Table of contents

THE EFFECTS OF TEACHING METHOD AND EMOTIONAL INTELLIGENCE UPON STUDENTS SPEAKING SKILL AT PRIVATE VOCATIONAL SCHOOL IN EAST JAKARTA

ThesisSubmitted to fulfill requirement to achieve Master Degree on English Education

Name : Supadi NPM : 2009747976

DEPARTEMENT OF ENGLISH EDUCATION POST GRADUATE PROGRAMINDRAPRASTA PGRI UNIVERSITY2012APPROVAL THESIS COMMITTE AGREEMENT

Name : SupadiNPM : 2009747976Program : Post Graduate ProgramStudy Program : English Education

Title o Thesis : The effects of teaching method and emotional intelligence upon students speaking skill at private vocational school in east Jakarta

This thesis has been cheched out and approval to be examinedonin 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 ExaminersSignature

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. iiSTATEMENT

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

iv

MOTTO

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

ACKNOWLEDGEMENT

With utter gratitude to Allah SWT has bestowed His mercy and grace to the researcher so that finally researcher can finish this thesis on time.Thesis entitled On The effects of teaching method and emotional intelligence upon students speaking skill at private vocational school in east Jakarta is written to fulfill one of the requirements to obtain a master's degree at the University Indraprasta PGRI. On this auspicious occasion, let the researcher conveys a sense of respect and gratitude to all those who genuinely have provided assistance and encouragement to the researcher in this thesis, especially to:1. Dr. Supardi US MM, M.Pd as the first Supervisor Indraprasta University PGRI.2. Drs. Supeno M.Hum as the second Supervisor Indraprasta University PGRI.3. Prof. Dr. H. Sumaryoto as Rector of the Indraprasta University PGRI.4. Dr. Suparman Abdullah, M.Sc, Director of the Graduate of Indraprasta University PGRI.5. Priciple of SMK PGRI 1 Jakarta who has provided the opportunity to do research.6. Wife (Sudarti), children (Nur Hamidah, Muhammad Najib and Nur Hasanah) and beloved family who have given support and motivation to the researcher to complete the writing of this thesis.7. Lecturers of Study Program of Education English of Graduate of Indraprasta University PGRI who have given their knowledge to researcher.8. Lecturers and staff of Indraprasta University PGRI are always helpful researcher.9. Researcher realizes that this thesis is not still perfect yet, a lot of lacks of form, content, and presentation techniques so the researcher needs constructive critic. May the presence of this thesis is useful for us.

Jakarta, March 2012

Supadi

CONTENTS PageAPPROVALiACCEPTANCEiiSTATEMENTiiiABSTRACTivMOTTOvACKNOWLEDGEMENTviCONTENTS viiiCHAPTER I INTRODUCTION... ......................1A. Background of Problem ..1B. Identification of the Problem ..8C. Limitation of the Problem ....10D. Statement of the Problem...11E. Research Objectives ...11F. Significance of the study.11CHAPTER II THEORY DESCRIPTION, RELEVANT RESEARCH AND HYPOTHESIS ,,13A. Theoretical Description.......,.131. Theory of students speaking skill...132. Theory of teaching method..213. Theory of emotional intelligence.36viiiB. Relevant Research .....57C. Conceptual Framework.58D. Research Hypothesis ....62CHAPTER III RESEARCH METHODOLOGY .64A. Place and Time Research .64B. Research Methods ....65C. Population and sample .68D. Data collection Techniques ......69E. Development of Research Instrument ..71F. Data Analysis Techniques,86G. Futher Test....92CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ..94A. Description of Data ..94B. Test of Data Analysis Requirements ..105C. Researh Hypotheses testing107D. Interpretation of Research Result ...111 D. CHAPTER V CONCLUSION ......113A. Conclusion......113B. Implication..114C. Suggestion ..118REFERENCES....120ATTACHMENT ..122Biography..141

