CHAPTER IINTRODUCTION

This chapter contains background of the study, research question, the aim of
study, scopeof the study,benefits of research, previous study and definition of key
terms.
A. Background of Study
Language is one of the elements of culture that was born of the basic needs in
order toimprove human civilization. Its main function is as a tool communication
between humans andother function is as a tool of thought, feelings and overall
support of human knowledge.
1
Language has a central role in the successful development of the intellectual,
social, andemotional learning of students and support all areas of study.Language
learning is important for human’s social development. As a language which isused
by more than a half of population in the world, English holds the key as
internationallanguage. English is a tool of communication among peoples of the
world to get trade, social-cultural, science, and technology goals. Moreover,
English competence is important in career development, therefore students need
to understand and use English to improve their confidenceto face global
competition.English is one of the international language is widely taught in many
countriesaround the world. Many people in different countries use English as the
language of instructionin a variety of important meetings at the international level.
In education, English has a largeshare because almost all of text books in various
disciplines which written in English, fromelementary to university education.As
the global language, English is holds function and very large role. The implication
isthat many people are try to learn to speak English well. To be able to speak good
English indealing of global competition, many students, even elementary schools
learn English as a subjectof local content.
1

Adang Septi Librianto,”Pendekatan Kecerdasa Emosional dalam Pembelajaran

Bahasa Arab,”Thesis,( Yogyakarta,Universitasa Islam Sunan Kalijaga, 1999),p.1.

1
One of the conditions for achieving this is an adequate English language
skills,especially to communicate, both orally and in writing, because almost all the
global informationresources in various aspects of life using this language.But
learning English is still regarded as difficult and boring subject by most of
thestudents, and often creates fear and anxiety, learner usually feel that English is
one of the moststress full classes they have had, so that English learning
achievement of students is still low.The low achievement indicates the process of
learning English is not optimal. Results of Englishlearning achievement of
students each year has not been encouraging. It can be seen the number of
students who did not pass due national exam can not reach the value of subject is
Englishlanguage as required, at least 4,00.
2
The fact shows that the result of teaching learning English is still low. The
students havelearned English from the first-grade of junior high school until
senior high school, but most of them still cannot use English as tool of
communication.
3
It was not only happened to the studentswho have low score, but the students who
have high score in junior high school can not useEnglish in real communication in
their level. Besides, their receptive skills are also below theexpectation. For
example, the students who have graduated from senior high school, they stillfind
difficulty in reading English literatures.
4
In this era of globalization, comparative power required capabilities and
highcompetitiveness, which is the capability to harness, control and develop
science and technology.This skill require the ability to master the English.
Therefore, the educational program as ameans to develop the potential of
individuals and pass on the knowledge, values , attitudes, and behavior of the
young generation should be designed in a more systematic.Students who afraid to
learn English is often easy to become very agitated andtakes a long time to
eliminate the source of fear. Fear students will increase and they are usually
2
Republika Online,” Bahasa Inggris Jadi "Dalang" Ketidaklulusan Siswa SMP di
Pacitan”,Accessed on April 17,2013
fromhttp://www.republika.co.id/berita/pendidikan/berita-
pendidikan/12/06/01/m4xuzk- bahasa-inggris-jadi-dalang-ketidaklulusan-siswa-
smp-di-pacitan.
3
Ki Supriyoko,”

Masa Depan Smu Kita”surat Kabar Harian Kedaulatan Rakyat,

Februari,6, 2004,P.1.
4
Ibid

2
easy forget the material they learned. So fear of the English played an important
role for studentsin research and refrain from using language skills.Students held
negative beliefs may cause them to feel inadequate to deal and work onEnglish
lessons, students will avoid, unmotivated or lazy to follow the lessons and
assignmentsgiven. When a student is experiencing excessive workload such tasks
subjects, failure in examsand the demands of parents of students not infrequently
lead to stress and anxiety. Many parentswho impose their children with the
academic demands that are difficult to achieve
5
.Suchconditions require emotional quality excellence in a variety of forms such as
self tolerance (theability to regulate emotions that trigger stress or anxiety),
flexibility (the ability to adapt andadjust to certain situations), optimism and self-
reliance.
6
Students who have high emotional intelligence can manage stress and find the
right wayto solve it,but it would be otherwise if a student has a low emotional
intelligence, they will bedifficult to find a way of dealing with emotional stress.
Emotional intelligence can also be usedin decision-making and action.
7
Those who have high emotional intelligence will make decisionsand take
appropriate action in critical situations and urgent. Besides emotional intelligence
isalso useful in the adjustment and maintains good relationships with others.
Those who hasemotional intelligence understand feelings of others, can help
themselves, be assertive that willmake others feel comfortable, calm, and love to
hang out with him. This proves that emotionalintelligence is as important as IQ.
8
Students who has high emotional intelligence are the happy students, confident,
popular,and more successful in school. They are more able to control his emotions
turmoil, a sweet touchwith other people, can manage stress, and has good mental
health. Salovey, Mayer, & Caruso
5
Info Cara Hadapi Stress Di Sekolah

