1.

Definition of Influence According to Hornby (1995:611), the word influence means the power to change the person's actions, character and beliefs. Therefore, the title The Influence of Emotional Quotient (EQ) on English Achievement in Speaking Performance in the Theme of Someones Appearance of the Tenth Grade Students at SMA Negeri 10 Palembang:, means the power of Emotional Quotient to change students English achievement in Speaking Performance.

1. The Concept of Emotional Quotient/Emotional Intelligence There are various kinds of definition of Emotional Quotient-EQ according to psychologists or experts. Emotional Quotient is the ability to know emotions, to gain and to establish them in order to help mind understanding emotions and intention, control others deeply so that it is able to help the development of emotion and intelligence. Patton (1997) states that emotional quotient is the ability to use emotion effectively to reach the goal, establishing productive relationship and reach success. EQ is non cognitive; It is different to Intelligence Quotient-IQ tat concerns about cognitive domain and used for testing the ability and the score is interpreted based on cognitive ability at all. According to Stein (2010:5), cognitive ability includes evaluating ideas, using logical thoughts, manipulating numbers, knowing similarities, concluding and catching on new concepts. Also, as defined by Martinez (1977) that EQ as a non cognitive skill arrangement, capability and competence which influences someones capability to overcome their environment and its pressure.

The term EQ was popularized by Daniel Goleman (2005) through his books. Golemans (1995) influential book popularized the construct and strongly influenced most subsequent scientific conceptualizations of EI. Thus, following the model proposed by Salovey and Mayer, and especially after Golemans best-selling book, many models of EI emerged.

(http://www.psychometriclab.com accessed on March, 10 2012). Goleman defines Emotional Quotient or Emotional Intelligence (2005:512) in his book, Working with Emotional Intelligence, as, the ability to know ones own and others feelings, the ability to motivate ones own and in others relationship. Therefore, the term Emotional Quotient can be concluded as the ability in ones own which concerns about non cognitive domain and relates to managing emotion well, so that someone is able to reach success. Someone can b called as the one whos EQ is good if he/she is able to control and manage his emotion, so does in behaving toward others 2. The Aspects of Emotional Quotient There are two aspects of Emotional Quotient: Understanding yourself, ypur goals, intentions, responses, behavior and all. Understanding others and their feelings. Goleman (2002), as cited in Purwanti (2009), the aspects of emotional quotient are those: a. Intrapersonal intelligence

Intrapersonal intelligence means the ability to make a model of characteristic of the own self accurately and focus only to the self, as well as the ability to use the character as the tool going through the life effectively. b. Interpersonal intelligence Interpersonal intelligence means the ability to understand others, for instance, what matter can motivate them, how they work, and how to work in team with them. Someones social skill is made by learning process and experience with his/her social life; that himself/herself is able to establish good relationship.

3. The Aspects of Emotional Quotient/Emotional Intelligence Then, Goleman (2005:513) divides the aspects above into 5 domains, as the following: 1. Self Awareness Self-awareness means and being able to name which emotion is happening at any given time. On the average, people undergo 27 emotions every waking hour. Rather than ignoring a feeling, the goal is to move toward it, into it, and last through it. Learning into the discomfort is the only way to change. The following are skill sets associated with Self-Awareness: Emotional Awareness: Recognizing ones emotions and their effects Know which emotions you feel and why Realize the links between feelings and what you do, say, and think

Recognize how feelings affect performance Have a guiding awareness of personal values and goals Accurate Self-Assessment: Knowing ones strengths and limits Aware of personal strengths and weaknesses Reflective and able to learn from experience Open to candid feedback, new perspectives and self-development Able to show a sense of humor and perspective about oneself Self-Confidence: Able to have a presence and be self-assured Able to voice views those are different and/or unpopular Able to be decisive and make decisions despite uncertainties

2. Self-management

Self management is the ability to use the awareness to be flexible and exactly behave positively. It is the step to set feelings and manage them to do better, both to yourself and others, than harm. Our passions can be contagious and energize others, but our ranting and raving can harm work relation beyond repair. The components of Self-Management: Self-Control: Managing disruptive emotions and impulses Manage impulsive feelings and distressing emotions well Stay composed, positive and unflappable even in difficult moments Think clearly and stay focused under pressure

