EXTROVERT AND INTROVERT STUDENTS IN SPEAKING PERFORMANCE AT MTS AL-MUJTAHADAH
BY
SASMITA PUTRI AYURA SIN. 11513203670
FACULTY OF EDUCATION AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H/2023 M
EXTROVERT AND INTROVERT STUDENTS IN SPEAKING PERFORMANCE AT MTS AL-MUJTAHADAH
By
SASMITA PUTRI AYURA SIN. 11513203670
Thesis
Submitted as partial fulfillment of Requirements For Bachelor Degree of English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H/2023 M
i
ii
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ACKNOWLEDGEMENT
In the name of Allah, the most Gracious and Merciful. All praise belongs to Allah Almighty, who has given the researcher guidance and blessing to accomplish the thesis entitled Extrovert and Introvert Students in Speaking Performance at MTs Al-Mujtahadah academic requirement to finish the bachelor degree. Shalawat and salam always be presented to the noble prophet Muhammad Shalallahu Alaihi Wassalam who has inspired and lightened many people up all around the world.
The researcher truly grateful also for the endless support, love, and care of her beloved parents (Taruno and Wakhidah Saputri). They are the reason for me to keep the spirit in completing my education. May Allah SWT always bestow grace, health, and blessings in the world and in the hereafter for the kindness that has been given to me.
The researcher also says deeply grateful for her little brother Dimas Akbar Tama and my grandparents (A. Dardiri and Sujir), who always given love, support, care and motivation from the beginning until completion. May Allah Ta’ala unite us till Jannah.
The deepest gratitude also goes to those who helped the researcher in finishing this thesis, among others:
1. Prof. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau, Prof. Dr. Hj. Helmiati., as Vice of Rector I, Dr. H.
Mas’ud Zein, M.Pd., as Vice of Rector II, Prof. Edi Erwan, S.Pt., M.Sc., Ph.D., as Vice of Rector III and all staff. Thanks for kindness and encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau, Dr. H. Zarkasih, M. Ag., the Vice Dean I, Dr. Zubaidah Amir, M.Z., M.Pd., the Vice Dean II, Dr. Amirah Diniaty, M.Pd. Kons., the Vice Dean III and all staff. Thanks for kindness and encouragement.
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3. Dr. Faurina Anastasia., S.S., M.Hum., the chairperson of Department of English Education for her guidance to the students in writing thesis.
4. Dr. Nur Aisyah Zulkifli M.Pd., the Secretary of English Education who has given me correction, suggestion, support, advice and guidance in finishing this thesis.
5. Rizky Gushendra, M.Ed., the researcher’s supervisor. Gratefully thank you for his correction, suggestion, support, advice, and guidance in completing this thesis.
6. Nelvia Ibrahim, M.Pd., the researcher’s academic supervisor. Gratefully thank you for her guidance in completing writer study in English Education Department.
7. All lecturers of English Education Department of State Islamic University of Sultan Syarif Kasim Riau, who have given knowledge, information, motivation, support, and help for the researcher during her study at English Education Department.
8. Rosmiati, S.Pd.I, the Headmaster of MTs Al-Mujtahadah and the English Teacher who have given time and place to the researcher to conduct this research. For all teachers and all staffs who helped during the completion of the data for the research. Also all students who helped the researcher to be the sample in this research.
9. My beloved beloved uncles M. Ilhamsyah, S.Pd.I., Lambang Setiawan, Subrantas, S.Pd.I., Lutfi Harowi, S.Kom.I and their wives a.k.a my beautiful aunts Fransisca Lestyaning Hapsari, S.Psi., M.Psi., Psikolog., Khairul Ummatin, Dewi Ratnasari, S.Pd., Nina Lia Gustina, SE. Thank you for always giving me support, motivation and being my mood boosters.
10. My beloved second family Dr. Suroto, M.A’s big family, especially his daughter Lilik Jauharotul Wastiyah, M.Pd and her husband Erik Martin, S.Pd.I who always given love, support, care from the beginning until completion.
