Approach in teaching reading skill in English. The study proved that
the students learning achievement test of reading skill in English treated by
Communicative Approach is higher than the students learning achievement
test of reading skill in English treated by Structural Approach. This study also




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 students speaking skill at private
vocational school
Teachers have always tried to find more effective ways of carrying out
their work. They may teach the way they do because they are imitating




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 students speaking skill at
private vocational school
Understanding how human beings feel and respond and believe and
value is a crucial aspect of foreign language learning. Communication requires
a sophisticated degree of emotional intelligence. In order to communicative
effectively, one needs to be able to understand other persons emotional. So, in
foreign language learning situation, the problem of emotional intelligence




becomes acute since emotional includes a) knowing ones own feelings, b)
handling ones own emotional c) being able to motivate ones self, d)
understanding others emotional when making contact, e) being able to
establish relationship with others. All these factors can contribute in some
ways to the success of foreign language learning.
In foreign language learning process, the ability of understanding
oneself is very urgent. Since students are unable to identify their own feelings,
they will get lost in logic. They can not overcome sadness, anxiety, worry, etc.
and definitely, it can disturb the foreign language learning process. When
students can handle their emotion and motivate themselves, they can focus and
concentrate on the subject being learned. Furthermore, since they can monitor
their own emotion, they can easily build up relationship with others and it will
affect the learning achievement of English subject. Teaching foreign language
communicatively needs such factors. It demands that students interact and
collaborate with others and of course their emotional intelligence will affect it.
Those who have
3. The effects of interaction between teaching method and emotional
intelligence upon students speaking skill at private vocational school
Using appropriate methods in teaching English subject is not easy for
teachers due to the fact it is related with other factors such as personality
factors. Communicative Language Teaching Method (CLTM), one of popular
method, is widely accepted in language learning process for this method
demands that the teachers teach English subject communicatively. Students




are actively involved in language learning process. Furthermore, they are
demanded to be able to interact and collaborate with each other. The learning
process is student-centered. The roles of teacher are just as facilitator and
motivator. It is hard for students to make interaction and collaboration if their
emotional intelligence is low. Since, those possessing high emotional
intelligence can motivate themselves in learning achievement of English
subject, they can easily make interaction and collaboration with others. By
possessing high emotional intelligence, students are able to cope with their
emotion, so they will feel empathy to others and they are able to solve any
problems happening in learning process.
Regarding the description above, it can be assumed that teaching
method and emotional intelligence will greatly affect on students learning
achievement of English subject at college. In other words, it can be assumed
that emotional intelligence will affect teaching method or there is interaction
between teaching method and emotional intelligence.
D. RESEARCH HYPOTHESIS
Referring to the theoretical description and conceptual framework,
research hypothesis can be formulated as follows:
1. There is the effect of teaching method upon students speaking skill at
private vocational school.
2. There is the effect of emotional intelligence upon students speaking
skill at private vocational school.




3. There are effects of interaction between teaching method and
emotional intelligence upon students speaking skill at private
vocational school
























CHAPTER III
RESEARCH METHODOLOGY
A. PLACE AND TIME RESEARCH
1. Place of Research
The research will be done for 4 months from November till
February at SMK PGRI Jakarta Timur. The treatment will be done for two
meetings and every experiment was done in 90 minutes in a week.
2. Research time
The research schedule can be expressed in tabular form below:
Table 3.1
Schedule Research
No Activity
November December January February
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Title
Submission and
proposal
X
2 Permission of
Research
X

3 Instrument
Making
X X

4 Sample
Selection


5 Teaching
Process
X X

6 Data Collection X X
7 Data Processing X X
8 Report Writing X X X




B. RESEARCH METHOD
Methodology of research methodology or research methods
derived from the word meaning a way and logy meaning science. So the
research methodology means the study of the method to do research.
In Webster's New World Dictionary, the research methodology is
defined as the investigation of a field that is executed to obtain facts or
principles patiently, carefully and systematically. And according to
Arikunto, (2002: 160) "The research method is the means used by
researchers in collecting research data."
From the this definition, it can obtain a conclusion about the
understanding of research methodology is as process to find an answer to
a question or problem with the way a patient, careful, planned, systematic,
or scientific way, with a view to discover facts or principles, develop and
test a knowledge of scientific truth.
The method which is used in the research is survey research. The
survey research is used to investigate the effect of the communicative
language teaching method towards mastery on degrees of comparison of
adjectives at the second grade of SMK PGRI 1 Jakarta.
In this study, the authors divide the sample into two groups,
consisting of the experimental group is the group given teaching method
and a control group of the group given conventional teaching.
End of instruction, students in both groups were given a test with
about the same. The results of these tests be used as research data, then




analyzed and compared to see the influence of different teaching methods
on English vocabulary learning outcomes of students between the
experimental group and control group.
In accordance with the problem statement and objectives of this
study, this research is an experimental study. This method treated students
in two different classes-an experimental class and a control class. The
experimental class the teacher used CLTM in teaching English and for the
control class, the teacher used conventional class. Likewise, the students in
both classes were also asked to answer the EI test at the end of the
treatment is to find out the effect of it upon students speaking skill. The
design in this study is a Factorial Design 2 x2 as follows:
Table 3.2
Design of 2 x 2 Factorial Experiment
TM
EI
K-1 K-2
B-1 Y11 Y12
B-2 Y21 Y22

Remarks:
TM : Teaching Mehod
EI : Emotional Intelligence
K-1 : Communicative language teaching method
K-2 : Conventional method
B-1 : High emotional intelligence




B-2 : Low emotional intelligence
Y11: Students speaking skill with communicative language teaching
method and high emotional intelligence
Y12: Students speaking skill with conventional method and high
emotional intelligence
Y21: Students speaking skill with communicative language teaching
method and high emotional intelligence
Y22: Students speaking skill with conventional method and low
emotional intelligence
In this experimental study the researcher uses the 2 groups, namely
the experimental group and control group. The experimental group is
students at class XI.1 which consists of 20 students who are given
communicative language teaching method. The control group was students
at class XI.2, which consists of 20 students who are given conventional
teaching methods.
The group received the material on speaking skill with the same
allocation of time. The material provided in accordance with that specified
in the curriculum. The data in this study were obtained by giving the final
test in each of the students who worked individually, either in the
experimental group and control group.
Frequency at a meeting in this study were as many as three times.
Twice to give the subject matter and once to give the final test. Each
meeting is conducted once a week for 90 minutes. The researcher held a




meeting once a week because of school hours the other day used to discuss
other topics that according to the curriculum. This is done so that
achievable goals can be accomplished by either. The second group
received the same lesson that is "degrees of comparison of adjectives" with
the same allocation of time.
C. THE POPULATION AND SAMPLING METHOD
1. Populasi target
The population of this research was all students in the second grade of
private vocational school, that is at SMK PGRI 1 East Jakarta.
2. Populasi Terjangkau
Based on the problem of population in the research is all classes XI SMK
PGRI 1 Jakarta, lesson year 2011/2012, there are 4 classes, 160 students.
3. Sample
Sample taken in this research is 4 classes that are become 4 groups,
consist of 40 students. So each group consists of 10 students. 10 students
with communicative language teaching method and high emotional
intelligence, 10 with conventional method and high emotional
intelligence, 10 with communicative language teaching method and high
emotional intelligence, 10 with conventional method and low emotional
intelligence
4. Sampling Technic
Sample in this research is done with taking classes




for experiment class and control class are done with technic random
sampling, the classes are homogenious, they are grouped proportionally
based on learning outcome of class XI semester 3. This sampling
technique through the Random Sampling technique. This is considering
that the sample is a portion of the population who can represent the whole
population. Taking control class and the class of experiments carried out
at random without looking at the ability of children in both classes. All the
students are taken 4 classes, they become 4 groups. They consist of 40
students. Each group consists of 10 students. 10 students for
communicative language teaching method and high emotional
intelligence, the conventional method and high emotional intelligence for
10 students, the communicative language teaching method and high
emotional intelligence for 10 students, the conventional method and low
emotional intelligence for 10 students.
D. DATA CLLECTION TECHNIQUE
In testing null hypothesis Anova two-way (2 X 2) technique is
adapted after doing a required test which includes normality and
homogeneity test. If the score is significant, the it would be further tested
by using Scheffe test.
1. The Research Variables
a. Independent variables: there are independent variables, they are
teaching method which uses communicative language teaching
method and emotional intelligence.




