PPT Thesis Proposal.pptx

The Effects of Reading Interest and
Emotional Intelligence towards Students’
Skill to Write Narrative Text
(Survey at Private Schools in Bogor Regency)
Thesis Proposal
Ade Suhartini
20217470017

A. Background
Writing is a process of conceptualizing thoughts, ideas, and emotions. Writing has been important role in real
life. Through writing, people can communicate, give information, and share their ideas. Thus, writing is one
of skills that takes big part in life. On the other hand, writing is classified as difficult skill because of some
components must be considered to be meaningfully. Writing has also kinds of the text such as narrative,
descriptive, recount, procedure, etc. Narrative is story text is often found, but narrative is still considered as
difficult text to be constructed.
The other skill, reading is also very important. Through reading, people not only get many information,
but also expand the knowledge. Moreover, reading interest may read actively if people are interested
in reading. People who have a strong interest in reading will be manifested in their willingness to obtain
reading material. Reading novel is one of activities that people do in their spare time to entertain their selves
with the story. Reading novel is also believed help to write narrative text easier because the story in novel is
kind of narrative text.
Besides the skills that take big part in life, there is the intelligence that people have. There are two kinds
of intelligence such as intellectual and emotional intelligence. Intellectual intelligence is a type of intelligence
that is used to assess cognitive and analytical ability. On the other hand, emotional intelligence is an ability to
perceive, interpret, demonstrate, control, and use emotions to communicate with others. Thus, emotional
intelligence can help people to build communication through written way especially in writing a story. The
story will be more alive. Thus, emotional intelligence is also believed one of factors that affects students to
write narrative text easier.

B. Identification of the Problem
1. Is there any effect of reading interest towards students’ skill to write narrative text?
2. Is there any effect of reading interest towards emotional intelligence?
3. Does reading interest help students to write narrative text story easier?
4. Does reading novel help students to write narrative text story easier?
5. Why is reading novel as the same as learning narrative text?
6. Is there any effect of emotional intelligence towards students’ skill to write
narrative text?
7. Do emotional intelligence help students to write narrative text story easier?
8. How emotional intelligence affect students’ skill in writing narrative text?
9. Are there any effects of reading interest and emotional intelligence towards
students’ skill to write narrative text?
10. How do reading interest and emotional intelligence affect students’ skill to write
narrative text?

The effect of reading interest
and emotional intelligence
together towards students’
skill to write narrative text.
towards students’ skill to
write narrative text.
C. Scope of the Research
The effect of emotional
intelligence towards
students’ skill to write
narrative text.
01 02 03

01
Are there any effects of reading interest
and emotional intelligence towards
students’ skill to write narrative text at
Junior High School in Bogor Regency?
02
Is there any effect of reading interest
towards students’ skill to write narrative
text at Junior High School in Bogor
Regency?
03
Is there any effect of emotional
intelligence towards students in
writing narrative text at Junior High
School in Bogor Regency?
D. Research Questions

E. Objective of the Research
The effect of reading interest and
emotional intelligence together
towards students’ skill to write
narrative text at Junior High School
in Bogor District
The effect of emotional intelligence
towards students’ skill to write
narrative text at Junior High School
in Bogor District
students’ skill to write narrative text
at Junior High School in Bogor
District
01
02
03

F. Significance of the Research
Theoretically Practically
The research is expected to be
contribution of thought to
enrich the treasury of
knowledge about the effect of
reading interest and emotional
intelligence towards students’
a. For students
This research is expected to be able to grow students’
motivation and improving students learning
achievement, especially in writing text.
b. For teachers
The result of this research is expected to be taken into
consideration in giving learning attention to the students
to improve their writing skill
c. For other researchers
For other researchers can use this paper as reference and
researchers who conducts the similar research can
improve and develop the research.

G. Paper Organization
Chapter I
Chapter I is introduction. It includes background of the
research, identification of the problem, scope of the research,
research questions, objective of the research, significance of
the research, and paper organization.
Chapter II Chapter II is theory review, framework of thinking, and
hypothesis
Chapter III
Chapter III is research methodology. It includes time and
location research, method of the research, population and
sample, technique of data collection, research instrument, and
technique of data analysis.
Chapter IV
Chapter IV is result and discussion. It includes respondance
characteristics, data description, data analysis, hypothesis
test, and discussion.
Chapter V
Chapter V is conclusion and suggestion. This is the last
chapter of the thesis that include conclusions and suggestions
from the research.

