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Tesis S2 BAB I-5 Eksperimen
Tesis S2 BAB I-5 Eksperimen
Tesis S2 BAB I-5 Eksperimen
SITA AP
R
RA
UNIV
STA
P G R I
Thesis
Name : Supadi
NPM : 2009747976
Name : Supadi
NPM : 2009747976
east Jakarta
on in 2012
Advisor Advisor
Members:
______________________________
Approved by
Chairman Secretary
ii
STATEMENT
I state that this thesis is my own work. If at a later date is found in whole or in part
System.
Supadi
ABSTRACT
iv
MOTTO
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.
the researcher conveys a sense of respect and gratitude to all those who
University PGRI.
PGRI.
University PGRI.
do research.
6. Wife (Sudarti), children (Nur Hamidah, Muhammad Najib and Nur
Hasanah) and beloved family who have given support and motivation
researcher.
researcher.
9. Researcher realizes that this thesis is not still perfect yet, a lot of lacks
constructive critic. May the presence of this thesis is useful for us.
Supadi
CONTENTS
Page
APPROVAL .................................................................................................. i
ACCEPTANCE ............................................................................................. ii
STATEMENT................................................................................................ iii
ABSTRACT................................................................................................... iv
MOTTO ......................................................................................................... v
ACKNOWLEDGEMENT ............................................................................. vi
CONTENTS................................................................................................... viii
HYPOTHESIS ……………………………………………………………,,…13
A. Theoretical Description.………………...……………...…………,….……13
viii
B. Relevant Research ………………………………….……….……..……….57
C. Conceptual Framework…………………………………………………….58
G. Futher Test……………………………………………………………..…..92
A. Conclusion…………………………………….…...……………….….…113
B. Implication…………………………………………….………………….114
C. Suggestion …………………………………………………………..……118
REFERENCES………………………………………………………...…….120
ATTACHMENT …………..…………………………………………………122
Biography………………………………………………………….………….141
i
CHAPTER I
INTRODUCTION
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
implement the skill they have learned. They have to meet certain
listening, writing, reading, and speaking. Among the four skills, speaking
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
comprehending one's utterances for the two mentioned skills get involved into
process) and listener accept them into his brain (decoding process).
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
experiences get from other people and then go forwards to absorb new
patterns, and clear ideas. In short, they have to pay attention to cohesion
arranged structurally and coherence concerns with the link among different
course, interact directly with other people or listeners. It means that they
are involved in a discourse of communication in which they must make
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
In more recent times, there have been five teaching methods which
influence on classroom practice and which teachers and trainers still refer
practice and which teachers and trainers still refer to. They “Grammar
Harmer, 1998:30). The last is the widely accepted method in the English
which foreign language learning, we have to appeal to ideas not only from
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?
the supporting factors which can be neglected, students who have a good
opportunity of using the target language will get better progress in learning
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
greatly enhanced.
for which they both need to agree with the terms. It is not a one sided
which approaches and methods are best and/or most appropriate for
learning. Such beliefs are usually based on anecdote evidence, that is, on
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
proficiency test is also more likely to have a high score on the motivation
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.
subject for all levels of education, it is crucial to find out the most
objectives stating, “having studied for one semester, students are expected
having taken English I and some students still feel difficult in using
teaching method which broadly and strongly affects the teaching and
learning process of English in class in recent years. The method which is
intelligence.
may examine these perceptions; and becoming more aware of how they
use your emotions to help you solve problems and live a more effective
and not stop at a certain age only. Emotional intelligence is also not a
differences.
back, with the spontaneous ability to understand what other student want
others.
