CHAPTER I INTRODUCTION This chapter contains background of the study, research question, the aim of study, scope of the

study,benefits of research, previous study and definition of key terms.

A. Background of Study Language is one of the elements of culture that was born of the basic needs in order to improve human civilization. Its main function is as a tool communication between humans and other function is as a tool of thought, feelings and overall support of human knowledge.1 Language has a central role in the successful development of the intellectual, social, and emotional learning of students and support all areas of study. Language learning is important for humans social development. As a language which is used by more than a half of population in the world, English holds the key as international language. English is a tool of communication among peoples of the world to get trade, socialcultural, science, and technology goals. Moreover, English competence is important in career development, therefore students need to understand and use English to improve their confidence to face global competition. English is one of the international language is widely taught in many countries around the world. Many people in different countries use English as the language of instruction in a variety of important meetings at the international level. In education, English has a large share because almost all of text books in various disciplines which written in English, from elementary to university education. As the global language, English is holds function and very large role. The implication is that many people are try to learn to speak English well. To be able to speak good English in dealing of global competition, many students, even elementary schools learn English as a subject of local content.

Adang Septi Librianto,Pendekatan Kecerdasa Emosional dalam Pembelajaran Bahasa Arab,Thesis,

( Yogyakarta,Universitasa Islam Sunan Kalijaga, 1999),p.1.

One of the conditions for achieving this is an adequate English language skills, especially to communicate, both orally and in writing, because almost all the global information resources in various aspects of life using this language. But learning English is still regarded as difficult and boring subject by most of the students, and often creates fear and anxiety, learner usually feel that English is one of the most stress full classes they have had, so that English learning achievement of students is still low. The low achievement indicates the process of learning English is not optimal. Results of English learning achievement of students each year has not been encouraging. It can be seen the number of students who did not pass due national exam can not reach the value of subject is English language as required, at least 4,00.2 The fact shows that the result of teaching learning English is still low. The students have learned English from the first-grade of junior high school until senior high school, but most of them still cannot use English as tool of communication.3 It was not only happened to the students who have low score, but the students who have high score in junior high school can not use English in real communication in their level. Besides, their receptive skills are also below the expectation. For example, the students who have graduated from senior high school, they still find difficulty in reading English literatures.4 In this era of globalization, comparative power required capabilities and high competitiveness, which is the capability to harness, control and develop science and technology. This skill require the ability to master the English. Therefore, the educational program as a means to develop the potential of individuals and pass on the knowledge, values , attitudes, and behavior of the young generation should be designed in a more systematic. Students who afraid to learn English is often easy to become very agitated and takes a long time to eliminate the source of fear. Fear students will increase and they are usually

Republika Online, Bahasa Inggris Jadi "Dalang" Ketidaklulusan Siswa SMP di Pacitan

,Accessed on April 17,2013 from http://www.republika.co.id/berita/pendidikan/berita-pendidikan/12/06/01/m4xuzkbahasa-inggris-jadi-dalang-ketidaklulusan-siswa-smp-di-pacitan .

3
4

Ki Supriyoko, Masa Depan Smu Kitasurat Kabar Harian Kedaulatan Rakyat, Februari,6, 2004,P.1. Ibid

easy forget the material they learned. So fear of the English played an important role for students in research and refrain from using language skills. Students held negative beliefs may cause them to feel inadequate to deal and work on English lessons, students will avoid, unmotivated or lazy to follow the lessons and assignments given. When a student is experiencing excessive workload such tasks subjects, failure in exams and the demands of parents of students not infrequently lead to stress and anxiety. Many parents who impose their children with the academic demands that are difficult to achieve5.Such conditions require emotional quality excellence in a variety of forms such as self tolerance (the ability to regulate emotions that trigger stress or anxiety), flexibility (the ability to adapt and adjust to certain situations), optimism and self-reliance.6 Students who have high emotional intelligence can manage stress and find the right way to solve it,but it would be otherwise if a student has a low emotional intelligence, they will be difficult to find a way of dealing with emotional stress. Emotional intelligence can also be used in decision-making and action.7 Those who have high emotional intelligence will make decisions and take appropriate action in critical situations and urgent. Besides emotional intelligence is also useful in the adjustment and maintains good relationships with others. Those who has emotional intelligence understand feelings of others, can help themselves, be assertive that will make others feel comfortable, calm, and love to hang out with him. This proves that emotional intelligence is as important as IQ.8 Students who has high emotional intelligence are the happy students, confident, popular, and more successful in school. They are more able to control his emotions turmoil, a sweet touch with other people, can manage stress, and has good mental health. Salovey, Mayer, & Caruso