b. Dependent Variable
The independent variable of this study is the students speaking skill.
2. Source of data
The data used in this study come from several sources, namely:
a. Primary data
Primary data is data obtained by direct measurements of the source
object of students, schools, teachers in the study is the need materials
completely.
b. Secondary data
Besides the authentic data collection from the field, the researcher
also takes the data from the literature, theoretical means using multiple
sources of books relevant to the issues discussed by the researcher.
Some of the books, the researcher analyzes in particular on
research methodology and learning problems through the implementation
of communicative language teaching method.
3. Data Collection Techniques
a. Hold a pre-test of mastery students speaking skill to the class of
control and experimental class with the same problem.
b. Teach materials mastery students speaking skill for class control using
conventional methods.
c. Teach the material for the class experiments on mastery students
speaking skill with communicative language teaching method.




d. Hold a post-test on the material on mastery students speaking skill for
two classes (class control and experimental class) and the observed
score of the second class.
E. DEVELOPMENT OF RESEARCH INSTRUMENT
The instruments for this study are students speaking skill test of
English and the emotional intelligence test.
1. The instrument for students speaking skill
a. Conceptual Definition
Students speaking skill is one of the language skill, learning
achievement of English at SMK consists of the four skills of English plus
grammatical and vocabulary components since English is a general and
compulsory subject at SMK, learning achievement of English aims at
figuring out the students ability in speaking skill for expressing their
English in a simple way through answering some questions after having
treatment of learning process.
b. Operational Definition
Students speaking skill is ability of students 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. The score of learning achievement could be
gained through administering the test to the students. The objective of




administering the test is to measure the students ability in comprehending
the lesson related to the speaking skill being given in the second grade.
For the questions in questionnaire are in a rather complicated
English, the researcher translated them first into Indonesian, simplified,
and adjusted some cases in questionnaire in accordance with Indonesian
culture before administering them to the students.
c. Description of instrument of students speaking skill

Items
No. DIMENTION INDICATOR Positive Negative
1

Dialogue Giving invitation 6,7, 18,11 3
Expressing certainty 4, 10, 13, 20,
21
9
Expressing opinion ! 2 14, 16, 23
Expressing agreement and
disagreement
12, 15, 24, 25 5, 22
Barganing 8, 17, 19
Total 21 4

d. Validation/Test of Instruments
1) Test of level of Grain Difficulty
To know the questions are easy, medium, and hard, they are done test
of the difficulty level, to calculate the difficulty index is used
the formula:
P =
B
JS





Description:
P = Difficulty Index
B = Number of students who answered that question correctly.
JS = Total number of students of test participants
where:
P = 0.00 to 0.30: difficult
P = 0.30 to 0.70: moderate
P = 0.70 to 1.00: easy
Table 3.4
Test of item difficulty level
No. Item P Explaination
1 0,30 moderate
2 0,40 moderate
3 0,50 moderate
4 0,40 moderate
5 0,50 moderate
6 0,50 moderate
7 0,50 moderate
8 0,30 moderate
9 0,50 moderate
10 0,50 moderate
11 0,20 difficult
12 0,50 moderate
13 0,30 moderate
14 0,30 moderate
15 0,50 moderate




16 0,50 moderate
17 0,60 moderate
18 0,40 moderate
19 0,40 moderate
20 0,30 moderate
21 0,30 moderate
22 0,40 moderate
23 0,50 moderate
24 0,30 moderate
25 0,50 moderate
26 0,50 moderate
27 0,50 moderate
28 0,20 difficult
29 0,50 moderate
30 0,30 moderate
31 0,30 moderate
32 0,50 moderate
33 0,40 moderate
34 0,60 moderate
35 0,40 moderate

2) Test of Item Differentiator Power
About the distinguishing features is the ability of a matter to
distinguish between the smart students with the less smart




students. To calculate the Item Differentiator Power use of
formula:
D = P
A
P
B
, dengan P
A
=
B
A

dan P
B
=
B
B

J
A
J
B


Description:
D = Index of item differentiator power
JA = The number of test participants the high group
JB = The number of test participants the low group
BA = The number of test participants the high group that answer
correctly.
BB = The number of test participants the low group that answer
correctly.
PA = The proportion of the high group participants who answered
correctly
NT = The proportion of the low group participants who answered
correctly
According to Ngalim Purwanto (2004: 144) in his book Prinsip-
prinsip dan teknik evaluasi pengajaran give prediction towards item
differentiator power as follows:
D : 0,00 0,20 : Bad
D : 0,20 0,40 : Middle
D : 0,40 0,70 : Good
D : 0,70 1,00 : Very good
id





The results of these tests can be used to distinguish between the
students with the high ability and the students with the low ability.
Table 3.5
Test of item differentiator power
No Item Differentiator Explanation
1 0,20 Middle
2 0,20 Middle
3 0,30 Middle
4 0,30 Middle
5 0,10 Bad
6 0,10 Bad
7 0,30 Good
8 0,10 Bad
9 0,40 Good
10 0,30 Middle
11 0,10 Bad
12 0,40 Good
13 -1 Bad
14 0 Bad
15 0 Bad
16 0,30 Middle
17 0 Bad
18 0,20 Middle




19 0,50 Good
20 0,70 Good
21 0,10 Bad
22 0,10 Bad
23 0,20 Middle
24 0,40 Good
25 0,10 Bad
26 0,40 Good
27 0,30 Middle
28 0,10 Bad
29 0,40 Good
30 -1 Bad
31 0 Bad
32 0 Bad
33 0,30 Middle
34 0 Bad
35 0,20 Middle

3)Test of Item Validity
According to Suharsimi Arikunto (2001: 75) formula of validity
that is used is correlation of point biserial (r
pb
):
r
pb
=
xi - xt pi
St qi





Description:
r
pb
: Correlation coeficient of the point biserial
X
i
: The total average score of the respondents who answered
correctly
X
t
: The total average score of all respondents
p
i
: Proportion of correct answers to item i
q
i
: The proportion of incorrect answers item i
St : Standard deviation of total score
In granting inter-resullt towards r
pb
to be used db (N-nr)
with N = Number of students and nr = 2, then the r
pb
be consulted
to score table of r product moment at significant level 5%. After
the calculation of validity, the items were said to be valid if the
score of r
hitung
is greater than the score of r
tabel
(r
hitung
> r
tabel
) for the
significant level = 5% and n = number of samples.
Table 3.6
Result of Validity Calculation
Items r
bis
r
table
Explanation
1 0.25 0,36 Invalid
2 0.75 0,36 Valid
3 0.68 0,36 Valid
4 -0.04 0,36 Invalid
5 0.02 0,36 Invalid
6 0.02 0,36 Invalid




7 0.58 0,36 Valid
8 0.03 0,36 Invalid
9 0.79 0,36 Valid
10 0.99 0,36 Valid
11 -0.37 0,36 Invalid
12 0.79 0,36 Valid
13 -0.48 0,36 Invalid
14 -0.09 0,36 Invalid
15 0.58 0,36 Valid
16 0.85 0,36 Valid
17 0.51 0,36 Valid
18 0.47 0,36 Valid
19 0.69 0,36 Valid
20 0.73 0,36 Valid
21 -0.04 0,36 Invalid
22 0.04 0,36 Invalid
23 0.53 0,36 Valid
24 0.58 0,36 Valid
25 0.02 0,36 Invalid
26 0.79 0,36 Valid
27 0.99 0,36 Valid
28 -0.37 0,36 Invalid
29 0.79 0,36 Valid




30 0.03 0,36 Invalid
31 -0.09 0,36 Invalid
32 0.58 0,36 Valid
33 0.85 0,36 Valid
34 0.02 0,36 Invalid
35 0.47 0,36 Valid

4)Test of Reliability
Reliability of instrument for multiple choice is tested by using
Kuder Richardson 20 (Drs. Safari, M.A.; 2004: 54), with formula:
r
11
=
k

1 -
PiQi
k - 1 St
2


where:
r
11
= Coefficient of reliability test
k = Number of items
St
2
= Variance of total score
pi = Proportion of correct answers to item i
qi = The proportion of incorrect answers to item i
pq = Total of the multiplication between p and q
In granting the interpretation of test reliability coefficient (r
11
) is
generally used benchmarks as follows:
a. If r
11
is equal to or greater than 0.70 means that the test results are be
tested the reliability has revealed a high reliability.




b. If r
11
is smaller than 0.70 means that the test results are be tested the
reliability does not have a high reliability.
r
KR
=
k