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11. My beloved cousins Azka Gahara Zahin, Habsyi Alvaroo Zahin, Abiona Sharda Izza Azzahwa, Argasani Pradipta, Anindyra Bramastywi Nuha, Queensha Luina Asheeqa for being my mood booster because of their smartness and cuteness.
12. My beloved Rayzan’s family Tina, S.Sos., Novika Losari, S.Pd., Nadya Adnez Febrianti, S.Pd and Sonia Ros Anggraini who always helping me and being my good listeners
13. Special thanks to my dearest friend Novi Kurnia Wahyu, Nanda Septiana Ayu, Delis Rahayu, S.Pd., Tuti Aulia, S.Pd., Ayu Harnita, S.Pd., Melza Fitriyani, S.Pd., Kurnia Wahyu Ningsih, S.Pd., Dista Aditya Putra, S.Pd., Darma Yunita Sari, S.Pd, Yunita Khoirima Utami, S.Pd., Cindy Nisa Aruni Kandau, S.Pd., and all members of A class in EED’15 who always support and help me to finish the research.
14. For all people who have prayed and helped the researcher to finish her study, thank you for you all.
The perfection only belongs to Allah. Therefore critics, comment and suggestion are really appreciated to improve the thesis. May Allah Almighty, the Lord of universe bless us all. Aamiin.
Pekanbaru, January 20th 2022.
The researcher
Sasmita Putri Ayura SIN. 11513203670
vi ABSTRACT
Sasmita Putri Ayura (2022): Extrovert and Introvert Students in Speaking Performance at MTs Al-Mujtahadah
The purpose of this research is to know whether any significant difference between the extrovert and the introvert students’ in their speaking performance at eighth Grade students at MTs Al-Mujtahadah. This research used quantitative approach and the type of this research was a comparative. There were 43 students as samples chosen by using total sampling technique. In collecting the data, the researcher distributed the questionnaire to the respondents to determine the extrovert and introvert students, which consisted of 30 item statements that was constructed based on the indicators of extrovert and introvert and the questions adopted from Eysenck Personality Questionnaire. Then, the researcher used oral test to know students’ speaking performance. The researcher used descriptive statistics through SPSS 23.00 version to analyze the data. The result of this research showed the sig. (2-tailed) was 0.010. If sig (2-tailed) < 0.05 then Ha is accepted, it means there is a significant difference between two groups.
Meanwhile if sig (2-tailed) > 0.05 then H0 is accepted, it means there is no significant difference between two groups. Based on the table IV.43, it can be seen that the sig (2-tailed) 0.010 < 0.05. It indicates Ha is accepted and H0 is rejected. So, it could be concluded that “There is a significant difference between extrovert and introvert students in speaking performance at MTs Al-Mujtahadah”.
vii ABSTRAK
Sasmita Putri Ayura (2022): Siswa Ekstrovert dan Introvert dalam Penampilan Berbicara di MTs Al- Mujtahadah
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan antara siswa ekstrovert dan introvert dalam penampilan berbicara siswa pada kelas VIII MTs Al-Mujtahadah. Penelitian ini menggunakan pendekatan kuantitatif dan jenis penelitian ini adalah komparatif. Terdapat 43 siswa sebagai sampel yang dipilih dengan menggunakan teknik total sampling. Dalam mengumpulkan data, peneliti membagikan kuesioner kepada responden untuk menentukan siswa ekstrovert dan introvert, yang terdiri dari 30 item pernyataan yang disusun berdasarkan indikator ekstrovert dan introvert dan pertanyaan diadopsi dari Eysenck Personality Questionnaire. Kemudian, peneliti menggunakan tes lisan ntuk mengetahui penampilan berbicara siswa. Peneliti menggunakan statistik deskriptif melalui SPSS versi 23.00 untuk menganalisa data. Hasil dari penelitian ini menunjukkan sig. (2-tailed) adalah 0.010. Jika sig (2-tailed) < 0.05 maka Ha diterima, itu berarti ada perbedaan yang signifikan antara dua grup. Sedangkan jika sig (2-tailed) > 0.05 maka H0 diterima, itu berarti tidak ada perbedaan yang signifikan antara dua grup. Berdasarkan tabel IV.43, dapat di ketahui bahwa sig (2-tailed) 0.010 < 0.05. itu menunjukkan Ha diterima dan H0 ditolak. Sehingga dapat disimpulkan bahwa “Ada perbedaan yang signifikan antara siswa ekstrovert dan introvert dalam penampilan berbicara di MTs Al-Mujtahadah”.
