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THE INFLUENCE OF EMOTIONAL QUOTIENT (EQ) AND

STUDENTS’ GRAMMAR MASTERY TOWARD THEIR WRITING
ABILITY AT STAI HUBBULWATHAN DURI

Setiawati
STAI Hubbulwathan Duri
setiawati8576@yahoo.com

Abstrak

Menulis merupakan mata kuliah utama dalam jurusan Pendidikan

Bahasa Inggris.Banyak hal yang mempengaruhi kemampuan mahasiswa
dalam menulis. Diantaranya adalah Emotional Quotient (EQ) dan
penguasaan tata bahasa. Penulis melakukan penelitian yang berbentuk
penelitian korelasional. Tiga hipotesis yang diajukan dalam penelitian ini
untuk mengetahui pengaruh Emotional Quotient (EQ) terhadap kemampuan
menulissiswa, penguasaan tata bahasa siswa terhadap kemampuan menulis
mereka, dan pengaruh Emotional Quotient (EQ) dan penguasaan tata
bahasa siswa terhadap kemampuan menulis mereka. Temuan penelitian
menunjukkan bahwa ada pengaruh Emotional Quotient (EQ) dan
penguasaan tata bahasa siswa terhadap kemampuan menulis mereka dari
Jurusan Bahasa Inggris STAI Hubbulwathan Duri pada tahun akademik
2015/2016. Kesimpulan yang diperoleh adalah EQ siswa danpenguasaan
tata bahasa siswa memiliki kontribusi yang kuat untuk kemampuan menulis
mereka.

Keywords: EQ, grammar mastery, and writing ability.

INTRODUCTION

English is one of International languages. Language is an effective

communication tool that be used in daily life. Language is divided into four
skills. These include listening, reading, speaking and writing. The four
language skills related to each other. When the students learn the English

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language, they usually learn basic skills of English; listening, speaking,

reading, andwriting (Hayashi, 2000).

Writing is included main subject in the English Department. Writing

is one of English skills that must be mastered by the English language
learners. Writing is also considered as basic of students‟ success in learning
English and their final task to write an undergraduate thesis. This rule was
arranged by UU No. 20, 2013 about National Education is conducted with
the aim to prepare future graduation in environmental PTAIS Kopertais XII
Riau Kepri region that have the benefit of professional expertise in the each
field and also have character and personality of Indonesian Muslim scholar
with national awareness and Malayness (Kopertais XII Riau Kepri, 2009).
Therefore, the subjects were arranged toward national curriculum,
professional expertise necessary for students who use education, and it is
integrated with Islamic values, Indonesian and Malayness. Basic National
curriculum above is poured in composition National subjects, including
writing subject. Writing subject is one of the main subjects in the English
department. This subject develops skill and profession. Here, the students
should follow the writing subject because it is one of the main subjects.
Furthermore, there are two macro skills of a language; they are
receptive and productive skills. Writing skill is one of the productive skills
that should be mastered in using a language. It is because writing skill has
significances in improving a communicative competence of learning the
language. Students learn and acquire language through both written and
spoken ways so that they can improve their communicative competence. In
the process of communication, idealistic students know the rules on how to
communicate to others, how to get information, and how to communicate

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about the language itself. When the students understand the knowledge of
the language, it means that they have a language competence.
In additional, writing is also regarded as an act of communication
which takes place between the writer and the reader in the form of text
(Olshtain,1991). Writing is one of the ways of presenting communicative
competence to convey thought via text. In language system, writing has the
same structures as speech, such as vocabulary, grammar, semantic that
involve a system of sign or symbols. Writing needs experience and
knowledge. Students do writing practice in order to get good writing. The
purpose of writing is to produce the ideas based on background knowledge,
and arranging the ideas in writing must be logic, clear, and systematic.
Writing should be learned by the students because writing is a part of the
language. One of the functions of learning writing is to improve the students
in writing paragraphs.

