The Influence of Emotional Intelligence and Writing Attitude towards Writing Achievement of Third Grade Students At Ar Risalah Islamic Senior High School Padang

Fadilah, Afrahul (2023) The Influence of Emotional Intelligence and Writing Attitude towards Writing Achievement of Third Grade Students At Ar Risalah Islamic Senior High School Padang. Skripsi thesis, Universitas Negeri Padang.

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Abstract

This research emphasizes the importance of studying writing, emotional intelligence, and writing attitude and achievement. Combining these concepts, this study investigates how emotional intelligence and writing attitude influence students' writing skills. In addition, this study unintentionally uncovered data regarding writing difficulties and emotional intelligence in writing achievement, distinguishing it from previous research. The study has four primary aims. The first objective of this study is to determine the effect of emotional intelligence on the writing attitude of Ar Risalah Islamic Senior High School students writing Procedure texts. The second objective is to investigate the relationship between writing attitude and writing achievement in the same context. Thirdly, this study investigates the combined effect of emotional intelligence and writing attitude on writing accomplishment. The final objective of the study is to identify the emotional intelligence types students demonstrate. This study employs a descriptive quantitative research approach, analyzing and validating hypotheses with statistical techniques. As many as 54 students from two classes at Padang's Ar Risalah Islamic Senior High School were involved as study subjects. The results indicated a positive and significant influence of emotional intelligence on students' writing achievement, as showed by an influence coefficient (r-obtained) of 0.000, which is less than the significance level of 0.05. Similarly, when analyzing the influence of writing attitude on writing achievement, questionnaire data indicated a positive and significant influence, with an influence coefficient (r-obtained) below the significance level of 0.05. In addition, the multiple regression analysis revealed that the combined effect of emotional intelligence and writing attitude on writing achievement was positive and statistically significant, as the influence coefficient (r-obtained) was below the significance threshold of 0.05. These findings contribute to comprehending the intricate relationships between students' emotional intelligence, writing attitude, and writing achievement. The study's findings highlight the significance of fostering positive emotional intelligence and writing attitudes to improve students' writing skills, which have implications for educators.

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