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صخلم
ارويأ يرتوب اتيسماس
، ( 2022 :)
ذيملاتلا في ملاكلا ءادأ في نويئاوطنلااو نوحتفنلما
ةيملاسلإا ةطسوتلما ةدهتلمجا ةسردم
قرف كانه ناك اذإ ام ةفرعم ثحبلا اذه نم ضرغلا ماه
ينحتفنلما ذيملاتلا ينب
في ملاكلا ءادأ في ينيئاوطنلااو ةدهتلمجا ةسردم
ةطسوتلما ةيملاسلإا
. ي اذه مدختس
ثحبلا الاخدم
كانه .نراقم ثحبلا نم عونلا اذهو اايمك 34
اذيملت مهرايتخا تم ةنيعك
ا تانيعلا ذخأ ةينقت مادختسبا .ةيلاجملإ
في ماق ،تناايبلا عجم ت
ثحابلا ة عيزوتب
لاا ناايبتس ت نم نوكتت تيلاو ،ينيئاوطنلااو ينحتفنلما ذيملاتلا ديدحتل ينبيجتسلما ىلع
43 رصنع ةيئاوطناو ةحتفنم تارشؤم ىلع اءانب اهعيمتج تم ا
، و لأا تم ةللس اهذخأ
نم
ةيصخش نايبتسا لا
كنيسي
(Eysenck)
و
.ةثحابلا تمدختسا لاا
رابتخ لا ءادأ ةفرعلم يهفش
في ذيملاتلا ملاكلا
تناايبلا ليلحتل .
، مدختسا ت
ثحابلا ة جمنارب برع يفصولا ءاصحلإا
ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا 04.33
ثحبلا اذه جئاتن رهظت . ةيهملأا
( ةيئانث
ليذلا ) 3.3.3 تناك اذإ .
ةيهملأا (
ليذلا ةيئانث )
نم رغصأ 3.30
لوبق متيسف ،
ااقرف كانه نأ نيعي اذهف ،ةليدبلا ةيضرفلا ااماه
اذإ ،هسفن تقولا فيو .ينتعوملمجا ينب
تناك ةيهملأا ( ليذلا ةيئانث )
نم بركأ 3.30
ةيضرفلا لوبق متيسف ، ةيئدبلما
نيعي اذهف ،
مدع قرف لودلجا لىإ اادانتسا .ينتعوملمجا ينب ماه
3.34 نأ ةظحلام نكيم ، ةيهملأا
( ليذلا ةيئانث )
نم رغصأ 3.30
ةيضرفلا ضفرو ةليدبلا ةيضرفلا لوبق ىلع لدي اذه .
قرف كانه" نأ جاتنتسلاا نكيم كلذل .ةيئدبلما ا
ها ام ينيئاوطنلااو ينحتفنلما ذيملاتلا ينب
في ملاكلا ءادأ في ةدهتلمجا ةسردم
ةطسوتلما ةيملاسلإا
."