Info Cara Hadapi Stress Di Sekolah Info Cara Hadapi Stress Di Sekolah Accessed on April 17,2013 from http://inspirasipsikologimotivasi.blogspot.com/2012/11/info-cara-hadapi-stress-di-sekolah.html
6

Reuven Bar-On The BarOn Model of Social and Emotional Intelligence (ESI)

Accessed on April 17,2013 from http://www.eiconsortium.org/reprints/bar-on_model_of_emotionalsocial_intelligence.htm Daniel Goleman,Kecerdasan Emosional Untuk Mencapai Puncak Prestasi, (alih bahasa;Alex Trikanjono,Jakarta:Gramedia Pustaka Utama,2003),p.512. Amalia Sawitri Wahyuningsih, Hubungan antara kecerdasan emosional dengan prestasi belajar pada siswa kelas ii smu lab school jakarta timur( Psikologi Universitas Persada Indonesia Y.A.I,Jakarta,2004) p.3
8 7

added that children who has emotional kecerdasans can understand emotions themselves and others, and using emotions as information to guide your thoughts and actions. In learning English learners vary enormously in how successful they are in learning a second language. All people acknowledge that some individuals learn a second language easily and some with more difficulty. Among so many factors contributing to second language learning success, including motivation, attitude or personality types, it seems that one important factor which accounts for success in language learning is the degree of intelligence that individuals possess.9 In fact, in learning process in the schools often found that student achievement can not learn English, which is equivalent to the intelligence ability. There are students who have high intelligence but the ability obtain the relatively low academic achievement, but there are students who, although relatively low intelligence ability, can achieve a relatively high academic achievement. That is why the level of intelligence is not the only factor that determines the success of a person, because there are other factors that influence. According to Goleman, intelligence quotient (IQ) only accounted for 20% for success, while 80% is the contribution of factors other forces, such as emotional intelligence (EI): the ability to motivate yourself, overcome frustration, impulse control, arrange mood heart, empathy and the ability to collaborate.10 Students in the learning process, both intelligence quotient and Emotional Intelligence is needed. IQ can not function well without the participation emotional appreciation of the subjects presented in school. But usually both complement each intelligence. Balance between IQ and EI is the key to the success of students in school learning .11 Education in schools is not only to develop rational comprehension intelligence that is generally understandable models only students, but also to develop Emotional intelligence of students.12 This is where the importance of emotional balance, taking into account emotions can
Reza Pishghadam ,A Quantitative Analysis of the Relationship between Emotional Intelligence and Foreign Language Learning, Electronic Journal of Foreign Language Teaching, No.1,2009,p.31. 10 Daniel Goleman,Emotional Intelligence(Jakarta:Gramedia Pustaka Utam,2003),p.7.
11 12

Amalia Sawitri Wahyuningsih,Op Cit.,p.3. Amalia Sawitri Wahyuningsih,Op Cit.,p.2.

