A COMPARATIVE RESEARCH BETWEEN EXTROVERT AND INTROVERT PERSONALITY ON SPEAKING ACHIEVEMENT
Speaking is a productive skill that can be immediately observed. The major goal of all English language teaching should be to provide learners with the ability to use English effectively and accurately to achieve better communication. However, some students still have difficulty in speaking, because of their different performance levels. They process information differently and there is a difference in personality (extrovert and introvert). This current research is to investigate whether there is a significant difference between introvert and extrovert students on their speaking achievement at Cambridge School of English. 23 students were selected as the sample and their personality type was determined by using Eysenck Personality Questionnaire and their speaking score from the speaking test. This research was quantitative approach; a non-experimental research design. The result of the research reveals that there is a different mean score between the extrovert and introvert students although the difference is slight, the mean score of the extrovert students is 74 and introvert students is 76.54. Meanwhile by collecting numerical data analyzed using SPSS 22, the result of the independent sample t-test shows that the t-table is higher than t-count (-1.360<t-table 1.721), therefore H0 is accepted and Ha is rejected. It means that there is no significant difference between extrovert and introvert students in speaking achievement.
Keywords:Comparative research, extrovert personality, introvert personality , speaking achievement
Brown, D. H. (2000). Principles of Language Earning & Teaching. (4th ed). New York: Longman.
Chen, W., et. al. (2011). A Preliminary Examination of the Relationships among Extroversion-Introversion Personality, Learning Strategies and English Proficiency. Department of Applied English Chaoyang University of Technology.
Child, I. L. (1968). Personality in Culture. In E. Borgatta & W. W Lambert (Eds.) Handbook of personality theory and research (pp.80-101). Chicago: Rand McNally.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in. Education (6th ed.). London, New York: Routllege Falmer. DOI: https://doi.org/10.4324/9780203029053
Eysenck, H. J. (1964). Manual of the Eysenck Personality Scales. London: Hodder & Stoughton. DOI: https://doi.org/10.1037/t02711-000
Jung, C. G. (1971). Psychological Types. In Adler G. & Hull R. (Eds.), Collected Works of C.G. Jung, Volume 6: Psychological Types (pp. 510-523). Princeton University Press.
Nadiyah. (2010). Comparative Analysis on Choleric Students and Melancholic Students Concerning Their English-Speaking Skill. Thesis. Department of English Education. Syafir Hidayatullah State Islamic University.
Naiman, N., Frohlich, M., & Todesco, A. (1978). The Good Language Learner. Toronto: Ontario Institute for Studies in Education.
Peterson, C. (1992). Personality. New York: Harcourt Brace Jovanich.
Swain, M. & Burnaby, B. (1976). Personality Characteristics and Second Language Learning in Young Children. Working Papers on Bilingualism, 11, 76-90. Access on June 10 2021.
Tuan, N. H. & Mai, T. N. (2015). Factors Affecting Students? Speaking Performance at LE Thanh Hien High School. Asian Journal of Educational Research, 3(2), pp. 8-23.
Vogel, K. & Vogel, S. (1986). L’interlangue et la personnalite de l’apprenant’ [Interlanguage and the personality of the learner]. IRAL. International Journal of Applied Linguistics, 24(1), 48–68.
Wright, D. & Taylor, A. (1970). Introducing Psychology. Harmondsworth: Penguin Books.
Wulandari, D. S. et. al. (2017) Extrovert and Introvert Students in Speaking Ability of English Department at IAIN Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.
How to Cite
Copyright (c) 2021 Intan Nur Ahmar, Sugiyanta
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright to the work and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0.