




































 

EDUCATIO : Journal Of Education 
Volume 2, Number 2, November 2017 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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The Emotional Intelligence Of Final Semester Students Of 

English Department In Facing The Thesis Writing  

At University Of Sembilanbelas November, Kolaka 

 
Karman1, Ummy Chalzum2 

University of Sembilanbelas November, Kolaka, Indonesia 
1karmansultani@gmail.com, 2ochasym@gmail.com 

 

Accepted: 

August 10, 2017 

Reviewed: 

September 5, 2017 

Published: 

November 20, 2017 

 

Abstract: This study was aimed at determining the level of emotional intelligence and find out 
the dominant aspect of the emotional intelligence of final semester students of English 
Department at University of Sembilanbelas November, Kolaka. This study was a survey 
research. The respondents in this study were the final level students of English Department. The 
number of respondents in this study was 40 respondents. The instruments of this study were a 
questionnaire and interview guideline. The sampling technique was quota sampling technique. 
Based on the analysis of the result of the Mean and Standard Deviation, 37 respondents or 
92.5% had a standard level of emotional intelligence and 3 respondents or 7.5% had a high level 
of emotional intelligence. From the result of the calculation of the data, the ideal Mean (Mi) and 
the ideal Standard Deviation (SDi) of each aspect of emotional intelligence, it was found that the 
dominant aspect in students’ emotional intelligence was self-awareness, then followed by the 
aspect of empathy, then followed by the aspect of motivation, and then the aspect of social skills, 
and the latter was aspect of self-setting. To add, the level of their emotional intelligence was 
categorized as very high with SD. 

 

Keywords:  Emotional Intelligence, Final Semester Students, Facing Thesis 

 

 

INTRODUCTION  

Thesis is a scientific paper in the form of exposure to the writings of the results of 

research that addresses a problem/phenomenon in certain science fields by using the certain 

norms. The aims of writing the thesis for students are to make them able to compose and write a 

scientific paper, in accordance with the field of science, to understand, to analyze, to describe, 

and to explain the issues that are related to the field that is studied1. 

From the past to present, a thesis is considered as the most difficult things, and often 

gives rise to fear and anxiety. This was caused by the presence of fear whether they are successful 

or not, whether they could make a good English thesis or not, failure in the research into the 

reasons and eventually influenced the development of self-confidence. That is why sometimes 

students do not finish their thesis writing on time, and even some failed to finish their thesis due 

                                                 
1 Muh Barid Nizarudin Wajdi, ―Metamorfosa Perguruan Tinggi Agama Islam,‖ AT-Tahdzib: Jurnal Studi 

Islam dan Muamalah 4,  no. 1 (2016): 92–109.  

mailto:karmansultani@gmail.com
mailto:ochasym@gmail.com


  

 
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to several problems related to their emotion. 

In the academic world especially in the university level, emotional intelligence also plays 

an important role in the process of preparation of the thesis, and when the students draft the 

final project in which all the emotions arise, ranging from anger, sadness, fear, pleasure, love, 

surprise, annoyence, and shame2. The process of teaching and learning in various aspects is very 

associated with emotional intelligence. Emotional intelligence is able to train, the ability to 

manage feelings, the ability to motivate oneself, capable of controlling the urge and delaying our 

satisfaction for a moment, could set the mood as well as able to empathize and work together 

with others. These capabilities absolutely support the students in completing their thesis writing 

task with good conditions and achieve the goals and expectations.3 

Goleman defines the emotional intelligence as an ability to motivate yourself and survive 

to face a frustrating; control the burden of stress which does not cripple the ability of thinking; 

empathize and pray. While personal intelligence is the ability to correlate, but directly inward, 

that ability is an ability to shape their own model carefully and refer to themselves as well as the 

opportunity to use the capital earlier as a tool for effective through life. Emotional Intelligence is 

divided into 5 aspects, namely self-awareness, self-setting, motivation, empathy, and social skills.4 

Low emotional intelligence students with fear and over anxiety in dealing with thesis will 

be easily agitated and tend to finish their thesis late compared to average students in their 

semester. This fear will become burden for them and will distract their attention from finishing 

their thesis writing. Conversely, students with high emotional intelligences are able to manage 

stress or tension related to thesis and find the way out related to the problems raised from thesis 

writing5.  