iCHAPTER IINTRODUCTION A. BACKGROUND OF THE STUDYFrom 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. (CelceMurcia and Olshtain, 2000: 166). Some reasons underlining the fact are: Firstly. producing utterances, students need a considerable spontaneity, a dear oral pronunciation, good grammatical patterns, and clear ideas. In short, they have to pay attention to cohesion and coherence of their productions. Cohesion relates to how utterances are arranged structurally and coherence concerns with the link among different meanings in the texts that forms literal meanings, communication functions, and behaviors. Secondly. producing utterances, students, of course, interact directly with other people or listeners. It means that they are involved in a discourse of communication in which they must make their ideas understandable or intelligible. Theories of language learning and approaches to language teaching have been thoroughly developed in order to enable learners to use the target language efficiently. Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need. For as long as people have been learning and teaching language, there has continual debate about how to theorize the process and what the best way of doing it is. Many current teaching practices are the direct result of such constructive arguments. In more recent times, there have been five teaching methods which influence on classroom practice and which teachers and trainers still refer to. They Grammar translation, Audio-lingualism, influence on classroom practice and which teachers and trainers still refer to. They Grammar translation, Audio-lingualism, PPP (Presentation, Practice, Production), Task-Based learning, and Communicative Language Teaching. (Jeremy Harmer, 1998:30). The last is the widely accepted method in the English language teaching world. The debate is still going on, of course. In attempting to investigate the complex nature of foreign language learning, which foreign language learning, we have to appeal to ideas not only from linguistic analysis, but from other fields such as communication studies, education, psychology and sociology. The way in which people announce and develop new teaching methods can make discussions of comparative methodology somewhat confusing. What the interested teacher needs to when confronted with a new method for example, is to see and/or how it incorporates theories of language and learning. What procedures does it incorporate? Are they appropriate and effective for the classroom situation that the teacher works with? In this case two quest Ions seem worth asking: is it satisfying for both students and teachers, and doses it actually achieve what it sets out to achieve?In learning a foreign language, the opportunity of using it is one of the supporting factors which can be neglected, students who have a good opportunity of using the target language will get better progress in learning the language. To get a good result of teaching and learning a foreign language, teachers should create language environment which supports students to use the language, such as the way that teachers talk to the students-the manner in which they interact with them-is one of the crucial teacher skills. Within the classroom, teachers; role may change from one activity to another or from one stage of an activity to another. If they are fluent at making these changes their effectiveness as teachers can be greatly enhanced.Teaching and learning language is a contract between two parties for which they both need to agree with the terms. It is not a one sided affair. Teachers need to understand students needs the target language effectively. Therefore, it is extremely difficult to come conclusions about which approaches and methods are best and/or most appropriate for teachers own teaching situations. In to selecting appropriate method, many of us believe that learners have certain characteristics which lead to more or less successful language learning. Such beliefs are usually based on anecdote evidence, that is, on individual people we have known. For example, many teachers are convinced that motivated learners who interact without inhibition in their second language and find many opportunities to practice language skills will be the most successful learners. In addition to personality characteristics, other factors generally considered to be relevant to language learning are intelligence, emotional intelligence, aptitude, motivation, and attitudes. Another important factor is the age at which learning begins. (Patsy M. Lightbown., Nina Spada, (1993:33). When researchers are affect second language learning, they usually select a group of learners and give them a questionnaire to measure the type and degree of motivation. The learners are then given a test to measure their second language proficiency. The test and the questionnaire are both scored and the researchers investigate whether a learner with high score on the proficiency test is also more likely to have a high score on the motivation questionnaire. This kind of procedure can be used to measure the effect of emotional intelligence on for language learning through the use of emotional intelligence test. Course designer and material writers have a great role to play here since any course book that is used embodies approaches and methods. If teachers and students constantly monitor their classes and adjust what they do accordingly, there is a really good chance that the methods they use will be the best for the classes they teach. Teaching plans should always be designed to meet an aim or aims. Since English the first for language in Indonesia-is a compulsory subject for all levels of education, it is crucial to find out the most appropriate methods of teaching and learning English will be implemented in this developing country. the private vocational school in Indonesia-applies English as a compulsory subject which must be taught in all semesters. Those having taken English I am demanded to be able to use English in a simple way. It is in accordance with its instructional objectives stating, having studied for one semester, students are expected to be able to use English in certain circumstances. In this objective, subjects-related to people, location, prices, vacations, request, complains, skills, world knowledge, and interest-are emphasized. In some cases after having taken English I and some students still feel difficult in using English even in a simple way. With regard to the facts above, it is urgent to do a kind of research to find out the appropriate method for students. The research is an experimental research in which the method is communicative Language Teaching Method. Communicative Language Teaching Method is a teaching method which broadly and strongly affects the teaching and learning process of English in class in recent years. The method which is used in this research also involves other factor, namely emotional intelligence. Emotional intelligence is the ability to constructively study with all of our emotions by: identifying and communicating them (through appropriate expression and exploration); listening to what they are signaling to us about perceived or real threats to our well-being, so that we may examine these perceptions; and becoming more aware of how they reflect our socio-cultural beliefs. It is very important to understand that emotional intelligence is not the opposite of intelligence. Emotional intelligence, then, is the ability to use your emotions to help you solve problems and live a more effective life. Emotional intelligence without intelligence, or intelligence without emotional intelligence, is only part of a solution. Emotional intelligence has also the benefits in making good relationship.Emotional intelligence is the ability to understand the meaning of emotions and relationships, and use it to solve the problem. These capabilities include the ability to understand the feelings associated with emotions and understand information about these emotions and manage them. Emotional intelligence needed by students who want to succeed in learning. Emotional intelligence will provide benefits in the process and the quality of decision making, communication and relationships. Emotional intelligence is not innate, but can be developed quickly and not stop at a certain age only. Emotional intelligence is also not a personality but a series of unique properties that help to shape one's character, in thinking, feeling and behaving. Personality is a concept that is often confused with emotional intelligence, but they have fundamental differences.Emotional intelligence is a useful instrument in solving the critical problems with subordinates, reached a deal with difficult customers, convey a good criticism of superiors and resolve some of the opportunities that influence success. Emotional intelligence is used to help ourselves and help other students. Emotional intelligence refers to the special ability that we call common sense, it is associated with the ability to read environment, set it back, with the spontaneous ability to understand what other student want and need, their advantages and disadvantages, the ability to be unaffected by pressure, and the ability to be a nice student so coveted presence of others. Emotional intelligence as a key factor in the success in learning. the instrumental factor in the success of which is a reflection of emotional intelligence. Emotional intelligence of a student with another student is different. It can be seen in daily life that some students succeed and there are students who fail, success rates are different from each student.