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
the information or skill that is being taught, and it may also be influenced
must study and understand a topic well enough to teach it to their peers. By
have to be able to interact and cooperate with the other students. The
motivate the students is difficult task for the teachers in order the students
and awaken your senses to help the mind, to understand the feelings and
meanings, controlling the depth of feeling that helps the development of
social, and defense of all the intelligence, sense of mystery and sensitivity
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
are as follows:
5. Is there any effect of teaching method upon the student’s speaking skill
school?
research for all problems, then it is necessary to limit on the using teaching
method and one factor which might affect on the student’s speaking skill
above is still very broad in scope, for it then the study was limited in
Jakarta and the student’s speaking skill is limited by the student’s speaking
especially for teachers who have strong wishes to improve their skills in
teaching English as a foreign language and for students who are learning
learning how to improve their English and coping with their emotional
vocational school, it is hoped that they would reap the benefits of this
AND HYPOTHESIS
A. Theoretical Description
a. Speaking
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,
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
later. There are many keys to support speaking skill by listening cassette,
watching TV, watching film, practicing with foreigners, practicing with
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.)
able pronounce us correctly, use appropriate stress and intonation patterns and
and situations, and they will have to be able to use a range of conversational
a good class atmosphere, students who get on with each other, and whose
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
important for students later. There are many keys to support speaking skill
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
certainly that the process of it involves two sides, the speaker and the
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
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
Olshtain, 2000: 166). They who also use speech production referring to
meaning, (Brown, 2001: 268). Meanwhile, Brown and Yule say that in the
a speaker and a listener/s in which the two parties want to convey and
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
abilities to develop.
between speaker and listener (or listeners), involving the productive skill
out that speaking is the important way people interact with the world
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
that when there is something to tell, they need to speak; otherwise, he will
not speak. Second, they have communicative purpose. Third, they intend
discussion forum. in this case, he will express his own ideas and persuade
of thanks and apology, and to express his needs such as asking for
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
(Widdowson, 1984:58).
spoken communication does not only require speaking skills but also
two integrated elements; that is, relative accuracy and relative fluency.
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
sounds.
Brown:
view” (Richards & Theodore, 1986:17), The preceding one seems to be the
four terms related to teaching and learning language. The four hierarchical
personality and learning abilities. There are several factors that a teacher
must consider when choosing a teaching method for their students. Some
learning abilities. Teachers also help their students learn with various
the learning activity. As a matter of fact, when the teacher engage learners’
emotions, they can gain more. Therefore, having interaction in a language
other words, he/she knows the result of the language acquired through
interacting with other people. Byme said that “What is needed is flexibility,
and relation among learners are essential since they feel less inhibited
when they are sure that they are safe. Accordingly, nowadays,
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
students.
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
these teaching methods are widely used, every instructor has a specific
which will be present in all-or almost all-classes are: “Engage, Study, and
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
led to what hav*e been termed natural methods and ultimately led to the
learning. Other reformers toward the end of the century likewise turned
attempts have been made to make second language learning more like first
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
guage. He opened a language school in Boston in the late 1860s, and his
induce rules of grammar. The teacher replaced the textbook in the early
ciation. Known words could be used to teach new vocabulary, using mime,
approach to' foreign language teaching for use in American schools and
reading was the goal, but in practice teachers often resorted to discussing
English as a second language in the United States between the two world
that was being developed by British applied linguists during the same
But the entry of the United States into World War II had a
Chinese'," Japanese, Malay, and other languages, and who could work as
not' the goal of conventional foreign language courses in the United States,
should be silent as much as possible in the classroom but the learner should
Silent Way, particularly the use of color charts and the colored Cuisenaire
of reading and mathematics programs. The Silent Way shares a great deal
with other learning theories and educational philosophies. Very broadly put,
follows:
1. Learning is facilitated if the learner discovers or creates rather than
learned.
in the British language teaching tradition dating from the late 1960s. Until
based activities.
during and after World War II. It is closely tied to behaviorism, and thus
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
pronunciation.