Students who have a high emotional intelligence are those who are happy, confident, 

popular, and more successful in the campus. They further master the turmoil of their emotions, 

sweet relationship with others, be able to manage stress and have a good mental health.6 Salovey, 

Mayer, and Canso add that the smart kids emotionally have the ability to understand the 

emotions of oneself and others, and using emotions as information for guiding thoughts and 

actions.7 

To add, students who have low intelligence are more visible in withdrawing from the 

association or social problems such as: more aloof and less vibrant, often anxious and depressed, 

as well as unruly and aggressive.8 Now, more and more students have these characteristics. It was 

                                                 
2 Muh Barid Nizarudin Wajdi, ―Paradigma Perg eseran Educational Technology Menuju Instructional 

Technology‖ (2017).  
3
 Awaluddin, ―Hubungan Antara Kecerdasan Emosional dengan Hasil Belajar Bahasa Inggris.‖ Accessed  

August, 2016. http://www.scribd.com/mobile/doc/133081817/Hubungan-Antara-Kecerdasan-Emosional-

Dengan-Hasil-Belajar-Bahasa_Inggris.  
4
 D. Goleman, Emotional Intelligence: Kecerdasan Emosional Mengapa EI Lebih Penting daripada IQ (21st ed.)  

(Jakarta: PT Gramedia Pustaka Utama, 2016).  
5 Muh Barid Nizarudin Wajdi, ―Kawasan Teknologi Pembelajaran‖ (2017).  
6
 Hartini, ―Kecerdasan Emosional.‖ Accessed September 1, 2017.  

http//digilib.esaunggul.ac.id/public/UEU-journal-4981-IBUWIN.pdf 
7
 Salovey,  Mayer, and Canso, ―Psychometrics  of Mayer-Salovey-Caruso Emotional Intelligence Test  

(MSCEIT) Scores,‖ Psychological Reports 109, no 1 (2011).  
8
 Goleman, Emotional Intelligence. 



  

 
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indicative of the deterioration/decrease in emotional intelligence9. 

Considering those facts, it was really interesting to find out final semester students’ 

emotional intelligence when dealing with their thesis writing in English Education Department 

of University of Sembilanbelas November, Kolaka. Finding out their emotional intelligence 

could help many parties in English Education Department of University of Sembilanbelas 

November, Kolaka to give right treatments and attitude to the students. To do that, this study 

was guided by two research questions namely: How is the level of emotional intelligence of final 

level students at English Education Department in facing the thesis writing? and What the 

dominant aspect in emotional intelligence of final level students at English Education 

Department in facing the thesis writing? 

 

RESEARCH METHOD 

Since the purpose of this study was to find out respondents’ characteristics and behavior 

related to emotional intelligence, the researchers applied survey research method. Survey 

research asks about people’s belief, opinion, characteristics, and behaviors .10 To elicit the data, 

the researchers used one instrument namely questionnaire. This instrument encompassed one 

type of data namely quantitative data. 

In this research, the questionnaire was the most important instrument in gathering the 

data of this study. The researchers used a closed ended questionnaire consisting of 25 statements 

with two types of statements, namely 20 of positive statements and 5 of negative statements. The 

questionnaire that researchers used was adapted from Fikar.11 It consisted of five aspects of 

emotional intelligence. They were self-awareness, self-setting, motivation, empathy and social 

skills. The distribution of those aspects could be seen in Table 1 below. 

Table 1. Statement Distribution of Questionnaire 

No. Aspects 
Number of Items 

Positive Negative 

1 Self-Awareness 1,3,4,5 2 

2 Self-Setting 7,8,9,10 6 

3 Motivation 12,13,14,15 11 

4 Empathy 17,18,19,20 16 

5 Social Skillls 21,22,24,25 23 

 

This study took place at the University of Sembilanbelas November, Kolaka which was 

located on Jl. Pemuda No.339, and it was implemented from July to August 2017. According to 

Nazir, the population is a group of people with qualities and character that was created by 

                                                 
9 Muh Barid Nizarudin Wajdi, ―Landasan Historis  Perkembangan Teknologi‖ (2017).  
10 D. Ari,  L.  C. Jacobs, C. Sorensen and A. Razavieh, Introduction to Research in Education (Wadsworth: Nelson 

Education Ltd Publisher, 2010).  
11 Nurul Fikar,  ―Hubungan Antara Kecerdasan Emosional dan Lingkungan Belajar dengan Prestasi Siswa 

Kelas XI Jurusan Teknik Otomotif di SMK Negeri 3 Yogyakarta‖ (Tesis, Yogyakarta: Universitas Negeri 

Yogyakarta, 2014).  