CHAPTER II
THEORETICAL REVIEW, FRAMEWORK
OF THINKING, AND HYPOTHESIS

A. Theoretical Review
Kassema (2019) stated that skill is the capacity to perform an
action with an expectation of results. Padillah (2021) added
that skill is an ability to do something well. Skill indicates
having the necessary knowledge, procedures, or behavioral
patterns in order to do a particular task. But in order for
something to be regarded as a skill, it needs to involve some
sort of activity. it can be concluded that skill refers to a
person's capacity to put knowledge into practice in order to
accomplish a specific objective.
1. Theory of Skill to Write Narrative Text
a. Definition of Skill

According to Nunan (2003) writing is an activity of changing the ideas into statement and
paragraph which a person reading it is able to understand. It means that writing is an activity
that is not only changing the ideas into statement and paragraph, but also make the reader
understand what it is written. When the readers read the text, they try to understand what it is
written by the writer. As stated by Klein et al (2014), writing is a means of communication
that delivers what it is being thought or felt through written way. It shows that writing is a
mean to express ideas. On the other hand, Richard and Renandya (2002:304) say that writing
is a process consisting of four stages such as planning, drafting, revising, and editing. It
indicates that writing is a process that develops idea into text through some steps.
Furthermore, Brown (2007:395) says students are hoped to have writing ability in order to do
many activities that use writing. Writing gives big influence to be learnt even assistance to be
mastered because writing has important part in the school. From the explanation, it can be
concluded that writing is a process of changing ideas into text through some steps and the text
should be understood. Writing is also one of communications that has big part in daily life. It
happens because writing surrounds people who use it.
b. Definition of Writing

According to Brown (2007:413), there are some components of evaluating
writing:
• Organization
• Discourse
• Syntax
• Vocabulary
• Mechanics
c. Components of writing
d. Process of Writing
According to Tomkins in Vonna (2015) there are five stages in writing
process:
• Stage 1: Prewriting
• Stage 2: Drafting
• Stage 3 : Revising
• Stage 4 : Editing
• Stage 5 : Publishing

Reinking and Hart in Nurlaila (2019) state that there are some purposes of
writing such as:
• To Inform
• To Persuade
• To Express
• To Entertain
e. The purpose of writing

According to Oshima and Hogue (2007) said that "Narration is story writing. When you write a
narrative paragraph, you write about events in the order that they happen. In other words, you
use the time order to organize your sentences“. Narrative paragraph describes events in the
chronological sequence in which they occur. In other words, organize the sentences using the
time order. That is also in line with the statement of Syarif (2014) narrative text is the text
contains a story that happened in the past. It means that narrative text is a story text when the
events happened in the past. In addition, Anderson and Anderson in Ulyani (2020) said that A
narrative is a story text to entertain and inform the reader or listener. It is stated that narrative
text is a story of the text that has a purpose to amuse or inform from the speaker to the listener
or from the writer to the reader. Furthermore, Scarry and Scarry (2010) stated that the oldest
type of verbal communication that has ever existed is narrative, which explains the story. So, it
can be concluded that narrative text is a story that tells the events happened in the past.
Narrative text has the purposes to entertain and inform the reader. Moreover, narrative text has
many genres such as fairy tale, science fiction, legend, romance, historical fiction, mysteries,
and tales of adventure.
f. Definition of Narrative Text

According to Pardiono (2007) the generic structures of narrative
text are:
Orientation.
• Complication.
• Resolution.
• Re-orientation.
g. The Generic Structures of Narrative Text

According to River in Kaenah (2020) reading is the most crucial activity in any
class because it not only provides as a source of information but also helps
students expand their understanding of language. That is also in line with the
statement of Patel and Jain (2008) said “reading is an important activity for
expanding knowledge of a language”. It means that students can learn more
about various subjects and broaden their knowledge through reading.
Furthermore, Burhan (2010) said that education is fundamentally about
reading. The majority of knowledge and information can be obtained by
reading. Someone's ability and willingness to read will decide how well they do
in their studies. From those definitions and explanations, it can be concluded
that reading is an activity that take up more time in education. Through reading,
it can be gained and expanded the information and knowledge. Reading also
affects how well people perform in their educational career.
2. Theory of Reading Interest and Emotional Intelligence
a. Definition of Reading