Trustworthiness: Maintaining standards of honesty and integrity Act ethically and above reproach even when faced with conflicting emotions Build trust through reliability and authenticity Admit mistakes and confront actions in others Conscientiousness: Taking responsibility for personal performance Meet commitments and keep promises Hold oneself accountable for meeting objectives Adaptability: Flexibility in handling change Smoothly handle multiple demands, shifting priorities and rapid change Flexible in how the person sees events More than two-thirds of people tested have great difficulty admitting their shortcomings. I saw this personally last week when a highly skilled professional could not stop playing the victim when discussing her inability to get along with others in her group. None of it was her fault; all of it was because others were out to get her. Self-managing skills help us to move beyond this victim perspective and reframe stressful situations into ones that are challenging and doable. Knowing and managing our own emotional triggers is critical to this step. One important thing to remember in the self-managing step is the effect of self-talk. The manner in which we talk to ourselves during emotional issues is very revealing. What we tell ourselves goes immediately into our subconscious where it increases or decreases our anger and other emotions. Repeated negative self-talk leads to exaggerated and irrational thinking. Some people benefit from using positive affirmations to counter the negative self-talk in their heads.

STEP 3: Social Awareness Once we have become honest and intentional with our emotions, it is time to look outward. After all, nobody in life will listen to us unless they feel we have listened to them. Emotional intelligence is both tuning into your own feelings and tuning into the feelings of those around us. Empathy is being able to see from anothers perspective. Empathy begins with listening. Individuals who lack empathy are more focused on their needs and issues and pay little attention to anyone elses. No connection is made. Research has proven that when we meet someone, we determine whether we like them and trust them within 35 seconds. Its that fast for our emotional brain to form a first impression. The rational brain has no time to get involved and deliver intellectual proof until later. Here are the components of Social Awareness: Empathy: Sensing others feelings and perspective and taking an active interest in their concerns _ Attentive to emotional cues and listen well _ Show sensitivity and understand others perspectives _ Help out based on understanding other peoples needs and feelings Service Orientation: Anticipating, recognizing and meeting needs _ Respond to peoples needs and try to match response to need _ Seek ways to increase others satisfaction and loyalty

_ Offer appropriate assistance _ Grasp the other persons perspective Political Awareness: Reading a groups emotional current and power relationships _ Accurately read key power relationships _ Detect crucial social networks _ Understand the forces that shape views and actions _ Accurately read situations and organizational realities There are four levels of communication: superficial, fact, thought and feelings. With some people, we never get past the first two levels. To increase your EQ, you want to reach the last level and share your feelings and hear others feelings.

STEP 4: Relationship Management Mastering the abilities of self-awareness, self management, and social awareness pave the way for more effective relationships. This fourth component, relationship management, is about interacting with people and being adept at managing emotions in others. Here are the components: Influence: Using effective tactics of persuasion _ Skilled at persuasion _ Fine-tune presentations to appeal to the listener _ Use complex strategies like indirect influence to build consensus and support _ Orchestrate dramatic events to effectively make a point Communication: Sending clear and convincing messages _ Effective in give-and-take, registering emotional cues in attuning message

_ Deal with difficult issues straightforwardly _ Listen well, seek mutual understanding, and welcome sharing information fully _ Foster open communication and stay receptive to bad news Conflict Management: Negotiating and resolving disagreements _ Handle difficult people and tense situations with diplomacy and tact _ Spot potential conflicts, bring disagreement into the open, and help de-escalate them _ Encourage debate and open discussion _ Orchestrate win-win solutions Collaboration and Cooperation: Working well with others toward shared goals _ Balance a focus on tasks with attention to relationships _ Share plans, information and resources freely _ Promote a friendly, cooperative climate _ Spot and nurture opportunities for collaboration

1. The Concept of Speaking According to Brown (2004:140): Speaking is a productive skill that can be directly and empirically observed; those observations are invariably colored by the accuracy and effectiveness of a

test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test.