  

 
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researcher.12 Those characteristics and qualities are named as a variable. The population of this 

research was final level students of English Department at University of Sembilanbelas 

November, Kolaka. The number of population was 78 students and divided into two classes, 

class A with 45 students and class B with 33 students. Due to the limited time and chance for 

researchers to meet the respondents at campus, this study used samples. To determine the 

samples used in this study, the researcher used quota sampling method.  The researcher chose 40 

respondents from two classses and they were active students who were writing their thesis 

reports and proposals. The samples selected were targetted to meet the predetermined quotas. If 

the respondents were sufficient for that quota, the researcher stopped gathering the respondents. 

The data collection was conducted from July to August 2017 for two weeks. It started on 

July 26, 2017 and ended on August 14, 2017. There were 40 respondents for questionnaire. The 

questionnaire was distributed to the final semester students at English Education Department of 

the University of Sembilanbelas November, Kolaka. The researchers met the respondents one by 

one, and then asked their permission to be respondents in this study. If they wished, the 

researcher let the respondents to fill out the research questionnaires.  

To analyze the descriptive data obtained from questionnaire related to each aspect in 

emotional intelligence, Central Tendency Measure was used to find out the dominant aspect in 

facing the thesis based on the ideal score criteria. Definition of ideal score criteria used ideal 

mean (Mi) and ideal deviation standard (SDi) in comparison with the evaluation. 

And to find out the dominant aspect in emotional intelligence of final semester students, 

the researchers analyzed the data by using ideal mean (Mi) and ideal deviation standard (SDi) as 

comparison with the evaluation and then categorized it into five grades. They were very high, 

high, standard, low, and very low. This categorization followed Sudijono’s quantitative data 

conversion as shown in the following table.13  

Table 2. Quantitative Data Conversion 

No. Score Range Formula Score Range Category 

1 >Mi+1.5SDi  > 4,05 Very High 

2 Mi+0.5 SDi<  Mi+1.5SDi 3,35 < 4,05 High 

3 Mi–0.5 SDi < Mi+0.5SDi 2,65 <  3,35 Standard 

4 Mi-1.5 SDi< Mi-0.5SDi 1.95 <   2.65 Low 

5 Mi-1.5 SDi  1.95 Very Low 

 

Where:  

    = the average mean 

 = the ideal mean 

 = the ideal standard deviation 

                                                 
12 Moh. Nazir, Metode Penelitian (Jakarta: Ghalia Indonesia, 2000).  
13 Anas Sudijono, Pengantar Evaluasi Pendidikan (Jakarta: PT. Raja Grafindo Persada, 2003).  



  

 
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RESULT AND DISCUSSION 

In this section, the researchers present the result of the research analysis accumulated 

during the deployment of questionnaires and interviews. The researcher distributed questionnaire 

to the respondents and interviewed some of the respondents. In this research, emotional 

intelligence was divided into 5 aspects that play an important role for students in facing the 

thesis. They were self-awareness, self-setting, motivation, empathy, and social skills. Every aspect 

was assessed by using five statements provided in the questionnaire. The description of each 

aspect was discussed as follows.  

The first aspect was self-awareness. There were 5 item statements related to this aspect. 

They were items number 1, 2, 3, 4, and 5. These five statements were used to find out the 

students’ self-awareness. The first statement was ―I believe that I can finish my own final project‖. The 

mean value of this statement was 4.6 with SD 0.8. Since the mean was higher 4.05, it was 

categorized into very high. The second statement was ―I’m not afraid of my final project is not over yet‖ 

The mean value of this statement was 4.03 and SD value was 1.19. It was considered as high 

because the mean value fell between 3.35 and 4.05. The third statement was ―I’m afraid of failure‖. 

