HUBUNGAN ANTARA KECERDASAN EMOSIONAL DAN KEMAMPUAN BERBICARA PADA PESERTA DIDIK NON- PENUTUR ASLI BAHASA INGGRIS DI CORNERSTONE JUNIOR HIGH SCHOOL

RASYITA PERTIWI. The Interplay Between Emotional Intelligence and Speaking Performance of Selected EFL Students at Cornerstone Junior High School (Supervised by Nasmilah and Abidin). This study explores the relationship between Emotional Intelligence (EI) and speaking performance among selected EFL students at Cornerstone Junior High School. The main objective is to examine how key components of emotional intelligence, namely self awareness, self regulation, motivation, empathy, and social skills, contribute to students’ speaking performance. A qualitative research design was employed, involving nine EFL students as research participants. Data were gathered through classroom observation and semi structured interviews, then analyzed thematically using Braun and Clarke’s (2006) framework. The findings reveal distinct differences in speaking performance based on students’ levels of emotional intelligence. Students with high EI demonstrated strong emotional awareness, effective self regulation, empathy, and social competence. They managed anxiety, maintained confidence, and performed speaking tasks with higher fluency and accuracy. Students with moderate EI showed partial emotional control, resulting in fluctuating speaking performance. Students with low EI experienced difficulties, including nervousness, limited vocabulary, and low confidence, which negatively affected oral communication. Five major themes emerged from the data analysis: emotional awareness in speaking, emotion regulation and control, motivation and confidence, social awareness and empathy, and emotional management outcomes. These themes illustrate the crucial role of emotional factors in supporting effective oral communication. The study concludes that emotional intelligence plays a role in enhancing students’ speaking performance. Self awareness and motivation were identified as influential EI components, enabling learners to regulate emotions and perform effectively. Overall, the findings confirm that emotional and cognitive processes are interconnected in second language learning, emphasizing the importance of fostering emotional intelligence.