Tesis s2 bab i 5

THE EFFECTS OF TEACHING METHOD AND EMOTIONAL
INTELLIGENCE UPON STUDENT’S SPEAKING SKILL AT
PRIVATE VOCATIONAL SCHOOL IN EAST JAKARTA
Thesis
Submitted to fulfill requirement to achieve
Master Degree on English Education
Name : Supadi
NPM : 2009747976
DEPARTEMENT OF ENGLISH EDUCATION
POST GRADUATE PROGRAM
INDRAPRASTA PGRI UNIVERSITY
2012
UNIVE
RSITASINDRA
PRASTA
P G R I

APPROVAL
THESIS COMMITTE AGREEMENT
Name : Supadi
NPM : 2009747976
Program : Post Graduate Program
Study Program : English Education
Title o Thesis : The effects of teaching method and emotional intelligence
upon student’s speaking skill at private vocational school in
east Jakarta
This thesis has been cheched out and approval to be examined
on in 2012
Advisor Advisor
Dr. Supardi US, MM, M.Pd Drs. Supeno, M.Hum

ACCEPTANCE
This thesis has been examined in May 1, 2012
Board of Examiners Signature
Chairman : Prof. Dr. H. Sumaryoto
Members:
1. Dr. H. Suparman Ibrahim Abdullah, M.Sc.
2. Drs. Supeno, M.Hum
______________________________
______________________________
Approved by
Chairman Secretary
Prof. Dr. H. Sumaryoto Dr. H. Suparman Ibrahim Abdullah, M.Sc.
ii

STATEMENT
I state that this thesis is my own work. If at a later date is found in whole or in part
of this thesis is not my own work I am willing to accept sanctions in accordance
with Law No. 20 of 2003, section IV of article 25 of the National Education
System.
Jakarta, March 17, 2012
Supadi

ABSTRACT
A. Supadi, NPM: 2009747976
B. The effects of teaching method and emotional intelligence upon student’s
speaking skill at private vocational school in east Jakarta. Thesis. Jakarta.
Post Graduate of Study Program of English Education of Indraprasta
University PGRI, 2012.
C. xii + 5 chapters + 132 pages
D. Keywords: Effect, teaching method, emotional intelligence, student’s
speaking skill.
E. This study aims to determine the effects of teaching method and emotional
intelligence upon student’s speaking skill at the private vocational school
in east Jakarta. Research hypothesis included: 1) there is effect of teaching
method upon student’s speaking skill, 2) there is effect emotional
intelligence upon student’s speaking skill, 3), there is interaction between
teaching method and emotional intelligence upon student’s speaking skill.
Method used in this research in experimental method. The population is all
students and the sample of 40 students who obtained a random sampling
technique that use cluster sampling. Instrument that is used is result test of
student’s speaking skill in the multiple choice with 35 items that is tested
validity with reliability coefisient = 0,82, questionnaire 38 items of
emotional intelligence that is tested validity with reliability coefficient = 0,
72. Analysis of data uses analysis of variance (ANOVA) two-ways. Result
of the rsearch show that there sre effects of teaching method and emotional
intelligence upon studnt’s speaking skill.
F. Bibliography : 16 books
G. First Advisor : Dr. Supardi US, MM, M.Pd
Second Advisor: Drs. Supeno, M.Hum
iv

MOTTO
Don’t lie in ourselves, unite an intention in our heart, a word that we
say and a behavior that we act so that they will become a big power.

ACKNOWLEDGEMENT
With utter gratitude to Allah SWT has bestowed His mercy and
grace to the researcher so that finally researcher can finish this thesis on
time.
Thesis entitled On The effects of teaching method and emotional
intelligence upon student’s speaking skill at private vocational school in
east Jakarta is written to fulfill one of the requirements to obtain a master's
degree at the University Indraprasta PGRI. On this auspicious occasion, let
the researcher conveys a sense of respect and gratitude to all those who
genuinely have provided assistance and encouragement to the researcher in
this thesis, especially to:
1. Dr. Supardi US MM, M.Pd as the first Supervisor Indraprasta
University PGRI.
2. Drs. Supeno M.Hum as the second Supervisor Indraprasta University
PGRI.
3. Prof. Dr. H. Sumaryoto as Rector of the Indraprasta University PGRI.
4. Dr. Suparman Abdullah, M.Sc, Director of the Graduate of Indraprasta
University PGRI.
5. Priciple of SMK PGRI 1 Jakarta who has provided the opportunity to
do research.

6. Wife (Sudarti), children (Nur Hamidah, Muhammad Najib and Nur
Hasanah) and beloved family who have given support and motivation
to the researcher to complete the writing of this thesis.
7. Lecturers of Study Program of Education English of Graduate of
Indraprasta University PGRI who have given their knowledge to
researcher.
8. Lecturers and staff of Indraprasta University PGRI are always helpful
researcher.
9. Researcher realizes that this thesis is not still perfect yet, a lot of lacks
of form, content, and presentation techniques so the researcher needs
constructive critic. May the presence of this thesis is useful for us.
Jakarta, March 2012
Supadi

CONTENTS
Page
APPROVAL................................................................................................... i
ACCEPTANCE.............................................................................................. ii
STATEMENT................................................................................................. iii
ABSTRACT.................................................................................................... iv
MOTTO.......................................................................................................... v
ACKNOWLEDGEMENT.............................................................................. vi
CONTENTS................................................................................................... viii
CHAPTER I INTRODUCTION…………………...…… ….…….....................1
A. Background of Problem …………………………………….……………….1
B. Identification of the Problem ………………………………..………………8
C. Limitation of the Problem …………………………………….………..….10
D. Statement of the Problem…………………………………………….……..11
E. Research Objectives ………………………………………………….……..11
F. Significance of the study………………………………………………….…11
CHAPTER II THEORY DESCRIPTION, RELEVANT RESEARCH AND
HYPOTHESIS ……………………………………………………………,,…13
A. Theoretical Description.………………...……………...…………,….……13
1. Theory of student’s speaking skill………………………….…………..13
2. Theory of teaching method……………………………….…………….21
3. Theory of emotional intelligence……………………………………….36
viii

B. Relevant Research ………………………………….……….……..……….57
C. Conceptual Framework…………………………………………………….58
D. Research Hypothesis ……………………………………….…….………..62
CHAPTER III RESEARCH METHODOLOGY …………………………….64
A. Place and Time Research ………………………………………………….64
B. Research Methods ………………………………...………………….……65
C. Population and sample ………………………………………………….…68
D. Data collection Techniques ……………………..…………………..……..69
E. Development of Research Instrument ………………………………….….71
F. Data Analysis Techniques…………………………………………………,86
G. Futher Test……………………………………………………………..…..92
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION …………..…94
A. Description of Data ………………………………………………………..94
B. Test of Data Analysis Requirements …………………………………..…105
C. Researh Hypotheses testing………………………………………………107
D. Interpretation of Research Result …………………..…………………….111
D. CHAPTER V CONCLUSION ………..…………………….…………...113
A. Conclusion…………………………………….…...……………….….…113
B. Implication…………………………………………….………………….114
C. Suggestion …………………………………………………………..……118
REFERENCES………………………………………………………...…….120
ATTACHMENT …………..…………………………………………………122
Biography………………………………………………………….………….141
i

CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE STUDY
From the syllabus of vocational school, it can be seen that the
school started to teach their students not only English for specific purpose
but also general English. The syllabus is designed to fulfill the needs of the
students. Graduating from vocational school, most of the students wish to
implement the skill they have learned. They have to meet certain
requirements in order to get work. One of the requirements is having
sufficient skill in foreign language especially English.
Learning English means learning language components and
language skills. Grammar, vocabulary, pronunciation, and spelling are
examples of language components. Meanwhile, language skill covers
listening, writing, reading, and speaking. Among the four skills, speaking
is often considered as the most difficult skill to be learned by the students.
Learning to talk in the foreign language is often considered being one of
the most difficult aspects of language learning for the teacher to help the
students with. Helping the students develop the speaking skill not merely
so that they can pass examination but also for more general use when they
want to use the English in the outside world. They may need for further
study, work or leisure, so that they will not be among the many people
who unable to express his idea in English after having studied it for some
years.