Slamet (2017) stated that interest an ongoing propensity to pay attention and
remember certain actions. People are always aware of things they are interested
in, along with a sense of pleasure. Pleasure always follows an initial new
interest, and pleasure follows. Hurlock in Kaenah (2022) also mentioned that
interest is a source of motivation appears. It means that interest motives people
do what they want to do and choose what they want to choose. Additionally,
according to Hidi, Renninger, and Krapp (2004) interest is a motivating
variable that engages not only the emotions but also the intellect, making it a
potent energizer indeed. It means that a person's interest draws the attention
and motivates to learn more about a topic. Thus, from the definitions and
explanations above, it can be concluded that interest is intrinsic motivation that
encourage people to do something. With interest, the activity will be more
interesting. When a new interest first starts, pleasure always comes after.
b. Definition of Interest

According to Dalman (2012) defined that reading interest is a sort
of focused behavior to undertake reading activity as side of strong
enjoyment level. In other words, reading interest indicates people
want to read; the more the reading interest, the greater the reading
desire. Rahim in Abrori (2018) mentioned thatb reading interest is
an interest that has been deceived by reading attempts. From the
definitions and explanations above, it can be concluded that reading
interest is an interest to read where reading is an interesting habit
and need to be done. People who are passionate about reading will
be successful readers. It happens because through reading, people
can get and expand the many information and knowledge.
c. Definition of Reading Interest

According to Martin (2003) emotion is an overflow of physiological
circumstances and reactions, as well as feelings that appear and
disappear quickly. It is stated that emotion is an overflow of
physiological events, behaviors, and sensations that come and go
quickly. Besides that, Goleman (2005) mentioned that emotional is an
urge to act and an immediate strategy for resolving issues that have been
gradually imposed by nature. All in all, emotional is psychological states
that have components of behavior, physiology, and subjectivity in
reacting to something. It also feelings that are abundant and quickly rise
and fall. As a result of just how people perceive a situation, thinking
activity is frequently tightly correlated with the type and intensity of
emotions. Cognitive responses to particular events give rise to emotions.
d. Definition of Emotional

According to Terman in Sobur, (2009) defined intelligence as the
capacity to think abstractly. Terman in Mbulu (2020) also said
intelligence is the ability for one to think abstractly.. It is explained that
intelligence is an ability to think abstractly. Stern in Sujanto (2008),
however, claims that intelligence is the soul's capacity to quickly and
accurately adjust to new circumstances. So, it is an ability to responds
the condition properly and rapidly. Chaplin (2000) also mentioned that
intelligence is an ability that can be developed and changed to suit the
proper and practical interests. It is clear from the previous definition that
intelligence is the capacity for fast and precise thought. It can be
improved and adjusted to suit new circumstances. It is also able to
resolve current issues and foresee issues in the road.
e. Definition of Intelligence

According to Martin (2003) emotional intelligence is the capacity to understand how
ourselves, as well as other people, feel, as well as the appropriate response to a
situation. Robbin and Judge (2007) added that emotional intelligence is the capacity
to understand and control both emotions and information. It is clear that emotional
intelligence is the ability to comprehend and exercise control over our own and other
people's emotions and information. Meanwhile, emotional intelligence, as defined by
Forgas in Yukl (2005), is the capacity to integrate emotions and logic in such a way
that emotions are used to support cognitive processes and are handled intellectually.
Thus, it can be used to speed up thought processes and can be controlled
intellectually if a person has the ability to integrate them with their emotions. All in
all, the term "emotional intelligence" refers to the capacity for self-awareness, the
capacity for self-motivation, and the capacity for effective emotion management in
interpersonal interactions. It is also the ability to combine logic with emotion in a
way that allows emotions to be handled rationally and used to support cognitive
processes. In addition, self-awareness, self-management, self-motivation, empathy,
and social skill are the components of emotional intelligence.
f. Definition of Emotional Intelligence