DISCUSSION
Writing
Writing is a kind of communication. Communication has function to
share the information. The information is shared by the writer to reader in
written form. It is supported by Muwafaq, Iman Muslim (2014, 4(2) state
that writing is a kind of communication. In addition, Seyyed (2009) explains
that writing is assumed as a one-dimensional action in which correct
linguisticis all important and contexts and self-expression are not priorities.
It is a way to back up grammatical rules and lexical items. Writing is a
communication tool in written form by using the correct grammar rules and
lexical items.

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Furthermore, Meyers (2005:2) states that writing is a way to produce

language you do naturally when you speak. Writing is speaking to other on
paper or on a computer screen. Writing is also an action a process of
discovering and organizing your ideas, putting them on a paper and
reshaping and revising them. In other words, Palmer (1994:5) states that
writing is recursive. It goes back and forth, we plan a little, put words on
paper, stop to plan when we want to say next, go back and change a
sentence, or change our minds altogether.

Langan (1984:96) states writing is a skill like driving, typing, or

even preparing a good meal. Like any skill can be learned. The statement
shows that everybody can write a good writing, but she or he has to learn
how to write correctly before starting to write. In English writing, most
students think that to write well is not easy because it is more complex skill.
When students want to write, sometimes they think what first should be
written and what kind of tenses should be used.

The statement above clearly explains that it is very difficult to write

sentences, paragraph, essay, and others because we are not the expert of the
language. We need to know how to write English clearly and accurately.
The idea or message of our writing has to able to be understood by readers.
Furthermore, writing requires thinking strategies that allow the individual to
express him or herself competently in the other language, and it is a
complex activity that requires a certain level of linguistic knowledge,
writing conventions, vocabulary and grammar. Writing is a language skill
that is essential to academic success. Since it is an active, productive skill,
students learning to write in a foreign language face multiple challenges
(Yavuz, 2013).

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According Urguhart and Munette (2005:5), writing is a process of

exploration that gives benefits to students and content area teachers alike.
As students write their ideas clear and comprehensible, they have
experience the fun of discovery and so do their teachers. From definition of
writing above, it can be inferred that writing is a process to express the ideas
that can give benefits to students and teachers. The students can express the
ideas by having fun. The main purpose of writing from this point of view is
to construct meaning that helps the writer shape ideas. It is not only a means
of transcribing and presenting what the writer means, but also a process of
shaping and creating what is meant more importantly in the writing process.
Therefore, most of students have problems in writing to that extent.
The difficulties of struggling writers are mostly strategic problems because
most of them are not aware of appropriate strategies needed for writing.
According to Hooshang (2014,Vol.2) explains that EFL students‟ writings
should be well organized, coherent, and involve various criteria such as
using correct grammar, spelling, punctuation, capitalization, structure and be
successful in communicating ideas. Students‟ writing should be arranged
well and involve rubric of writing assessment such as : effective complex
construction; tense, number, word order, article, pronoun, preposition,
correct spelling of words, punctuation, and capitalization, fluent expression
or to state the ideas clearly.
Moreover, the students are free to express the ideas in writing. They
can give some arguments to support their ideas. The students need
concentration to express the ideas because writing gives the information to
the reader. The writer will make the reader understand about the writers‟
said in writing. Writing is a process to express ideas and choose the word in
order to make the reader understand. The students should attend about

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spelling, punctuation, and structure of the sentences in order to reach

communication between writer and reader. If the students can write well
directly, the reader will be easy to understand the meaning. This way is
found in writing process.

Graham and Pain (2007:9) state that writing is a mean of extending

and deepening students‟ knowledge (write to learn); it acts as a tool for
learning subject matter. It means that writing is a tool of communication. A
writing activity is to present or to explore ideas in written form. This case
also explains about writing is the activity involved their brain to express
new ideas. The students should have the knowledge about a topic that they
will write. The students can make good sentences through the new idea.
And, Writing skill is one of skill must be followed by students. However,
many students haven‟t had writing skill optimally; it is included writing skill
in writing paragraphs.