Language skill as a focus of this research is speaking or oral
production. Yet, speaking activity has close relation to listening one,
comprehending one's utterances for the two mentioned skills get involved into
oral communication in which a speaker produces utterances (encoding
process) and listener accept them into his brain (decoding process).
Students, in the context above, are certainly hoped to use oral or
spoken English to express their ideas and feelings and have self-socialization
wherever and whenever they are. They are also hoped to tell about their and
other people's experiences interchangeably accompanied by self-reflection
activity, setback some steps for an introspection and internalize new
experiences get from other people and then go forwards to absorb new
experiences for their future needs and changes ..
In fact, producing utterances in English is not always easy.
Learning to speak is the most difficult skill to acquire among four
language skills. (Celce-Murcia and Olshtain, 2000: 166). Some reasons
underlining the fact are: Firstly. producing utterances, students need a
considerable spontaneity, a dear oral pronunciation, good grammatical
patterns, and clear ideas. In short, they have to pay attention to cohesion
and coherence of their productions. Cohesion relates to how utterances are
arranged structurally and coherence concerns with the link among different
meanings in the texts that forms literal meanings, communication
functions, and behaviors. Secondly. producing utterances, students, of
course, interact directly with other people or listeners. It means that they

are involved in a discourse of communication in which they must make
their ideas understandable or intelligible.
Theories of language learning and approaches to language teaching
have been thoroughly developed in order to enable learners to use the
target language efficiently. Changes in language teaching methods
throughout history have reflected recognition of changes in the kind of
proficiency learners need. For as long as people have been learning and
teaching language, there has continual debate about how to theorize the
process and what the best way of doing it is. Many current teaching
practices are the direct result of such constructive arguments.
In more recent times, there have been five teaching methods which
influence on classroom practice and which teachers and trainers still refer
to. They “Grammar translation, Audio-lingualism, influence on classroom
practice and which teachers and trainers still refer to. They “Grammar
translation, Audio-lingualism, PPP (Presentation, Practice, Production),
Task-Based learning, and Communicative Language Teaching.” (Jeremy
Harmer, 1998:30). The last is the widely accepted method in the English
language teaching world. The debate is still going on, of course. In
attempting to investigate the complex nature of foreign language learning,
which foreign language learning, we have to appeal to ideas not only from
linguistic analysis, but from other fields such as communication studies,
education, psychology and sociology.

The way in which people announce and develop new teaching
methods can make discussions of comparative methodology somewhat
confusing. What the interested teacher needs to when confronted with a
new method for example, is to see and/or how it incorporates theories of
language and learning. What procedures does it incorporate? Are they
appropriate and effective for the classroom situation that the teacher works
with? In this case two quest Ions seem worth asking: is it satisfying for
both students and teachers, and doses it actually achieve what it sets out to
achieve?
In learning a foreign language, the opportunity of using it is one of
the supporting factors which can be neglected, students who have a good
opportunity of using the target language will get better progress in learning
the language. To get a good result of teaching and learning a foreign
language, teachers should create language environment which supports
students to use the language, such as the way that teachers talk to the
students-the manner in which they interact with them-is one of the crucial
teacher skills. Within the classroom, teachers; role may change from one
activity to another or from one stage of an activity to another. If they are
fluent at making these changes their effectiveness as teachers can be
greatly enhanced.
Teaching and learning language is a contract between two parties
for which they both need to agree with the terms. It is not a one sided
affair. Teachers need to understand students’ needs the target language

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

great role to play here since any course book that is used embodies
approaches and methods. If teachers and students constantly monitor their
classes and adjust what they do accordingly, there is a really good chance
that the methods they use will be the best for the classes they teach.
Teaching plans should always be designed to meet an aim or aims.
Since English the first for language in Indonesia-is a compulsory
subject for all levels of education, it is crucial to find out the most
appropriate methods of teaching and learning English will be implemented
in this developing country. the private vocational school in Indonesia-
applies English as a compulsory subject which must be taught in all
semesters. Those having taken English I am demanded to be able to use
English in a simple way. It is in accordance with its instructional
objectives stating, “having studied for one semester, students are expected
to be able to use English in certain circumstances. In this objective,
subjects-related to people, location, prices, vacations, request, complains,
skills, world knowledge, and interest-are emphasized. In some cases after
having taken English I and some students still feel difficult in using
English even in a simple way.
With regard to the facts above, it is urgent to do a kind of research
to find out the appropriate method for students. The research is an
experimental research in which the method is communicative Language
Teaching Method. Communicative Language Teaching Method is a
teaching method which broadly and strongly affects the teaching and

learning process of English in class in recent years. The method which is
used in this research also involves other factor, namely emotional
intelligence.
Emotional intelligence is the ability to constructively study with all
of our emotions by: identifying and communicating them (through
appropriate expression and exploration); listening to what they are
signaling to us about perceived or real threats to our well-being, so that we
may examine these perceptions; and becoming more aware of how they
reflect our socio-cultural beliefs.
It is very important to understand that emotional intelligence is not
the opposite of intelligence. Emotional intelligence, then, is the ability to
use your emotions to help you solve problems and live a more effective
life. Emotional intelligence without intelligence, or intelligence without
emotional intelligence, is only part of a solution. Emotional intelligence
has also the benefits in making good relationship.
Emotional intelligence is the ability to understand the meaning of
emotions and relationships, and use it to solve the problem. These
capabilities include the ability to understand the feelings associated with
emotions and understand information about these emotions and manage
them. Emotional intelligence needed by students who want to succeed in
learning. Emotional intelligence will provide benefits in the process and
the quality of decision making, communication and relationships.

Emotional intelligence is not innate, but can be developed quickly
and not stop at a certain age only. Emotional intelligence is also not a
personality but a series of unique properties that help to shape one's
character, in thinking, feeling and behaving. Personality is a concept that is
often confused with emotional intelligence, but they have fundamental
differences.
Emotional intelligence is a useful instrument in solving the critical
problems with subordinates, reached a deal with difficult customers,
convey a good criticism of superiors and resolve some of the opportunities
that influence success. Emotional intelligence is used to help ourselves and
help other students.
Emotional intelligence refers to the special ability that we call
common sense, it is associated with the ability to read environment, set it
back, with the spontaneous ability to understand what other student want
and need, their advantages and disadvantages, the ability to be unaffected
by pressure, and the ability to be a nice student so coveted presence of
others.
Emotional intelligence as a key factor in the success in learning.
the instrumental factor in the success of which is a reflection of emotional
intelligence. Emotional intelligence of a student with another student is
different. It can be seen in daily life that some students succeed and there
are students who fail, success rates are different from each student.

B. Identification of the problems
A teaching method comprises the principles and methods used for
instruction. Commonly used teaching methods may include class
participation, demonstration, recitation, memorization, or combinations of
these. The choice of an appropriate teaching method depends largely on
the information or skill that is being taught, and it may also be influenced
by the aptitude and enthusiasm of the students.
In this teaching method, students assume the role of teacher and
teach their peers. Students who teach others as a group or as individuals
must study and understand a topic well enough to teach it to their peers. By
having students participate in the teaching process, they gain self-
confidence and strengthen their speaking and communication skills.
The teaching method is a method which is used in the teaching
learning process in the classroom at SMK PGRI 1 Jakarta.The students
have to be able to interact and cooperate with the other students. The
students can motivate themselves, follow the teaching learning process
easily. It is the teacher’s responsibility to motivate their students. To
motivate the students is difficult task for the teachers in order the students
can communicate with the other students well.
Emotional intelligence is the ability to recognize feelings, reach
and awaken your senses to help the mind, to understand the feelings and

meanings, controlling the depth of feeling that helps the development of
intellectual emotion. Emotional intelligence is also a set of skills that allow
us to clear the way life is so complicated and covers aspects of personal,
social, and defense of all the intelligence, sense of mystery and sensitivity
are essential to function effectively every day.
Ability is one's capacity and proficiency of doing something to
accomplish his goal. The ability of producing ideas is one of the language
skills which everyone should acquire in English since it is one of the world
languages which is widely learnt and used by many people in the world.
For this reason, English has been introduced to students in Indonesia for
years from primary level until university level.
Regarding the background of the study, identification of the problems
are as follows:
1. Is the teaching method important in the student’s speaking skill at
private vocational school?
2. Is the teaching method effective in the student’s speaking skill at
private vocational school?
3. Is the teaching method good to be applied in classroom?
4. Will the student’s speaking skill at private vocational school be high by
using the teaching method?
5. Is there any effect of teaching method upon the student’s speaking skill
at private vocational school?

6. Is there any effect of emotional intelligence upon the student’s
speaking skill at private vocational school?
7. Are there any effects of interaction of teaching method and emotional
intelligence upon in the student’s speaking skill at private vocational
school?
C. LIMITATION OF THE PROBLEMS
From the identification of the problems above, many problems
appeal related to teaching and learning English subject. It is impossible to
do a research for all approximately. Since the impossibility of conducting a
research for all problems, then it is necessary to limit on the using teaching
method and one factor which might affect on the student’s speaking skill
of English, which is emotional intelligence.
Based on the identification of problems that have been described
above is still very broad in scope, for it then the study was limited in
several variables namely: “The effects of teaching method and emotional
intelligence upon student’s speaking skill at private vocational school in
east Jakarta.” The teaching method is limited by using the communicative
language teaching method, the emotional intelligence is limited by the
emotional intelligence of the second grade of students at SMK PGRI 1
Jakarta and the student’s speaking skill is limited by the student’s speaking
skill of second grade of students at SMK PGRI 1 Jakarta.

D. STATEMENT OF THE PROBLEMS
Regarding the identification of the problems and the limitation of
the problems, statements of the problems are as follows:
1. Is there any effect the teaching method upon in the student’s
2. Is there any effect emotional intelligence upon in the student’s
3. Are there any effects of interaction of communicative language
teaching method and emotional intelligence upon in the student’s
E. PURPOSE OF THE RESEARCH
Based the research objectives are to analize about:
1. The effect of the teaching method upon in the student’s speaking
skill at private vocational school.
2. The effect of the emotional intelligence upon in the student’s
speaking skill at private vocational school,
3. The effects of interaction of communicative language teaching
method and emotional intelligence upon in the student’s speaking
skill at private vocational school.
F. SIGNIFICANCE OF THE STUDY
It is hoped that this study will contribute to the improvement of
teaching and learning process in the classroom at vocational school?,
especially for teachers who have strong wishes to improve their skills in

teaching English as a foreign language and for students who are learning
English for improving speaking skills.
For the students, it is hoped that would learn English easier by
learning how to improve their English and coping with their emotional
aspects during the process of mastering speaking skills of English.
For English teachers, especially English teachers at the private
vocational school, it is hoped that they would reap the benefits of this
study in selecting appropriate methods to be implemented in class.
For University Indraprasta of PGRI, this study is hopefully to be
considered very important by the decision makers to make any policy
related to the process of teaching and learning, especially teaching and
learning English subject.