B. Identification of the problems A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of an appropriate teaching method depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students. In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self-confidence and strengthen their speaking and communication skills. The teaching method is a method which is used in the teaching learning process in the classroom at SMK PGRI 1 Jakarta.The students have to be able to interact and cooperate with the other students. The students can motivate themselves, follow the teaching learning process easily. It is the teachers responsibility to motivate their students. To motivate the students is difficult task for the teachers in order the students can communicate with the other students well.Emotional intelligence is the ability to recognize feelings, reach and awaken your senses to help the mind, to understand the feelings and meanings, controlling the depth of feeling that helps the development of intellectual emotion. Emotional intelligence is also a set of skills that allow us to clear the way life is so complicated and covers aspects of personal, social, and defense of all the intelligence, sense of mystery and sensitivity are essential to function effectively every day.Ability is one's capacity and proficiency of doing something to accomplish his goal. The ability of producing ideas is one of the language skills which everyone should acquire in English since it is one of the world languages which is widely learnt and used by many people in the world. For this reason, English has been introduced to students in Indonesia for years from primary level until university level.Regarding the background of the study, identification of the problems are as follows: 1. Is the teaching method important in the students speaking skill at private vocational school? 2. Is the teaching method effective in the students speaking skill at private vocational school?3. Is the teaching method good to be applied in classroom?4. Will the students speaking skill at private vocational school be high by using the teaching method?5. Is there any effect of teaching method upon the students speaking skill at private vocational school?6. Is there any effect of emotional intelligence upon the students speaking skill at private vocational school?7. Are there any effects of interaction of teaching method and emotional intelligence upon in the students speaking skill at private vocational school?C. LIMITATION OF THE PROBLEMS From the identification of the problems above, many problems appeal related to teaching and learning English subject. It is impossible to do a research for all approximately. Since the impossibility of conducting a research for all problems, then it is necessary to limit on the using teaching method and one factor which might affect on the students speaking skill of English, which is emotional intelligence. Based on the identification of problems that have been described above is still very broad in scope, for it then the study was limited in several variables namely: The effects of teaching method and emotional intelligence upon students speaking skill at private vocational school in east Jakarta. The teaching method is limited by using the communicative language teaching method, the emotional intelligence is limited by the emotional intelligence of the second grade of students at SMK PGRI 1 Jakarta and the students speaking skill is limited by the students speaking skill of second grade of students at SMK PGRI 1 Jakarta.

D. STATEMENT OF THE PROBLEMS Regarding the identification of the problems and the limitation of the problems, statements of the problems are as follows:1. Is there any effect the teaching method upon in the students speaking skill at private vocational school?2. Is there any effect emotional intelligence upon in the students speaking skill at private vocational school?3. Are there any effects of interaction of communicative language teaching method and emotional intelligence upon in the students speaking skill at private vocational school?E. PURPOSE OF THE RESEARCH Based the research objectives are to analize about:1. The effect of the teaching method upon in the students speaking skill at private vocational school.2. The effect of the emotional intelligence upon in the students speaking skill at private vocational school,3. The effects of interaction of communicative language teaching method and emotional intelligence upon in the students speaking skill at private vocational school.F. SIGNIFICANCE OF THE STUDY It is hoped that this study will contribute to the improvement of teaching and learning process in the classroom at vocational school?, especially for teachers who have strong wishes to improve their skills in teaching English as a foreign language and for students who are learning English for improving speaking skills. For the students, it is hoped that would learn English easier by learning how to improve their English and coping with their emotional aspects during the process of mastering speaking skills of English. For English teachers, especially English teachers at the private vocational school, it is hoped that they would reap the benefits of this study in selecting appropriate methods to be implemented in class. For University Indraprasta of PGRI, this study is hopefully to be considered very important by the decision makers to make any policy related to the process of teaching and learning, especially teaching and learning English subject.