From the explainantion above it is concluded that the
translation method, the direct method, the audiolingual method, the silent
of the international language and one of lingua franca in the world, should
(Littlewood, 1981:1).
interact and cooperate each other. Those who can motivate themselves-
who can not motivate themselves, they will be left behind for this method
easy task for teacher since he or she only has limited time in class.
aspects, it is still acceptable. But when misinterpret the meaning of it, then
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
d. Conventional Method
techniques and adapted to the peculiar anxiety and threat as well as the
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
are two characteristics, namely: the first teachers to use media that are
of learning. Teachers simply glued to the existing media (text book) which
respond. Sometimes the comments and questions from new students may
passive while teachers can not receive feedback, and this is a deficiency
and can hinder teaching and learning activities, especially if students are
teacher to his class". This means the implementation of the teaching the
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
where many students are not active in teaching learning process in the
classroom. The interaction between teacher and students are not optimal
a. Definition of Intelligence
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
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
relationship . Researchers have found that even more than IQ, your
widely studied in humans, but has also been observed in animals and
possessed by individuals.
b. Emotional Intelligence
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
(Craig, 2004: 18). Salovey and Mayer in his theory states that emotional
intelligence includes the ability to monitor their own feelings and emotions
Emotional intelligence will provide benefits in the process and the quality
emotional intelligence so that they are able to function with less well in the
sensitive and less attention to other people. Good social skills will help
create better interaction for business negotiations and the ability to pursue
and not stop at a certain age only. Emotional intelligence is also not a
understand his own feelings, maturity, self control and ability to get
pleasure and satisfaction in life. Goleman (1995: 12) gives the notion of
persevere yourself, the skills to encourage self and others; and skills to
can use those feelings to understand the thoughts and actions accordingly.
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
there are eight basic human emotions, the feelings: joy (Joy), accept
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
the impulse to act, once a plan to address issues that have been implanted
and culture.
and how to work and how to work with them. In addition to the ability to
knowledge, where a person will learn and understand her feelings, and
the ability to perceive, understand, and effectively apply the power and
touch so that they can manage effective relationships, in which at the same
and awaken your senses to help the mind, to understand the feelings and
are essential to function effectively every day (Stein & Book, 2004: 30).
common sense, it is associated with the ability to read social and political
other people want and need, their advantages and disadvantages, the ability
23) is the ability to know what we and other people feel, including the
own feelings and others, the ability to motivate yourself, and the ability to
2003: 5).
get along well with others, d) have a husband or a wife to support, e) work
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
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)
skills.
cues and information about yourself or other people with emotional self-
social conscience.
cognitive effort for this individual. The person also tends to be somewhat
higher in verbal, social, and other intelligences, particularly if the
individual tends to be more open and agreeable than others. The high EI
administrative tasks.
attachment around the home and to have more positive social interactions,
aims, and missions. (Mayer, Salovey, & Caruso, 2004, p. 210) The specific
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
from one individual to another -they signal urgent messages such as "let's
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
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
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
themselves.
relationships with others, and avoiding conflicts, fights, and other social
healthy living and avoiding such problems as drugs and drug abuse. It
individuals and groups of people to live together with greater harmony and
satisfaction.
Discovering one's level means that you can know whether and how much
people can understand it. Knowing just that, one can use emotional
with it.
This is the information age. All of us are dependent on information
tells us emotional information is there and that some people can see it and
faces. Such individuals also know how to use emotional episodes in their
lives to promote specific types of thinking. They know, for example, that
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
had trained in intelligence research and had joined our group in 1995. Our
who do well at some items tend to do well on others as well. For these
to be an established intelligence.
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
to help people find the right work and relationships for themselves.
From explaination above it can concluded that the high emotional
human beings process, it can perform certain tasks very well that others
intelligence, then, has its drawbacks. What does having a low EI mean?
What are some of these drawbacks and what are some examples? These
intelligence may be easily and frequently irritated, angry or sad. They may
succumb more easily to self-pity, jealousy or depression. Life is always
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
here are a few statistics to put things in perspective. To begin, 50% of all
another's feelings into consideration have a lot to due with these numbers.
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
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
education.com/low-emotional-intelligence.html#ixzz1BPn4UWhC , taken
professional success? The short answer is: a lot! It’s a powerful way to
focus your energy in one direction with a tremendous result. We’ve tested
success that it accounts for 58% of performance in all types of jobs. It’s
intelligence, they can work to improve it, and those who score low can
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 we’ve studied at work, we have found that 90
but the chances are slim. People who develop their emotional intelligence
average of $29,000 more per year than people with low emotional
annual salary. These findings hold true for people in all industries, at all
levels, in every region of the world. We haven’t yet been able to find a job
unique blend of reason and feeling who achieve the greatest results.