CHAPTER II
THEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK
AND HYPOTHESIS
A. Theoretical Description
1. Theory of Student’s Speaking Skill
a. Speaking
The whole of human history is built upon communication. From the
first story told in prehistoric times through the mass media of today, verbal
communication has built the foundation of who we are, where we came from,
and what we hope to become. Throughout time, many orators, philosophers,
and educators have tried to capture the essence of human communication.
Although a true understanding of the complexity of communication takes
years of examination, the researcher have tried to offer a brief highlight of
some of the major contributors.
Speaking is very important part in studying English. People need to
speak in order to communicate one each other and make a good
communication. When some one was born, he learns how to speak, and
speaking can make him communicate or contact with other person. According
to Yorkey (1990:4), speaking skill is a skill and like other skill, it must be
practiced continuously.1) The teacher role is becoming important for students
later. There are many keys to support speaking skill by listening cassette,

watching TV, watching film, practicing with foreigners, practicing with
partners. In judging whether students are speaking in correct statements. There
are two criteria which the teacher must take:-The students have to understand
the meaning of words that they use and associate them into the objects of their
represent. -The students have to pronounce the words properly in order to arise
same perception and they understand each other. (Richard C Yorkey, 1990: 4.)
If students want to be able to speak fluently in English, they need to be
able pronounce us correctly, use appropriate stress and intonation patterns and
speak in connected speech. Speakers of English - especially where it is a
second language - will have to be able to speak in a range of different genres
and situations, and they will have to be able to use a range of conversational
and conversational - strategies. They will need to be able to survive in typical
functional exchanges, too.
Getting students to speak in class can sometimes be extremely easy. In
a good class atmosphere, students who get on with each other, and whose
English is at an appropriate level, will often participate freely and
enthusiastically if we give them a suitable topic and task. However, at other
times it is not so easy to get students going. Maybe the class mix is not quite
right. Perhaps we have not chosen the right kind of topic. Sometimes it is the
organisation of the task which is at fault. But a problem that occurs more often
than any of these is the natural reluctance of some students to speak and to
take part. In such situations the role(s) that teachers play will be crucial.

Students are often reluctant to speak because they are shy and are
not predisposed to expressing themselves in front of other people,
especially when they are being asked to give personal information or
opinions. Frequently, too, there is a worry about speaking badly and
therefore losing face in front of their classmates. In such situations there
are a number of things we can do to help. The teacher role is becoming
important for students later. There are many keys to support speaking skill
by listening cassette, watching tv, watching film, practicing with
foreigners, practicing with partners.
Speaking is one of language skill in learning langauge. Speaking
skill is a skill and like other skill, it must be practiced continuously. People
need to speak in order to communicate with the other people and make a
good communication well. We have to learn how to speak, and speaking
can make us communicate or contact with other person.
b. Student’s Speaking Skill
Speaking is a form of communication (Jone, 1989: 14). It means
that speaking a kind of communication which is conveyed orally. It is
certainly that the process of it involves two sides, the speaker and the
listener who may function interchangeably. When the speaker produces
utterances sent to the listener, he/she may function as a speaker.
Otherwise, when the listener gets turn to give responses, he/she may
function as a speaker. In short, it may be said that speaking has the similar
meaning to oral communication.

During communication what one says should be conveyed in an
effective way. How one says has the same importance as what one says,
(Jone, 1989: 14). Celce-Murcia and Olshtain say that in any oral
interaction the speaker wants to communicate ideas, feelings, attitudes, and
information to the hearer or wants to employ speech th2t relates to the
situation. The main objective of .the speaker is to be understood and for
the message to be properly interpreted by the hearer/s, (Celce-Murcia and
Olshtain, 2000: 166). They who also use speech production referring to
speaking explain that speech production is produced on-line and that it is
prototypically reciprocal (timbal balik) in nature. The reciprocity develops
during the ongoing negotiation of meaning between the speaker and
listener(Celce-Murcia and Olshtain, 2000: 168).
Brown says that conversations are collaborative activities as
participants (speaker and listener) engage in a process of negotiation of
meaning, (Brown, 2001: 268). Meanwhile, Brown and Yule say that in the
production of speech each speaker needs to speak individually and ideally.
He needs someone to listen to his speaking and to respond to him, (Brown
and Yule, 1997: 25).
It may be inferred that speaking is a collaborative activity between
a speaker and a listener/s in which the two parties want to convey and
negotiate thoughts, feelings or messages in a special reciprocal situation
underlined by a mutual understanding.

Speaking is one of English language skills which belong to a
productive skill. In communication, speaking involves at least two persons
so as to have interaction between them. In simple way, Fulcher (2003: 23)
says, "speaking is the verbal use of language to communicate with others."
Speaking is the most important and; complicated language skill which one
needs to master. As known that speaking is the productive skill in the oral
mode. It, like the other skills, is more complicated than it seems at first and
involves more than just pronouncing words. Harris (2003: 81) adds that
like writing skill, speaking is a complex skill speaking number of different
abilities to develop.
Byrne highlights that "Oral communication is a two-way process
between speaker and listener (or listeners), involving the productive skill
of speaking and the receptive skill of understanding (or listening with
understanding)". Meanwhile, Learns, Miller, and Soro (2010: 55) points
out that speaking is the important way people interact with the world
which includes instructional and social conversation, develops language,
thought, and content knowledge as well as the personalities and beliefs,
and the ability to form relationships.
From the natures of speaking above, it is, therefore, inferred that
speaking is a means of communication comprising at least two persons in
face-to-face interaction to produce ideas, thought, knowledge, and beliefs
as well as meet communicative language components to build
relationships.

In relation to building social relationship, everyone owns his goal
for that reason. One may speak when he intends to discuss something.
Harmer (2006: 46-7) states that there are some reasons why people are
involved in conversation. First, they want to say something. This implies
that when there is something to tell, they need to speak; otherwise, he will
not speak. Second, they have communicative purpose. Third, they intend
to select words. It means speakers in general have certain capacity to
produce new and appropriate sentences.
Richards and Renandya (2002: 201) supports Harmer's views,
which emphasize that one will make a social relationship through
discussion forum. in this case, he will express his own ideas and persuade
others or clarify information. Boardman (1979: 1) states that the language
used by a speaker is to show how to ask for information, to suggest, to
prohibit, to express ideas, etc. In the context of English learning, students
are encouraged to be able to express themselves in target language, to
overcome basic skills of interaction such as mutual greetings, expressions
of thanks and apology, and to express his needs such as asking for
information (Brown and Yule, 1988: 27)
From the explanation, it is likely to have the same ideas on
speaking reasons, namely the intention to deliver information to other
people and to entertain and make other people feel happy as well as to
express ideas. In English speaking situation, a student may speak with his

classmates to convey some information and his ideas. A student also
speaks when a lecturer asks him some questions.
Considering some ideas above on the English speaking ability and
the necessity of using English, it is concluded that English speaking ability
is one's capacity of producing ideas orally to others through learning
process expressed in English in acceptable and appropriate ways to
maintain social relationship.
Language is the major means communication among people of a
society. Communication can take place through interactions between
people through expressing of ideas, responses, and extending of opinions
Widdowson suggests that speaking in general is performed face-to-face
and takes place as part of a dialog or exchanges of other verbal forms
(Widdowson, 1984:58).
Samovar and Mills (1972:62) further elaborate explanation
provided by Finochiaro dan Bonomo; that is, speaking as a two-way
communication process between speaker and listener. They suggest that
spoken communication does not only require speaking skills but also
mutual understanding between speaker and listener. They define spoken
communication as follows: (1) 'communication involves more than one
people, (2) communication aims at obtaining responses, (3) ideas and
feeling are communication materials (hat needs to be specifically planned
to achieve the intended objectives, (4) communication is a symbolical
process, (5) communication is a real process in life that depends en how

we adapt to our surroundings properly, {6) response of the receiver or
listener is a test to effectiveness of communication activities. I.ack of
listener's response means no communication exists.
Papalia (1983:15) states that speaking skills is not solely dependent
on linguistics, competence but also on understanding of culture, strategic
functions and use of language in interactions in social contexts since
success in acquiring communicative competence IS dependent on how the
components are integrated. For this, Savignon (1983:21) suggests that
communicative competence in the teaching of English needs to be
developed through more provision of time for listening activities,
providing students with the greatest possible opportunities to obtain
responses, considering student's grammatical mistakes as something
natural in the teaching-learning process, and performing activities within
contexts that include their feelings and involvement as a whole.
M. Bygate in Spoisky (1983:63) suggest that speaking skills have
two integrated elements; that is, relative accuracy and relative fluency.
Accuracy is one dimension related to clarity, appropriateness and
correctness of certain message that are related to interlocutors and
linguistics norms. Success of a message is influenced by selection,
formulation and comprehensibility. This dimension covers use of
grammar, pronunciation of vocabulary, selection of expressions, discourse
markers and register.

