The Influence of Testimonial, Social Media-based Promotions and
Electronic Word of Mouth toward Purchase Intention
Gandung Satriyono and Pamadya Vitasmoro
Economics Faculty Kadiri University, Jalan Selomangleng no. 1 Kediri city, Indonesia
Keywords: Emotional intelligence, contextual performance, management.
Abstract: The purpose of the study is to find out the emotional intelligence which consists of social awareness, self-
management, social awareness, and relationship management to the contextual performance.This research
uses quantitative method with double regression analyzes. The respondent is 45 teachers. From the research
is gotten that the emotional intelligence and teachers contextual performance is good enough and very good
and the variable of emotional intelligence influences significantly to the teacher’s contextual performance. It
means, the dependent variable namely emotional intelligence (social awareness, self-management, empathy,
and relationship management) can explain the independent variable (contextual performance) is bigger than
another variable out of this research. So, it can be concluded that emotional intelligence influences the
teacher’s contextual performance.
1 INTRODUCTION
Competitive condition can be a big support for
increasing the output’s quality. The output quality is
influenced by the performance. The teacher is one of
important human resource for school achievement.
Good teacher’s contextual performance will make the
students’ accomplishment and improve the student’s
potential.
There are many journal about The Influence of
Emotional Quotient on Academic Achievement as
Mohzan (2013). It investigated about the influence of
emotional intelligence on academic achievement
among the students of Educational Faculty,
University Technology Mara (UiTM). The result of
this research showed that the respondents have high
level of emotional intelligence by using two domains
(self- emotion appraisal and understanding of
emotion)
However, there are still many kind of domains or
variables which influenced the achievement of
human. This research we used four domains of
emotional intelligence, namely: social awareness,
self-management, relationship management, and
contextual performance and also discussing of the
influence of emotional intelligence toward the
contextual performance of the teachers in Indonesia.
The purpose of this research is not only to find out
the influence of emotional intelligence to the
teacher’s contextual performance partially and
simultaneously, and to describe emotional
intelligence and contextual performance of teachers,
but also to find out the factors which influence the
teacher’s contextual performance besides emotional
intelligence.
2 LITERATURE REVIEW
As Lyons in his journal about Personality and
Individual Differences, volume 39, 2005 implies that
emotional intelligence has many dimension and some
of them were related to performance after controlling
for cognitive ability and it is different between male
and female.
Then another research about emotional
intelligence based on the research of Amalia Petrovici
(2014) said that emotional intelligence has a role in
developing communication and relational skills.
Relationship management is a strategy in which a
continuous level of engagement is maintained
between the organization and its audience. Rana
Saifullah Hassan said that customer relationship
management has significant effect on the customer
satisfaction and both variables have positive relation.
So, it can be concluded that relationship management
is playing an important role in an institution.
Satriyono, G. and Vitasmoro, P.
The Influence of Testimonial, Social Media-based Promotions and Electronic Word of Mouth toward Purchase Intention.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 67-70
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
67

Task performance is also important for an
institution. It also influence contextual performance.
The previous research also said about that.
There is a relationship between task performance
and contextual performance, as the journal of Scotter
(2000). The result states that there is the distinction
between task performance and contextual
performance.
SJ Motowildo in his journal about Human
Resourse management Review (2000) said that
theory of individual differences in task and contextual
performance, contextual performance is aggregate
multidimensional construct, a theory of individual
differences in task and contextual performance.
Stephen J.Motowildo, in his journal of A theory
of individual differences in task and contextual
performance (2009) also stated that job performance
is behavioral, episodic, evaluative, and
multidimensional. It defines job performance as the
aggregated value to the organization of the discrete
behavioral episodes that an individual performs over
the standard interval of time. It uses the distinction
between task and contextual performance to begin to
identify and define underlying dimensions of the
behavioral episodes that make up the performance
domain. An especially important aspect of this theory
is that its predict that the kinds of knowledge, skills,
work habits, and traits that are associated with task
performance are different from the kinds that
associated with contextual performance.