CHAPTER IITHEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK AND HYPOTHESISA. Theoretical Description1. Theory of Students Speaking Skill a. Speaking The whole of human history is built upon communication. From the first story told in prehistoric times through the mass media of today, verbal communication has built the foundation of who we are, where we came from, and what we hope to become. Throughout time, many orators, philosophers, and educators have tried to capture the essence of human communication. Although a true understanding of the complexity of communication takes years of examination, the researcher have tried to offer a brief highlight of some of the major contributors. Speaking is very important part in studying English. People need to speak in order to communicate one each other and make a good communication. When some one was born, he learns how to speak, and speaking can make him communicate or contact with other person. According to Yorkey (1990:4), speaking skill is a skill and like other skill, it must be practiced continuously.1) The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, watching TV, watching film, practicing with foreigners, practicing with partners. In judging whether students are speaking in correct statements. There are two criteria which the teacher must take:-The students have to understand the meaning of words that they use and associate them into the objects of their represent. -The students have to pronounce the words properly in order to arise same perception and they understand each other. (Richard C Yorkey, 1990: 4.) If students want to be able to speak fluently in English, they need to be able pronounce us correctly, use appropriate stress and intonation patterns and speak in connected speech. Speakers of English - especially where it is a second language - will have to be able to speak in a range of different genres and situations, and they will have to be able to use a range of conversational and conversational - strategies. They will need to be able to survive in typical functional exchanges, too. Getting students to speak in class can sometimes be extremely easy. In a good class atmosphere, students who get on with each other, and whose English is at an appropriate level, will often participate freely and enthusiastically if we give them a suitable topic and task. However, at other times it is not so easy to get students going. Maybe the class mix is not quite right. Perhaps we have not chosen the right kind of topic. Sometimes it is the organisation of the task which is at fault. But a problem that occurs more often than any of these is the natural reluctance of some students to speak and to take part. In such situations the role(s) that teachers play will be crucial. Students are often reluctant to speak because they are shy and are not predisposed to expressing themselves in front of other people, especially when they are being asked to give personal information or opinions. Frequently, too, there is a worry about speaking badly and therefore losing face in front of their classmates. In such situations there are a number of things we can do to help. The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, watching tv, watching film, practicing with foreigners, practicing with partners. Speaking is one of language skill in learning langauge. Speaking skill is a skill and like other skill, it must be practiced continuously. People need to speak in order to communicate with the other people and make a good communication well. We have to learn how to speak, and speaking can make us communicate or contact with other person. b. Students Speaking Skill Speaking is a form of communication (Jone, 1989: 14). It means that speaking a kind of communication which is conveyed orally. It is certainly that the process of it involves two sides, the speaker and the listener who may function interchangeably. When the speaker produces utterances sent to the listener, he/she may function as a speaker. Otherwise, when the listener gets turn to give responses, he/she may function as a speaker. In short, it may be said that speaking has the similar meaning to oral communication. During communication what one says should be conveyed in an effective way. How one says has the same importance as what one says, (Jone, 1989: 14). Celce-Murcia and Olshtain say that in any oral interaction the speaker wants to communicate ideas, feelings, attitudes, and information to the hearer or wants to employ speech th2t relates to the situation. The main objective of .the speaker is to be understood and for the message to be properly interpreted by the hearer/s, (Celce-Murcia and Olshtain, 2000: 166). They who also use speech production referring to speaking explain that speech production is produced on-line and that it is prototypically reciprocal (timbal balik) in nature. The reciprocity develops during the ongoing negotiation of meaning between the speaker and listener(Celce-Murcia and Olshtain, 2000: 168). Brown says that conversations are collaborative activities as participants (speaker and listener) engage in a process of negotiation of meaning, (Brown, 2001: 268). Meanwhile, Brown and Yule say that in the production of speech each speaker needs to speak individually and ideally. He needs someone to listen to his speaking and to respond to him, (Brown and Yule, 1997: 25). It may be inferred that speaking is a collaborative activity between a speaker and a listener/s in which the two parties want to convey and negotiate thoughts, feelings or messages in a special reciprocal situation underlined by a mutual understanding. Speaking is one of English language skills which belong to a productive skill. In communication, speaking involves at least two persons so as to have interaction between them. In simple way, Fulcher (2003: 23) says, "speaking is the verbal use of language to communicate with others." Speaking is the most important and; complicated language skill which one needs to master. As known that speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Harris (2003: 81) adds that like writing skill, speaking is a complex skill speaking number of different abilities to develop. Byrne highlights that "Oral communication is a two-way process between speaker and listener (or listeners), involving the productive skill of speaking and the receptive skill of understanding (or listening with understanding)". Meanwhile, Learns, Miller, and Soro (2010: 55) points out that speaking is the important way people interact with the world which includes instructional and social