Based on the above explanation, it can be concluded that studets’s
speaking skills is ability of student’s communication which involve
various skills to decide on when to speak; what form to use; which words
are suitable in form and meaning; use of sequences of sounds, voice, tone
and form; convincing that one feels the need to speak properly in the right
situation; and correct positioning of tongue and lips to produce linguistic
sounds.
2. Theory of Teaching Method
a. Definition of Teaching Method
When linguists and language specialists sought to improve the
quality of language teaching, they often did so by referring to general
principles and theories concerning how languages are learned, how
knowledge of language is represented and organized in memory, or how
language itself is structured. Let us go through to the definitions of
approach, methods and techniques according to Anthony as quoted by
Brown:
“... An approach is a set of correlative assumptions dealing with
the nature of language teaching and learning. An approaches
axiomatic. It describes the nature of the subject matter to be
taught...” “...Method is an overall plan for the orderly
presentation of language material, no part of which contradicts,
and all of which is based upon, the selected approach. An
approach is axiomatic, a method is a procedural, “ “... A technique
is implementional- that which actually takes place in a classroom.
It is particular trick, stratagem, or contrivance used to accomplish
an immediate objective. Technique must be consistent with a
method, and therefore in harmony with an approach well. (Brown,
2002:9)

From these definitions, it can be derived a conclusion that approach
is assumption and beliefs about language and language learning held. At
least there are three teoretical views of language as explained by Richards
and Rodgers, namely “structural view, functional view, and interactional
view” (Richards & Theodore, 1986:17), The preceding one seems to be the
most traditional one. Another language specialists, Harmer also proposes
four terms related to teaching and learning language. The four hierarchical
terms relocated by Harmer are “approach, method, procedure and
technique” (Brown, 2002: 78)
Efficient teaching methods are essential tools that can help
students acheive success in the classroom. Each student has a different
personality and learning abilities. There are several factors that a teacher
must consider when choosing a teaching method for their students. Some
determining factors for selecting a teaching method include the student’s
interest and background knowledge, as well as their environment and
learning abilities. Teachers also help their students learn with various
learning aids such as Auditory, Kinesthetic (collaborating), and Visual.
Instructors use these teaching methods to help students understand and
complete class assignments.
Learner’s emotion and involvement give a great contribution to the
process of grasping and absorbing the target language, therefore it would
be an amazing idea to engage learners’ emotion and involvement during
the learning activity. As a matter of fact, when the teacher engage learners’

emotions, they can gain more. Therefore, having interaction in a language
classroom is an obligatory. We can use the language because we made a
meaningful interaction with other people.
What is meant by the aforementioned statement is that learning is a
process of internalizing the language itself, it happens in the individual. In
other words, he/she knows the result of the language acquired through
interacting with other people. Byme said that “What is needed is flexibility,
tolerance, patience on your part & above all, an understanding of the
learners’ difficulties”.(Harmer, 1998: 25)
It is important for the teachers to know that building interaction
and relation among learners are essential since they feel less inhibited
when they are sure that they are safe. Accordingly, nowadays,
methodologists promote interaction in the classroom to help interaction
natural communication takes place. There are a number of activities that
promote interaction, some of which are role play and simulation. The
things are not ended up to this only, the next important for the teacher to
do after carrying out the interaction among learners is giving “self-
evaluation” on how they performed the task. Pappas stated “self-evaluation
is an important factor because it gives children opportunities to reflect on
their own learning, thereby helping them to be independent, autonomous,
& confident learners.”Pappas, et all., 1990: 322)
From the explainantion above it is concluded that the teaching
method is a method used for instruction which involves class participation,

demonstration, recitation, memorization, or combinations of these. The
choice of an appropriate teaching method depends on the skill that is being
taught, and it is also be influenced by the aptitude and enthusiasm of the
students.
b. The kind of Teaching Method
Teaching methods are different principles and methods that are
used to instruct students in a learning environment. The methods used by a
teacher will depend on the skills or information the teacher would like to
convey to their students. Some of the most common teaching methods are
memorization, class participation, recitation, and demonstration. While
these teaching methods are widely used, every instructor has a specific
teaching method. Teachers must be flexible in their methods and often
adjust their style of teaching to accommodate their students.
Methods include various procedures and techniques as part of their
standard fare. When methods have fixed procedures, informed by a clearly
articulated approach, they are easy to describe. Procedure is an ordered
sequence of techniques. Therefore, there is a question about what elements
need to be present in a language classroom to help students learn
effectively. There are three elements proposed by Harmer. Three elements
which will be present in all-or almost all-classes are: “Engage, Study, and
Activate (ESA)”. (Harmer, 1998: 25)

Teaching methods often include lesson plans that students can use
to help retain and recall information. Various forms of teaching methods
used with lesson plans are explanation, demonstration, and collaboration.
Explanation is similar to a lecture that provides detailed information about
a specific subject. Demonstrations are used to provide visual learning
opportunities from a different viewpoint, and collaboration allows students
to participate in group discussions. These teaching methods will sharpen
leadership skills, and allows students to work together as a team.
Collaborating is an opportunity for each student to actively participate in
class discussions and voice their opinions. Effective teaching methods
benefit both teachers and students.
1). The Grammar-Translation Method
As the names of some of its leading exponents suggest (Johann
Seidenstiicker, Karl Plotz, H. S. Ollendorf, and Johann Meidinger),
Grammar Translation was the offspring of German scholarship, the object
of which, according to one of its less charitable critics, was "to know
everything about something rather than the thing itself" (W. H. D. Rouse,
quoted in Kelly 1969: 53). Grammar Translation was in fact first known in
the United States as the Prussian Method. (A book by B. Sears, an
American classics teacher, published in 1845 was titled The Ciceronian or
the Prussian Method of Teaching the Elements of the Latin Language
[Kelly 1969].) The principal characteristics of the Grammar-Translation
Method were these:

The goal of foreign language study is to learn a language in order to
read its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study.
Grammar Translation is a way of studying a language that approaches
the language first through detailed analysis of its grammar rules, fol-
lowed by application of this knowledge to the task of translating
sentences and texts into and out of the target language. It hence views
language learning as consisting of little more than memorizing rules
and facts in order to understand and manipulate the morphology and
syntax of the foreign language. "The first language is maintained as the
reference system in the acquisition of the second language" (Stern
1983: 455).
Implemented design for teaching a language. But parallel to the ideas
put forward by members of the Reform Movement was an interest in
developing principles for language teaching out of naturalistic principles
of language learning, such as are seen in first language acquisition. This
led to what hav*e been termed natural methods and ultimately led to the
development of what came to be known as the Direct Method.
2). The Direct Method
Gouin had been one of the first of the nineteenth-century reformers
to attempt to build a methodology around observation of child language
learning. Other reformers toward the end of the century likewise turned
their attention to naturalistic principles of language learning, and for this
reason they are sometimes referred to as advocates of a "natural" method.
In fact, at various times throughout the history of language teaching,
attempts have been made to make second language learning more like first
language learning. In the sixteenth century, for example, Montaigne
described how he was entrusted to a guardian who addressed him
exclusively in Latin for the first years of his life, since Montaigne's father

wanted his son to speak Latin well. Among those who tried to apply
natural principles to language classes in the nineteenth century was L.
Sauveur (1826-1907), who used intensive oral interaction in the target
language, employing questions as a way of presenting and eliciting lan-
guage. He opened a language school in Boston in the late 1860s, and his
method soon became referred to as the Natural Method.
Sauveur and other believers in the Natural Method argued that a
foreign language could be taught without translation or the use of the
learner's native language if meaning was conveyed directly through
demonstration and action. The German scholar F. Franke wrote on the
psychological principles of direct association between forms and meanings
in the target language (1884) and provided a theoretical justification for a
monolingual approach to teaching. According to Franke, a language could
best be taught by using it actively in the classroom. Rather than using
analytical procedures that focus on explanation of grammar rules in
classroom teaching, teachers must encourage direct and spontaneous use of
the foreign language in the classroom. Learners would then be able to
induce rules of grammar. The teacher replaced the textbook in the early
stages of learning. Speaking began with systematic attention to pronun-
ciation. Known words could be used to teach new vocabulary, using mime,
demonstration, and pictures.