1 -
PiQi
k - 1 St
2


r
KR
=
20

1 -
0,63
= 0,82
20 - 1 21,94

Because r
11
is equal to 0,82 or greater than 0,70 means test of learning
outcome are being tested the reliability has had the high reliability.
2. The instrument for the emotional intelligence test
a. Conceptual Definition
Emotional intelligence is defined as the ability to recognize, to
work, to express, to motivate, and to manage emotions effectively in order
to shape our relationships well and know how feel and act in our daily
lives. They are continually compiling and analyzing data on the test-retest
reliability and criterion and construct validity.
b. Operational Definition
Emotional intelligence is the scores obtained from test of
emotional intelligence. It is aimed at measuring the students emotional
intelligence. There are five components in making good relationships,
namely: (1) recognitions, (2) options, (3) expressions, and (4) motivations.
Furthermore, there are two factors in identifying our attitudes, they are: (1)
feeling, and (2) behavior. For the questions in questionnaire are in a rather




complicated English, the researcher translated them first into bahasa
Indonesia, simplified, and adjusted some cases in questionnaire in
accordance with Indonesian culture before administering them to the
students.
c. Isntrumen description of emotional intelligence
In determining the grain material of instrument, the researcher
refers to the instrument indicators. Here are the instrument descriptions of
emotional intelligence
Table 3.7
Description and number of items
Relationship



Attitudes
- recognitions,
- options
- expressions
- motivations
- feeling
- behavior
1-6
7-12
13-18
19-24
25-30
31-38
21,33

24,25
1

2


1
Jumlah 38 4 34

d. Validity Test
The item validity and the question reliability by using r product moment
(Suharsimi Arikunto, 1997: 71) with formula:
r
xy
=
n(XY) (X)(Y)
{n(X
2
) (X)
2
} ny
2
(y)
2


Description:
r
xy
= Correlation between variables X and Y




n = Number of sample
X = Independent variable
Y = Bound variable
XY = Multiplication between variables X and Y
X
2
= Variable of X squared
Y
2
= Variable of Y squared
Table 3.8
Results of Validity Calculation
Item r
bis
r
table
Explanation
1 0,51 0,39 Valid
2 0,42 0,39 Valid
3 0,58 0,39 Valid
4 0,22 0,39 Invalid
5 0,46 0,39 Valid
6 0,55 0,39 Valid
7 0,46 0,39 Valid
8 0,49 0,39 Valid
9 0,61 0,39 Valid
10 0,73 0,39 Valid
11 0,11 0,39 Invalid
12 0,44 0,39 Valid
13 0,39 0,39 Valid
14 0,44 0,39 Valid
15 0,61 0,39 Valid
16 0,42 0,39 Valid




17 0,52 0,39 Valid
18 0,39 0,39 Valid
19 0,22 0,39 Invalid
20 0,54 0,39 Valid
21 0,55 0,39 Valid
22 0,49 0,39 Valid
23 0,39 0,39 Valid
24 0,52 0,39 Valid
25 0,44 0,39 Valid
26 0,17 0,39 Invalid
27 0,39 0,39 Valid
28 0,43 0,39 Valid
29 0,61 0,39 Valid
30 0,42 0,39 Valid
31 0,55 0,39 Valid
32 0,49 0,39 Valid
33 0,39 0,39 Valid
34 0,22 0,39 Invalid
35 0,44 0,39 Valid
36 0,47 0,39 Valid
37 0,39 0,39 Valid
38 0,43 0,39 Valid






e. Test of Instrumen Reliability
For the test reliability of the questionnaire on student emotional
intelligence to use the internal consistency reliability with coefficient
alpha formula as proposed by Surapranata as follow:

r
11
=
k

1 -
Si
2

k - 1 St
2


Description:
r11 = The overall reliability of the instrument
k = Number of questionnaire items
Si
2
= Amount of variance of the scores of each item
questionnaire
St
2
= Variance of total score
To determine whether the reliability coefficient obtained
qualified or not, refer to the following opinion "Actually there is not
an exact measure of how high-reliability coefficient is generally
moving from one hundred to zero percent, or from one to zero. Anas
Sudjono make provision about the reliability coefficient in his book
Pengantar Evaluasi Pendidikan (2001: 209) as follows: In giving
the interpretation of test reliability coefficient (r
11
) is commonly used
benchmark as follows:
1. If r
11
is equal to or greater than 0.70 means that the reliability of the
test results are tested has revealed a high reliability.





2. If r
11
is smaller than 0.70 means that the reliability of test results of
students speaking skill are tested not have a high reliability
(unreliabel)
r
KR
=
k

1 -
PiQi
k - 1 St
2


r
KR
=
36

1 -
0,43
= 0,72
36 - 1 24,94

Because r
11
equal to 0.72 or greater than 0.70 means that the
reliability of the test results of students speaking skill are being
tested has revealed a high reliability.

F. DATA ANALYSIS TECHNIQUES
In this study, there are two kinds of data analysis used to test
the hypothesis. To test the first hypothesis and the use of analysis of
variance or ANAVA. Meanwhile, to test the third and fourth
hypotheses, analysis of different test used the average of the right side.
The fourth hypothesis using different test analysis of the average
against the left.
Before hypothesis is implemented, it is done test of the validity
of instrument and the requirements analysis of hypothesis test that is
for normality test and homogeneity test




Normality test is used to determine whether the sample in this
research come from a normally distributed population. Researcher used
the normality test is a test of normality using Lilliefors test technique.
Homogeneity test used to determine whether the sample is from
a normally distributed population of homogeneous variance.
Researchers used the homogeneity test is Bartlett test. Besides these
two tests is to determine whether the results of studying mathematics is
really influenced by the treatment, then held Analysis of Variance
(ANOVA).
The following is a description of the analysis conducted:
1) Analysis Technic of Research Hypothesis Test
The purpose of the research is used to test the difference of the
average score with two independent variables, so that the test of
research hypothesis that use isAnalisis of Varians (ANOVA) two
steps. The steps of ANOVA two-way factorial 2 x 2:
a. Grouping score of students speaking skill based on category:
- Factor K : The use of the teaching method, K-1 uses
teaching method of communicative language teaching
method and K-2 use the teaching method of
conventional.
- Faktor B: Emotional intelligence, B-1 the high emotional
intelligence and B-2 the low emotional intelligence.
Grouping score of student's speaking skills by category




Table 3.9
Design ANOVA Two-Way Factorial 2 x 2

Emotional
Intelligence
K-1 K-2 B
B-1 Y
11
Y
12
Y
10

B-2 Y
12
Y
22
Y
20

K Y
01
Y
02
Y
00


b. Creating a table of descriptive statistics for each group of data table
contains descriptive statistics, the prices for each element required
in the ANOVA as follows:
Table 3.10
Descriptive Statistics Table for Two-Way
A-1 A-2 B
B-1

Y
Y
2

Y
Y
2

Y
Y
2

B-2

Y
Y
2

Y
Y
2

Y
Y
2

K

Y
Y
2

Y
Y
2

Y
Y
2


Teaching Method




Description:
NY = Number of subject in the group
Y = Average score for each group
Y = Number of score in each group
Y2 = Sum of squares of each score in the group
c. Creating a summary table of two-way ANOVA
Based on the descriptive statistical data in the table above,
processed to get a summary of the ANOVA table to test the
following hypotheses:
Table 3.11
Summary of ANOVA for Hypothesis Test
Sumber varians Db JK RJK F
h

F
t

0,05 0,01
Between Column
(Ak)
Between Line (Ab)

Interaction (I)
Db

(Ak)

Db
(Ab)
Db(I)
Jk (Ak)

Jk (Ab)

Jk(I)
Rjk (Ak)

Rjk

(Ab)
Rjk(I)
F
h
(Ak)

F
h
(Ab)

F
h
(I)
F
t
(Ak)

F
t
(Ab)

F
t
(I)
F
t
(Ak)

F
t
(Ab)

F
t
(I)
Between Column
(A)
Db
(A)
Jk(A)

Rjk(A) F
h
(A) F
t
(A) F
t
(A)
In Group
(D)
Db
(D)
Jk(D) Rjk(D) - - -




Total in Reduction
(TR)
Average/Correction
(R)
Db
(TR)
Db
(R)
Jk(D)

Jk(R)
Rjk
TR
Rjk(R)
-

-
-

-
-

-
Total (T) 80 Jk(T) - - - -

d. Way to determine Db, Jk, Rjk, F
h
, dan F
t

Determine the degrees of freedom (db), the sum of squares (Jk),
variance (Rjk) and F
hitung
(F
h
) and F
tabel
(F
t
) for filling the shell in
the ANOVA summary table above, is obtained as follows:
1) Determine the degrees of freedom
a. db (Ak) = k 1
b. db (Ab) = b 1
c. db (I) = (k 1) (b 1)
d. db (A) = k.b 1
e. db (D) = n
00
k.b
f. db (TR) = n
00
1
g. db (R) = 1
h. db (T) = n
00

2) Determine the sum of squares (JK)
a. JK (T) = Y
2
00
b. JK (R) =
(Y00)
2

n
00

c. JK (TR) = JK(T) JK(R)







d. JK(A) =
(Y
22
)
2

+
(Y
22
)
2

+
(Y
22
)
2

+
(Y
22
)
2

+ - JK(R)
n
22
n
22
n
22
n
22

f. JK(Ab) =
(Y
22
)
2
+ (Y
22
)
2
- JK(R)
n
22
n
22

g. JK(I) = JK(A) JK(Ak) JK(Ab)
h. JK (D) = JK (TP) JK(A)