B. Previous Research
The first previous research was held in 2019. Rosanti
from Indraprasta PGRI University Jakarta has conducted
the research entitled “The Effect of Reading Interest and
Vocabulary Mastery Towards Narrative English Text
Writing Skill.” The three purposes of the research are (1)
to find out the effects of reading interest and vocabulary
mastery towards narrative English text writing skill of
SMP Negeri in Karawang district. Then, (2) to find out
the effects of reading interest towards narrative English
text writing skill of SMP Negeri in Karawang district.
Last, (3) to find out the effects of vocabulary mastery
towards narrative English text writing skill of SMP
Negeri in Karawang district. The research method used is
survey in Karawang district, academic year 2017/2018.
There are 80 students as the sample who are taken
randomly in some schools. Data collection is
questionnaire. Data analysis used descriptive statistic
method, validity test, reliability test, and multiple
regression analysis.
The results of the research are (1) there is significant
effect of reading interest and vocabulary mastery
together towards narrative English text writing skill of
SMP Negeri Students in Karawang district. It can be seen
by getting score sig.0,000 < 0,05 and fcount =67,749.
Then, (2) there is significant effect reading habit towards
narrative English text writing skill of SMP Negeri
Students in Karawang district. It can be seen by getting
score sig.0,000 < 0,05 and fcount =7,222. And, (3) there
is significant effect of vocabulary mastery towards
narrative English text writing skill of SMP Negeri
Students in Karawang district. It can be seen by getting
score sig.0,00 < 0,05 and tcount = 2,916. The similarities
in this research is investigating the effect of reading
interest (X1) towards narrative English text writing skill
(Y). This research has also gathered data using
questionnaires. Moreover, the research was conducted in
Junior High School. Meanwhile, the difference in this
research is that the vocabulary mastery (X2).

The second research comes from Mbulu in 2020 entitled
“Pengaruh Metode Pembelajaran dan Kecerdasan
Emosional terhadap Kemampuan Menulis Teks Narasi
Bahasa Inggris”. The research aims to show the influence
of Learning Methods and Emotional Intelligence on the
Ability to Write Students' English Narrative Texts. The
research hypotheses tested include (1) effect of Learning
Methods on the Ability to Write English Narrative Texts.
Then, (2) the Effect of Emotional Intelligence on the
Ability to Write English Narrative Texts. Last, (3) the
interaction effect of Learning Methods and Emotional
Intelligence on the Ability to Write English Narrative
Texts. The population of the research 760 students. it was
conducted in academic year 2019/2020. Experimental
method is used in this research.
The results of the research are (1) there is a significant
influence of learning methods on students' ability to
write English narrative texts at students. It can be
proven by the summary of sig values 0.016<0.05, with
Fcount=6.062. Then, (2) there is a significant influence
of emotional intelligence on students' ability to write
English narrative texts at students. It can be proven by
the summary value of sig 0,000<0.05, with
Fcount=15.638. 3). And, there is a significant
interactive effect of learning methods and emotional
intelligence on students' ability to write narrative
English texts at students. It can be proven by the
summary of Sig. 0.047<0.05, with Fcount=4.058.
The similarity in this research is investigating the effect
of emotional intelligence (X2) towards the ability to
write narrative text (Y). Meanwhile, the differences in
this research are the learning method (X1), and the
method used is experimental. Moreover, the research
was conducted in Vocational High School.

The third previous research was held in 2020 by Arsa.
The title of the research is “The Effect of Vocabulary
Mastery and Grammar Mastery towards the Ability of
Narrative Text Writing”. The aims of the research are to
know about (1) the effects of vocabulary and grammar
mastery together towards the ability of narrative text
writing in Bogor Private Senior High School students.
Second, (2) the effects of vocabulary mastery towards
the ability of narrative text writing in Bogor Private
Senior High School students. Last, (3) the effects
grammar mastery towards the ability of narrative text
writing in Bogor Private Senior High School students.
The total sample of this research is 76 students. the
method used is survey with model analysts using Two
Way Anova to test the hypothesis.
The results of this research: (1) there are any significant
effects of vocabulary and grammar mastery together
towards the ability of narrative text writing at private
Senior High School in Bogor. This is evidenced by the
value of sig 0.000 < 0.05 and Fo 159,894. (2) The
Effects of vocabulary and grammar mastery together
towards the ability of narrative text writing contributed
81.4%. While 18.6% is the effect of other factors. (2)
There is a significant effect of vocabulary mastery on
the ability of narrative text writing at private Senior
High School students in Bogor. This is evidenced by
the value of sig = 0.000 < 0.05 and to = 7,046. The
Effect of vocabulary mastery towards the ability of
narrative text writing contributed 43.5%. (3) There is a
significant effect of grammar mastery towards the
ability of narrative text writing at private Senior High
School students in Bogor. This is evidenced by the
value of sig = 0.000 <0.05 and to 6.257.The similarity
in this research is investigating the ability to write
narrative text (Y) and the method used is survey.
Meanwhile, the differences in this research are
vocabulary mastery (X1) and grammar mastery (X2).
Moreover, the research was conducted in Senior High
School.