3). The Audiolingual Method
The Coleman Report in 1929 recommended a reading-based
approach to' foreign language teaching for use in American schools and
college's' (Chapter 1). This emphasized teaching the comprehension of
texts: Teachers taught from books containing short reading passages in
the-: foreign language, preceded by lists of vocabulary. Rapid silent
reading was the goal, but in practice teachers often resorted to discussing
the content of the passage in English. Those involved in the teaching of
English as a second language in the United States between the two world
wars used either a modified Direct Method approach, a reading-based
approach, or a reading-oral approach (Darian 1972). Unlike the approach
that was being developed by British applied linguists during the same
period, there was little attempt to treat language content systematically.
Sentence patterns and grammar were introduced at the whirn of the
textbook writer. There was no standardization of the vocabulary or
grammar that was included. Neither was there a consensus on what
grammar, sentence patterns, and vocabulary were most important for
beginning, intermediate, or advanced learners.
But the entry of the United States into World War II had a
significant effect on language teaching in America. To supply the U.S.
government with personnel who were fluent in German, French, Italian,
Chinese'," Japanese, Malay, and other languages, and who could work as
interpret- ers, code-room assistants, and translators, it was necessary to set

up'a special language training program. The government commissioned
American universities to develop foreign language programs for military'
personnel. Thus the Army Specialized Training Program (ASTP) was
established in 1942. Fifty-five American universities were involved in the
program by the beginning of 1943. 1
The objective of the army programs was for students to attain
conversational proficiency in a variety of foreign languages. Since this was
not' the goal of conventional foreign language courses in the United States,
new approaches were necessary. Linguists, such as Leonard Bloomfield at
Yale, had already developed training programs as part of their linguistic
research that were designed to give linguists and anthropologists mastery
of American Indian languages and other languages they were studying.
4). The Silent Way
The Silent Way is the name of a method of language teaching
devised by Caleb Gattegno. It is based on the premise that the teacher
should be silent as much as possible in the classroom but the learner should
be encouraged to produce as much language as possible. Elements of the
Silent Way, particularly the use of color charts and the colored Cuisenaire
rods, grew out of Gattegno's previous experience as an educational designer
of reading and mathematics programs. The Silent Way shares a great deal
with other learning theories and educational philosophies. Very broadly put,
the learning hypotheses underlying Gattegno's work; could be stated as
follows:

1. Learning is facilitated if the learner discovers or creates rather than
remembers and repeats what is to be learned.
2. Learning is facilitated by accompanying (mediating) physical objects.
3. Learning is facilitated by problem solving involving the material to be
learned.
5). Communicative language teaching method
Historically, CLT has been seen as a response to the audio-lingual
method (ALM), and as an extension or development of the notional-
functional syllabus. Task-based language learning, a more recent
refinement of CLT, has gained considerably in popularity. The origins of
Communicative Language Teaching (CLT) are to be found in the changes
in the British language teaching tradition dating from the late 1960s. Until
then, Situational Language represented the major British approach to
teaching English as a foreign language. In Situational Language Teaching,
language was taught by practicing basic structures in meaningful situation-
based activities.
6). The audio-lingual method
The audio-lingual method (ALM) arose as a direct result of the
need for foreign language proficiency in listening and speaking skills
during and after World War II. It is closely tied to behaviorism, and thus
made drilling, repetition, and habit-formation central elements of
instruction. Proponents of ALM felt that this emphasis on repetition

needed a corollary emphasis on accuracy, claiming that continual
repetition of errors would lead to the fixed acquisition of incorrect
structures and non-standard pronunciation.
In the classroom, lessons were often organized by grammatical
structure and presented through short dialogues. Often, students listened
repeatedly to recordings of conversations (for example, in the language
lab) and focused on accurately mimicking the pronunciation and
grammatical structures in these dialogs.
Critics of ALM asserted that this over-emphasis on repetition and
accuracy ultimately did not help students achieve communicative
competence in the target language. Noam Chomsky argued "Language is
not a habit structure. Ordinary linguistic behaviour characteristically
involves innovation, formation of new sentences and patterns in
accordance with rules of great abstractness and intricacy". They looked for
new ways to present and organize language instruction, and advocated the
notional functional syllabus, and eventually CLT as the most effective way
to teach second and foreign languages. However, audio-lingual
methodology is still prevalent in many text books and teaching materials.
Moreover, advocates of audio-lingual methods point to their success in
improving aspects of language that are habit driven, most notably
pronunciation.

From the explainantion above it is concluded that the
teaching methods are methods which involve the grammar-
translation method, the direct method, the audiolingual method, the silent
way, communicative language teaching method and the audio-lingual
method, which are used for teaching learning process in the
classroom. The choice of an appropriate teaching method depends on the
skill that is being taught.
c. Communicative Language Teaching Method
Communicative competence is crucial to be acquired. English, one
of the international language and one of lingua franca in the world, should
taught communicatively. Some linguists and language experts have
released some methods of teaching and learning English. One of which is
called ‘communicative approach’ or communicative teaching language
method (CLTM). Littlewood stated: “one of the most characteristic
features of communicative language teaching is that it pays systematic
attention to functional as well as structural aspect of language”
(Littlewood, 1981:1).
Activities in CLTM typically involve students in real or realistic
communication, where the accuracy of language they use is less important
than successful achievement of the communicative task they are
performing. Thus role-play and simulation have become very popular in
CLTM. Harmer states that CLTM has two main stands:
The first is that language is not just bits of grammar, it also
involves language function such as inviting, agreeing and

disagreeing, suggesting etc., which students should learn how to
use. They also need to be aware of the need for appropriateness
when talking and writing to people in term of the kind of language
they use (formal, informal, tentative, technical etc.). The second
strand of CLT developed from the idea that if students get enough
exposure to language and opportunities for its use –and if they are
motivated-then language learning will take care of itself. (Harmer,
1998:32)
This method needs a qualified teacher for the teacher can create
one conductive situation supporting the learning process. This method is a
learning method which demands active students. They have to be able to
interact and cooperate each other. Those who can motivate themselves-
will, unhesitatingly, follow the learning process easily, in contrast, those
who can not motivate themselves, they will be left behind for this method
will be running smoothly if the learners are motivated. It is the teacher’s
responsibility to motivate their students. To motivate the students is not an
easy task for teacher since he or she only has limited time in class.
Learning one foreign language means learning how to us it and the
meaning of it. When learners make mistakes or errors in grammatical
aspects, it is still acceptable. But when misinterpret the meaning of it, then
it should be corrected as soon as possible. The materials should be
modified and simplified and made more comprehensible through context.
For the learners do not have time to contact to native speakers, the teacher
should act as a proficient one. In addition, the teacher should also consider
a number of extra-linguistic factors, such as the characteristics of the
learners, the circumstances in which the educational institution operate, the
number of students, the teaching aids, etc.

Based on the explaination above it can be concluded that
communicative language teaching method is a method which is used in
teaching language communicatively, it is happened teaching learning
process always by using English.
d. Conventional Method
This methodology is not based on the usual methods by which
languages are taught. Rather the approach is patterned upon counseling
techniques and adapted to the peculiar anxiety and threat as well as the
personal and language problems a person encounters in the learning of
foreign languages. Consequently, the learner is not thought of as a student
but as a client. The native instructors of the language are not considered
teachers but, rather are trained in counseling skills adapted to their roles as
language counselors
To compare the learning method with the approach of active
learning strategies used by teachers at schools in general, the reseacher
also discusses the conventional approach. In conventional learning, there
are two characteristics, namely: the first teachers to use media that are
commonly used without any initiative to make modifications to the method
of learning. Teachers simply glued to the existing media (text book) which
resulted in underdevelopment of the learning process. Conventional
learning method is a method of learning that emphasizes the teacher as an
information center and the students as recipients of information. The

researcher makes this method as a comparison between the learning
outcomes of modern method with conventional method.
According to Mukhtar (2005: 46) "The conventional method is a
method which is essentially a lecture delivered in the form and the
autocratic style". This method is easy to administer, because the teachers
just do not convey information and students have many opportunities to
respond. Sometimes the comments and questions from new students may
be disclosed after the teacher explained. Therefore, students become
passive while teachers can not receive feedback, and this is a deficiency
and can hinder teaching and learning activities, especially if students are
not motivated to learn.
Mansyur (1992: 138) argued that "the conventional method is a
form of interaction through information and regulations verbally by a
teacher to his class". This means the implementation of the teaching the
teacher can use lecture to give the description.
Ujang Sukandi (2003) describes that: The conventional method is
characterized by a lot of lectures that teachers teach about the concepts
rather than competence, the goal is that students know something is not
able to do something, and when the students are learning to listen. Here we
can see that the conventional method in question is a learning process
more dominated by the teacher as a "pen-transfer" science, while students
are more passive as the "recipient" of science.

The traditional method is a method that still uses the old system
where many students are not active in teaching learning process in the
classroom. The interaction between teacher and students are not optimal
because teachers do more.
3. Theory of Emotional Intelligence
a. Definition of Intelligence
The American Psychologist, William James stated that “we cry
because we feel sorry, strike because we angry, tremble because we are
afraid.”(Morgan, et.al., 1986:330). Benyamin Bloom and his colleagues
provided a useful extended definition of the emotional side that is still
widely used today: “receiving, responding, valuing, organization and
value system” (Brown, 2000:143) Another psychologist, Goleman also
argues: All emotion are in essence, impulse to act, the instant plans for
handling life that evolution has instilled us. The very root of the word
emotion is motere the latin verb ‘to move’ plus the prefix e- to connote
‘move away’, suggesting that a tendency to act is implicit in every
emotion. (Golemen, 1995:6)
In our emotional repertoire, each emotion plays a unique role, as
revealed by their distinctive biological signatures. With new methods to
peer into the body and brain, researchers are discovering more
psysiological details of how emotion prepares the body for a very different
kind of response.