Based on the explanation above, this concept
divide the work performance into two, namely task
performance and contextual performance. Task
performance concern in the capability or specialize of
a person to contribute to achieve the goal of the
organization, for example: changing the raw material
into product, operating the machine, visiting the
customer, teaching at school, and counting the money
in the bank. Or indirect contribution for example
maintaining the raw material, distributing the
product, coordinating, and supervising.
Contextual performance contributes in achieving
the goal of organization by social supporting and
psychological environment to achieve the goal, for
example helping the college, obeying the rules, giving
some effort to achieve the organization, and
willingness for organization. berkontribusi pada
pencapaian tujuan organisasi melalui dukungan sosial
dan lingkungan psikologis yang diberikan untuk
mencapai tujuan organisasi. This activity can keep the
social relationship while doing the task performance.
Task performance and contextual performance is
such as the dedication or scarification of the job and
facility among the person whose has contribution
toward all work performance in managerial items.
The capability and skill used tend to predict task
performance while personality and motivation tend to
use for predicting contextual performance (Borman
et. al., 1997).
3 RESEARCH METHOD
3.1 Population and Sample
The population in this research is all teacher whose
work in SMPN 4 Kediri in 2017, while the sample is
45 teachers of all SMPN 4 Kediri, East Java,
Indonesia in 2017 whose teach class 1, 2, and 3. The
design used non probability sampling of saturated
sampling. The sample is taken by using total sampling
with 45 teachers consist of
3.2 Operational Definition
The variable in this research are:
1. Independent Variable, consists of:
a. Self-Awareness
b. Self-Management
c. Social Awareness/ Empaty
d. Relationship Management
2. Dependent Variable
Dependent variable in this research is work
performance of SMPN 4 Kediri, East Java,
Indonesia’s teachers, especially contextual
performance or the work performance depends on the
situation.
4 RESULT AND DISCUSSION
Table 1: Emotional Intelligence Category.
Frequ
ency
Percent
Valid
Percent
Cumulative
Percent
Valid
Good
21
46,7
46,7
46,7
Very
Good
24
53,3
53,3
100,0
Total
45
100,0
100,0
Table 2: Contextual Performance Category.
Frequency
Percent
Valid
Percent
Cumulative
Percent
Good
11
24,4
24,4
24,4
Very
Good
34
75,6
75,6
100,0
Total
45
100,0
100,0
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
68

Based on double linear regression among Social
Awareness (X
1
), Self-Management (X
2
), Empaty
(X
3
), Relationship Management (X
4
) toward
contextual performance (Y) with SPSS 16 process is
gotten the result in the table of 3:
Source: Prime Data, calculated 2017
Based on the table above, the regression
correlation which describe the relation among the
research variable.
Y = 1,044 + 0,041X
1
+ 0,163X
2
+ 0,305X
3
+
0,233X
4
The interpretation of double regression
correlation is below:
a. a = 1,044. It means, if the social awareness (X
1
),
self-management (X
2
), Empaty (X
3
) and
relationship management (X
4
) is 0/rejected, so
contextual performance of SMPN 4 Kediri’s
teacher (Y) is 1,044.
b. b
1
= 0,041.Social Awareness (X
1
) has positive
influence toward the contextual performance (Y)
with coefficient (0,041). It means, if the self-
management (X
2
), Empaty (X
3
) and relationship
management (X
4
) is constant , so the increase of
social awareness (X
1
) will make the increase of
contextual performance (Y) is 0,041
c. b
2
= 0,163. Self-Management (X
2
) has positive
influence toward the contextual performance (Y)
with coefficient (0,163). It means, if social
awareness (X
1
), Empaty (X
3
) and relationship
management (X
4
) is constant, so the increase of
self-management (X
2
) will increase the contextual
performance (Y) sebesar 0,163.
d. b
3
= 0,305. Empaty (X
3
) has positive influence
toward the contextual performance (Y) with
coefficient (0,305). It means if the social
awareness (X
1
), self-management (X
2
) and
relationship management (X
4
) is constant, so the
increase of empathy (X
3
) will increase the
contextual performance (Y) is 0,305.
e. b
4
= 0,233. Relationship Management (X
4
) has
positive influence toward contextual performance
(Y) with coefficient (0,233). It means, if the social
awareness (X
1
), self-management (X
2
) and
empathy (X
3
) is constant so, the increase of
relationship management konstans (X
4
) will cause
the increase of contextual performance (Y) is
0,233.