conversation, develops language, thought, and content knowledge as well as the personalities and beliefs, and the ability to form relationships. From the natures of speaking above, it is, therefore, inferred that speaking is a means of communication comprising at least two persons in face-to-face interaction to produce ideas, thought, knowledge, and beliefs as well as meet communicative language components to build relationships. In relation to building social relationship, everyone owns his goal for that reason. One may speak when he intends to discuss something. Harmer (2006: 467) states that there are some reasons why people are involved in conversation. First, they want to say something. This implies that when there is something to tell, they need to speak; otherwise, he will not speak. Second, they have communicative purpose. Third, they intend to select words. It means speakers in general have certain capacity to produce new and appropriate sentences. Richards and Renandya (2002: 201) supports Harmer's views, which emphasize that one will make a social relationship through discussion forum. in this case, he will express his own ideas and persuade others or clarify information. Boardman (1979: 1) states that the language used by a speaker is to show how to ask for information, to suggest, to prohibit, to express ideas, etc. In the context of English learning, students are encouraged to be able to express themselves in target language, to overcome basic skills of interaction such as mutual greetings, expressions of thanks and apology, and to express his needs such as asking for information (Brown and Yule, 1988: 27) From the explanation, it is likely to have the same ideas on speaking reasons, namely the intention to deliver information to other people and to entertain and make other people feel happy as well as to express ideas. In English speaking situation, a student may speak with his classmates to convey some information and his ideas. A student also speaks when a lecturer asks him some questions. Considering some ideas above on the English speaking ability and the necessity of using English, it is concluded that English speaking ability is one's capacity of producing ideas orally to others through learning process expressed in English in acceptable and appropriate ways to maintain social relationship. Language is the major means communication among people of a society. Communication can take place through interactions between people through expressing of ideas, responses, and extending of opinions Widdowson suggests that speaking in general is performed face-to-face and takes place as part of a dialog or exchanges of other verbal forms (Widdowson, 1984:58). Samovar and Mills (1972:62) further elaborate explanation provided by Finochiaro dan Bonomo; that is, speaking as a two-way communication process between speaker and listener. They suggest that spoken communication does not only require speaking skills but also mutual understanding between speaker and listener. They define spoken communication as follows: (1) 'communication involves more than one people, (2) communication aims at obtaining responses, (3) ideas and feeling are communication materials (hat needs to be specifically planned to achieve the intended objectives, (4) communication is a symbolical process, (5) communication is a real process in life that depends en how we adapt to our surroundings properly, {6) response of the receiver or listener is a test to effectiveness of communication activities. I.ack of listener's response means no communication exists. Papalia (1983:15) states that speaking skills is not solely dependent on linguistics, competence but also on understanding of culture, strategic functions and use of language in interactions in social contexts since success in acquiring communicative competence IS dependent on how the components are integrated. For this, Savignon (1983:21) suggests that communicative competence in the teaching of English needs to be developed through more provision of time for listening activities, providing students with the greatest possible opportunities to obtain responses, considering student's grammatical mistakes as something natural in the teaching-learning process, and performing activities within contexts that include their feelings and involvement as a whole. M. Bygate in Spoisky (1983:63) suggest that speaking skills have two integrated elements; that is, relative accuracy and relative fluency. Accuracy is one dimension related to clarity, appropriateness and correctness of certain message that are related to interlocutors and linguistics norms. Success of a message is influenced by selection, formulation and comprehensibility. This dimension covers use of grammar, pronunciation of vocabulary, selection of expressions, discourse markers and register. Based on the above explanation, it can be concluded that studetss speaking skills is ability of students communication which involve various skills to decide on when to speak; what form to use; which words are suitable in form and meaning; use of sequences of sounds, voice, tone and form; convincing that one feels the need to speak properly in the right situation; and correct positioning of tongue and lips to produce linguistic sounds. 2. Theory of Teaching Method a. Definition of Teaching Method When linguists and language specialists sought to improve the quality of language teaching, they often did so by referring to general principles and theories concerning how languages are learned, how knowledge of language is represented and organized in memory, or how language itself is structured. Let us go through to the definitions of approach, methods and techniques according to Anthony as quoted by Brown:... An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approaches axiomatic. It describes the nature of the subject matter to be taught... ...Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is a procedural, ... A technique is implementional- that which actually takes place in a classroom. It is particular trick, stratagem, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach well. (Brown, 2002:9) From these definitions, it can be derived a conclusion that approach is assumption and beliefs about language and language learning held. At least there are three teoretical views of language as explained by Richards and Rodgers, namely structural view, functional view, and interactional view (Richards & Theodore, 1986:17), The preceding one seems to be the most traditional one. Another language specialists, Harmer also proposes four terms related to teaching and learning language. The four hierarchical terms relocated by Harmer are approach, method, procedure and technique (Brown, 2002: 78)Efficientteaching methodsare essential tools that can help studentsacheive success in the classroom. Each student has adifferent personality and learning abilities. There are several factors that a teacher must consider when choosing a teaching method for their students.Some determining factors for selecting a teaching method include the students interest and background knowledge, as well as their environment and learning abilities.Teachers also help their students learn with various learning aids such as Auditory, Kinesthetic (collaborating), and Visual. Instructors use these teaching methods to help students understand and complete class assignments. Learners emotion and involvement give a great contribution to the process of grasping and absorbing the target language, therefore it would be an amazing idea to engage learners emotion and involvement during the learning activity. As a matter of fact, when the teacher engage learners emotions, they can gain more. Therefore, having interaction in a language classroom is an obligatory. We can use the language because we made a meaningful interaction with other people. What is meant by the aforementioned statement is that learning is a process of internalizing the language itself, it happens in the individual. In other words, he/she knows the result of the language acquired through interacting with other people. Byme said that What is needed is flexibility, tolerance, patience on your part & above all, an understanding of the learners difficulties.(Harmer, 1998: 25) It is important for the teachers to know that building interaction and relation among learners are essential since they feel less inhibited when they are sure that they are safe. Accordingly, nowadays, methodologists promote interaction in the classroom to help interaction natural communication takes place. There are a number of activities that promote interaction, some of which are role play and simulation. The things are not ended up to this only, the next important for the teacher to do after carrying out the interaction among learners is giving self-evaluation on how they performed the task. Pappas stated self-evaluation is an important factor because it gives children opportunities to reflect on their own learning, thereby helping them to be independent, autonomous, & confident learners.Pappas, et all., 1990: 322)From the explainantion above it is concluded that the teaching method is a method used for instruction which involves class participation, demonstration, recitation, memorization, or combinations of these. The choice of an appropriate teaching method depends on the skill that is being taught, and it is also be influenced by the aptitude and enthusiasm of the students.b. The kind of Teaching MethodTeaching 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 instructorhasa specific teaching method.Teachers must beflexible 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 plansthatstudents 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 MethodAs 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, followed 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 MethodGouin 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 language. 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 pronunciation. 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 thanremembers 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 methodThe 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 MethodCommunicative competence is crucial to be acquired. English, one of the international language and one of lingua franca in the world, should taught communicatively. Some linguists and language experts have released some methods of teaching and learning English. One of which is called communicative approach or communicative teaching language method (CLTM). Littlewood stated: one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language (Littlewood, 1981:1).Activities in CLTM typically involve students in real or realistic communication, where the accuracy of language they use is less important than successful achievement of the communicative task they are performing. Thus role-play and simulation have become very popular in CLTM. Harmer states that CLTM has two main stands:The first is that language is not just bits of grammar, it also involves language function such as inviting, agreeing and disagreeing, suggesting etc., which students should learn how to use. They also need to be aware of the need for appropriateness when talking and writing to people in term of the kind of language they use (formal, informal, tentative, technical etc.). The second strand of CLT developed from the idea that if students get enough exposure to language and opportunities for its use and if they are motivated-then language learning will take care of itself. (Harmer, 1998:32) This method needs a qualified teacher for the teacher can create one conductive situation supporting the learning process. This method is a learning method which demands active students. They have to be able to interact and cooperate each other. Those who can motivate themselves-will, unhesitatingly, follow the learning process easily, in contrast, those who can not motivate themselves, they will be left behind for this method will be running smoothly if the learners are motivated. It is the teachers responsibility to motivate their students. To motivate the students is not an easy task for teacher since he or she only has limited time in class. Learning one foreign language means learning how to us it and the meaning of it. When learners make mistakes or errors in grammatical aspects, it is still acceptable. But when misinterpret the meaning of it, then it should be corrected as soon as possible. The materials should be modified and simplified and made more comprehensible through context. For the learners do not have time to contact to native speakers, the teacher should act as a proficient one. In addition, the teacher should also consider a number of extra-linguistic factors, such as the characteristics of the learners, the circumstances in which the educational institution operate, the number of students, the teaching aids, etc. Based on the explaination above it can be concluded that communicative language teaching method is a method which is used in teaching language communicatively, it is happened teaching learning process always by using English.d. Conventional