Furthermore, according to Baker (2011), there are three kinds of

writing skills. First is the compositional skill. This skill is the ability to
organize words to produce an effect of writing. Second is the grammatical
skill. This skill is the ability to construct sentences precisely. Third is a
domain of knowledge. Based on the statement above, writing is able to
construct some sentences by using grammar mastery. Grammar is one
foundation aspect that affect one‟s writing, without good grammar mastery,
ones may have difficulties in conveying their ideas in writing. The
importance of the use of grammar in writing is also noted by Frodesen and
Eyring in Fatemi (2008) believe that a focus on form (grammar) in
composition can help writers develop and enrich linguistic resources needed
to express ideas effectively.

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Grammar

Grammar is fundamental to this, as a means to an end, but a means

which involves investigation, problem-solving, language play and a growing
awareness of and interest in how language works. According to Crystal
(1998) in headteachers and teachers at KS2, Grammar is what gives sense to
language…Sentences make words yield up their meanings. Sentences
actively create a sense in a language and the business of the study of
sentences is the study of grammar.
Then, there are several ways to define a grammar, and many have
written definitions of grammar, based for example on their view of
language. One definition, which is found in Oxford Dictionary of English
Grammar, says that grammar is “the entire system of a language, including
its syntax, morphology, semantics and phonology” (Chalker & Weiner,
1994).
Other definitions, often popularly used, include the structural rules of
a language, but exclude vocabulary, semantics and phonology. Whether a
definition of grammar comprises structural aspects only, or whether it also
covers semantics and functions, depends strongly on the current view on
language and learning. This will be exemplified later in this chapter by
looking at some of the various approaches to grammar teaching over the
past century. The term grammar is also used in the sense of a book
containing rules of grammar, or it can be used as an individual‟s application
of the rules. In this thesis, I will not give attention to the two latter, but
rather focus on grammar as a language system and how grammar is used for
communication and making meaning.
Characteristic of the field is that there have been shifts views on
grammar teaching. These shifts are often described as the pendulum swings
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between two main views, i.e. between teaching the function of grammar and
the forms of grammar. At the one extreme, grammar is a fundamental part
of language teaching, with the mastering of grammar as the aim of the
teaching. At the other extreme, grammar has little or no place at all in
language teaching. Throughout the history of grammar teaching, one
extreme often has replaced the other. The two definitions of grammar
presented below, both written by Ur with a time span of twenty years,
illustrate some differences between these two views. Although there are
traces of the importance of meaning and communication in both definitions,
the first is more focused on the rules and forms of grammar, whereas the
second has a clearer focus on grammar as a means to express meaning
acceptably and appropriately.
The grammar may be roughly defined as the way a language
manipulates and combines words (or bits of words) in order to form longer
units of meaning. There is a set of rules which govern how units of meaning
may be constructed in any language: we may say that a learner who „knows
grammar‟ is one who has mastered and can apply these rules to express him
or herself in what would be acceptable language forms (Ur, 1988). The
grammar may be roughly defined as the way a language manipulates and
combines words (or bits of words) so as to express certain kinds of meaning,
some of which cannot be conveyed adequately by vocabulary alone. These
include the way ideas are grouped and related, and the purposes of
utterances (statement, question, request, etc.). Grammar may also serve to
express time relations, singular/plural distinctions and many other aspects of
meaning.
There are rules which govern how words have to be manipulated and
organized so as to express these meanings: a competent speaker of the

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language will be able to apply these rules so as to convey his or her chosen
meaning effectively and acceptably (Ur, 2009). In the first definition, central
words are “mastering” of the language, “rules” and “forms”, whereas
significant phrases in the second definition are “express meanings”,
“purposes of utterances” and “aspects of meaning”. Summer (2011) says
that the second definition implies that “we are moving towards a perception
of a meaning-oriented concept of pedagogical grammar that considers rules
as an aid to expressing meaningful language”. Where linguistic grammar is
concerned with what grammar is and how it works, pedagogical grammar is
more specifically concerned with how grammar is described for learning
purposes and how it should be taught in the EFL classroom (Summer,
2011). In other words, pedagogical grammar is grammar developed for
learners of a foreign language.
The aims of grammar learning should be reflected in the way
grammar is taught. In the citation below, Ellis broadly defines grammar
teaching as any instructional technique that draws learners‟ attention to
some specific grammatical form in such a way that it helps them either to
understand grammar metalinguistically and/or process it in comprehension
and/or production so that they can internalize it. (Ellis, 2002). The outcome
of grammar teaching can be, according to this definition, both learning of
formal grammar with a focus on the structures of the language, and/or
learning about the ability to use grammar in practice. Throughout the history
of language teaching there have been shifts views on how to teach grammar.
However, the teaching of grammar can be defined broadly as any
instructional technique used in order to learn grammar.
According to Gerot & Wignel (1995:4) there are three kinds of
grammar which have had a major influence on schools in the western world

