The influence of mathematics anxiety and emotional quotient on English language education students’ statistics learning outcomes

The internal factors (characteristics) of students are assumed to have an impact on the learning process. Internal factors of students include motivation, creativity, intelligence, emotional intelligence, anxiety, etc. Most English language education students still worry about statistics course, which contains numbers and different calculation process types. However, the ‘statistics’ course is a compulsory subject that students must study, particularly at IKIP PGRI Bojonegoro, which is very useful to complete final and daily assignments. Statistics is a part of mathematics that studies how to access, analyze, and interpret data. Most English language education students find numbers-related topics difficult. Anxiety in subjects related to numbers is assumed to affect students' psychological state, especially emotional states, which is an important factor that leads to achievement. This study aimed to determine the effect of mathematics anxiety and emotional quotient on English language education students' statistics learning outcomes at IKIP PGRI Bojonegoro. The subjects in this study were the third-year students of English language education in 2019/2020. The technique of data analysis used was the Multiple Regression Analysis. The data were obtained from questionnaires and documentation. The results showed that mathematical anxiety and emotional quotient affect English Language Education students' statistics learning outcomes at IKIP PGRI Bojonegoro. This is evidenced by the value of Fcount = 69,992 higher than Ftable = 1,607. Mathematical anxiety and emotional quotient affect the statistics learning outcomes by 74.9% (strong category).


INTRODUCTION
Feeling nervous or anxious about something is often encountered in people's daily lives. Anxiety is a psychological factor that defines a person's state of feeling, emotional state, restlessness, uncertainty, or fear of reality when confronted with reality or events in his or her life. Anxiety, according to Freud, is an unpleasant feeling and can cause emotional distress. Tang defines anxiety as an emotional state when there is fear, anxious and uneasy passions associated with a fear of something (M. & S. Z., 2016).
There is also anxiety in the academic sphere. Sometimes students are anxious and depressed about a specific topic. Based on the author's observations since the beginning of 2018, most students in the English language education program worry about numerical topics and a long process of calculation so that they can influence their learning outcomes. Number anxiety and all sorts of calculations are often referred to as mathematical anxiety. Richardson and Suinn (in Fitriza, 2020) report mathematical anxiety as a feeling of tension and anxiety that interfaces when someone is experiencing mathematical problems in real and academic life. Lyons and Beylock (in Istikomah & Wahyuni, 2018) asserted that mathematics anxiety has similar symptoms with those suffered by the body for other causes. Because of the posterior insula, a part of the brain that perceives pain in the body becomes an active part of the brain on the subject with mathematics anxiety, particularly subjects with high mathematics anxiety.
Mathematical anxiety is a form of students' emotional response in 'exact' courses when resolving numerical problems and discussing solutions. Suppose anxiety about numbers predominates in the mind of a person. In that case, it will be difficult for him to think about exact courses that students ultimately refuse to learn and tend to stay away from these. Moreover, if students are anxious about mathematics, this will affect the learning process and the achievement of learning goals. The high level of mathematics anxiety interferes with students thinking processes in solving the mathematics problem (Udil et al., 2017).
Emotional intelligence is often referred to as the emotional quotient. Every person has a different emotional intelligence level. It is considered that emotional intelligence can influence a person in resolving problems. Differences in individual emotional intelligence can contribute to a better understanding of the implications of effective policy changes that occur in an organization. Individuals with poor emotional control would react negatively toward the proposed changes. In contrast, individuals with the ability to use emotions appropriately, optimistic and often also take the initiative, in general, decided to reframe their perceptions of the program of change recently introduced and looked at it as an exciting challenge (Ali et al., 2018).
According to Mayer and Salovey (1990), Emotional quotient refers to an ability to understand our emotions and others. The emotional quotient gives a sense of empathy and motivation in confronting reality, including motivation for academic activities that affect learning. When we can process emotions, motivation will grow to improve learning outcomes.
In the English language education program, statistics is the subject that deals with the number and sometimes makes students feel nervous and frustrated and incapable of adequately processing emotional intelligence in the face of statistical problems. They are also thought to affect learning performance. Statistics courses obtained are essential, on the one hand. Statistical courses, however, are essential in order to deepen further and comprehensive research. In that statistical skills can promote understanding of research methods appropriate (Idris, 2013).
Many studies investigated the effect of emotional intelligence on students' learning outcomes. From those studies, it was revealed that, in general, emotional intelligence has positive effects on students' learning outcomes. Septian (2016) investigated the influence of emotional intelligence on learning outcomes in the Economic education program of Sebelas Maret University. His study found that the tcount > ttable (5.381>1.97) with p-value < 0.05 (0.000 < 0.05), so that H0 is rejected and H1 is accepted. This means that there is a positive and significant impact of emotional intelligence on the students' academic achievement.
Another study conducted by (Rawa & Mastika Yasa, 2019) reveals that the level of students' mathematics anxiety in primary school teachers education program at STKIP Citra Bakti, East Nusa Tenggara was that there were 29 students (90.63%) indicated to experience anxiety, 12 students (37%) experienced severe anxiety, 9 students (28.12%) experienced moderate anxiety, and 8 students (25%) experienced light anxiety. Meanwhile, only 3 students (9.38%) were not indicated to have mathematics anxiety.
Further, research carried out by (Setiadi, 2018) conclude that the contribution of self-concept, emotional intelligence, and anxiety to the statistics learning outcomes is 59.50%. Thus, the STIS students' statistical learning outcome is determined by these three variables: self-concept, emotional intelligence, and anxiety.
Based on the elaboration above, this study was intended to know the effect of mathematics anxiety and emotional quotient on solving statistical problems. Thus, this study was entitled 'The influence of mathematics anxiety and emotional quotient on English language education students' statistics learning outcomes.' Another instrument was the emotional quotient questionnaire. It was adopted from (Setiyawan, 2013) with the following indicators.  The multicollinearity test results are presented in the following figure.