The authors suggest that the notion of coping strategies fits well
adolescents high on emotional intelligence are those who cope well with
transition.
may be easily and frequently irritated, angry or sad. They may succumb
emotions.
same as this research which tries to find out the effect of teaching method,
students’ speaking skill at private vocational school. However, there are some
researchers which are relevance with this study. The followings are the brief
FPBS IKIP Medan,” Tesis. (Jakarta: PPs IKIP Jakarta, 1991)). The research
proved that there is the effect of teaching method towards the students’
dalam Pengajaran Menulis di SMP Kelas 1,”. Tesis (Jakarta: PPS IKIP
Jakarta, 1991).
Structural Approach in teaching reading skill in English. The study proved that
test of reading skill in English treated by Structural Approach. This study also
involved the students’ parents’ educational background as other variable.
proved that the students’ who have independent learning styles and treated by
achievement test of English than got by those who have dependent learning
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
Pengajaran and Gaya Belajar terhdap Hasil Belajar Bahasa Ingris”, Tesis
C. CONCEPTUAL FRAMEWORK
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
able to communicate with others in the real world, teachers are led to teach
unrehearsed situations under the guidance, but not control of the teacher.
themselves to lean and so they can get enjoyment during the learning process.
Understanding how human beings feel and respond and believe and
establish relationship with others. All these factors can contribute in some
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
collaborate with others and of course their emotional intelligence will affect it.
teachers due to the fact it is related with other factors such as personality
demanded to be able to interact and collaborate with each other. The learning
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
D. RESEARCH HYPOTHESIS
vocational school
CHAPTER III
RESEARCH METHODOLOGY
1. Place of Research
February at SMK PGRI Jakarta Timur. The treatment will be done for two
2. Research time
Table 3.1
Schedule Research
derived from the word meaning a way and logy meaning science. So the
In this study, the authors divide the sample into two groups,
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
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 student’s speaking skill. The
Table 3.2
TM K-1 K-2
EI
B-1 Y11 Y12
Remarks:
TM : Teaching Mehod
EI : Emotional Intelligence
emotional intelligence
emotional intelligence
teaching methods.
The group received the material on speaking skill with the same
in the curriculum. The data in this study were obtained by giving the final
Twice to give the subject matter and once to give the final test. Each
1. Populasi target
The population of this research was all students in the second grade of
2. Populasi Terjangkau
PGRI 1 Jakarta, lesson year 2011/2012, there are 4 classes, 160 students.
3. Sample
intelligence
4. Sampling Technic
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
2. Source of data
The data used in this study come from several sources, namely:
a. Primary data
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
b. Teach materials mastery student’s speaking skill for class control using
conventional methods.
two classes (class control and experimental class) and the observed
The instruments for this study are students’ speaking skill test of
a. Conceptual Definition
figuring out the student’s ability in speaking skill for expressing their
b. Operational Definition
which involve various skills to decide on when to speak; what form to use;
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
the lesson related to the speaking skill being given in the second grade.
Items
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:
B
P =
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
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
BA BB
D = PA – PB, dengan PA = dan PB =
JA JB
Description:
correctly.
correctly.
correctly
correctly
students with the high ability and the students with the low ability.