The mean value of this statement was 4,1 and SD value was 1.4. It was categorized very high 

also. The fourth statement was ―I’m care about the lesson the lecturer tell‖. The mean value of this 

statement was 4.6 and SD value was 0.6. It was categorized into very high also. The fifth 

statement was ―I understand my lack in English‖. The mean value of this statement was 4.4 with SD 

value 0.8. It was categorized as very high. 

To sum the mean value of those five statements, the result of the analysis showed that 

the mean value of this aspect was 4.3 with SD 0.3. Referring to the table conversion proposed by 

Sugiono, this value was categorized as very high. Thus, it could be concluded that the students’ 

self-awareness was very high. 

The second aspect was self-setting. There were 5 items of statements related to this 

aspect. They were items number 6, 7, 8, 9, and 10. The detail description of each statement as 

follows: The sixth statement was ―I can’t calm down when in a state of negative emotions (for example, 

anger, disappointment, hatred, etc.)‖. The mean value of this statement was 2,7 and SD value was 1,2. 

This mean value was categorized as low because the mean value fell between 1.95 and 2.65. The 

seventh statement was ―I can manage my emotions in facing my final project even in stressful situations‖. The 

mean value of this statement was 3.8 with SD value 0.79. This mean value was categorized as 

high. The eighth statement was ―I can calm in facing of my final project‖. The mean value of this 

statement was 4.08 with SD value 0.92. It was also considered as very high because the mean 

value > 4.05. The ninth statement was ―I try to be calm in the facing the adversity‖. The mean value of 

this statement was 4,25 and SD value was 0,74. It was also categorized as very high also because 

the mean value was > 4,05. The ninth statement was ―I can overcome the difficulty of focusing on my 

final project‖. The mean value of this statement was 4 with SD value 0.72. It was considered as 

high because the mean value fell between 3,35 and 4.05. 

To sum the mean value of those five statements, the result of the analysis showed that 

the mean value of this aspect was 3.8 with SD 0.6. Referring to the table conversion proposed by 

Sudijono, it was categorized as high. Thus, it could be concluded that the self-setting of the 



  

 
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students was high. 

The third aspect of emotional intelligence was motivation. For motivation, there were 5 

statements, namely statements 11, 12, 13, 14, and 15. The eleventh Statement was ―I never try to 

finish my final project on time‖. The mean value of this statement was 4.00 with SD value 1.04. It was 

categorized as high because the mean value fell between 3.35 and 4.05. The twelfth statement 

was ―I don’t want to be old student because I didn’t make my final project‖. The mean value of this 

statement was 4.25 with SD value 1.32. This mean value was categorized as very high because 

the mean was > 4.05. The thirteenth statement was ―I want to finish my study because I want to 

continue S2‖. The mean value of this statement was 4.00 with SD value 0.9. It was also considered 

as high because the mean value fell between 3.35 and 4.05. The fourteenth statement was ―I want 

to my parents to be happy‖. The mean value of this statement was 4.95 with SD value 0.22. It was 

also categorized as very high. The last statement on this aspect was ―I want finish my study quickly, 

because I want to get married‖. The mean value of this statement was 3.28 with SD value 1.38. Since 

the mean value fell between 2.65 and 3.35, this statement was categorized as average. 

Summing up the mean value of statements 11, 12, 13, 14, and 15, the result of the 

analysis showed that the mean value of motivation aspect was 3.8 with SD 0.6. Referring to the 

table conversion proposed by Sugiyono, it was categorized as high. Thus, it could be concluded 

that the motivation of the students was high. 

The fourth aspect of emotional intelligence was empathy. It had 5 statements, namely 

statements 16, 17, 18, 19, and 20. The sixteenth statement was ―I don’t want to help a friend who needs 

my help although I’m not in trouble‖. The mean value of this statement was 4.48 with SD value 0.75. 

This mean value was categorized as very high because the mean was higher than 4.05. The 

seventeenth statement was ―Although I’m working on my final project, I continue to give priority to the needs 

related to the family‖. The mean value of this statement was 4.25 with SD value 0.78. It was also 

considered as very high because the mean value was > 4.05. The eighteenth statement was ―I 

always try to keep the feelings of my friends although my friends are always annoying during the work of my final 

project‖. The mean value of this statement was 4.1 with SD value 0.6. Since the mean value fell 

between 3.35 and 4.0, it was categorized as high. The nineteenth statement was ―I care with friend 

who facing the problem‖. The mean value of this statement was 4.2 with SD value 0.6. Referring to 

the table conversion, it was also considered as high because the mean value fell between 3.35 and 

4.05. The last statement on this aspect was ―I follow the positive habits of my friend and avoid negative‖. 

The mean value of this statement was 4.2 with SD value 0.8. It was also categorized as high 

because the mean value fell between 3.35 and 4.05. 