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in this century such as traditional, formal, and functional grammars. While

traditional grammar focuses on rules for producing correct sentences, formal
grammars are concerned to describe the structure of the individual sentence
(Gerot & Wignel, 1995:5). Either traditional or formal grammar gives
students a basic understanding of the building blocks of language, which
can help in improving their writing skills. The rules deal only with the most
superficial aspects of writing (Gerot & Wignel, 1995:5). The last kind of
grammar is functional. Gerot & Wignel note that functional grammars view
language as a resource for making meaning. These grammars attempt to
describe language in actual use and so focus on text and their context.

Emotional Quotient (EQ)

Goleman (1995) states that EQ is emerging as a critical factor for

sustaining as a high achievement, retention, and positive behavior as well as
improving live success. Another intelligence of the human that the influence
of the human being achievement is Emotional Quotient. Golman and
Katherin (2004) state that the ability to understand ourselves and other
people, and in particular to be aware of, understand and use information
about the emotional states of ourselves and others with competence.
Emotional Quotient (EQ) is the ability to comprehend myself and someone
and to know own emotion is expressed to improve maximal ethics as private
own power.

Emotions have an important role in our life. They give energy to our
memories and understanding that contain notions such as happiness, grief,
fear, hatred, and love.( Mallah & Behzad, 2015: 54) Emotions are the most
valuable property of a man. Life is boring without emotions. The role of
emotion will give influence the human beings life. Golaman (1995) believed
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that 20% of an individual‟s achievement depending on IQ, but the

remainder 80% depends on emotional intelligence. EQ carry out the tight
relation with students‟ achievement. Because EQ means possessing skills to
know who we are, what thoughts, feelings, emotions, and characteristics we
have in order to maintain our emotions against problems, stress
management, and be an optimist.

EQ is combining thinking and attitude. It includes the ability to

understand, express and manage our own emotions, and respond to the
emotions of others, in ways that are helpful to ourselves and others. EQ also
recognize own feeling and someone feeling and ability to motivate own self
and someone. EQ can influence the students‟ success in learning process.
How the students to explore their ideas, and they will involve their emotion
in writing. It will influence of the students‟ success. Emotion is one factor
from inside and out self that has a role in human being's life in linking with
another person.

Emotion has correlated with the students‟ thinking. When the

students create writing paragraphs automatically, they involved their
emotion to do the writing. According to Ghasemi, Hamta, Behjat Fetemeh
&Ali Asghar Kargar (2013), Emotions are created as a result of interaction
between thought, physiological changes and behavioral actions and attitudes
in response to an external event. In addition, Emotional Quotient (EQ) refers
to Emotional Intelligence (EI).Emotional intelligence is the ability to
perceive emotions, to access and generate emotions to assist thought, to
understand emotions and emotional knowledge, and to reflectively regulate
emotions to promote emotional and intellectual growth (Mayer &
Salovey,1997).

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In addition, Cooper (1996/1997) and Orioli, et.al (1999) defined