Seeing what are emotions for in terms of their responses, it seems
that anger, fear, happiness, love, surprise, disgust, and sadness all depend
on the life experience and the culture. Emotional intelligence gives us our
awareness of our own and other people’s feelings. It gives emphaty,
comparison, motivation and the ability to respond appropriately to pain or
pleasure. Emotional intelligence is a basic requirement for the effective
use of intelligence quotient.
Emotional intelligence has also the benefits in making good
relationship . Researchers have found that even more than IQ, your
emotional awareness and abilities to handle feelings will determine your
success and happiness in all walks of life, including family relationships.
The aforementioned elaboration on the emotions give motivations and
stimulations in managing the feeling so as that the running life will be
much better and successful.
Intelligence has been defined in different ways, including the
abilities, but not limited to, abstract thought, understanding, self-
awareness, communication, reasoning, learning, having emotional
knowledge, retaining, planning, and problem solving. Intelligence is most
widely studied in humans, but has also been observed in animals and
plants. Artificial intelligence is the intelligence of machines or the
simulation of intelligence in machines.
Based on the explaination above it can be concluded that the
intelligence is the mind that includes a number of capabilities, such as the

ability to reason, plan, solve problems, think abstractly, understand ideas,
using language, and learning, it is closely related to cognitive abilities
possessed by individuals.
b. Emotional Intelligence
In 1983 Gardner published his research on the so-called multiple
intelligence by developing a theory of intelligence that includes four
additional capabilities that were not previously on IQ. The first two
concern the musical and kinesthetic and the remaining two are inter
personal and intra personal. Interpersonal skills and thus form intra
personal emotional intelligence. Following Gardner's research, the
psychologist Bar-On began his research to develop a formal survey of
psychology in 1985. This instrument seeks to measure what he described
as a measure of emotional, which gave birth to the term emotional
intelligence. Bar-On defines emotional intelligence as a form/ability to
manage stress, optimism, flexibility, problem solving, understanding the
feelings of others and maintain satisfactory interpersonal relationships
(Craig, 2004: 18). Salovey and Mayer in his theory states that emotional
intelligence includes the ability to monitor their own feelings and emotions
as well as others, distinguish and use the information to guide one's
thoughts and actions (Craig, 2004:19).
Intelligence is the ability to be formed by education, experience,
motivation to be able to think rational by leveraging existing data when
facing problems and challenges that have occurred (Bootzin, Bower,

Zajonc & Hall, 1986: 359). While Goleman (2001: 411) states that
emotion refers to the feelings and thoughts of his trademark, a biological
and psychological state, and a series of tendencies to act.
Emotional intelligence is the ability to recognize the meaning of
emotions and relationships, and use it to solve the problem. These
capabilities include the ability to understand the feelings associated with
emotions and understand information about these emotions and manage
them. According to Cooper & Sawaf, (1997: 12) Emotional intelligence is
the ability to perceive, understand effectively, applying the power and
acumen of emotions as a source of energy, information, and influence.
Emotional intelligence is the ability to regulate one's own feelings and
others, use it to motivate and manage emotions in themselves and their
relationship with others (Rahim & Psenicka, 225: 327-342).
Emotional intelligence is one of the intelligence is very important
and needed by people who want to succeed in career or in his life.
Emotional intelligence will provide benefits in the process and the quality
of decision making, leadership, conflict resolution skills, bridging the gap,
strategic and technical breakthroughs, communication, cooperation,
mutual trust relationships, customer loyalty, creativity and innovation,
manage yourself effectively, social skills and capabilities. An ordinary
workers or those who occupy leadership positions require the benefits of
emotional intelligence so that they are able to function with less well in the
organization. The quality of human relationships begins with emotional

intelligence. Corporate leaders who are working on some other country, be
aware that the cultural environment in which people tend to be more
sensitive and less attention to other people. Good social skills will help
create better interaction for business negotiations and the ability to pursue
a career on a global scale (Goleman, 2001: 412).
Emotional intelligence is not innate, but can be developed quickly
and not stop at a certain age only. Emotional intelligence is also not a
personality but a series of unique properties that help to shape one's
character, endurance and independence in thinking, feeling and behaving.
Personality is a concept that is often confused with emotional intelligence,
but they have fundamental differences.
Boyatzis and McKee (2004: 304-307) states that a leader's
competence is based on the emotional intelligence is self-awareness, self
management, social awareness, and relationship management. While
Carlson (1987: 224) explains that emotional intelligence is the ability to
understand his own feelings, maturity, self control and ability to get
pleasure and satisfaction in life. Goleman (1995: 12) gives the notion of
emotional intelligence as a human skill to understand and cope with
human feelings about themselves and about others peras3an; skills
persevere yourself, the skills to encourage self and others; and skills to
manage emotions well in ourselves themselves and to others, so that they
can use those feelings to understand the thoughts and actions accordingly.
Senge (2003:269-286) states that in order to improve emotional

intelligence in the work can be done through independent learning through
self-management, social understanding and management, and knowledge
analysis.
Experience has shown why there are people who fail in high
intelligence in their careers and social lives, but instead a lot of successful
people who excel in career and social life turned out to have average
intelligence. Goleman (1977: xii), says that the difference lies in the ability
of the so-called emotional intelligence includes self-control, zeal and
perseverance and the ability to motivate yourself.
Johnmarshal Reeve (1992:340), states that emotion is a multi-
dimensional phenomenon, as a demonstration of the level of subjective
feelings. Emotions make us feel on a particular condition, such as, angry
or happy. Emotion is also a biological and psychological responses that
move our bodies in a particular reaction.
Robert Plutchick (1984:319), in Robert S.Feldman illustrates that
there are eight basic human emotions, the feelings: joy (Joy), accept
(acceptance), fear (fear), surprise (surprise), sad (sadness), annoyance
(disgust), anger (Angger) and hope (Anticipation). Every feeling has
opposite feelings, such as joy is the opposite of the feelings of sadness,
hope as opposed to a surprise (surprise). On the other hand it can interact
with each other emotions among the eight basic types.
Permutation of two of the eight basic types of emotions associated
with each other and above can be consolidated to create a new sense of

eight feelings. Based on the combination of the two feelings can lead to
new feelings such as joy, and receive a feeling of love, accept and submit
to the fear of feeling, fear and surprise a sense of wonder or awe, and so on
Goleman and Strongman (1977:289) revealed that emotion as a
feeling that is always moving depending on the stimuli received by a
person, it has a close relationship between emotional and cognitive
elements, which in turn will affect human behavior. Emotion is essentially
the impulse to act, once a plan to address issues that have been implanted
gradually by evolution. Emotions are also shaped by the experience of life
and culture.
Robert S. Feldman (1990:316), states that emotions function as we
prepare to take an action, in addition to the media between the events in
the external environment with the response to be made of human behavior.
Emotions also help individuals in regular social interaction with others.
Hamburg in Goleman (1997:274), stating more specifically the emotional
intelligence as the ability to delay gratification, to be socially responsible
in an appropriate manner, to maintain control over their emotions, and to
have an optimistic outlook.
The term emotional intelligence is actually a development of the
basic definition of the proposed Howard Gardner (1985:239), a private
intelligence, the ability to understand other people, what motivates him,
and how to work and how to work with them. In addition to the ability to
discern and respond appropriately to the moods, temperaments,

motivations and desires of others. Gardner opinion this is the key to self-
knowledge, where a person will learn and understand her feelings, and
distinguish it, so can use it to guide behavior.
Emotional intelligence according to Sawat and Cooper (2002: xv)
the ability to perceive, understand, and effectively apply the power and
sensitivity of emotion as a source of energy, information, connections and
influence human. According to Meyer (2004: 38) a special emotional
intelligence is the ability to read the feelings most of whom we will be in
touch so that they can manage effective relationships, in which at the same
time motivated to meet the challenges of managing relationships.
Emotional intelligence is a useful instrument in solving the critical
problems with subordinates, reached a deal with difficult customers,
convey a good criticism of superiors and resolve some of the opportunities
that influence success. Emotional intelligence is used to help ourselves
(intrapersonnally) and help other people (interpersonally). While the
definition of emotional intelligence by Weisinger (1998: xvii) is the ability
to make emotions work for us to use it to make something or produce
something that we want.
Emotional intelligence is the ability to recognize feelings, reach
and awaken your senses to help the mind, to understand the feelings and
meanings, controlling the depth of feeling that helps the development of
intellectual emotion. Emotional intelligence is also a set of skills that allow
us to clear the way life is so complicated and covers aspects of personal,

social, and defense of all the intelligence, sense of mystery and sensitivity
are essential to function effectively every day (Stein & Book, 2004: 30).
Emotional intelligence refers to the special ability that we call
common sense, it is associated with the ability to read social and political
environment, set it back, with the spontaneous ability to understand what
other people want and need, their advantages and disadvantages, the ability
to be unaffected by pressure, and the ability to be a nice person so coveted
presence of others (Stein & Book, 2004.31).
Understanding emotional intelligence according to Martin (2003:
23) is the ability to know what we and other people feel, including the
proper way to handle the problem. Others referred to here include
superiors, peers, subordinates or customers as well. According to Goleman
(1999: 512) emotional intelligence refers to the ability to recognize our
own feelings and others, the ability to motivate yourself, and the ability to
manage emotions well in ourselves in relationship with others.
Emotional qualities that are important for achieving success are: a)
empathy, b) the ability to express anger, c) anger control, d) self-reliance,
e) the ability to adapt, f) preferably, g) interpersonal problem-solving
skills, h) persistence, i) solidarity, j) friendliness, k) comity (Shapiro,
2003: 5).
Emotional intelligence is a key factor in the success career and
organization, consisting of: a) decision making, b) leadership, c) strategic
and technical breakthroughs, d) open and honest communication, e)