3) Determine variance (S
2
) atau RJK:
a. Rjk (Ak) =
2
(Ak) =
Jk(Ak)
db (Ak)
b. Rjk (Ab) =
2
(Ab) =
JK(Ab)
db(Ab)
a. Rjk(I) =
2
(I) =
JK(I)

db(I)

d. Rjk(A) = S
2
(A) = JK(A)/db(A)

e. Rjk(D) = S
2
(D) = JK(D)/db(D)


2) Determine score F table (F1) = F(a, db1, db2)
db1 = db numerator = k 1
db2 = db denominator = n 1
k = number of columns / rows / treatment / group
n = number of data / sample
e. Hypothesis Testing and Drawing Conclusions
1) For the variance between the columns (Ak) or hypothesis 1
Hypothesis testing criteria:
- Reject H
0
and accept H
1
: if F
h
> F
t

- Accept H
0
and reject H
1
: jika F
h
< F
t




2) For the variance interaction column and row (I) or hypothesis 2
Hypothesis testing criteria:
- Reject H
0
and accept H
1
: if F
h
> F
1

- Accept H
0
and reject H
1
: if F
h
< F
1

3) For hypothesis 3, difference of outcome learning of the
students speaking skill on group of the high emotionsl
intelligence.
Hypothesis testing criteria:
- Reject H
0
and accept H
1
: if Q
h
> Q
t

- Accept H
0
and reject H
1
: if Q
h
< Q
t
4) For hypothesis 3, difference of outcome learning of the
students speaking skill on group of the low emotionsl
intelligence.
Hypothesis testing criteria:
- Reject H
0
and accept H
1
: if Q
h
> Q
t

- Accept H
0
and reject H
1
: if Q
h
< Q
t

G. FURTHER TEST
Uji Further testing done to determine the effect of differences in each
group using the Tukey test (same as data per group), if the hypothesis test
obtained a significant interaction.
1) Statistic Hypothesis
i. H
0
: A
1
= A
2

H
1
: A
1
A
2





ii. H
0
: B
1
= B
2

H
1
: B
1
B
2

iii. H
0
: Int. A x B = 0
H
1
: Int. A x B )
2) Determine score Q count (Qh)
With formula:
Qh =
1Xi X/l
=
1Xi X/l
RJK(D)
2

n N

n = number of data in group
RJK(D) variance in group
For n per group: RJK(D)/n
For n per treatment: RJK(D)/n
3) Determine score Q table (Qt)
For = 0,05, n = db and number of group k : Qt = Q(0,05 ; n/k)





















CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. DESCRIPTION OF DATA
Based on the result of data analysis are presented summary data
from the study:
Table 4.1
Description of Data Research
Emotional
Intelligence
Teaching Method (A)
Total
Emotional
I ntelligence
CLTM
(A
1
)
Conventional
(A
2
)
High Emotional
I ntelligence (B1)
n = 10 n = 10 n = 20
X
= 16.5
X
= 15.2
X
= 31.7
s = 2.83 s = 2.45 s = 5.28
Low Emotional
I ntelligence (B2)
n = 10 n = 10 n = 20
X
= 15.4
X
= 12.8
X
= 28.2
s = 2.82 s = 2.39 s = 5.21
Total
n = 20 n = 20 n = 40
X
= 31.9
X
= 28
X
= 59.5
s = 5.65 s = 4.84 s = 10.49
Description:
A1B1: Teaching method of communicative language teaching method and
high emotional intelligence.
A1B2: Teaching method of communicative language teaching method and




low emotional intelligence.
A2B1: Teaching method of conventional teaching methods and high
emotional intelligence .
A2B2: Teaching method of conventional teaching methods and low
emotional intelligence .
1. Score of students speaking skill with communicative language
teaching method
Measurement data of students speaking skill using instrument of
objective test of multiple choice with five answer options, a total of
about 20 items. Each item if question is answered correctly given score
1 and if the answer is wrong given score 0, so that the range of
respondents score is 0 to 20. Respondents of experimental group of 20
students, taught by the communicative language teaching method. The
highest score 20 and lowest 11. Score obtained from the statistical
calculation of the average 15.9 median 16 mode 14 standard deviation
2.64 and variance 6.99 the table as follows:

Table 4.2
Frequency distribution of students speaking skill taught with
communicative language teaching method

ClASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relativ
e (%)
Absolute
Relative
(%)
Lower Upper





11 12 2 10 2 10 10.5 12.5
13 14 5 25 7 35 12.5 14.5
15 16 4 20 11 55 14.5 16.5
17 18 5 25 16 80 16.5 18.5
19 20 4 20 20 100 18.5 20.5
Total 20 100

From the table above can be explained that the research subject
which had scores on the average there are 4 people or 20%. Research
subject which is below the class average there are 7 people or 35% and
above the class average of 7 people 35%. The data is quite well and is
not much variety.
2. Score of students speaking skill taught with conventional method
Measurement of data of students speaking skill using the
instrument of test objective of multiple choice with five answer
options, a total of about 20 items. Each item if question is answered
correctly given score 1 and if the answer is wrong given score 0, so
that the range of respondents score is 0 to 20. Respondents of
experimental group of 20 students, taught by conventional method.
The highest score 19 and lowest 9. Score obtained from the statistical
calculation of the average 14, median 14, mode 13, standard deviation
2.82 and variance 8.0 the calculation as follow.






Table 4.3
Frequency distribution of students speaking skill taught with
conventional method
CLASS
Frequency
Comulative
Frequency
Class Limit
Absolut
e
Relative
(%)
Absolute
Relative
(%)
Lower Upper
9 10 2 10 2
10 8.5 10.5
11 12 4 20 6
30 10.5 12.5
13 14 6 30 12
60 12.5 14.5
15 16 4 20 16
80 14.5 16.5
17 18 2 10 18
90 16.5 18.5
19 20 2 10 20
100 18.5 20.5
Total 20 100


From the table above can be explained that the research subject
which had scores on the average there are 6 people or 30%. Research
subject which is below the class average there are 6 people or 30%
and above the class average of 8 people 40%. The data is quite well
and is not much variety.
3. Score of students speaking skill taught with communicative
language teaching method and high emotional intelligence
Measurement of data students speaking skill using the
instrument of test objective of multiple choice with five answer
options, a total of about 20 items. Each item if question is answered
correctly given score 1 and if the answer is wrong given score 0, so




that the range of respondents score is 0 to 20. Respondents of
experimental group of 10 students, taught by communicative language
teaching method and high emotionl intelligence. The highest score 20
and lowest 12. Score obtained from the statistical calculation of the
average 16.5, median 16.5, mode 16, standard deviation 2.83 and
variance 8.05 the calculation as follow.
Table 4.4
Frequency distribution of students speaking skill taught with
communicative language teaching method and high emotional
intelligence

CLASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relative
(%)
Absolute
Relative
(%)
Lower Upper

12 13 2 20 2 20 11.5 13.5
14 15 1 10 3 30 13.5 15.5
16 17 3 30 6 60 15.5 17.5
18 19 2 20 8 80 17.5 19.5
20 21 2 20 10 100 19.5 21.5
Total 10 100

From the table above can be explained that the research
subject which had scores on the average there are 3 people or 30%.
Research subject which is below the class average there are 3 people




or 30% and above the class average of 4 people 40%. The data is quite
well and is not much variety.
4. Score of students speaking skill taught with communicative
language teaching method and low emotional intelligence
Measurement data of students speaking skill using instrument
of objective test of multiple choice with five answer options, a total of
about 20 items. Each item if question is answered correctly given
score 1 and if the answer is wrong given score 0, so that the range of
respondents score is 0 to 20. Respondents of experimental group of 10
students, taught by the communicative language teaching method. The
highest score 19 and lowest 11. Score obtained from the statistical
calculation of the average 15.4 median 15.5 mode 14 standard
deviation 2.45 and variance 6.04 the table as follows:
Table 4.5
Frequency distribution of students speaking skill taught with
communicative language teaching method and low emotional
intelligence

CLASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relative
(%)
Absolute
Relative
(%)
Lower Upper

