1. The Relationship between Social Skills and Academic Achievement of Universitas Klabat Students
Ate Gueen L. R. Simanungkalit Universitas Klabat, Manado, Indonesia

2. This descriptive quantitative study was intended to explore the comparison and association between social skills and academic achievement of university students based on gender.

3. Social Skills
Social skills are components of behavior that a student needs to develop so as to interact with class mate and teacher in the classroom.
Social skills are components of behavior that a student needs to develop so as to interact with class mate and teacher in the classroom (Elliot & Gresham, 1990). Bandura (cited in Gerow, Bordens, & Blanch-Payne, 2007) explained that social activities are related to learning outcome because a learner acquires knowledge through observation and imitation in social life. Everyday student inevitably participates in communication inside and outside classrooms (Rocca, 2010).

4. Academic Achievement
Achievement defined as performance in a series of tests. It is used to measure student comprehension of a particular subject and a tool to promote student.
This refers to the student final grade of Philosophy of Christian Education.
Gaerlan, Limpingco and Tria (2000) define achievement as performance in a series of tests. It is used to measure student comprehension of a particular subject and a tool to promote student.
Hoy and Miskel (2001) assume that achievement is very important for students because it is the motivation in school which is undoubtedly related to perseverance that leads to success or achievement not only of the student, but also of the teachers and administrators.
Coon and Mitterer (2008) argue that people will do to their best if they are motivated to achievement something.
Student who has good social skills will be able to have good achievement in their learning process (Gardner, 1999).

5. METHOD Research Design
This quantitative study is basically a descriptive comparative correlational survey, wherein both independent and dependent variables are described before they are correlated.
The description of levels of the respondents’ social skills and academic achievement indicate that this is a descriptive study. The difference across student gender in terms of their social skills and academic achievement indicate that this study utilizes a comparative analysis. The correlation between the respondents’ social skill and their academic achievement implies that it is a correlational study.

6. Participants
Purposive sampling, with 139 respondents enrolled in a general course called Philosophy of Christian Education in second semester during school year 2015/2016 at a private university in Airmadidi, North Minahasa Regency, North Sulawesi, Indonesia.
Out of the 139 participants’ responses, 30 were first randomly selected for pilot study so as to examine the validity and reliability of the instrument; and 109 were used for data analysis in actual study.
The population was selected purposively. The respondents of this study were the students who officially enrolled in a course called Philosophy of Christian Education in second semester during school year 2015/2016 at a private university in Airmadidi, North Minahasa Regency, North Sulawesi, Indonesia. The number of respondents was 139 that were considered as representing the university students because the course is a general course required for each student of the university. The selection of the respondents were based on their availability, convenience, and willingness. Out of the 139 participants’ responses, 30 were first randomly selected for pilot study so as to examine the validity and reliability of the instrument; and 109 were used for data analysis in actual study.

7. Instrument
The questionnaire is generally known as Social Skill Rating System (SSRS) that was originally developed by Elliot and Gresham (1990). The initial questionnaire consists of 39 items or statements, to which the responses are constructed with 5-point Likert scale as follows: (1) never, (2) almost never, (3) sometimes, (4) often, and (5) always.

8. Instrument Validity & Reliability
Validated through a pilot study.
30 participants;
39 items were valid and reliable with Cronbach alpha = .80.
30 participants took minutes to respond to the questionnaire. After the score of each item was correlated with the total score of the 39 items, it was found that the significance values were all less than  = .05, indicating that all 39 items were valid.
In other words, the 39-item questionnaire was valid and reliable for this study.

9. Procedures
Copies of the questionnaire were administered to students who voluntarily participated in this study. The researcher firstly selected students who were available and willing to participate in the study on voluntary basis. After distributing the questionnaire to the respondents, the researcher explained the purpose of the study as well as how to write their responses to each item of the questionnaire.
Data that were derived from the collected questionnaire were fed into software SPSS. Mean score was used to measure the level of social skills and academic achievement. T-test was used to find out whether there was a significant difference in their social skills and academic achievement in terms of student gender. Pearson Correlation formula was used to find out the relationship between social skills and the student academic achievement.
Even though the respondents were asked to write their names or ID numbers, their confidentiality was assured that their names would not be published and that the names were only used to match with their course grade. The participants were strongly advised to give a response to each item and no item was left unanswered. It took about 20 – 30 minutes for each respondent to complete the questionnaire.

10. Interpretation of Data
Based on 5-point Likert scale, the interpretation of the average score of the social skills as follows:
1.00 – 1.49 = very low
1.50 – 2.49 = low
2.50 – 3.49 = average
3.50 – 4.49 = high
4.50 – 5.00 = very high

11. significance level  = .05 was adopted.
The academic achievement indicated in with percentage, which was interpreted in accordance with the description prescribed by Kementerian Pendidikan Indonesia (Ministry of Education) as follows:
<69 = Poor
= Average
= Above Average
= Excellent
significance level  = .05 was adopted.
In order to determine whether or not there is a significant difference or correlation between variables, a significance level  = .05 was adopted.

12. RESULTS
Mean score of the student social skill was 3.56, which is categorized as high level in a 5-point Likert-scale.
Mean score of the student course grade was 92.35, which equals to grade A, meaning that the respondents were excellent students.
Mean score of the student social skill was 3.56, which is categorized as high level in a 5-point Likert-scale. It indicates that the students were good in social skills. The mean score of the student course grade was 92.35, which equals to grade A, meaning that the respondents were excellent students.

13. RESULTS Social skills based on gender t-test was utilized
p = 0.14 >  = 0.05, not significant
Nevertheless, both female and male students’ social skill are categorized as high level.
t-test was utilized so as to examine the difference between male and female students’ social skill and course grade. Output results of social skill analysis showed that the p = 0.14 that which is greater than  = 0.05, indicating there is no significant difference between female and male students’ social skills, even though the average score of female (M = ) is higher than male (M = ). Nevertheless, both female and male students’ social skill are categorized as high level, implying that both females and males students are good in social skills.

14. RESULTS Academic achievement, based on gender t-test was utilized
p = 0.00, indicating significant difference between female (M = 95.26) and male (M = 89.56) students’ course grade, implying that female students were significantly smarter than male students.

15. RESULTS Correlation between social skills and academic achievement.
Pearson bivariate correlation analysis was utilized
p = 0.85 >  = 0.05, indicating no significant correlation between social skills and academic achievement of the respondents.

16. DISCUSSION
The social skills and course grade of the students were both categorized in high level, indicating that the students had good social skills and excellent grade scores.
The students’ course grade was excellent, insignificantly associated with their high-level social skills.
Female students’ excellent course grade was significantly higher than that of male students.
Firstly, it may indicate that the university might have a conducive environment where the students can have opportunity to develop their social skills, wherein the students might have taken the most of, for example, the dormitory living, attending worship programs daily and extra-curricular activities available inside and outside campus