Table 3.5
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
xi - xt pi
rpb =
St qi
Description:
correctly
score of rhitung is greater than the score of rtabel (rhitung > rtabel) for the
Table 3.6
Result of Validity Calculation
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:
k PiQi
r11 = 1 -
k-1 St2
where:
k = Number of items
a. If r11 is equal to or greater than 0.70 means that the test results are be
k PiQi
rKR = 1 -
k-1 St2
20 0,63
rKR = 1 - = 0,82
20 - 1 21,94
Because r11 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.
a. Conceptual Definition
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
b. Operational Definition
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
students.
emotional intelligence
Table 3.7
Description and number of items
- options 7-12
- motivations 19-24
- behavior 31-38 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:
n(XY) – (X)(Y)
rxy =
{n(X2) – (X)2} ny2 – (y)2
Description:
rxy = Correlation between variables X and Y
n = Number of sample
X = Independent variable
Y = Bound variable
XY = Multiplication between variables X and Y
X2 = Variable of X squared
Y2 = Variable of Y squared
Table 3.8
Results of Validity Calculation
k Si2
r11 = 1 -
k-1 St2
Description:
questionnaire
moving from one hundred to zero percent, or from one to zero. Anas
benchmark as follows:
1. If r11 is equal to or greater than 0.70 means that the reliability of the
(unreliabel)
k PiQi
rKR = 1 -
k-1 St2
36 0,43
rKR = 1 - = 0,72
36 - 1 24,94
Because r11 equal to 0.72 or greater than 0.70 means that the
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
hypotheses, analysis of different test used the average of the right side.
(ANOVA).
conventional.
Teaching Method
Emotional K-1 K-2 B
Intelligence
Table 3.10
Descriptive Statistics Table for Two-Way
A-1 A-2 B
ܻ݊ ܻ݊ ܻ݊
ܻ ܻ ܻ
B-1
∑Y ∑Y ∑Y
∑Y2 ∑Y2 ∑Y2
ܻ݊ ܻ݊ ܻ݊
ܻ ܻ ܻ
B-2
∑Y ∑Y ∑Y
∑Y2 ∑Y2 ∑Y2
ܻ݊ ܻ݊ ܻ݊
ܻ ܻ ܻ
K
∑Y ∑Y ∑Y
∑Y2 ∑Y2 ∑Y2
Description:
following hypotheses:
Table 3.11
Summary of ANOVA for Hypothesis Test
Ft
Sumber varians Db JK RJK Fh
0,05 0,01
(Ab) Rjk(I)
Db(I)
(D) (D)
Total in Reduction Db Jk(D) Rjk - - -
(TR) (TR) TR
(R) (R)
variance (Rjk) and Fhitung (Fh) and Ftabel (Ft) for filling the shell in
a. db (Ak) = k – 1
b. db (Ab) = b – 1
c. db (I) = (k – 1) (b – 1)
d. db (A) = k.b – 1
f. db (TR) = n00 – 1
g. db (R) = 1
h. db (T) = n00
JK(I)
2
a. Rjk(I) = (I) =
db(I)
db1 = db numerator = k – 1
db2 = db denominator = n – 1
intelligence.
intelligence.
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
1) Statistic Hypothesis
i. H0 : µA1 = µA2
H1 : µA1 ≠ µA2
ii. H0 : µB1 = µB2
H1 : µB1 ≠ µB2
iii. H0 : Int. A x B = 0
H1 : Int. A x B ≠ )
With formula:
A. DESCRIPTION OF DATA
Table 4.1
Emotional
Teaching Method (A)
Intelligence
Total
Emotional CLTM Conventional
Intelligence (A1) (A2)
n = 10 n = 10 n = 20
High Emotional
X = 16.5 X = 15.2 X = 31.7
Intelligence (B1)
s = 2.83 s = 2.45 s = 5.28
n = 10 n = 10 n = 20
Low Emotional
X = 15.4 X = 12.8 X = 28.2
Intelligence (B2)
s = 2.82 s = 2.39 s = 5.21
n = 20 n = 20 n = 40
emotional intelligence .
emotional intelligence .