Method This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselorsTo compare the learning method with the approach of active learning strategies used by teachers at schools in general, the reseacher also discusses the conventional approach. In conventional learning, there are two characteristics, namely: the first teachers to use media that are commonly used without any initiative to make modifications to the method of learning. Teachers simply glued to the existing media (text book) which resulted in underdevelopment of the learning process. Conventional learning method is a method of learning that emphasizes the teacher as an information center and the students as recipients of information. The researcher makes this method as a comparison between the learning outcomes of modern method with conventional method. According to Mukhtar (2005: 46) "The conventional method is a method which is essentially a lecture delivered in the form and the autocratic style". This method is easy to administer, because the teachers just do not convey information and students have many opportunities to respond. Sometimes the comments and questions from new students may be disclosed after the teacher explained. Therefore, students become passive while teachers can not receive feedback, and this is a deficiency and can hinder teaching and learning activities, especially if students are not motivated to learn. Mansyur (1992: 138) argued that "the conventional method is a form of interaction through information and regulations verbally by a teacher to his class". This means the implementation of the teaching the teacher can use lecture to give the description. Ujang Sukandi (2003) describes that: The conventional method is characterized by a lot of lectures that teachers teach about the concepts rather than competence, the goal is that students know something is not able to do something, and when the students are learning to listen. Here we can see that the conventional method in question is a learning process more dominated by the teacher as a "pen-transfer" science, while students are more passive as the "recipient" of science.The traditional method is a method that still uses the old system where many students are not active in teaching learning process in the classroom. The interaction between teacher and students are not optimal because teachers do more. 3. Theory of Emotional Intelligence a. Definition of Intelligence The American Psychologist, William James stated that we cry because we feel sorry, strike because we angry, tremble because we are afraid.(Morgan, et.al., 1986:330). Benyamin Bloom and his colleagues provided a useful extended definition of the emotional side that is still widely used today: receiving, responding, valuing, organization and value system (Brown, 2000:143) Another psychologist, Goleman also argues: All emotion are in essence, impulse to act, the instant plans for handling life that evolution has instilled us. The very root of the word emotion is motere the latin verb to move plus the prefix e- to connote move away, suggesting that a tendency to act is implicit in every emotion. (Golemen, 1995:6) In our emotional repertoire, each emotion plays a unique role, as revealed by their distinctive biological signatures. With new methods to peer into the body and brain, researchers are discovering more psysiological details of how emotion prepares the body for a very different kind of response. Seeing what are emotions for in terms of their responses, it seems that anger, fear, happiness, love, surprise, disgust, and sadness all depend on the life experience and the culture. Emotional intelligence gives us our awareness of our own and other peoples feelings. It gives emphaty, comparison, motivation and the ability to respond appropriately to pain or pleasure. Emotional intelligence is a basic requirement for the effective use of intelligence quotient. Emotional intelligence has also the benefits in making good relationship . Researchers have found that even more than IQ, your emotional awareness and abilities to handle feelings will determine your success and happiness in all walks of life, including family relationships. The aforementioned elaboration on the emotions give motivations and stimulations in managing the feeling so as that the running life will be much better and successful. Intelligence has been defined in different ways, including the abilities, but not limited to, abstract thought, understanding, self-awareness, communication, reasoning, learning, having emotional knowledge, retaining, planning, and problem solving. Intelligence is most widely studied in humans, but has also been observed in animals and plants. Artificial intelligence is the intelligence of machines or the simulation of intelligence in machines.Based on the explaination above it can be concluded that the intelligence is the mind that includes a number of capabilities, such as the ability to reason, plan, solve problems, think abstractly, understand ideas, using language, and learning, it is closely related to cognitive abilities possessed by individuals. b. Emotional Intelligence In 1983 Gardner published his research on the so-called multiple intelligence by developing a theory of intelligence that includes four additional capabilities that were not previously on IQ. The first two concern the musical and kinesthetic and the remaining two are inter personal and intra personal. Interpersonal skills and thus form intra personal emotional intelligence. Following Gardner's research, the psychologist Bar-On began his research to develop a formal survey of psychology in 1985. This instrument seeks to measure what he described as a measure of emotional, which gave birth to the term emotional intelligence. Bar-On defines emotional intelligence as a form/ability to manage stress, optimism, flexibility, problem solving, understanding the feelings of others and maintain satisfactory interpersonal relationships (Craig, 2004: 18). Salovey and Mayer in his theory states that emotional intelligence includes the ability to monitor their own feelings and emotions as well as others, distinguish and use the information to guide one's thoughts and actions (Craig, 2004:19). Intelligence is the ability to be formed by education, experience, motivation to be able to think rational by leveraging existing data when facing problems and challenges that have occurred (Bootzin, Bower, Zajonc & Hall, 1986: 359). While Goleman (2001: 411) states that emotion refers to the feelings and thoughts of his trademark, a biological and