11 12 1 10 1 10 10.5 12.5
13 14 3 30 4 40 12.5 14.5
15 16 2 20 6 60 14.5 16.5




17 18 3 30 9 90 16.5 18.5
19 20 1 10 10 100 18.5 20.5
Total 10 100
From the table above can be explained that the research subject
which had scores on the average there are 2 people or 20%. Research
subject which is below the class average there are 4 people or 40% and
above the class average of 4 people 40%. The data is quite well and is
not much variety.
5. Score of students speaking skill taught with conventional method
and high emotional intelligence
Measurement data of students speaking skill using instrument of
objective test of multiple choice with five answer options, a total of
about 20 items. Each item if question is answered correctly given score
1 and if the answer is wrong given score 0, so that the range of
respondents score is 0 to 20. Respondents of control group of 10
students, taught by the conventional method and high emotional
intelligence. The highest empirical score 19 and lowest 11. Score
obtained from the statistical calculation of the average 15.2 median 15
mode 15 standard deviation 2.82 and variance 7.95 the table as follows:
Table 4.6
Frequency distribution of students speaking skill taught with
conventional method and high emotional intelligence







CLASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relative
(%)
Absolute
Relative
(%)
Lower Upper

11 12 2 20 2 20 10.5 12.5
13 14 2 20 4 40 12.5 14.5
15 16 3 30 7 70 14.5 16.5
17 18 1 10 8 80 16.5 18.5
19 20 2 20 10 100 18.5 20.5
Total 10 100
From the table above can be explained that the research subject
which had scores on the average there are 3 people or 30%. Research
subject which is below the class average there are 4 people or 40% and
above the class average of 3 people 30%. The data is quite well and is
not much variety.
6. Score of students speaking skill taught with conventional method
and low emotional intelligence
Measurement data of students speaking skill using instrument of
objective test of multiple choice with five answer options, a total of
about 20 items. Each item if question is answered correctly given score
1 and if the answer is wrong given score 0, so that the range of
respondents score is 0 to 20. Respondents of control group of 10
students, taught by the conventional method and low emotional
intelligence. The highest empirical score 17 and lowest 9. Score




obtained of the statistical calculation of the average 12,8 median 13
mode 13 standard deviation 2.39 and variance 5,73 the table as follows:
Table 4.7
Frequency distribution of students speaking skill taught with
communicative language teaching method and low emotional
intelligence

CLASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relative
(%)
Absolute
Relative
(%)
Lower Upper

9 10 2 20 2 10 8.5 10.5
11 12 2 20 4 40 10.5 12.5
13 14 4 40 8 80 12.5 14.5
15 16 1 10 9 90 14.5 16.5
17 18 1 10 10 100 16.5 18.5
Total 10 100
From the table above can be explained that the research subject
which had scores on the average there are 4 people or 20%. Research
subject which is below the class average there are 4 people or 40% and
above the class average of 2 people 20%. The data is quite well and is
not much variety.
7. Score of students speaking skill that has high emotional
intelligence
Measurement data of students speaking skill using instrument of
objective test of multiple choice with five answer options, a total of
about 20 items. Each item if question is answered correctly given score




1 and if the answer is wrong given score 0, so that the range of
respondents score is 0 to 20. Respondents of control group of 10
students have high emotional intelligence. The highest empirical score
20 and lowest 11. Score obtained from the statistical calculation of the
average 15.85 median 16 mode 16 standard deviation 2.83 and variance
8.02 the table as follows:
Table 4.8
Frequency distribution of students speaking skill that has high
emotional intelligence

CLASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relative
(%)
Absolute
Relative
(%)
Lower Upper

11 12 3 15 3 15 10.5 12.5
13 14 4 20 7 35 12.5 14.5
15 16 5 25 12 60 14.5 16.5
17 18 3 15 15 75 16.5 18.5
19 20 5 25 20 100 18.5 20.5
Total 20 100
From the table above can be explained that the research subject
which had scores on the average there are 5 people or 25%. Research
subject which is below the class average there are 7 people or 35% and
above the class average of 8 people 40%. The data is quite well and is
not much variety.





8. Score of students speaking skill that has low emotional intelligence
Measurement data of students speaking skill using instrument
of objective test of multiple choice with five answer options, a total of
about 20 items. Each item if question is answered correctly given score
1 and if the answer is wrong given score 0, so that the range of
respondents score is 0 to 20. The highest empirical score 19 and lowest
9. Score obtained from the statistical calculation of the average 14.1
median 14 mode 14 standard deviation 2.71 and variance 7.35 the table
as follows:
Table 4.9
Frequency distribution of students speaking skill that has low
emotional intelligence

CLASS
Frequency
Comulative
Frequency
Class Limit


Absolute
Relative
(%)
Absolute
Relative
(%)
Lower Upper

9 10 2 10 2 10 8.5 10.5
11 12 3 15 5 25 10.5 12.5
13 14 7 35 12 60 12.5 14.5
15 16 3 15 15 75 14.5 16.5
17 18 4 20 19 95 16.5 18.5
19 20 1 5 20 100 18.5 20.5
Total 20 100
From the table above can be explained that the research subject
which had scores on the average there are 5 people or 35%. Research




subject which is below the class average there are 5 people or 25% and
above the class average of 8 people 40%. The data is quite well and is
not much variety.
B. TEST OF DATA ANALYSIS REQUIREMENTS
1. Normality Test
To determine whether or not normal variable then tested for
normality by using the test of kolmogorof - Smirnof with SPSS 18. In this
case we tested the null hypothesis (Ho). To reject Ho performed by
comparing the P-value with significance level 0.05, or compare with the
significance score based on the following criteria:
If the score of sig. > 0.05; then the data are normally distributed
If the score of sig. < 0.05; then data are not normally distributed
Table 22
Normality Test of Data Research
No Group P-value Conclusion
1 A1 0.938 Normal distribution
2 A2 0.964 Normal distribution
3 B1 0.909 Normal distribution
4 B2 0.955 Normal distribution
5 A1B1 0.996 Normal distribution
6 A1B2 0.987 Normal distribution
7 A2B1 0.990 Normal distribution
8 A2B2 0.994 Normal distribution





From the results of calculations with spss 18 above, all the sig. > 0.05 and
thus all the data are normal distribution.
2. Homogeneity test
In the analysis of differences in addition to fulfill the assumption that
the data comes from normal distribution population, must also meet the
assumption of homogeneity of variance. Homogeneity test aims to
determine whether the variance derived from a homogeneous population.
Homogeneity test data results on students speaking skill carried out by
Levene test at significant level 0.05. For testing homogeneity, proposed the
following hypothesis:
Ho: The data comes from a homogeneous population
Hi : Data derived from populations that are not homogeneous criteria:
If the score of sig (Levene's test) > 0.05, then Ho accepted and the
Hi rejected
If the score of sig (Levene's test) <0.05; then Hi accepted and
Ho rejected
Table 23
Levene's Test of Equality of Error variances
Dependent Variable: students speaking skill
F df1 df2 Sig.
.225 3 36 .878





Tests the null hypothesis that the error variance of the dependent variable
is equal across groups.
From the above data with the calculated values obtained spss 16 sig. 0.600
> 0.05 so Ho rejected and accepted and Hi data come from a homogeneous
population
C. RESEARCH HYPOTHESES TESTING
Test ANAVA 2 Direction
Table 4.10
Tests of Between-Subjects Effects
Dependent Variable: Students speaking skill
Source
Type III
Sum of
Squares
Df
Mean
Square
F Sig.
Corrected Model
Intercept
Teaching Method
EmotionalIntelligence
Teaching Method *
EmotionalIntelligence
Error
Total
Corrected Total
72.875
a

8970.025
38.025
30.625
34.225

250.100
9293.000
322.975
3
1
1
1
1

36
40
39
24.292
8970.025
38.025
30.625
34.225

6.947

3.497
1.291E3
5.473
4.408
5.608
.025
.000
.025
.043
.044

R Squared = .226 (Adjusted R Squared = .161)
Based on the data above can be concluded:
1) Testing Hypothesis 1:
Ho: There is no effect teaching method upon students speaking skill
Hi : There is effect teaching method upon students speaking skill




The hypothesis was tested by looking at a significant coefficient.
If the sig score > 0.05, then Ho accepted and the Hi rejected
If the sig score < 0.05; then Hi accepted and Ho rejected
Of the test with spss 18 above obtained sig for teaching method 0.025 <
0.05 can thus be concluded there is an effect teaching method upon
student's speaking skills.
2) Testing Hypothesis 2:
Ho : Thre is no effect the emotional intelligence upon students
speaking skill
Hi : Thre is effect emotional intelligence upon students speaking skill
The hypothesis was tested by looking at a significant coefficient.
If the sig score > 0.05, then Ho accepted and the Hi rejected
If the sig score < 0.05; then Hi accepted and Ho rejected
Of the test with spss 18 above obtained sig for teaching method 0.043
< 0.05 can thus be concluded there is an effect emotional intelligence
upon student's speaking skills.
3) Testing Hypothesis 3:
Ho : There is no effect interaction between teaching method and
emotional intelligence upon students speaking skill.
Hi : There is effect interaction between teaching method and emotional
intelligence upon students speaking skill.
The hypothesis was tested by looking at a significant coefficient.