teaching method
highest score 20 and lowest 11. Score obtained from the statistical
Table 4.2
Comulative
Frequency Class Limit
Frequency
ClASS
Relativ Relative
Absolute Absolute Lower Upper
e (%) (%)
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
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
The highest score 19 and lowest 9. Score obtained from the statistical
calculation of the average 14, median 14, mode 13, standard deviation
Comulative
Frequency Class Limit
Frequency
CLASS
Absolut Relative Relative
Absolute Lower Upper
e (%) (%)
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 lowest 12. Score obtained from the statistical calculation of the
average 16.5, median 16.5, mode 16, standard deviation 2.83 and
Table 4.4
intelligence
Comulative
Frequency Class Limit
Frequency
CLASS
Relative Relative
Absolute Absolute 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
Total 10 100
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
score 1 and if the answer is wrong given score 0, so that the range of
highest score 19 and lowest 11. Score obtained from the statistical
Table 4.5
intelligence
Comulative
Frequency Class Limit
Frequency
CLASS
Relative Relative
Absolute Absolute 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
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
mode 15 standard deviation 2.82 and variance 7.95 the table as follows:
Table 4.6
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
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
mode 13 standard deviation 2.39 and variance 5,73 the table as follows:
Table 4.7
Comulative
Frequency Class Limit
Frequency
CLASS
Relative Relative
Absolute Absolute 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
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
intelligence
20 and lowest 11. Score obtained from the statistical calculation of the
Table 4.8
emotional intelligence
Comulative
Frequency Class Limit
Frequency
CLASS
Relative Relative
Absolute Absolute 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
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
median 14 mode 14 standard deviation 2.71 and variance 7.35 the table
as follows:
Table 4.9
emotional intelligence
Comulative
Frequency Class Limit
Frequency
CLASS
Relative Relative
Absolute Absolute 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
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
1. Normality Test
normality by using the test of kolmogorof - Smirnof with SPSS 18. In this
comparing the P-value with significance level 0.05, or compare with the
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
2. Homogeneity test
the data comes from normal distribution population, must also meet the
Levene test at significant level 0.05. For testing homogeneity, proposed the
following hypothesis:
If the score of sig (Levene's test) > 0.05, then Ho accepted and the
Hi rejected
Ho rejected
Table 23
.225 3 36 .878
Tests the null hypothesis that the error variance of the dependent variable
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
1) Testing Hypothesis 1:
If the sig score > 0.05, then Ho accepted and the Hi rejected
Of the test with spss 18 above obtained sig for teaching method 0.025 <
2) Testing Hypothesis 2:
speaking skill
If the sig score > 0.05, then Ho accepted and the Hi rejected
Of the test with spss 18 above obtained sig for teaching method 0.043
3) Testing Hypothesis 3:
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
student’s speaking skill. Based on the result, the further test is needed.
Further test
Multiple Comparisons
Tukey HSD
Mean 95% Confidence Interval
(I) (J) Difference Std. Lower Upper
Class Class (I – J) Error Sig. Bound Bound
1 2 1.100 .657 .004 -.07 3.47
3 1.305* .642 .000 1.73 5.18
4 5.111* .675 .000 3.29 6.93
2 1 -1.100 .657 .004 -3.47 .07
3 1.755* .642 .046 .03 3.48
4 2.601 .675 .000 1.59 5.23
3 1 -1.305* .642 .000 -5.18 -1.73
2 -1.755* .642 .046 -3.48 -.03
4 2.400 .660 .006 -.12 3.44
4 1 -5.111* .675 .000 -6.93 -3.29
2 -2.601* .675 .000 -5.23 -1.59
3 -2.400 .660 .006 -3.44 .12
This value can be proven with a significance score, was sig = 0.04
and class 2.
This score can be proven with a significance value, was sig = 0.00
and grade 3.
This value can be proven with a significance value, was sig = 0.00
and grade 4
This value can be proven with a significance value, was sig = 0.06
and grade 4
D. INTERPRETATION OF RESEARCH RESULTS
0.025 < 0.05 can thus be concluded there is effect teaching method
language teaching method can improve learning result for the use of
speaking skill.
intelligence 0043 < 0.05 can thus be concluded there is the effect of
speaking skill with high emotional intelligence 15.85 higher than low
needed. From further testing can be seen that each class/group has a
D. LIMITATIONS OF RESEARCH
1. The factors that have the effects on speaking skills are restricted to two
There are many other variables that affect the speaking skill.