It means that speaking score is not exclusively a measure of oral production witjout potentially frequent clarifications of an interlocutor. Speaking is the product of creative construction of linguistic strings, the speaker makes choices of lexicon, structure, and discourse He also states that there are five basic types of speaking, are those, imitative, one, intensive, responsive, interactive and extensive (monologue). Imitative is the basic type of speaking that require the test taker only imitate, simply parrot back word or phrase or sentence;, Intensive speaking is the type of speaking which frequently employed in assessment contexts is the production of short stretches of oral language; Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversation; Interactive speaking is almost same with responsive, but the difference is that, is in the length and complexity of the interaction. Extensive (monologue) oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited or ruled out altogether.

2. Some Matters make Speaking Difficult According to Brown (1994:256) in his book, Teaching by Principles, some matters make speaking difficult are those:

1. Clustering Fluent speech is phrasal, not word by word. Learners can organize their their output both cognitively and physically (in breath groups) through such clustering. 2. Redundancy The speaker has an opportunity to make meaning clearer through the redundancy of language. Learners can capitalize on this feature of spoken language. 3. Reduced Forms Contractions, elisions, reduced vowels, et. al form special problems in teaching spoken English. Students who dont learn colloquial contractions can sometimes develop a stilted, bookish quality of speaking that in turn stigmatize them. 4. Performance variables One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking, and corrections. 5. Colloquial Language Make sure your students are reasonably well acquainted with the words and idioms and phrases of colloquial language and that they get practice in producing these forms. 6. Rate of Delivery

Another salient characteristic of fluency is rate of deliver. One of your tasks in teaching spoken English is to help learners to achieve an acceptable speed along with other attributes of fluency. 7. Stress, Rhythm, and Intonation This is the most important characteristic of English pronunciation, as will be explained below. The stress-timed rhythm of spoken English and its intonation patterns convey important messages. 8. Interaction As noted in the previous section, learning to produce waves of language in a vacuumwithout interlocutorswould rob speaking skill of its richest component: the creativity of conversational negotiation.

Types of Classroom Speaking Performance Brown (266) classifies classroom speaking performance into six types: 1. Imitative A very limited portion of classroom speaking time may legitimately be spent in the human tape recorder speech, where learners are, for example, practicing an intonation contour, trying to pinpoint a certain vowel sound, etc. imitation for this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. Drilling is a legitimate part of the communicative language classroom. Drills offer students an opportunity to listen and to orally repeat certain strings of language that may pose some linguistic difficultyeither phonological or

grammatical. Drills offer limited practice through repetition. They allow one to focus on one element of language in a controlled activity. Thy can help to establish certain psychomotor patterns (to loosen the tongue) and to associate selected grammatical forms with their appropriate context. 2. Intensive Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are going over certain forms of language. 3. Responsive A good deal of student speech in the classroom is responsive: short replies to teacher or student initiated questions or comments. These replies are usually sufficient and do not extend into dialogues.

4. Transactional (dialogue) Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language. 5. Interpersonal (dialogue) The other form of conversation mentioned in the previous chapter was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. These

conversations are a little trickier for learners because they can involve some or all the following factors: A casual register Colloquial language Emotionally charged language Slang Ellipsis Sarcasm A covert agenda

6. Extensive (monologue) Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromptu.

RELATIONSHIP

BETWEEN

EMOTIONAL

QUOTIENT

AND

ENGLISH

ACHIEVEMENT ON SPEAKING PERFORMANCE

Achievement encompasses student ability and performance, it is multidimensional; it is intricately related to human growth and cognitive, emotional, social, and physical development, it reflects the whole

Method of the Study Descriptive method will be used in this study, because the writer will present the data found during the research which will be collected and tabulated. According to Sekaran (2000:125), a descriptive study is undertaken in order to ascertain and be able to describe the characteristics of the variables of interest in a situation. In this study, the writer will use descriptive method to describe the students emotional quotient, their English achievement in Speaking performance and the influence of intelligence on English achievement in speaking performance.

Variable of the Study Variables are the conditions or characteristics that the experimenter manipulates controls or observes (Best and Khan, 1993:137). There will be two kinds of variables in this study, the independent variable and the dependent variable. Best and Khan (1993:137) defines independent variables are the conditions or characteristics that the experimenter manipulates or controls in his or her attempt to ascertain their relationship to observed phenomena. while dependent variables are those which appear, disappear, or change as the experimenter introduces, removes, or changes independent variables.