C. Framework of Thinking
Writing is classified as difficult skill that should be mastered by people especially for students.
Meanwhile writing is an ability that has been done in many activities. As students, they will face
writing frequently. On the other hand, reading is also a skill that take up more time in education.
Reading interest is something that makes keep reading without getting bored. New information and
knowledge are gained by reading. Then, emotional intelligence is the capacity to understand and
control one's own and other people's emotions and knowledge can be utilized to accelerate mental
processes and be controlled intellectually. With emotional intelligence, it helps to build strong
relationships, make decisions, and deal with difficult situations. Reading interest makes students get
the knowledge and emotional intelligence effects students to express and control their emotion to
their writing. So, constructing the text will be easier and meaningful.
Therefore, from the explanation above, it can be concluded that there is effect of reading interest and
emotional intelligence on students’ ability to write narrative text.
1. The effect of reading interest and emotional intelligence together
towards students’ skill to write narrative text

Writing has some components that should be mastered. Then, there are stages that should be done.
Besides that, there are some kinds of text that should be noticed. But, one of the most difficult
writings is generating the ideas. It is still not easy to choose a topic or idea the develops it to a text.
Reading allows people to increase their knowledge and get new information. With interest, the
activity will be more interesting. Many students are interesting in reading some kinds of writing
such as books, novels short stories, and many more. After reading some texts, people will get some
points or ideas of the stories that can be developed into a new text. It will help to describe and
generate the new story. Thus, based on those assumptions above, it is believed that there is effect of
reading interest on students’ ability to write narrative text.
2. The effect of reading interest towards students’ skill to write narrative
text.

Writing is a process of conceptualizing thoughts, ideas, and emotions through written way.
By writing, someone tries to think to express and pour the writing according to the
appropriate emotional. Emotional intelligence is an action, attitude, feeling, and
interpersonal communication that has the power to impact oneself and others. Emotional
intelligence is considered affect in producing good writing. It happens because every people
will face a problem, people who do not have emotional intelligence tend to be negative to
face their problems. According to the explanation above, it is believed that there is effect of
emotional intelligence on students’ ability to write narrative text.
3. The effect of emotional intelligence towards students’ skill to write
narrative text.

01
There are significant
effect reading interest
and emotional
intelligence together
towards students’ skill to
write narrative text
02
There is significant effect
of reading interest towards
narrative text.
03
There is significant The
effect of emotional
intelligence on
narrative text.
D. Hypothesis
Based on theoretical review and frame of thinking that have been described above, there are three
hypothesis will be tested:

CHAPTER III
RESEARCH METHODOLOGY

A. Time and Location Research
The research will be conducted at Private Junior High School in Bogor Regency. The schools are SMP Fajar Dunia, SMP
Cikal Cendekia, and SMP Citra Nuansa. The time will be spent about five months from February to June 2023.
No Type of Activity
February March April May June
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Approval
2
Preliminary
Studies
3 Subject Research
4
Instrument
Preparation
5 Implementing
6
Result and Data
Collection
7 Analyzing Data
8
Final Submission
of Report

B. Method of the Research
The research is conducted quantitatively. Survey method is used as the method. The design is
ex post facto design. Here is the formulation of research design:
In which:
X1 : Reading Interest
X2 : Emotional Intelligence
Y : Skill to Write Narrative Text

C. Population and Sample
No The Name of School Population
1 Fajar Dunia Junior High School 130
2 Cikal Cendekia Junior High School 100
3 Citra Nuansa Junior High School 80
Total of Population 310
1. Population

No The Name of School Population Proportion Sample
1
Fajar Dunia Junior High
School
140 25% 35
2
Cikal Cendekia Junior High
School
100 25% 25
3
Citra Nuansa Junior High
School
80 25% 20
Total of the Sample 80
2. Sample

D. Data Collection Technique
1. Research variable
X1 : Reading Interest
X2 : Emotional Intelligence
Y : Skill to Write Narrative Text
2. Data Source
No Research Variables Data Source
1 Reading Interest Students
2 Emotional Intelligence Students
3 Skill in Writing Narrative Text Students

3. Data Collection Method
No Research Variables Data Collection Technique
1 Reading Interest Questionnaire
2 Emotional Intelligence Questionnaire
3 Skill in Writing Narrative Text Test

E. Research Instrument
1. Reading Interest
a. Conceptual Definition
Reading interest is people’s desire in a reading which then encourages them to
understand or even further study the reading what is wanted. Reading interest
may read actively and productively. People who have a strong interest in reading will be
manifested in their willingness to obtain reading material, look for a reading source,
read the entire book out loud, or allow other people to inspire them.
b. Operational Definition
Reading interest in this research was seen based on three dimensions; attention, feeling
and response. In attention dimension, the indicators are reading frequency, time to read,
and place to read. For feeling dimension, the indicators are motivation to advance in
reading content, enthusiasm for reading. Then the response dimension, the indicators
are understanding reading content and the ability to engage in learning.