help us speed up the learning process. Understanding emotions can also make learning more meaningful and permanent. Daniel Goleman, author of the book "Emotional Intelligence" that convey , emotional intelligence is the ability to regulate emotional life with intelligence, maintaining harmony and expression of emotion through the skills of self-awareness, self-control, self-motivation, empathy and social skills.13 Research told us that without emotional involvement, reduced neural activity of the brain needed for recording lessons in mind.14 In regard to the importance of emotional intelligence on students as one of the important factors for academic achievement, in the preparation of this paper the authors are interested in researching: "The relationship between emotional intelligence with the results of learning English in grade II Mas Oemar Diyan in Indrapuri" B. Research Question Based on the description above, it can be formulated in the following problems: "Is there a relationship between emotional intelligence with the results of learning English in grade III MAS Oemar Diyan Indrapuri"? C. The Aim of study Based on the above formulation the aim of this study is to discuss the relationship between students emotional intelligence and their academic achievement in learning English at third grade students of MAS Oemar Diyan Boarding school Indrapuri. D.Scope of the Study This study is limited to the psychological problems of students which include emotional intelligence and its relationship on English learning achievement. Based on researcher consideration in some cases, the research is carried out only in third grade Madrasah Aliyah swasta (MAS) of Oemar Diyan Boarding School Indrapuri.

13

Oliver Schnell,et al,Emotional Intelligence,Thesis,(Venlo: Fast Consulting, 2007),p.7. Daniel Goleman,Working With Eotional Intelligence,terj.(jakarta: Gramedia Pustaka Utama,2003),p.15.

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E. Benefits of Research In terms of theory, the results of this study are expected to contribute to the development of theory in the field of education, especially English subjects and can give an idea of the relationship of emotional intelligence with the results of learning English. In practical terms, the results of this study are expected to help provide information to parents, school counselors and teachers esspecially English teacher of MAS Oemar Diyan Indrapuri in the development and improvement of the quality of teaching to always consider the emotional intelligence to improve student learning outcomes and motivate students to explore their emotional intelligence. F. Previous Research There are several studies that raised about Emotional Intelligence materials in various universities. From some research there are various kinds of focus you want to analyze, whether the roles, relationships, and emotional urgency Intelligence. From some research on emotionally like that described as follows. Thesis written by Maryam Sadat Tabatabaian in 2012 at Department of English Language and Literature, Allameh Tabatabai University, Tehran, Iran entitled The Interrelationships among Emotional Intelligence, Foreign Language Anxiety, and Willingness to Communicate the present study aimed to investigate the relationships among emotional intelligence , foreign language anxiety, and willingness to communicate . To this end, 88 upper intermediate and advanced English learners from Azaran Language College and Avesta Language Institute were asked to complete 3 questionnaires:Bar-Ons EQ-i, Foreign Language Anxiety (FLCAS), and Willingness to Communicate (WTC). The results of the correlational study indicated that there was a significant relationship between EQ, WTC, and FLCAS. The Journal of Psychological Research titled Emotional Intelligence and Academic Acievement among Malaysian secondary students written by Maria Chong Abdullah, habibah Rahil Mahyuddin and Jegak Uli in 2004 the The Faculty of Educational Studies Univerrsity Putra Malaysia that discusses how the mechanism of EQ can enhance students emotional competency which in turn improve their learning in classroom,present study was conducted inn 5 scondary school in the state of selangor,Malaysia,to examine students overall of EQ and the