If the sig score > 0.05, then Ho accepted and the Hi rejected
If the sig score < 0.05; then Hi accepted and Ho rejected
From the test with spss 18 above obtained sig for teaching method and
emotional intelligence 0.044 < 0.05 can be concluded that there are
effects between teaching method and emotional intelligence upon
students speaking skill. Based on the result, the further test is needed.
Further test
Multiple Comparisons
Students speaking skill
Tukey HSD
(I)
Class
(J)
Class
Mean
Difference
(I J)
Std.
Error Sig.
95% Confidence Interval
Lower
Bound
Upper
Bound
1 2
3
4
1.100
1.305*
5.111*
.657
.642
.675
.004
.000
.000
-.07
1.73
3.29
3.47
5.18
6.93
2 1
3
4
-1.100
1.755*
2.601
.657
.642
.675
.004
.046
.000
-3.47
.03
1.59
.07
3.48
5.23
3 1
2
4
-1.305*
-1.755*
2.400
.642
.642
.660
.000
.046
.006
-5.18
-3.48
-.12
-1.73
-.03
3.44
4 1
2
3
-5.111*
-2.601*
-2.400
.675
.675
.660
.000
.000
.006
-6.93
-5.23
-3.44
-3.29
-1.59
.12

*. The mean difference is significant at the 0.05 level





Based on the further test above can be concluded that:
a) Class 1 with class 2: seen that the mean difference of (1.1), it
means the difference between the average grades 1 and 2 of (1.1).
This value can be proven with a significance score, was sig = 0.04
< 0.05; or it can be said to have a significant effect between class 1
and class 2.
b) Grade 1 to Grade 3: seen that the mean difference of (3.455),
meaning that the average difference between grade 1 and 3 of (1.3).
This score can be proven with a significance value, was sig = 0.00
< 0.05; or it can be said to have a significant effect between grade 1
and grade 3.
c) Class 2 to grade 4: shows that the mean difference of (2.6),
meaning that the average difference between grade 2 and 4 of (2.6).
This value can be proven with a significance value, was sig = 0.00
< 0.05; or it can be said to have a significant effect between grade 2
and grade 4
d) Grade 3 to Grade 4: shows that the mean difference of (2.4),
meaning that the average difference between grade 3 and 4 of (2.4).
This value can be proven with a significance value, was sig = 0.06
< 0.05; or it can be said to have a significant effect between grade 3
and grade 4






D. INTERPRETATION OF RESEARCH RESULTS
From the analysis of data above can be interpreted as follows:
1) There is the effect of teaching method upon student's speaking skills.
It is characterized by a significant score to the teaching method
0.025 < 0.05 can thus be concluded there is effect teaching method
upon the student's speaking skills. This is supported by the acquisition
of a mean score of the learning of result with communicative language
teaching method is 15.9 higher than the score of the conventional
method with 14.0. This phenomenon shows the learning result of
students speaki ng skill increases when students are taught with
communicative language teaching method. The use of communicative
language teaching method can improve learning result for the use of
teaching method to be more challenged for students to explore the
material, more creative, fun and not boring
2) There is the effect of emotional intelligence on learning result in
speaking skill.
It is characterized by significant values for emotional
intelligence 0043 < 0.05 can thus be concluded there is the effect of
emotional intelligence on learning result in speaking skill. This is
supported by the acquisition of a mean score of the learning of
speaking skill with high emotional intelligence 15.85 higher than low
emotional intelligence of 14.1. This phenomenon indicates that the
student has a strong interest in making students more confident in




answering questions, learning more fun because there is no element of
coercion, a high awareness of bigger and feel responsible.
3) There are effects of interaction between teaching method and
emotional intelligence upon students speaking skill.
It is characterized by the sig to the teaching method and
emotional intelligence 0.044 < 0.05 can thus be concluded there is an
interaction between teaching method and emotional intelligence upon
students speaking skill. Based on these results, then further testing is
needed. From further testing can be seen that each class/group has a
significant effect upon the learning of speaking skill
D. LIMITATIONS OF RESEARCH
Researcher recognize several limitations in this study as follows:
1. The factors that have the effects on speaking skills are restricted to two
variables, namely the teaching method and emotional intelligence.
There are many other variables that affect the speaking skill.
2. The research was conducted within the scope of the SMK PGRI 1
Jakarta in the Ministry of education and culture, so in the future still
research is needed in a wider scope in order to obtain better results.









CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
A. CONCLUSION
From the data analysis, the research findings of the research are
as follows:
1. Learning result of students speaking skill with communicative
language teaching method is higher than students taught by
conventional method, or in other word there is a significant difference
in effect between the communicative language teaching method with
conventional learning method on students speaking skill. This is
supported by obtaining an average score of the learning of students
speaking skill with communicative language teaching method 15.9
higher than the conventional learning method on students speaking
skill with 14.00.
2. The result of the students speaking skill of the high emotional
intelligence is higher than students low emotional intelligence. Or in
other word there is a significant difference in effect emotional
intelligence upon students speaking skill. This is supported by
obtaining an average score of the students speaking skill with high
emotional intelligence 15.85 higher from 14.10 low emotional
intelligence.
3. There are effects of interaction between teaching method and
emotional intelligence upon students speaking skill. It is




characterized by a significant score to the method of learning and
emotional intelligence 0.044 < 0.05 can be concluded there is an
interaction effect between teaching method and emotional intelligence
upon students speaking skill. Based on these results, then further
testing is needed. From further testing can be seen that each
class/group has a significant effect on the students speaking skill.
From the data above average grade students speaking skill of
experiment with communicative language teaching with high
emotional intelligence was 16.5. While the average of students
speaking skill by communicative language teaching method with low
emotional intelligence was 15.4. The result of students speaking skill
in the classroom control with conventional learning method of and
high emotional intelligence is obtained the following results: an
average of 15.20 while the students speaking skill with conventional
teaching method and low emotional intelligence obtained a lower
average of 12.80.
B. IMPLICATIONS
The implications of the research findings contribute to the
learning process of English at private vocational school of second
grade at SMK PGRI 1 Jakarta. There are some aspects which could be
analyzed related to the implications of these research findings, and
they will be elaborated as follows:





Implications of Research Findings
1. Teaching Method
The research findings show that the students speaking skill of
English from communicative language teaching method is significant.
The research is limited on students speaking skill. In experiment class,
the researcher used communicative language teaching method in which
the researcher implemented transactional model. This model demands
students involve directly to the learning process. In supporting this
model, the researcher attempted to create a conductive situation in
class where students might be encouraged to be responsible for the
learning process. Students are led to be braver in expressing their
thought and feeling during the learning process. By encouraging the
students to be brave, it is easy for the researcher to persuade them to
collaborate with each other. The activities in class are emphasized on
the process on learning English so as those making errors or mistakes
are considered to be normal and the teacher is expected to just give
feedback.
Communicative language teaching method is designed to
engage learners in an authentic, functional use of language for
meaningful purposes. Students in a communicative class ultimately
have to use the language productively and receptively, unrehearsed
contexts outside the classroom. Students are given opportunities to
focus on their own learning process through an understanding of their




own styles of learning. Students are, therefore, encouraged to construct
meaning through interaction with each others. In communicative
language teaching method, students learn the target language by trial
and error, in which they try to use all varieties of English without
having fear of making error or mistake. Error or mistakes is not
considered as a sin, so, they would not be punished for making mistake
or error. In dealing with those who make mistake or error by
discussing it with students. Language skills are improved effectively
through giving the students some authentic experiences of learning
English. As teacher attempts to give some genuine or authentic
materials, students therefore learn the target language as naturally as
possible.
2. Emotional Intelligence upon students speaking skill
The research findings show that the score of high emotional
intelligence students learning achievement of English is higher than
that of low emotional intelligence students learning achievement of
English. Basically, students emotional intelligence can be increased
and emotional intelligence is counted in all methods since during all
learning process students should motivate themselves if they went to
succeed. Students who are able to cope with their own emotion tend to
be more productive and effective in doing their tasks. Learning
English, especially, needs students patience since English is
considered as one of difficult subjects. This fact demands teacher of