In this study, the independent variable was the students emotional quotient (EQ), while the dependent variable was the students English achievement in speaking performance of the tenth grade students at SMA Negeri 10 Palembang.

Operational Definitions The title of this research is The Influence of Emotional Quotient (EQ) on English Achievement in Speaking Performance in the theme of Someones Appearance of the Tenth Grade Students at SMA Negeri 10 Palembang. In order to avoid misinterpretation, the writer should explain som terms. Some key words of this study were influence, emotional quotient (EQ), and speaking performance. Influence means the power to change the person's actions, character and beliefs (Hornby, 1995:611). Therefore, the title The Influence of Emotional Quotient (EQ) on English Achievement in Speaking Performance in the Theme of Someones Appearance of the Tenth Grade Students at SMA Negeri 10 Palembang:, means the power of emotional quotient (EQ) to change students English achievement in speaking performance. According to Salovey and Mayer (1990:185) Emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, and the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in ones life, 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 (SIL International, 1999). Performance means acting, singing, playing an instrument or

otherwise

showing

craft

to

group

of

people.(

http://www.yourdictionary.com/performance, accessed on march, 21 2012). Therefore, in this study, speaking performance means acting the productive skill in oral mode to a group of people that done by the tenth grade students at SMA Negeri 10 Palembang.

Population and Sample population Population refers to the entire group of people, events, or things of interest that the researcher wishes to investigate (Sekaran, 2000:266). The population of the study was all the tenth grade students at SMA Negeri 10 Palembang.

Students No. Class Male Female 1. X.1 20 21 2. X.2 20 19 3. X.3 18 22 4. X.4 17 23 5. X.5 20 20 6. X.6 19 21 7. X.7 19 21 8. X.8 18 22 9. X.9 19 22 Total Source: SMA Negeri 10 Palembang academic year 2011/2012

Number Students 41 39 40 40 40 40 40 40 41 361

of

Sample Sample is a part of population which is investigated (Arikunto, 2010:109).. He stated if the number of the population is less than 100, all the population can be the sample of the

research, if the number of the subject is more than 100, the sample taken from the population can be between 10-15% and 20-25%. Purposive sampling is a technique to determine sample by particular consideration (Sugiyono, 2011:85). From the population above, the writer will take 20-25% from 361 students as the sample. And the writer will take 80 students as the sample by using by using purposive sampling. Purposive sampling is a technique to determine sample by particular consideration (Sugiyono, 2011:85).

Table 2 No. Class Number 1. X.1 41 2. X.2 39 Total 80 Source: SMA Negeri 10 Palembang academic year 2011/2012

Technique for Collecting the Data To collect the data, the writer will use questionnaire and test. EQ will be measured by means of questionnaire, whereas, the test will be used to get the information about the students achievement in speaking performance.

Questionnaire A questionnaire is a preformulated written set of questions to which respondents, record their answers, usually within rather closely defined alternatives (Sekaran, 2000:233). The
means given are ready-made questionnaire from a book Tes EQ, 20 Tes Mandiri Untuk Mengetahui dan Memaksimalkan Potensi EQ Anda, written by Robert J. Stein, published on 2010by Prestasi

Pustakaraya, Jakarta. Mostly the components of EQ which are measured in this book are some combinations of self reporting, multirater test, and performance test. There are two kinds of tests of this instrument: One of the test will measure the ability to know somebodys own emotion (independent reporting test).

Two of those will measure the ability to know others emoton (independent reporting and multirater test.

Test A test is a method of a measuring a persons ability or knowledge in a given area (Collier, 1995:190In this study, the test is speaking test and the material is about someones appearance. Brown (2004:3) defined a test as a method of measuring a persons ability, knowledge, or performance in a given domain. The writer will use a test to collect the data in this study. The writer wil give speaking test to measure students English achievement in speaking performance. In testing the students speaking performance, the writer asked the students to describe someones appearance that already administered by the writer. In addition, the writer will use five criteria of speaking test: pronunciation, grammar, word usage, fluency and ideas or contents of speaking in testing students speaking to score the students speaking performance. The test will be done only once.