emotional intelligence as a mix of mental and non-mental abilities. Mental
and non mental involves five domains of EQ as knowing one's emotion,
managing emotion, motivating oneself, recognizing emotions in others, and
handling relationships. It means a person with higher emotional intelligence
should become happier, more optimistic, motivated and outgoing.
In fact, our sense of social duty composes of interpersonal skills. It is
the potential to understand and comprehend the feelings of others and create
interpersonal relationships. EQ is as a scientifically testable intelligent.
Then, definition of EQ has led to the idea that EI is the ability to feel
emotions, to access and generate emotions so as to help thinking, to
recognize emotions and emotional knowledge, and to reflectively control
emotions so as to advance emotional and intellectual growth. In other
words, as this definition entails, there seem to be four functions in EQ: using
emotions to assist thought, understanding emotions, perceiving or sense
emotions, and managing emotions. Emotional intelligence has a great
influence on individuals‟ ability to manage themselves and leads their
actions in a way that they work for them efficiently, such as the students
lead themselves to write the paragraphs and involving their emotion when
they express their ideas. Moreover, "the ability to understand and manage
emotions"(Barchard & Hakstian, 2004).
Based on the statement above, EQ is the ability own self control
emotions, and to understand the emotion. In addition, EQ is divided three
branches; emotional perception, emotional assimilation, and emotional
management (Mayer & Salovey, 1997). The first branch, emotional
perception, is the ability to be self-aware of emotions and to express
emotions and emotional needs accurately to others. Emotional perception

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also includes the ability to distinguish between honest and dishonest

expressions of emotion. The second branch, emotional assimilation, is the
ability to distinguish between the different emotions one is feeling and to
identify those that are influencing their thought processes. The third branch,
emotional understanding, is the ability to understand complex emotions
(such as feeling two emotions at once) and the ability to recognize
transitions from one to the other. Lastly, the fourth branch, emotion
management, is the ability to connect or disconnect from an emotion
depending on its usefulness in a given situation.

Futhermore, emotional has role in writing process. Using emotions

or facilitating thought entails, how an individual‟s thoughts and other
cognitive activities are informed by his or her experience of emotions. It
involves prioritizing thinking by directing attention to important
information. It is the ability to generate, use, and feel emotions necessary to
communicate feelings or employ them in other cognitive processes. It is
supported by Karimi (2012), the process-based phase, the analyses of oral
and written modes of language exhibited the effects of emotional and verbal
intelligences on turn-taking, amount of communication, the number of
errors, and writing ability. In addition, Pishghadam (2009) states that the
role of emotional intelligence in developing one‟s writing fluency and
relevancy is more than verbal intelligence. EQ has role in writing process,
when the students express their ideas, they follow the cognitive process to
write some sentences. They also involve their emotion when they write the
sentences. Brain and emotion have tight relation that can improve the
students‟ writing.

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Result of the Research

Hypothesis 1: there is significant influencebetween students‟ EQ and

students‟ writing ability, and also the value of Pearson correlation, it is
higher than table by comparing it at significant level 5% and 1% or 0.205<
0.745>0.267. (Ha is accepted ). This kind of pearson correlation includes
possitive influence. It means that when students‟ EQ increases, then
followed by going up on students‟ writing ability or, on the contrary, when
students‟ EQ decreases, then followed by going down of the students‟
writing ability. Then, by looking at the value of the Pearson correlation
(0.745), it can be interpreted that relationship between students‟ EQ and
their writing ability is a strong influence.

Hypothesis 2: there is a significant influence of students‟ grammar

mastery toward writing ability, and also the value of Pearson correlation, it
is higher than table by comparing it at significant level 5% and 1% or
0.205< 0.767> 0.267 (Ha is accepted). This kind of Pearson correlation
includes positive influence. It means that when students‟ grammar mastery
increases, then followed by going up on students‟ writing ability or, on the
contrary, when students‟ grammar mastery decreases then followed by
going down of the students‟ writing ability. Then, by seeing on the value of
the Pearson correlation (0.767), it can be interpreted that correlation
between students‟ grammar mastery and their writing ability is a strong
influence.

Hypothesis 3: Then, compare it to the F – table, at the level

significant 5% = 4.85 and 1% = 3.10. it can be stated that F – observed > F
– table . It can be written 3.10<90.790>.4.85 (Ha is accepted). It means that

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there was a significant influence among students‟ EQ, grammar mastery,

and writing ability

In Conclusion, hypothesis alternative (Ha3) was accepted. Students‟

EQ and grammar mastery can predict their writing ability. In other words,
students‟ EQ and grammar mastery give a strong contribution to their
writing ability. So, There was influence EQ and students‟ grammar mastery
toward their writing ability of English Department STAI Hubbulwathan
Duri in academic year 2015/2016.To know how much the contribution of
students‟ EQ and grammar mastery, it can be calculated like: R2 x 100% =
0.8192 x 100% = 0.6708 x 100% = 67.08%. The rest is influenced by other
factors.