English to which makes students interact and collaborate each other. In
collaborative learning process, low emotional intelligence students are,
therefore, expected to be able to cope their emotion since they are
trained to make contact with others. By making contact gradually, they
can motivate themselves to learn English. They can encourage
themselves to express their feeling and thought. Beside that, teacher of
English can cooperate with students parents by giving them some
information about their childrens emotional intelligence so as they
also can treat their children in appropriate ways. There should be
regularly meetings in which teachers and parents can share and solve
any problem appealing to the learning process.
3. Interaction between teaching method and emotional intelligence
The research findings show that there is an effect of interaction
between teaching method and emotional intelligence. Communicative
language method demands interaction and collaboration among
students. In interactive and collaborative situations, students always
discuss, share information, and report the result. Interaction and
collaboration give students meaningful learning process and establish
students intellectual capacity as well as prepare them to live in
society. Students who have high emotional intelligence can motivate
themselves, cope with their emotional in every situation, and
understand someones emotion. These factors support the learning
process using communicative language teaching method in which this




method demands students to be always in interactive and collaborative
situations. By doing interaction and collaboration, it is also expected
that low emotional students can be trained to be more active and
responsible for their own learning. Emotional intelligence, however,
can be trained and improved by making social contacts. Teachers are
demanded to conduct the learning process all students in class.
Teachers are to monitor each of their students including their emotion.
To make the learning process betterment, teacher can administer the EI
Questionnaire to know their emotion. Teachers can vary the methods
will be used in class in accordance with students emotion.
C. SUGGESTIONS
Regarding to the research findings, some suggestions emerge
as follows:
1. In implementing the teaching method in class, some factors must
be considered, especially those which are closely related to
students personality. Since there is an effect of intersection
between teaching method and students emotion, teachers should
use some methods in one learning process. It is advisable for
teachers to know their students emotion in advance as to make
teachers easy combine some methods-eclectic method-in one
learning process. In implementing the combined method, the
aspects of students physical, mental and intellectual characters




should be deeply taken into consideration to group orientation,
from teacher-centered to student-centered.
2. In implementing an eclectic method, however, teachers should not
forget to lead and guide their students to be brave in expressing
their feeling and though during the learning process. It is expected
that emotional students can follow the learning process with
enjoyment.
3. Teacher should do not some kinds of evaluation such as process
evaluation and product evaluation. In doing the evaluations, teacher
should involve students to judge their own progress.
4. Teacher should be sensitive in responding students reactions in
every activity and lead them towards the activities which have been
previously planned. Teacher should find out some strategies to
encourage students courage in facing and solving the problems.
5. Teacher should be aware of students emotional intelligence. It
must be concerned due to the fact that emotional intelligence is
very crucial in any business done by human beings in real life.
Beside expecting tem to master English, teacher should expect that
students can increase their emotional intelligence. Increasing
students emotional intelligence can be done by selecting teaching
method or combining some teaching method which make students
interact and collaborate each other.





REFERECES


Brown, H. Douglas. Principles of Language Learning and Teaching,
NY: Addison Wesley Ltd. 2000

Harmer, Jeremy. How to Teach English, Longman: Addison Wesley Ltd.
1998

Harris, Duncan and Chris Bell. Evaluating and Assessing for Learning,
New Jersey: Nichols Publishing Company, 1996

Jack C. Richards and Theodore S. Rodgers, Approches and Methods in
Language Teaching, Cambridge University press, 2003

Jeremy Harmer, How to teach English (Longman: Addison Wesley
Longman Limited, 1998

Lightbown, Patsy M. and Nina Spada, How Languages are Learnt,
Oxford: Oxford University Press, 1993

Littlewood, William. Communicative Language Teaching, Cambridge
University Press, 1981

Mayer, J. D., DiPaolo, M. T., & Salovey, P.. Perceiving affective content
in ambiguous visual stimuli: A component of emotional intelligence.
J ournal of Personality Assessment,1990

Mayer, John D.; Salovey, Peter; Caruso, David R.. Emotional
intelligence: New ability or eclectic traits? American Psychologist,
2008

Mayer, J. D., Barsade, S. G., & Roberts, R. D. Human abilities: Emotional
intelligence. Annual Review of Psychology, 2008

Morgan, Clifford T. et.all., Introduction to Psychology, Singapore: Mc
Graw Hill Book c., 1986

Patsy M. Lightbown and Nina Spada, How Languages are Learned
(Oxford: Oxford University Press, 1993

Richard C Yorkey,"Study skill for students of English as a second
language"(Newyork :MC.Grow Hill, Inc,1990






Salovey, P. & Mayer, J.D.. Emotional intelligence. I magination,
Cognition, and Personality, 1990

The article, "UNH Prof..." was: Rose, D.. Exploring the emotional
landscape. Fosters Daily Democrat, 1995

























ATTACHMENT

ACTION PLAN

Name of School : SMK PGRI 1 Jakarta
Subject : English
Class/semester : X1/3
Meeting : 1-2
Time : 4 x 45 minutes
Standard of Competence : Communicate using English equivalents
Elementary
Basic Competencies : Revealing a wide range of mean heart.
Indicators:
Using speech act stating the phrase to express the right certainty.
Using speech act states expression for the right bargaining.
Using the expression for the speech acts express their opinions/opinions
correctly.
Using speech act stating the phrase to express consent (agreeing, disagreeing).
Instructional Goals
Student can understand the expression of various heart meaning.
Materials
Giving invitations
Expressing certainty
Expressing opinions
Expressing agreement and disagreement




Expressing argument
Teaching Method
Communicative Langauge Teaching Method
Assigment
Questions and Answers
Demonstration
Learning Steps
A. Activities Introduction
A.1. Apperception:
praying and greetings
Discussion
Attendance of students
A.2. Motivation:
Introduction of the material and its benefits to motivate students.
Ask the students the material that has not been understood and will
Asked or discussed again
B. Core Activities
B. 1. Students are given an explanation of the subject matter and purpose.
B.2. Students are guided to say the giving invitations, expressing certainty,
expressing opinions, expressing agreement and disagreement and
expressing argument in English as well.
B.3. With the guidance of a teacher:
B.3.1 Students discuss the results obtained.
B.3.2 Students make inferences from the activities carried out.
B.3.3 Students working on a book about the practice of the source.
B.3.4 Discuss the matter is considered difficult by students.
C. The final activity
C.1. Make a summary of what has been learned.
C.2. Asked students to write down what they felt
during the learning activities.
C.3. Give homework to work on a book about the practice of the source.




Tools and Learning Resources
A. Facilities:
Class/language lab and its equipment
Tools that support
B. Learning Resources:
LKS for English
Global Access to the world of work
English Grammar in Use
Person to person
English-Indonesian dictionary
Evaluation
A. Procedure : Test early, test observations / process, the final test
B. Types of tests : Oral and written
C. Form tests : Multiple choice and essay

Jakarta, February ,2012
Reseacher



Supadi












RESEARCH QUESTIONNAIRE

INSTRUCTIONS:
1. Choose the correct alternative a, b, c, d or e!
2. Put a cross (x) on the alternative that have been provided!
3. All the questions have to be answered so there are no questions left.
4. I thank the students for their participation for the success of this research.

RESPONDENT:
Name :___________________________
Class : ___________________________

1. Donny : We would like to invite you to come to our charity concert.
Karina : come. Where is the concert?
Donny : It's in our school hall on Sunday morning, could you invite your
colleagues to come with you?
Karina : Oh, I'll try. I'm proud of you, Boy. You really do a good deed.
Donny : Thank you, sir
a. I think so
b. Yes, youre right
c. I agree with you
d. I suppose so
e. I'd really love to
2. Dimas : I'm having a party on Saturday night, Anton. Could you and
Keisha come to my party?
Anton : but I'm afraid we can't. We're going out with our parents for
dinner.
Dimas : Oh, that is okay.
Anton : Thanks for the invitation.
a. I dont think so




b. I have a lot of work to do
c. We'd love to
d. Im not sure
e. I am very certain
3. Custamer : How much should I pay for my bill?
Cashier : It is Rp.250.000.
Custamer : Should I pay it...?
Cashier : Oh no, you can pay by your credit card.
a. on my account
b. by installment
c. for my bill
d. by cash
e. in advance 20
4. Dewi : Hello, would you like to come to my house tonight? We will have a
birthday party for my youngest sister.
Donny : Yes sure, .
a. Id love too
b. I dont think so
c. I have a lot of work to do
d. Would you like to have dinner with me
e. Im sorry I cant
5. Anita : Excuse me, do you think the bus will leave on time?
Cinta : Yes, I am sure it will.
The underlined utterance expresses.
a. certainty
b. doubtful
c. disappoinment




d. d. interest
e. agreement
6. Erni : How can you do the test?
Yani: I have a prepared it well, though.
a. Im not sure
b. I am very certain
c. I believe I can do it
d. I am happy to get good mark
e. I dont worry about it
7. Brian has just come through the customs at Jakarta
Airport. Jack meets him.
Jack : I expect you're glad to be on land again.
Brian : I was a good traveller, but I don't want to go through a trip like
that anymore.
Jack : No, I don't suppose you do. I imagine you're feeling tried now.
Brian : Yes, of course. Let's go to the hotel.
Jack : Ok.
a. Im not sure
b. Certainly. I thought
c. I believe I can do it
d. I am happy to get good mark
e. I dont worry about it
8. Retno : I think it is going to rain.
Sinta : its hot here and the sky is vey clear.
a. I think so
b. Yes, youre right