cooperation and mutual trust relationship, f) consumer loyalty , g)
creativity and innovation (Cooper and Sawaf, 2002: xii-xiii). Meanwhile,
the most instrumental factor in the success of which is a reflection of
emotional intelligence are: a) fair to everyone, b) to impose discipline, c)
get along well with others, d) have a husband or a wife to support, e) work
harder than most people (Stein & Book, 2004: 35).
Emotional intelligence of a person with another person is different.
It can be seen in daily life that some people succeed and there are people
who fail, success rates are different from each person, there are those who
are steadfast in the face of problems, there is an easy stress when faced
with problems and so on. The higher our emotional intelligence, the more
likely we are to succeed as workers, parents, 'manager, adult children of
our parents, our partner for a life partner, or candidate for office positions.
Success here is defined as the ability to achieve personal goals which have
been defined both in terms of employment of any nature (Stein & Book,
2004: 23-29)
Emotional intelligence skills include strategic short-term dynamic,
can be tampered with in accordance with the demands of the situation.
Therefore, any factors that play a role in the development of emotional
intelligence and all buildings can be improved by education, training and
experience (Stein & Book, 2004: 38-39).
Then Goleman, Boyatzis and McKee (2004: 303-307) streamline
model of emotional intelligence into four categories by entering into the

management of self-motivation. The fourth category is a model of
emotional intelligence is self-awareness, self management, social
awareness and relationship management.
Meanwhile, according to Robbins and Judge (2007: 248) emotional
intelligence is the ability to recognize and manage emotions and
information. Emotional intelligence compiled by five dimension, namely:
self-awareness, self-management, self-motivation, empathy, and social
skills.
From the description above it can be concluded that the emotional
intelligence is qualities that one has to recognize and manage emotional
cues and information about yourself or other people with emotional self-
aware indicators, managing emotions, empathy toward others, and have a
social conscience.
c. High Emotional Intelligence
Generally speaking, emotional intelligence improves an
individual's social effectiveness. The higher the emotional intelligence, the
better the social relations. In a recent review, my colleagues and I
described the emotionally intelligent person in these terms:
The high EI individual, most centrally, can better perceive
emotions, use them in thought, understand their meanings, and manage
emotions, than others. Solving emotional problems likely requires less
cognitive effort for this individual. The person also tends to be somewhat

higher in verbal, social, and other intelligences, particularly if the
individual scored higher in the understanding emotions portion of EI. The
individual tends to be more open and agreeable than others. The high EI
person is drawn to occupations involving social interactions such as
teaching and counseling more so than to occupations involving clerical or
administrative tasks.
The high EI individual, relative to others, is less apt to engage in
problem behaviors, and avoids self-destructive, negative behaviors such as
smoking, excessive drinking, drug abuse, or violent episodes with others.
The high EI person is more likely to have possessions of sentimental
attachment around the home and to have more positive social interactions,
particularly if the individual scored highly on emotional management.
Such individuals may also be more adept at describing motivational goals,
aims, and missions. (Mayer, Salovey, & Caruso, 2004, p. 210) The specific
kind of boost that emotional intelligence gives the individual will be
subtle, and as a consequence, require some effort to identify. It will not be
exhibited in all social circumstances.
Some of us accomplish certain tasks with great ease and
sophistication; others of us simply can't do those tasks. This is the case
with most challenges we face in life. Some of us are great chess players
while others of us have trouble just figuring out how the pieces move.

Some of us are fabulous conversationalists, while others of us have trouble
just saying hello.
Emotional intelligence is an intelligence having to do with
discerning and understanding emotional information. Emotional
information is all around us. Emotions communicate basic feeling states
from one individual to another -they signal urgent messages such as "let's
get together" or "I am hurting" or "I'm going to hurt you."
What ability tests of emotional intelligence tell us is that only some
people can pick up and understand and appreciate the more subtle versions
of those messages. That is, only the high EI individual understands the full
richness and complexities of these communications.
Emotional information is crucial. It is one of the primary forms of
information that human beings process. That doesn't mean that everybody
has to process it well. But it does mean that it is circulating around us, and
certain people who can pick up on it can perform certain tasks very well
that others cannot perform.
We all need emotional intelligence to help us through our
emotionally demanding days. Even if we are not emotionally intelligent
ourselves, we may rely on those higher in emotional intelligence to guide
us.

But guide us to what? What is it that people high in emotional
intelligence can see that so many others are blind to? The key to this lies in
what those high in emotional intelligence are particularly good at doing
themselves.
They're particularly good at establishing positive social
relationships with others, and avoiding conflicts, fights, and other social
altercations. They're particularly good at understanding psychologically
healthy living and avoiding such problems as drugs and drug abuse. It
seems likely that such individuals, by providing coaching advice to others,
and by directly involving themselves in certain situations, assist other
individuals and groups of people to live together with greater harmony and
satisfaction.
So, perhaps even more important than scoring high on an
emotional intelligence test, is knowing one's level at this group of skills.
Discovering one's level means that you can know whether and how much
to be self-reliant in emotional areas, and when to seek others' help in
reading the emotional information that is going on around oneself.
Whether one is high or low in emotional intelligence, is perhaps not as
important as knowing that emotional information exists and that some
people can understand it. Knowing just that, one can use emotional
information, by finding those who are able to understand it and reason
with it.

This is the information age. All of us are dependent on information
and using it wisely. The advent of the ability model of emotional
intelligence enriches our knowledge of the information surrounding us-it
tells us emotional information is there and that some people can see it and
use it. The model encourages all of us to use emotional information
wisely-whether through our own direct understanding, or through the
assistance of those who do understand.
My colleague Peter Salovey (now Provost of Yale University) and
I introduced the theory of EI and a demonstration of how it might be
measured in two 1990 journal articles. Emotional intelligence, as we
described it, is the capacity to reason about emotions and emotional
information, and of emotions to enhance thought. People with high EI, we
believed, could solve a variety of emotion-related problems accurately and
quickly. High EI people, for example, can accurately perceive emotions in
faces. Such individuals also know how to use emotional episodes in their
lives to promote specific types of thinking. They know, for example, that
sadness promotes analytical thought and so they may prefer to analyze
things when they are in a sad mood (given the choice). High EI people also
understand the meanings that emotions convey: They know that angry
people can be dangerous, that happiness means that someone wants to join
with others, and that some sad people may prefer to be alone. High EI
people also know how to manage their own and others' emotions. They

understand that, when happy, a person will be more likely to accept an
invitation to a social gathering than when sad or afraid.
To test whether EI exists, my colleagues Peter Salovey, David
Caruso, and I developed a number of ability measures of EI. Dr. Caruso
had trained in intelligence research and had joined our group in 1995. Our
team wanted to see if we could measure emotional intelligence abilities, if
they improved with age (a characteristic of intelligence generally), and if
EI abilities together formed a cohesive intelligence. If all of those
conditions were met, EI arguably would be an intelligence.
The ability to answer such questions correctly seems to improve as
children grow older. In addition, such questions cohere as a group: People
who do well at some items tend to do well on others as well. For these
reasons and others, EI is now believed to exist and is considered by many
to be an established intelligence.
Emotional intelligence is often claimed to be many things it is not:
journalistic accounts of EI often have equated it to other personality traits.
Emotional intelligence, however, is not agreeableness. It is not optimism.
It is not happiness. It is not calmness. It is not motivation. Such qualities,
although important, have little to do with intelligence, little to do with
emotions, and nearly nothing to do with actual emotional intelligence. It is
especially unfortunate that even some trained psychologists have confused

emotional intelligence with such personal qualities. My colleagues and I
recommended in a recent American Psychologist article:
...groups of widely studied personality traits, including motives
such as the need for achievement, self-related concepts such as
self-control, emotional traits such as happiness, and social styles
such as assertiveness should be called what they are, rather than
being mixed together in haphazard-seeming assortments and
named emotional intelligence (p. 514).
Journalistic accounts have propagated yet another misconception
about EI: That it is the best predictor of success in life. EI is certainly not
the best predictor of success in life - as was once suggested on the cover of
TIME magazine in the United States. My colleagues and I never made
such claims. Those claims arose, instead, from a flurry of journalistic
accounts between 1995-1998. My colleagues and I carefully examined
such journalistic claims and it became clear they were based on
misunderstandings of psychological science. (A local newspaper covered
my concerns about a popular book on the topic: The newspaper's 1995
headline read: "UNH Prof Who Pioneered Work on Emotional Intelligence
Calls Claims in Book Outrageous." I penned quite a few more critiques
thereafter (see here, for one).
That said, I believe EI is quite important: It expands our notions of
intelligence, it helps us predict important life outcomes, and it can be used
to help people find the right work and relationships for themselves.