psychological state, and a series of tendencies to act.Emotional intelligence is the ability to recognize the meaning of emotions and relationships, and use it to solve the problem. These capabilities include the ability to understand the feelings associated with emotions and understand information about these emotions and manage them. According to Cooper & Sawaf, (1997: 12) Emotional intelligence is the ability to perceive, understand effectively, applying the power and acumen of emotions as a source of energy, information, and influence. Emotional intelligence is the ability to regulate one's own feelings and others, use it to motivate and manage emotions in themselves and their relationship with others (Rahim & Psenicka, 225: 327-342).Emotional intelligence is one of the intelligence is very important and needed by people who want to succeed in career or in his life. Emotional intelligence will provide benefits in the process and the quality of decision making, leadership, conflict resolution skills, bridging the gap, strategic and technical breakthroughs, communication, cooperation, mutual trust relationships, customer loyalty, creativity and innovation, manage yourself effectively, social skills and capabilities. An ordinary workers or those who occupy leadership positions require the benefits of emotional intelligence so that they are able to function with less well in the organization. The quality of human relationships begins with emotional intelligence. Corporate leaders who are working on some other country, be aware that the cultural environment in which people tend to be more sensitive and less attention to other people. Good social skills will help create better interaction for business negotiations and the ability to pursue a career on a global scale (Goleman, 2001: 412).Emotional intelligence is not innate, but can be developed quickly and not stop at a certain age only. Emotional intelligence is also not a personality but a series of unique properties that help to shape one's character, endurance and independence in thinking, feeling and behaving. Personality is a concept that is often confused with emotional intelligence, but they have fundamental differences.Boyatzis and McKee (2004: 304-307) states that a leader's competence is based on the emotional intelligence is self-awareness, self management, social awareness, and relationship management. While Carlson (1987: 224) explains that emotional intelligence is the ability to understand his own feelings, maturity, self control and ability to get pleasure and satisfaction in life. Goleman (1995: 12) gives the notion of emotional intelligence as a human skill to understand and cope with human feelings about themselves and about others peras3an; skills persevere yourself, the skills to encourage self and others; and skills to manage emotions well in ourselves themselves and to others, so that they can use those feelings to understand the thoughts and actions accordingly. Senge (2003:269-286) states that in order to improve emotional intelligence in the work can be done through independent learning through self-management, social understanding and management, and knowledge analysis.Experience has shown why there are people who fail in high intelligence in their careers and social lives, but instead a lot of successful people who excel in career and social life turned out to have average intelligence. Goleman (1977: xii), says that the difference lies in the ability of the so-called emotional intelligence includes self-control, zeal and perseverance and the ability to motivate yourself.Johnmarshal Reeve (1992:340), states that emotion is a multi-dimensional phenomenon, as a demonstration of the level of subjective feelings. Emotions make us feel on a particular condition, such as, angry or happy. Emotion is also a biological and psychological responses that move our bodies in a particular reaction.Robert Plutchick (1984:319), in Robert S.Feldman illustrates that there are eight basic human emotions, the feelings: joy (Joy), accept (acceptance), fear (fear), surprise (surprise), sad (sadness), annoyance (disgust), anger (Angger) and hope (Anticipation). Every feeling has opposite feelings, such as joy is the opposite of the feelings of sadness, hope as opposed to a surprise (surprise). On the other hand it can interact with each other emotions among the eight basic types.Permutation of two of the eight basic types of emotions associated with each other and above can be consolidated to create a new sense of eight feelings. Based on the combination of the two feelings can lead to new feelings such as joy, and receive a feeling of love, accept and submit to the fear of feeling, fear and surprise a sense of wonder or awe, and so onGoleman 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 IntelligenceGenerally 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, 2012How much of an impact does emotional intelligence have on your professional success? The short answer is: a lot! Its a powerful way to focus your energy in one direction with a tremendous result. Weve tested emotional intelligence alongside 33 other important workplace behaviors and found that it subsumes the majority of them, including time management, decision-making, and communication. Your emotional intelligence is the foundation for a host of critical skills-it impacts most everything you say and do each day. Emotional intelligence is so critical to success that it accounts for 58% of performance in all types of jobs. Its the single biggest predictor of performance in the workplace and the strongest driver of leadership and personal excellence. No matter whether people measure high or low in emotional intelligence, they can work to improve it, and those who score low can actually catch up to their co-workers. Research conducted at the business school at the University of Queensland in Australia discovered that people who are low in emotional intelligence and job performance can match their colleagues who excel in both-solely by working to improve their emotional intelligence. From all the people weve studied at work, we have found that 90 percent of high performers are also high in emotional intelligence. On the flip side, just 20 percent of low performers are high in emotional intelligence. You can be a high performer without emotional intelligence, but the chances are slim. People who develop their emotional intelligence tend to be successful on the job because the two go hand in hand. Naturally, people with high emotional intelligence make more money-an average of $29,00