Summing up the mean value of statements 16,17,18,19, and 20, the result of the analysis 

showed that the mean value of empathy was 4.23 with SD 0.16. Referring to the table conversion 

proposed by Sugiyono, it was categorized as high. Thus, it could be concluded that students’ 

empathy was very high. 

The last aspect of emotional intelligence was social skills. In this aspect, there were 5 

statements, namely statements 21, 22, 23, 24, and 25. The twentieth one statement was ―I need 

guidance from friends in the implementation of final project‖. The mean value of this statement was 4.2 

with SD value 0.8. This mean value was categorized as very high because the mean value was 

higher than 4.05. The twentieth two statement was ―I always take a good care of all my friends including 



  

 
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friends who I don’t like‖. The mean value of this statement was 4.05 with SD value 0.88. It was 

categorized as high. The twentieth three statement was ―When the lecturer explains the material, I’ve 

never been a good listener‖. The mean value of this statement was 3.6 with SD value 1.2. It was also 

considered as high because the mean value fell between 3.35 and 4.05. The twentieth four 

statement was ―I still do good to friends who interfere with the process of my final project‖. The mean value 

in this statement was 3.6 with SD value 0.9. It was also categorized as high because the mean 

value fell between 3.35 and 4.05. The last statement of social skills was ―It is easy for me to accept the 

new knowledge that conveys‖. The mean value of this statement was 3.9 with SD value 0.7. It was also 

considered as high because the mean value fell between 3.35 and 4.05. 

Summing up the mean value of statements 21,22,23,24, and 25, the result of the analysis 

showed that the mean value of social skill aspect was 3.9 with SD 0.3. Referring to the table 

conversion proposed by Sugiyono, it was categorized as very high. Thus, it could be concluded 

that the social skills of the students was very high. All of the mean scores of each aspect were 

summarized in the following table. 

Table. 3. Summary of Mean and Standard Deviation of Each Aspect of EI 

No. Aspects N Mean SD Category 

1 Self-Awareness 40 4,3 0.3 Very High 

2 Self-Setting 40 3.8 0.6 High 

3 Motivation 40 4.09 0.6 Very High 

4 Empathy 40 4.23 0.16 Very High 

5 Social Skills 40 3.9 0.3 High 

Emotional Intelligence 4.05 0.22 Very High 

 

Looking at the table above, it could be seen that all of aspect categories of emotional 

intelligence. Three aspects were categorized very high, and two aspects were categorized high. To 

sum all of the average scores of every aspect, it was found out that the average score from all of 

those aspects was 4.05 with SD score 0.22. Thus, it could be concluded that the level of final 

semester students’ emotional intelligence was very high as could be seen in Table 3 above. 

From these results, it could be seen that the most dominant aspects of students in facing 

the thesis was the aspect of self-awareness with a value of 4,3, then followed with the aspect of 

empathy with the value of 4.23, then the aspect of motivation with the value 4.09 and social sk ills 

with a value of 3,9, and the latter was the self-setting with the smallest score 3.8. 

For closer analysis on this finding, the researchers categorized all of the respondents in 

this study according to their gain score on the questionnaire into three groups by using the 

following table conversion. 

Table 4. Level Category of Respondents’ Gain Score on the Questionnaire 

NO Level / Category Score Frequency 
Percentage 

% 

1 High 4.44  X 3 7.5 % 

2 Standard 2.68  X > 4,44 37 92.5 % 

3 Low 2.68 X 0 0 % 



  

 
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Total 40 100 % 

 

According to the data presentation of each respondent’s gain mean score toward the 

questionnaire, it was found that from the frequency and the percentage of the 40 respondents in 

each category, 3 respondents or 7.5% were categorized into high category and 37 respondents or 

92.5% were categorized into standard category. And no respondents or 0 % are categorized into 

low category. 