2. Emotional Intelligence
Emotional intelligence is the ability to keep track of one's own and others' emotions, to
distinguish between them, and to utilize that knowledge to inform one's decisions and
behavior. It is also the ability to combine logic with emotion in a way that allows
emotions to be handled rationally and used to support cognitive processes. The higher
the emotional intelligence is the better the social relations.
b. Operational Definition
Emotional intelligence is a personal ability regarding one's own emotions and other
people. It is illustrated through eleven indicators. The indicators are empathy,
expressing and understanding feelings, controlling anger, independence, adaptability,
likeability, ability to solve interpersonal problems, perseverance, solidarity,
friendliness, and respectful behavior.

3. Skill to Write Narrative Text
English writing skills are language skills that require a process or stages in expressing
ideas in written form so that others understand them. The stages in writing start from
the stage of acquiring ideas, processing ideas to the stage of producing ideas
a. Operational Definition
Writing is a process of changing ideas into text through some steps and the text should
be understood. Writing is also classified as a difficult skill because there are some
components that should be considered on it such as content, grammar, vocabulary,
mechanics and organization. The test in measuring students’ skill to write narrative text
consists of three components such as content, grammar, and organization.

c. Instrument Grid
Component
Score
4 3 2 1 0
Content Fully satisfies the
requirements of the
given task.
Mostly covers the
requirements of
the given task.
Addresses some of the
requirements.
Attempts to address
the topic but few
relevant information.
Does not attempt
the task/the
answer is
completely irrele-
vant.
Organization Includes an inviting
introduction and a
satisfactory con-
clusion. Skillfully
manages para-
graphing. Logical
arrangement of ideas.
Manages all aspects
of cohesion
Includes an intro-
duction, body and
conclusion. Uses
paragraphing
successfully. Uses
a range of
cohesive devices
but may look me-
chanical.
Attempts to include an
introduction, body and
conclusion. Main idea
is not clearly supported
with details. Less
attention given to
organization. Rare use
of transitions.
Begins abruptly. No
paragraphing or inap-
propriate para-
graphing. No attempt
to maintain logical
arrangement of ideas.
No clear message
is communicated.
Grammar Uses a variety of
grammatically correct
sophisticated
sentence structures.
Uses mostly
correct sentence
structures with 1-2
mistakes.
Uses basic sentence
structures with some
errors.
Uses mostly sentence
fragments with
frequent.
Writing incom-
prehensible.

4. Validity
Validity items of questions for emotional intelligence uses ‘r’ product moment based on
Arikunto (2006) with the formula:
5. Reliability
For reliability test uses internal consistency reliability with Cronbach Alpha formula based on
Nazir (2005) with the formula:

F. Data Analysis Technique
1. Descriptive Analysis Test
a. Data Test
b. Data Processing
2. Test Requirement for Data Analysis
a. Normality test
b. Homogeneity test
c. Quantitative data analysis
3. Technique of Testing Research Hypothesis
a. For partial linear regression
b. For multiple linear regression

G. Statistical Hypothesis
Based on the hypothesis formulated above, the statistical hypothesis in this study is as follows:
1. Ho : ß1 = ß2 = 0
H1 : ß1 ≠ 0, ß2 ≠ 0
Meaning:
Ho : There is no significant effect of reading interest and emotional intelligence together towards
students’ skill to write narrative text.
H1 : There is significant effect of reading interest and emotional intelligence together towards students’
2. Ho : ß1 = 0
H1 : ß1 ≠ 0
Meaning:
Ho : There is no significant effect of reading interest towards students’ skill to write narrative text.
H1 : There is significant effect of reading interest towards students’ skill to write narrative text.
3. Ho : ß2 = 0
H1 : ß2 ≠ 0
Meaning:
Ho : There is no significant effect of emotional intelligence towards students’ skill to write narrative text.
H1 : There is significant effect of emotional intelligence towards students’ skill to write narrative text.

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