From explaination above it can concluded that the high emotional
intelligence is one of intelligences in the primary forms of information that
human beings process, it can perform certain tasks very well that others
cannot perform, can better perceive emotions, use them in thought,
understand their meanings, and manage emotions,
d. Low emotional intelligence
Emotional intelligence touches just about every aspect of life.
Whether we notice it or not, it has a direct bearing on how successful we
are, in our career or personally. Emotional intelligence is the effectiveness
of an individual to respond to one's own emotions and to those of others.
Having good emotional intelligence or EI makes a person adept to
responding appropriately in social situations. Having a low emotional
intelligence, then, has its drawbacks. What does having a low EI mean?
What are some of these drawbacks and what are some examples? These
and other questions are what we will look into.
Being aware of one's emotions and being able to respond
appropriately is healthy and important. When this is lacking it becomes
very evident. We naturally have thresholds to various things, for example,
pain. We eventually reach our limit. Someone with a low emotional
threshold reaches their limits emotionally more frequently than someone
with a higher threshold. For instance, someone with low emotional
intelligence may be easily and frequently irritated, angry or sad. They may

succumb more easily to self-pity, jealousy or depression. Life is always
putting us in changing situations. With lower emotional thresholds, a
person will find themselves displaying and living these and other types of
negative emotions. So, how does this all translate into real and day to day
life? Next we will look at some statistics that show just how much of an
impact emotional intelligence really has.
As mentioned, emotional intelligence plays a large role in business
and personal life. To show the drawbacks of low emotional intelligence
here are a few statistics to put things in perspective. To begin, 50% of all
marriages end in divorce. An inability to communicate effectively and take
another's feelings into consideration have a lot to due with these numbers.
Next, 75% of careers are dis-railed due to emotional incompetency. Loss
of clients is almost always due to lack of appropriate response to a
complaint or situation. Research also shows that pessimists live shorter
and unhealthier lives. They are more prone to depression too. There is no
end to the effects of a low emotional threshold. Patients who have doctors
that they feel listen to them and show an interest, recover faster and more
often than those who don't. Even for children and young adults, research
shows that emotional intelligence is important.
Having low emotional intelligence has its definite drawbacks. The
good news, is that it can be changed. Unlike an IQ, your EI can increase by
developing certain skills and practice. Those with high EI make people

feel at ease. Others feel comfortable around them and often draw strength
from such ones. Remember that an intelligent person is not one who
doesn't make mistakes, it is someone who learns from their mistakes and
they don't repeat those mistakes. http://www.emotional-intelligence-
education.com/low-emotional-intelligence.html#ixzz1BPn4UWhC , taken
February 18, 2012
How much of an impact does emotional intelligence have on your
professional success? The short answer is: a lot! It’s a powerful way to
focus your energy in one direction with a tremendous result. We’ve tested
emotional intelligence alongside 33 other important workplace behaviors
and found that it subsumes the majority of them, including time
management, decision-making, and communication. Your emotional
intelligence is the foundation for a host of critical skills-it impacts most
everything you say and do each day. Emotional intelligence is so critical to
success that it accounts for 58% of performance in all types of jobs. It’s
the single biggest predictor of performance in the workplace and the
strongest driver of leadership and personal excellence.
No matter whether people measure high or low in emotional
intelligence, they can work to improve it, and those who score low can
actually catch up to their co-workers. Research conducted at the business
school at the University of Queensland in Australia discovered that people
who are low in emotional intelligence and job performance can match their

colleagues who excel in both-solely by working to improve their emotional
intelligence.
From all the people we’ve studied at work, we have found that 90
percent of high performers are also high in emotional intelligence. On the
flip side, just 20 percent of low performers are high in emotional
intelligence. You can be a high performer without emotional intelligence,
but the chances are slim. People who develop their emotional intelligence
tend to be successful on the job because the two go hand in hand.
Naturally, people with high emotional intelligence make more money-an
average of $29,000 more per year than people with low emotional
intelligence. The link between emotional intelligence and earnings is so
direct that every point increase in emotional intelligence adds $1,300 to an
annual salary. These findings hold true for people in all industries, at all
levels, in every region of the world. We haven’t yet been able to find a job
in which performance and pay aren’t tied closely to emotional intelligence.
In order to be successful and fulfilled nowadays, you must learn to
maximize your emotional intelligence skills, for it is those who employ a
unique blend of reason and feeling who achieve the greatest results.
The authors suggest that the notion of coping strategies fits well
with the concept of emotional intelligence. It is possible that those
adolescents high on emotional intelligence are those who cope well with
transition. Therefore, it may be the case that appropriate coping strategies

can be developed through emotional intelligence training and development
programmes at school. This will in turn ameliorate the negative effects of
transition.
From the explaination it can concluded that low emotional
intelligence is one's emotions and being able to respond appropriately is
healthy and important. When this is lacking it becomes very evident. We
naturally have thresholds to various things, for example, pain. We
eventually reach our limit. Someone with a low emotional threshold
reaches their limits emotionally more frequently than someone with a
higher threshold. For instance, someone with low emotional intelligence
may be easily and frequently irritated, angry or sad. They may succumb
more easily to self-pity, jealousy or depression. Life is always putting us in
changing situations. With lower emotional thresholds, a person will find
themselves displaying and living these and other types of negative
emotions.
B. THE RELEVANT RELATED RESEARCH
As far as the writer’s knowing, there is no other research which is the
same as this research which tries to find out the effect of teaching method,
communicative language teaching method and emotional intelligence upon
students’ speaking skill at private vocational school. However, there are some
researchers which are relevance with this study. The followings are the brief
descriptions of the researchers.

Guming did the experimental research by finding out the effect of
Communicative Approach and Structural Approach towards the students’
learning achievement of writing skill in English. (Busmin Cuming, ”Terhadap
Hasil Belajar Keterampilan Menulis Bahasa Inggris: Suatu Experimen di
FPBS IKIP Medan,” Tesis. (Jakarta: PPs IKIP Jakarta, 1991)). The research
proved that there is the effect of teaching method towards the students’
learning achievement of writing skill in English and it is concluded that
Communicative Approach is better than structural Approach in teaching
writing skill in English.
Karmin did the relevant research as well. He researched the students’
learning achievement of writing skill in English. By comparing
Communicative Approach and conventional Approach in teaching writing
skill of English, he proved that the students’ learning achievement of writing
skill in English treated by Communicative Approach is higher than the
students’ learning achievement of writing skill in English treated by
Communicative Approach. (Y. Karmin, “Efektivitas Pendekatan Komunikatif
dalam Pengajaran Menulis di SMP Kelas 1,”. Tesis (Jakarta: PPS IKIP
Jakarta, 1991).
Meanwhile, Rappa also compared Communicative Approach with
Structural Approach in teaching reading skill in English. The study proved that
the students’ learning achievement test of reading skill in English treated by
Communicative Approach is higher than the students’ learning achievement
test of reading skill in English treated by Structural Approach. This study also

involved the students’ parents’ educational background as other variable.
(Harry Rappa, “Pengaruh Pendekatan Pengajaran dan Tingkat Pendidikan
Orang Tua terhadap Kemampuan Membaca Pemahaman Bahasa Siswa Kelas
2 SMA”, Tesis (Jakarta:PPs IKIP Jakarta, 1993))
Burhayani did experiment research by finding out the effect of
communicative approach and grammar translation method towards the
learning achievement of English subject at elementary school. She also
involved the students’ learning style as independent variable. The research
proved that the students’ who have independent learning styles and treated by
Communicative Approach during the learning process get higher score in an
achievement test of English than got by those who have dependent learning
styles treated by Communicative Approach. on the other hand, the students’
who have dependent learning styles and treated by grammar translation
method during the learning process get higher score in an achievement test of
English than the score got by those who have independent learning styles and
treated by grammar translation method.” (Burhayani, ”Pengaruh Metode
Pengajaran and Gaya Belajar terhdap Hasil Belajar Bahasa Ingris”, Tesis
(Jakarta: PPs UNJ, 2003).
C. CONCEPTUAL FRAMEWORK
1. The effect of Teaching Method upon student’s speaking skill at private
vocational school
Teachers have always tried to find more effective ways of carrying out
their work. They may teach the way they do because they are imitating

teachers they once had, or they have learnt from experience or they are
following a course book. In practice today, where people are demanded to be
able to communicate with others in the real world, teachers are led to teach
English communicatively. It is crucial to note that much more spontaneity is
present communicative classroom: Students are encouraged to deal with
unrehearsed situations under the guidance, but not control of the teacher.
CLTM is designed to engage learners in the pragmatic, authentic,
functional use of language for meaningful purposes. Students in a
communicative class ultimately and receptively, in unrehearsed contexts
outside the classroom. Students are given opportunities to focus on their
learning process through an understanding of their own styles of learning.
Students are, therefore, encouraged to construct meaning through genuine
linguistic interaction with others. Consequently, students are motivate
themselves to lean and so they can get enjoyment during the learning process.
The implementation of communicative language teaching method is good
towards learning achievement of English subject.
2. The effect of Emotional Intelligence upon student’s speaking skill at
private vocational school
Understanding how human beings feel and respond and believe and
value is a crucial aspect of foreign language learning. Communication requires
a sophisticated degree of emotional intelligence. In order to communicative
effectively, one needs to be able to understand other person’s emotional. So, in
foreign language learning situation, the problem of emotional intelligence

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