c. I agree with you
d. I suppose so
e. I dont think so
9. Budi : Its cloudy. Do you think its going to rain.
Aji : we are going to watch a football match, arent we?
a. I hope that
b. I dont believe
c. I couldnt help it
d. Im not sure
e. I agree with you
10. Reza : I think this soup is delicious.
Fahmi : its too hot for me.
a. I dont think so
b. I agree with you
c. I think so
d. Of course
e. Its all right
11. Laila : Look! Fathiya is beautiful with pink dress.
Sandra : she looks very young too.
a. Not at all
b. I dont know
c. I think so
d. I dont think so




e. Why do you think like that?
12. Farrel : What about going to the stadium?
Jessica : .
Farrel : I think it is necessary to bring an umbrella.
Jessica : I don't agree with you.
a. I don't think so
b. Not at all
c. It's all right
d. I disagree with you
e. I agree with you
13. Najla and Afiya are in the cinema. They are Sam watching film "Sang
Pencerah". Both of them enjoy it so much.
Najla : I think this film is so great. What do you think?
Afiya : ...
a. I don't think so
b. Not at all
c. It's all right.
d. I disagree with you
e. I agree with you
14. Beni and Fauzan are watching football match on television.
Beni : I think the match is interesting.
Fauzan : ... It makes me bored.
a. certainly




b. I am sure it is
c. I don't think so
d. I think so
e. I don't know
15. Dani : Would you go to the movie on Saturday night?
Eni : ... Do you want to pick me up?
Dani : Yeah, be ready before seven,
a. Great, I'd love to
b. Are you serious?
c. Are you kidding?
d. I'm so sorry
e. Nice invitation, but I can't.
16. Your brother has just got the first prize on swimming competition.
You : ... my brother. You've got the first prize.
Your brother: Thank you.
a. Oh, dear
b. Congratulation
c. How cheerful
d. Nice to see you
e. I'm sorry
17. Siska : Well done! You've passed the final examination.
Mela : ....
a. Nonsense.




b. I'm delighted to hear that.
c. I'm sorry to hear that.
d. No problem.
e. That's all right.
18. You come to a place for the first time. You are impressed with the view.
You say: "...!"
a. How is the beautiful place
b. What a beautiful place it is
c. What is a beautiful the place
d. How beautiful is the place
e. What place is beautiful
19. Sam : "Do you think the mechanic will come soon?
Toni : ... He is always punctual.
a. I doubt it.
b. Certainly not.
c. I'm absolutely sure.
d. It depends you know.
e. I don't think he will.
20. Fenti : Are you sure it will rain today?
Azis : the run is very bright.
a. Certainly
b. I'm sure
c. Of course not
d. I think so
e. You're right




RESEARCH QUESTIONNAIRE

Directions:
1. Answer all the provided statements
2. Cross (X) the answer alternative based on the real situation
3. There is no wrong answer, please answer all

1. When I feel happy I dont know what or who upsetting me.
a. most b. often c. sometimes d. rarely e. almost never
2. Even when I do my test I feel guilty about the things that did not get
done.
a. most b. often c. sometimes d. rarely e. almost never
3. Everybody has problems but there are so many things wrong with me
that I am simply myself.
a. most b. often c. sometimes d. rarely e. almost never
4. When I am upset I can pinpoint exactly what aspect of the problem bugs
me.
a. most b. often c. sometimes d. rarely e. almost never
5. Some people make me feel bad about myself, no matter what I doing
things.
a. most b. often c. sometimes d. rarely e. almost never
6. I buy things that I cant really afford.
a. most b. often c. sometimes d. rarely e. almost never






7. When I mess up, I say self-depreciating things, such as I am such a
loser,
stupid, student, I cant do anything right,.
a. most b. often c. sometimes d. rarely e. almost never
8. I am ashamed about how I look or behave.
a. most b. often c. sometimes d. rarely e. almost never
9. I feel uneasy in situations where I am expected to display affection.
a. most b. often c. sometimes d. rarely e. almost never
10. I feel weird when I hug someone other than my close family.
a. most b. often c. sometimes d. rarely e. almost never
11. When I see something that I like or want I cant get it out of my head
until I get it.
a. most b. often c. sometimes d. rarely e. almost never
12. Although there might be things to improve, I like myself the way I am
a. most b. often c. sometimes d. rarely e. almost never
13. I say things that I later regret.
a. most b. often c. sometimes d. rarely e. almost never
14. I get into a mode where I feel strong, capable and competent.
a. most b. often c. sometimes d. rarely e. almost never
15. I panic when I have to face someone who is angry.
a. most b. often c. sometimes d. rarely e. almost never
16. I am under the impression that peoples reactions come out of the blue.
a. most b. often c. sometimes d. rarely e. almost never




17. I have a need to make a difference.
a. very true b. mostly true c. somewhat true d. mostly not true
e. not true at all
18. I can not get over the guilt that I feel because of trivial mistakes and
faux pas that I made.
a. very true b. mostly true c. somewhat true d. mostly not true
e. not true at all
19. When I achieve something, I run into obstacles that keep me from
reaching result.
a. most b. often c. sometimes d. rarely e. almost never
20. I can not stop thinking about my problems.
a. most b. often c. sometimes d. rarely e. almost never
21. I will do whatever I can keep myself from crying.
a. most b. often c. sometimes d. rarely e. almost never
22. I have difficulty saying things like I love you even when I feel them.
a. most b. often c. sometimes d. rarely e. almost never
23. I enjoy spending time with my friends.
a. most b. often c. sometimes d. rarely e. almost never
24. I do my best even if there is nobody to see it.
a. most b. often c. sometimes d. rarely e. almost never
25. I am bored.
a. most b. often c. sometimes d. rarely e. almost never
26. I pay people compliments when they deserve them.




a. most b. often c. sometimes d. rarely e. almost never
27. I am wrong about things that other people dont even think about.
a. most b. often c. sometimes d. rarely e. almost never
28. I need someones push in order to get going.
a. most b. often c. sometimes d. rarely e. almost never
29. People who are emotional make me uncomfortable.
a. very true b. mostly true c. somewhat true d. mostly not true
e. not true at all
30. When someone does me a favor without being asked, I wonder what
his/her real agenda.
a. very true b. mostly true c. somewhat true d. mostly not true
e. not true at all
31. My life is full of dead ends.
a. very true b. mostly true c. somewhat true d. mostly not true
e. not true at all
32. I am not satisfied with k work unless someone else praises it.
a. most b. often c. sometimes d. rarely e. almost never
33. When I hear about someone elses problems, several possible solutions
immediately pop.
a. most b. often c. sometimes d. rarely e. almost never
34. I do what people expect me to, even when I disagree with them.
a. most b. often c. sometimes d. rarely e. almost never
35. When someone does me a favor without being asked, I wonder




what his/her real agenda.
a. very true b. mostly true c. some what true d. mostly not true
e. not true at all
36. My life is full of dead ends.
a. very true b. mostly true c. some what true d. mostly not true
e. not true at all
37. I am not satisfied with my work unless someone else praises it.
a. very true b. mostly true c. some what true d. mostly not true
e. not true at all
38. I do what people expect me to, even when I disagree with them.
a. most of them b. often c. sometimes d. rarely e. almost never

















BIOGRAPHY

Supadi was born in Pati, on May 5, 1965. After graduate from elementary
school (SD) Tanggel in 1980 continue to yunior high school (SMP) PGRI 5
Winong and graduate in 1983. In 1993 continue to senior high school (SMA) 2
Rembang and graduate in 1996.
In 1997 continue at the University of Muhammadiyah Surakarta (UMS),
Program of Diploma III of Department of English Education and graduate in
1990. In 1996, continue at the University of Jambi (Unja), S1 program of
Department of English Education and graduate in 1997.
In 2003 continue at the State Islamic Institute (IAIN) STS Jambi, Post
Graduate Program (S2) the concentration of the Islamic Educational Management.
In 2010 continue at the Indraprasta University PGRI Jakarta Master Program (S2)
the concentration of English Education. Profession as a lecturer in Unindra PGRI
Jakarta.
Married to Sudarti, S.PdI, born in Pati, on January 9, 1966
Gifted children:
1. Nur Hamidah, born in Jambi on January 4, 1994
2. Muhammad Najib, born in Jambi on July 12, 1997
3. Nur Hasanah, born in Jakarta on June 22, 2008