 
Figure 1. The Category of Students’ Emotional Intelligence 

 

The above graph showed the level of emotional intelligence of final semester students of 

English Department in facing the thesis in a standard category with the highest percentage of 

92.5 %. This showed that respondents were sufficiently able to manage their emotional life with 

the help of the intellect, to maintain emotional harmony, so it was expected that the role of 

teachers or lecturers and parents helped and improved the emotional intelligence of students. 

But the above graph also showed that the percentage of the emotional level of intelligence 

included in the high category of 7.5% respondents were indicated that final level students in 

facing the thesis can receive, process, evaluate, manage and control the emotions of oneself and 

surrounding people were able to establish good relations with others. 

Based on the results of processed data on the classification of emotional intelligence, the 

most dominant aspect was the self-awareness, and then the next position was empathy, then 

there was the motivation, next position was the social skills, and the latter was self-setting.  

Based on the results of data processed, it was done at the level of emotional intelligence, 

you can see that the frequency distribution of emotional intelligence in the high category was 3 

respondents with a percentage of 7.5%, and for standard category was 37 respondents, with the 

largest percentage was 92.5% of the respondents there were 40 respondents. 

From the results of the above analysis, it could be seen that the final level students of 

English Department in facing the thesis from all respondents had a high level of emotional 

intelligence, with 7.5% respondents were indicated that final level students in facing the thesis 

could receive, process, evaluate, manage and control the emotions of oneself and surrounding 

people were able to establish good relations with others.14 

                                                 

14
 Goleman, Emotional Intelligence. 



  

 
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In a standard category with a percentage of 92.5%, this indicated that the final level 

students of English Department in facing the thesis were sufficiently able to manage their 

emotional life with the help of the intellect, to maintain emotional harmony and disclosure 

through the skills of the five aspects of emotional intelligence.15 

While for a low category with a percentage 0%, this indicated that no one of them less 

able to recognize emotions, which were one of the important requirements for controlling 

emotions, so they easily cope with their emotions.  

According to Salovey and Grewal, using emotions is the ability to harness emotions to 

facilitate various cognitive activities, such as thinking and problem solving. The emotional 

intelligent person can capitalize fully upon his and her changing moods in order to best fit the 

task at hand.16 From the result of final level students of English Department in facing the thesis 

with percentage 7.5% respondents had an ability to harness emotions to facilitate various 

cognitive activities, such as thinking and problem solving. 

In a standard category with percentage of 92.5 % respondents were sufficiently able to 

harness emotions to facilitate various cognitive activities, such as thinking and problem solving. 

The low category with percentage of 0% respondent that indicated no one of them were able to 

harness emotions to facilitate various cognitive activities. 

 

CONCLUSION 

Based on the results of the study of the emotional intelligence of final semester students 

of English Department in facing the thesis at University of Sembilanbelas November, Kolaka, it 

could be concluded as follows: from the results of the study it could be seen that the final 

semester students of English Department in facing the thesis at University of Sembilanbelas 

November, Kolaka from all respondents have a standard level of emotional intelligence with 

92.5%, this indicated that the final level students of English Department in facing the thesis were 

sufficiently able to manage their emotional life with the help of the intellect, to maintain 

emotional harmony and disclosure through the skills of the five aspects of emotional intelligence. 

While for a high category with a percentage 7.5%, this indicated that they were indicated that 

final level students in facing the thesis could receive, process, evaluate, manage and control the 

emotions of oneself and surrounding people were able to establish good relations with others. 

From the result of the calculation of the data, the ideal Mean (Mi) and the ideal Standard 

Deviation (SDi) found the dominant aspect in emotional intelligence, which was self-awareness 

that dominated and the highest value, then the next aspect of empathy, then followed the aspect 

of motivation, and then the aspect of self-setting, and the latter was aspect of social skills. 

Based on the results of the study and discussion, the researcher wanted to give 

suggestions that could be used inputs, namely: the emotional intelligence of some final level 

students English Department in facing the thesis was quite good, the support and help of 

parents and lecturers were necessary for the ability of students to control emotions in facing the 

problems, and to facing the thesis can be improved even better to control, process, evaluate, and 

                                                 
15 Ibid. 
16 P. Salovey, D. Grewal, "The Science of Emotional Intelligen ce," Current Directions in Psychological Science. 

(2005), 14:6.  



  

 
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manage emotions. They were able to establish good relations with others. 

 

 

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