Info Cara Hadapi Stress Di Sekolah

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

Reuven Bar-On
The BarOn Model of Social and Emotional Intelligence (ESI)Accessed on April
17,2013 from http://www.eiconsortium.org/reprints/bar-on_model_of_emotional-
social_intelligence.htm
7
Daniel Goleman,”

3
 Kecerdasan Emosional Untuk Mencapai Puncak Prestasi”
, (alih bahasa;AlexTrikanjono,Jakarta:Gramedia Pustaka Utama,2003),p.512.
8
Amalia Sawitri Wahyuningsih,” Hubungan antara kecerdasan emosional dengan
prestasi belajar padasiswa kelas ii smu
lab school jakarta timur”(
Psikologi Universitas Persada Indonesia Y.A.I,Jakarta,2004) p.3

added that children who has emotional kecerdasans can understand emotions
themselves andothers, and using emotions as information to guide your thoughts
and actions.In learning English learners vary enormously in how successful they
are in learning asecond language. All people acknowledge that some individuals
learn a second language easilyand some with more difficulty. Among so many
factors contributing to second language learningsuccess, including motivation,
attitude or personality types, it seems that one important factor which accounts for
success in language learning is the degree of intelligence that individuals possess.
9
In fact, in learning process in the schools often found that student achievement
can notlearn English, which is equivalent to the intelligence ability. There are
students who have highintelligence but the ability obtain the relatively low
academic achievement, but there are studentswho, although relatively low
intelligence ability, can achieve a relatively high academicachievement. That is
why the level of intelligence is not the only factor that determines thesuccess of a
person, because there are other factors that influence. According to
Goleman,intelligence quotient (IQ) only accounted for 20% for success, while
80% is the contribution of factors other forces, such as emotional intelligence
(EI): the ability to motivate yourself,overcome frustration, impulse control,
arrange mood heart, empathy and the ability tocollaborate.
10
Students in the learning process, both intelligence quotient and Emotional
Intelligence isneeded. IQ can not function well without the participation
emotional appreciation of the subjects presented in school. But usually both
complement each intelligence. Balance between IQ and EIis the key to the success
of students in school learning .
11
Education in schools is not only to develop rational comprehension intelligence
that isgenerally understandable models only students, but also to develop
Emotional intelligence of students.
12
This is where the importance of emotional balance, taking into account emotions
can
9

4
Reza Pishghadam ,”A Quantitative Analysis of the Relationship between
Emotional Intelligence andForeign Language Learning”, Electronic Journal of
Foreign Language Teaching, No.1,2009,p.31.
10
Daniel Goleman,”Emotional Intelligence”(Jakarta:Gramedia Pustaka
Utam,2003),p.7.
11 Amalia Sawitri Wahyuningsih,Op Cit.,p.3.
12 Amalia Sawitri Wahyuningsih,Op Cit.,p.2

help us speed up the learning process. Understanding emotions can also make
learning moremeaningful and permanent.Daniel Goleman, author of the book
"Emotional Intelligence" that convey , emotionalintelligence is the ability to
regulate emotional life with intelligence, maintaining harmony andexpression of
emotion through the skills of self-awareness, self-control, self-motivation,
empathyand social skills.
13
Research told us that without emotional involvement, reduced neural activity of
the brainneeded for recording lessons in mind.
14
In regard to the importance of emotional intelligence on students as one of the
importantfactors for academic achievement, in the preparation of this paper the
authors are interested inresearching: "The relationship between emotional
intelligence with the results of learningEnglish in grade II Mas Oemar Diyan in
Indrapuri"
B. Research Question
Based on the description above, it can be formulated in the following problems:"Is
there a relationship between emotional intelligence with the results of learning
English ingrade III MAS Oemar Diyan Indrapuri"?
C. The Aim of study
Based on the above formulation the aim of this study is to discuss the
relationship between student’s emotional intelligence and their academic
achievement in learning English atthird grade students of MAS Oemar Diyan
Boarding school Indrapuri.
D.Scope of the Study
This study is limited to the psychological problems of students which include
emotionalintelligence and its relationship on English learning achievement. Based
on researcher consideration in some cases, the research is carried out only in third
grade Madrasah Aliyahswasta (MAS) of Oemar Diyan Boarding School
Indrapuri.
13
Oliver Schnell,et al,”Emotional Intelligence”,Thesis,(Venlo: Fast Consulting,
2007),p.7.
14
Daniel Goleman,
Working With Eotional Intelligence
,terj.(jakarta: Gramedia Pustaka Utama,2003),p.15