2. The research was conducted within the scope of the SMK PGRI 1
A. CONCLUSION
From the data analysis, the research findings of the research are
as follows:
intelligence.
average of 12.80.
B. IMPLICATIONS
grade at SMK PGRI 1 Jakarta. There are some aspects which could be
1. Teaching Method
‘feedback’.
and error’, in which they try to use all varieties of English without
considered as a sin, so, they would not be punished for making mistake
possible.
succeed. Students who are able to cope with their own emotion tend to
regularly meetings in which teachers and parents can share and solve
C. SUGGESTIONS
as follows:
enjoyment.
every activity and lead them towards the activities which have been
Harris, Duncan and Chris Bell. Evaluating and Assessing for Learning,
New Jersey: Nichols Publishing Company, 1996
Mayer, J. D., DiPaolo, M. T., & Salovey, P.. Perceiving affective content
in ambiguous visual stimuli: A component of emotional intelligence.
Journal of Personality Assessment,1990
The article, "UNH Prof..." was: Rose, D.. Exploring the emotional
landscape. Fosters Daily Democrat, 1995
ATTACHMENT
ACTION PLAN
Subject : English
Class/semester : X1/3
Meeting : 1-2
Time : 4 x 45 minutes
Elementary
Indicators:
• Using speech act stating the phrase to express the right certainty.
• 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
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
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 : ___________________________
a. I don’t think so
b. I have a lot of work to do
c. We'd love to
d. I’m not sure
e. I am very certain
4. Dewi : Hello, would you like to come to my house tonight? We will have a
birthday party for my youngest sister.
b. I don’t think so
5. Anita : Excuse me, do you think the bus will leave on time?
a. certainty
b. doubtful
c. disappoinment
d. d. interest
e. agreement
b. I am very certain
c. I believe I can do it
b. Certainly. I thought
c. I believe I can do it
a. I think so
d. I suppose so
e. I don’t think so
a. I hope that
b. I don’t believe
c. I couldn’t help it
a. I don’t think so
c. I think so
d. Of course
a. Not at all
b. I don’t know
c. I think so
d. I don’t think so
e. Why do you think like that?
Jessica : ….
a. I don't think so
b. Not at all
13. Najla and Afiya are in the cinema. They are Sam watching film "Sang
Afiya : ...
a. I don't think so
b. Not at all
a. certainly
b. I am sure it is
c. I don't think so
d. I think so
e. I don't know
d. I'm so sorry
16. Your brother has just got the first prize on swimming competition.
a. Oh, dear
b. Congratulation
c. How cheerful
e. I'm sorry
Mela : ....
a. Nonsense.
b. I'm delighted to hear that.
d. No problem.
18. You come to a place for the first time. You are impressed with the view.
19. Sam : "Do you think the mechanic will come soon?
a. I doubt it.
b. Certainly not.
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
2. Even when I do my test I feel guilty about the things that did not get
done.
3. Everybody has problems but there are so many things wrong with me
4. When I am upset I can pinpoint exactly what aspect of the problem bugs
me.
5. Some people make me feel bad about myself, no matter what I doing
things.
loser,
10. I feel weird when I hug someone other than my close family.
11. When I see something that I like or want I can’t get it out of my head
12. Although there might be things to improve, I like myself the way I am
14. I get into a mode where I feel strong, capable and competent.
16. I am under the impression that people’s reactions come out of the blue.
18. I can not get over the guilt that I feel because of trivial mistakes and
19. When I achieve something, I run into obstacles that keep me from
reaching result.
22. I have difficulty saying things like “I love you” even when I feel them.
25. I am bored.
27. I am wrong about things that other people don’t even think about.
30. When someone does me a favor without being asked, I wonder what
32. I am not satisfied with k work unless someone else praises it.
33. When I hear about someone else’s problems, several possible solutions
immediately pop.
34. I do what people expect me to, even when I disagree with them.
a. very true b. mostly true c. some what true d. mostly not true
a. very true b. mostly true c. some what true d. mostly not true
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
38. I do what people expect me to, even when I disagree with them.
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