Figure 2. Multicollinearity Test
From the figure above, it can be explained that in this multicollinearity test, the tolerance value for each independent variable is 0.313, which value is less than 0.5, while the VIF value of each independent variable is 3.192. The value is less than 10 so that it can be concluded that the regression model does not have multicollinearity. The next general assumption test is the heteroscedasticity test. The test results can be seen in the following figure.  Figure 3 above shows the scatter plots between the predicted value of the dependent variable and its residual value spread below and above the 0 value on the Y axis, so there is no heteroscedasticity.
After the general assumption test has been fulfilled, the multiple regression analysis will be carried out. Multiple regression analysis in this study also used SPSS 22. The results of multiple regression analyses are presented in the following figure.

Figure 4. Multiple Regression Coefficient Test and Determination Coefficient
The significance value (P-value) for each of the independent variables, mathematics anxiety and emotional quotient, is P <0.05, while the value of tcount = -4,465 <ttabel = -2,312 for the mathematics anxiety variable and tcount = 2,432> ttable = 2,312 for the emotional quotient variable. The critical area of the t test is, DK = {t | t <-2,312 or t> 2,312}. From this explanation, it can be concluded that the two variables, mathematics anxiety and emotional quotient, affect the dependent variable, students' statistics learning outcomes.
In Figure 4, the value of Fcount = 69.992> Ftable = 3.195 and the significance value is <0.05, so it can be concluded that mathematics anxiety and emotional quotient variables simultaneously affect students' statistics learning outcomes.
From Figure 4 above, it can be seen that the coefficient of determination is 0.749. The mathematics anxiety and emotional quotient affect students' statistics learning outcomes by 74.9% and is included in the strong category, meaning that the two independent variables strongly influence the dependent variable. The regression equation from the above analysis is: ̂= 91,987 − 0,859 1 + 0,321 2 For example, what is the student's statistics learning outcome if the mathematics anxiety score is 80, and the emotional quotient is 150? Then the predictive value is: ̂= 91,987 − 0,859(80) + 0,321(150) = 71,417 Individually, the influence of mathematics anxiety and emotional quotient variables is presented in the following figure. Based on figures 5 and 6 above, mathematics anxiety affects students' statistics learning outcomes by 71.7%, while emotional quotient affects students' statistics learning outcomes by 64.2%. This study's results are in line with research conducted by (Purwati & Hasanah, 2016). The study reveals an effect of emotional intelligence on students' achievement in mathematics education at the University of Papua, with the regression equation Y = 3.239 + 0.032X. The emotional intelligence aspect that most influences students' learning achievement is self-regulation, with a significant value of 0.025, and social skills with a significant value of 0.026. This is the same as the research conducted by (Pamungkas et al., 2014). This study concludes that there is a positive relationship between self-concept and mathematics anxiety on students' learning outcomes. The mentioned studies reinforce that mathematics anxiety is an internal factor affecting the students' learning outcomes. Mathematics anxiety occurs because it is influenced by many factors, as revealed by (Yuberta et al., 2019), such as internal and external factors. An example of external factors is the environment around students, and the examples of internal factors are gender, psychological and emotional differences in students. Through these factors, the teacher or lecturer must balance students' abilities, both mentally and knowledge. Students' mathematics anxiety does not interfere with understanding learning material because high anxiety can interfere academic success. Ilmiah et al., (2020) state that high levels of anxiety can disrupt concentration and memory, critical to academic success. In this study, the emotional quotient also has a significant influence on students' statistics learning outcomes. Pasaribu et al. (2018) conducted a study on the influence of spiritual quotient and emotional quotient on internal audit judgment. The study concludes that emotional intelligence has a more significant impact than spiritual intelligence on internal audit judgment. Besides, Fauziah (2015) conducted a study on the relationship between emotional intelligence and students' achievement. The study