relationship between students level of EQ and the relationship between students level of EQ and their level of negative affect towards specific school tasks and academic achivement and research finding indicate that there is linear negative relationship between students level of EQ and their level of negative affect towards specific school tasks and positive linear relationship between EQ and academic achivement and finding also indicate positive relationship between EQ and gender different. The Australian Journal of Basic and Applied Sciences titled EFL Teachers' Emotional Intelligence and Their Students' Language Achievement by Mahanaz Saeidi and Farahnaz Rimani Nikou at Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran This study aimed to investigate the relationship between Iranian EFL teachers' emotional intelligence and their students' language achievement as well as the students' attitudes towards teaching/learning process and EFL classroom environment considering their teachers' emotional intelligence. A Disertation by Chuan Ta Chao titled Foreign language anxienty and Emotional Intelligence: A study of EFL Student in Taiwan submitted the College of Graduate Studies in partial fulfillment of the requirements for the degree of Doctor of Education, the main focus of this study was to examine the association between foreign language anxienty and emotional intelligence among private collage students who learn English in Taipeh, National Taiwan University Thesis written by Hanik Badriyah in 2012 the Faculty of Teacher Training and Education Muhammadiyah University of Surakarta, entitled Pengaruh kecerdasan emosional dan motivasi belajarTerhadap hasil belajar matematika siswa kelas xi Sma negeri 1 bangsri tahun ajaran 2011/2012this study aims to identify, describe and assess the influence of intelligence emotional math learning outcomes. The next essay titledHubungan antaraEmotional Intelligence (EI) dengan Hasil Belajar pada Siswa Kelas XI IPS 3 SMU Lab SchoolJakarta Timur. This thesis written by Amalia in 2004 Sawitri Wahyuningsih YAI Persada Indonesia University in Jakarta. In research inimenggunakan kuantitaf approach that measures the relationship between emotional intelligence with student learning outcomes. Moment Productions USING data analysis and reliability coefficient Cronbach Alpha menggunakanrumus. Thesis written by Siti Rofiah entitled Pengaruh Emotional Intelligence Terhadap Akhlak

Siswa Di Madrasah Aliyah Negeri (Man) Malang 1 Tlogomasthat discusses the importance of Emotional Intelligence on students as one of the most influential factor in the formation of moral. Thesis was written by Yusuf Habibi in 2009, the State Islamic University (UIN) Maulana Malik Ibrahim Malang, entitled Pengaruh Kecerdasan Emosional Terhadap Kemandirian Belajar Siswa Al-HidayahWajak Malang. This study used a descriptive approach of quantitative and statistical testing using a sample of 100 respondents 85% of the population. The findings of the research in the analysis using regression analysis of the predictors with a score of rude, showed a positive effect on the independence between emotional intelligence students majoring in IPS Al-Hidayah Wajak Malang. Thesis with the title Peranan Emotional Intelligence (EI) dalam Meningkatkan Kualitas Hasil Belajar Pendidikan Agama Islam Siswa AMK Kosgoro I Lawang Malang written by Bambang Andik the 2004 State Islamic University (UIN) Malang. The study uses qualitative approach to the background by the opinions of experts who say that IQ is only about 20% have a role in determining the success of life. While the remaining 80% is determined by other factors. From some research on the top, there is a commonality of the title and the discussion that will be discussed in this paper will by researchers .But equation was only found on one side only as in Emotional Intelligence. It can be concluded that no single thesis discusses any relationship between The intelligence Emotional and learning outcomes in English, which will be carried out studies in class III Private Madrasah Aliyah (MAS) Oemar Diyan at Indrapuri. G. Definition of key terms To avoid misunderstanding of the concept used in this study, the writer gives some definition of key term as follow: 1. Relationship The way in which two or more people or things are connected, or the state of being connected:the study will assess the relationship between unemployment and political attitudes.15

Oxford Dictionaries Accessed on April 17,2013 from :http://oxforddictionaries.com/definition/english/emotional%2Bintelligence?q=emotional+intelligence

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2. Emotional intelligence The capacity to be aware of, control, and express ones emotions, and to handle interpersonal relationships judiciously and empathetically: emotional intelligence is the key to both personal and professional success.16 3. Learning English Achievement English achievement is the level of the students' mastery in learning English subject. Achievement is that somebody has done successfully ,especially using their own effort and skill.17 It is something accomplished, mainly by superior ability, special effort and great courage.18 Referring to this study, achievement means the students are able to achieve improved result in English, mainly in learning English.

16

Oxford Dictionaries Accessed on April 17,2013 from :http://oxforddictionaries.com/definition/english/emotional%2Bintelligence? q=emotional+intelligence

Hornby,Oxford Advance Learner Dictionary,(New York:Oxford Univesity Press,2000),p.11

17

A.S.

18

HougHton Mifflin Company,The American Herritage Dictionary of te English Language,Fourth Edition http://dictionary.reference.com/browse/achievement,