Validity and Reliability

Validity Validity means the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment (Gronlund, 1998:226 as cited in Brown, 2004:22). The validity of the test will be checked through the content validity. According to Richard et all (1985:61) as cited in Hartati (2006:38), content validity is a form of validity which is based on the degree to which a test adequately and sufficiently measures the particular skill or behavior. It sets out or to measure. Therefore, the write will devise the test in accordance with the purpose of the test, which is to measure students speaking performance in describing someones appearance. Because there are two kinds of instruments will be used by the writer, the writer will measure two kinds of validity of the instruments. Internal validity will be used for measuring th questionnaire. Internal validity as defined by Arikunto (1993, 147) which is cited in Handayani (2007), as the appropriateness between parts of instrument and the instrument on the whole. Each score will be correlated with the total scores. Each item will be considered valid if the value exceeds r-table. R-value will be depends o the total respondents. In order to know the validity of the questionnaire, it will be tested first at the tenth grade students of SMA Negeri 10, class X.4 and X.5. There are 80 respondent. Meanwhile, for the test, the writer wil use content validty test. Faranken and Wallen (1991:88), this evidence refers to the nature of the content included within the instrument, and the specification, the writer will use to formulate the scontent. In order that the test has content vaklidity, the writer willdevise the test in acordanc with the purpose of the test.

Reliablity Sekaran (2000;204) stated that the realibility of a measure indicates the extent to which the measure is without bias (error free) and hence offers consistent measurement across time and across the various iteme in the instrument The realiability for the questionnaire, Alpha formula will be applied. Cronbach Alpha will be used to measure the reliability or the internal consistency among the items in this instrument. According to Arikunto as cited in Handayani (20017), the reason to use Cronbach Alpha in this study is the scores of the questionnaire Meanwhile, for the test, the writer will estimate test-retest reliability. According to Brown (1996:192). Test-retest reliability is the one of most appropriate for estimating the stability of test overtime. The reliability will be obtained by administering the test to nonsample students twice and computing the correlation coefficient between the two administrators of the test through test-retest reliability. To find out the correlation coefficient, the writer will use Pearson Product Moment Correlation. Its coefficient (symbolized as r) ranges between (p=1,00) to (p=-1,00) with a perfect positive relationship reflected by an r of p=1,00), a perfect negative relationship reflected by an r or -1,00, and a lack of relationship reflected by an r of zero. The calculation wwill be done by SPSS program for window.

Technique for Analyzing the Data Technique for Analyzing the Questionnaire

There will be 23 forms in this questionnaire which are consist of three kinds tests, first is self reporting test, multirater test, and last is performance test. Each will be divided into various kinds of test which will be described as follows. 1. Self Reporting Tests Test 1: Test 2: Test 4: Test 8: Test 10: Test 13: Test 16: Test 19: Test 21: Knowing own emotion Knowing others emotion Understanding the cause of own emotion Understanding consequences of own emotion Understanding consequences of others emotion Managing own emotion Managing others emotion Using own emotion Using others emotion

From those tests, it will be obtained each score of the resonse of each test. The score will be tabulated, and after being tabulated, the score of each wil be between -20 and +20. The interval of each score reflected as follows:

Very Good Good Average Must be Repaired

= 15 and up = 10-14 = 1-9 = 0-down

2. Multirater Tests: Test 3: Test 7: Test 11: Test 14: Test 17: Test 22: Knowing others emotion Knowing cause of others emotion Understanding consequences of others emotion managing own emotion Managing others emotion Using others emotion

From those tests, it will be obtained each score of the resonse of each test. The score will be tabulated, and after being tabulated, the score of each wil be between -20 and +20. The interval of each score reflected as follows:

Very Good Good Average Must be Repaired

= 10 and up = 1-9 = -9-10 = -10-down

3. Performance Test This last test will be the right and wrong answers, so it will be the certain answer keys. The score will be tabulated and each will result the interval as follows: Very Good Good Average = 90 and up = 75-85 = 45-70

Must be Repaired

= -40 and down

The Correlation Anallysis Correlation analysis will be used to find out the correlation corfficient of the independent variable (X) and the dependent vatiable (Y). Pearson Product Moment Correlation Coefficient will be applied. The writer also will use SPSS for windows.