The biggest standardized coefficients is
regression coefficient of empathy variable, namely
0,305. It means, the empathy has dominant influence
toward the contextual performance of SMPN 4
Kediri.
4.1 Simultaneous Test (F Test)
Based on the result of simultaneous test is gotten
value F
counting
= 15,857 it means, the independent
variable ( social awareness, self-management,
empathy, and relationship management)
simultaneously has significant influence toward the
contextual performance, so the simultaneous
hypothesis is accepted in this research.
4.2 Determination of Coefficient Test
Test result shows the coefficient value (R) is 0,783 or
almost 1. It means, there is a strong relationship, and
R2 (R Square) is 0,613. It means, the percentage of
independent variable (social awareness, self-
management, empathy, and relationship
management) toward the dependent variable
(contextual performance) is greater than another
factors out of this research.
5 CONCLUSIONS
Based on the descriptive analyze can be seen that the
emotional intelligence and contextual performance of
SMPN 4 Kediri’s teacher is good and very good
categories. For each variable of emotional
intelligence which consists of social awareness, self-
Table 3: Double Linear Regression test result.
Coefficients
a
Model
Unstandardize
d Coefficients
Stan
dardi
zed
Coef
ficie
nts
T
Sig.
B
Std.
Erro
r
Beta
1
(Constant)
1,044
,379
2,757
,009
Average_X1
(self-
awareness)
,041
,115
,044
,355
,725
Average_X2
(self-
management )
,163
,177
,166
,917
,365
Average_X3
(empaty)
,305
,147
,364
2,081
,044
Average_X4(r
elationship
management)
,233
,124
,302
1,885
,067
a. Dependent Variable: Average_Y
The Influence of Testimonial, Social Media-based Promotions and Electronic Word of Mouth toward Purchase Intention
69

management, empathy, and relationship management
has positive influence toward contextual performance
of SMPN 4 Kediri’s teacher. Based on the
calculating, each variable of emotional performance
influence significantly toward the contextual
performance. Besides emotional intelligence
variables, there is another variable which influence
toward the contextual performance, but its variable is
out of this research, with the value is smaller than the
variables of emotional intelligence.
ACKNOWLEDGEMENTS
We acknowledged the headmaster and the staffs of
SMPN 4 Kediri for giving us the permission to do the
research, and also for all teacher of SMPN 4 Kediri
for being our kind and helpful respondents. This
research was also supported by the Dean of
Economics Faculty and the staffs who’s helping the
authors during the process of finishing this paper. At
last but not at least, our thanks also for LP3M of
Kadiri University whose helping the authors during
the process of this research.
REFERENCES
Amalia Petrovici volume 116, 21 February, 2014)
Procedia- Social and Behavioral Sciences.
Amalia Petrovici, volume 116, 2014, 1405-1410 the role of
emotional intelligence in building interpersonal
communication skills.
Borman, W. C., & Motowidlo, S. J. (1997). Task
performance and contextual performance: The meaning
for personnel selection research. Human
performance, 10(2), 99-109.
Lyons. 2005. Personality and Individual Differences,
volume 39.
Maizatul Akmal Mohd Mohzan. volume 90, 10 October
2013, page 303-312 The Influence of Emotional
Quotient on Academic Achievement.
Rana Saifullah Hassan, 2015. Procedia Economics and
Finance. Volume 23, page 563-567.
Scotter, 2000. Task performance and contextual
performance. Vol 10 page 79-95.
S J Motowildo, 2000 Human Resource Management
Review.
Stephen J. Motowildo, 2009 A theory of individual
differences in task and contextual performance.
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