CONCLUSION

The main goal of the research was to find out is to investigate the
influence of EQ and students‟ grammar mastery toward their writing ability
at undergraduate student STAI Hubbulwathan Duri. Specifically, the study
was done to fulfil the objectives such as, to find out to investigate the
influence of EQ toward students‟ writing ability, then to find out to
investigate the influence students‟ grammar mastery toward their writing
ability, and lastly to find out to investigate the influence of EQ and students‟
grammar mastery toward their writing ability at STAI Hubbulwathan Duri.
After collecting the data by using an EQ test which consisted of 19
items, grammar mastery test which consisted of 20 items, and writing ability
test which consisted 1 item. The students‟ paper sheet were scored and
analyzed whether there was influence EQ and students‟ grammar mastery

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toward their writing ability .The sample of this research determined through
simple random sampling.
There were 92 students of English Department students of STAI
Hubbulwathan Duri in academic year 2015/2016 as a sampleof the study.
They had followed writing subject which focused on writing paragraphs. So,
the samples had learned about writing paragraphs. The instruments of this
study gave on the same day and spent 120 minutes.
Before analyzing whether there was any significant influence
between variables, the descriptive data of all variables are already analyzed.
For instance, focusing on students‟EQ was categorized into very high
level(39 students = 42.39 %).Then, students‟ grammar masterywas
categorized into a very good level (33 students = 35.87 %). Lastly, students‟
writing ability was categorized into good level(48 students = 52.17 %).
The result of research findings, the first finding of the research
indicated that there was a positive significant influence EQ toward students‟
writing ability of undergraduate students STAI Hubbulwathan in academic
year 2015/2016.The value of the Pearson correlation of this hypothesis
is0.745. According to Hartono rxy=0.745 was between0.700 – 0.900, that
means influencing of EQ toward students‟ writing ability was strong.
Moreover, by comparing the value of rxy with rtable, the value of rtablewas
0.205 at 5% significant level and 0.267 at 1% significant level . It can be
written “0.205<0.745 >0.267” (Ha was accepted). In other word, rxy was
higher than rtable, then there was a significant influence of EQ toward
students‟ writing ability.The second finding, there was influence students‟
grammar mastery toward students‟ writing ability of undergraduate students
STAI Hubbulwathan in academic year 2015/2016.The value of the Pearson
correlation of this hypothesis is 0.767. According to Hartono rxy=0.767 was

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between0.700 – 0.900, that means influencing of students‟ grammar mastery

toward students‟ writing ability was strong. Moreover, by comparing the
value of rxy with rtable, the value of rtablewas 0.205 at 5% significant level and
0.267 at 1% significant level . It can be written “0.205<0.767 >0.267” (Ha
was accepted). In other word, rxy was higher than rtable, then there was a
significant influence of students‟ grammar mastery toward students‟ writing
ability. Lastly, in order to determine the influence of there was significant
influence EQ toward students‟ grammar mastery and their writing ability of
un dergraduate students STAI Hubbulwathan Duri. It can be known by
statistical analysis using multi regression. Then, compare it to the F – table,
at the level significant 5% = 3.09 and 1% = 4.82. It can be stated that F –
observed > F – table. It can be written 3.09<90.790>.4.82 (Ha was
accepted). It means that there was a significant influence of EQ and
students‟ grammar mastery toward their writing ability. Students‟ EQ and
grammar mastery can predict their writing ability. In other words, students‟
EQ and grammar mastery gave strong contribution to their writing ability.
So, there was relationship among EQ and students‟ grammar mastery and
their writing ability of English Department STAI Hubbulwathan Duri in
academic year 2015/2016. To know how much the contribution of students‟
EQ and grammar mastery, it can be calculated like: R2 x 100% = 0.8192 x
100% = 0.6708 x 100% = 67.08%. The rest was influenced by other factors.

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