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LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صخلم
... viiiLIST OF CONTENTS ... ix
LIST OF TABLE... xii
LIST OF APPENDICES... xv
CHAPTER 1 INTRODUCTION ... 1
A. Background of the Problem ... 1
B. The Problem ... 4
1. Identification of the Problem ... 4
2. Limitation of the Problem... 5
3. Formulation of the Problem ... 5
C. The Objective and the Significance of the Research ... 6
1. Objectives of the Research ... 6
2. Significance of the Research ... 6
D. The Definition of the Terms ... 7
1. Speaking ... 7
2. Extrovert ... 7
3. Introvert ... 8
4. Performance ... 8
CHAPTER II LITERATURE REVIEW ... 10
A. The Theoretical Framework ... 10
1. The Nature of Speaking ... 10
2. Extrovert and Introvert ... 17
3. Personality in Learning Speaking (Extrovert and Introvert) ... 23
B. Relevant Research ... 26
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C. Operational Concept... 28
D. The Assumption and Hypothesis of the Research... 29
1. The Assumption ... 29
2. The Hypothesis ... 30
CHAPTER III RESEARCH METHOD ... 31
A. Method of the Research ... 32
B. Time and Location of The Research ... 32
C. Subject and Object of The Research ... 32
1. Subject of The Research ... 32
2. The Object of The Research ... 32
D. Population and Sample of the Research ... 32
1. The Population of the Research ... 32
2. The Sample of the Research ... 32
E. Technique of Collecting the Data ... 33
1. Questionnaire ... 33
2. Test ... 38
F. Validity and Reliability of The Instrument ... 40
1. Validity ... 40
2. Reliability ... 42
G. Technique of Analyzing Data ... 46
CHAPTER IV RESULT AND DISCUSSION ... 48
A. Result... 48
1. Result of Extrovert and Introvert Students’ Questionnaires ... 48
2. Result of Extrovert Students’ Speaking Performance ... 67
3. Result of Introvert Students’ Speaking Performance ... 69
4. Result of the Difference between Extrovet and Introvet Students’ Speaking Performance ... 72
B. Discussion ... 75
CHAPTER V CONCLUSION AND SUGGESTION ... 78
xi
A. Conclusion... 78 B. Suggestion ... 79 REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLE
Table II. 1 Cognitive Patterning of Extraversion and Introversion ... 22
Table III. 1 The Total of Population ... 33
Table III. 2 The Criteria of Eysenck Personality Quetionnaire ... 34
Table III. 3 The Blueprint of the Questionnaires ... 36
Table III. 4 The Rubric of Speaking ... 39
Table III. 5 Range of the Score ... 40
Table III. 6 Validity of Extrovert and Introvert Questionnaire ... 41
Table III. 7 The Level of Acceptable Reliability ... 43
Table III. 8 The Reliability Statistic ... 43
Table III. 9 The Level of Reliability ... 44
Table III. 10 Correlations Statistic ... 44
Table IV. 1 I often take on more activities than I have time for ... 49
Table IV. 2 I have many different hobbies ... 49
Table IV. 3 I like plenty of bustle and excitement around my self ... 50
Table IV. 4 I am a talkative person ... 50
Table IV. 5 I usually let myself go and enjoy the moment at a lively party or gathering ... 51
Table IV. 6 I enjoy meeting new people ... 51
Table IV. 7 I usually take initiative in making new friends... 52
Table IV. 8 I can easily get some life into rather dull party ... 52
Table IV. 9 I call myself happy-go-lucky ... 53
Table IV. 10 I am a person who brave to take risks ... 53
Table IV. 11 I like doing something challenge ... 54
Table IV. 12 I often make decision on the spur of the moment ... 54
Table IV. 13 Sometimes people say that i act too rashly ... 55
Table IV. 14 I am a person who anger quickly ... 55
Table IV. 15 I like work that involves action rather than profound thought and study ... 56
Table IV. 16 I often forget little things that i am supposed to do ... 57
xiii
Table IV. 17 I am inclined to be slow and careful in my action ... 57
Table IV. 18 I usually move about at a leisurely pace ... 58
Table IV. 19 I prefer to have few special friends ... 58
Table IV. 20 I am mostly quite when I am with other people ... 59
Table IV. 21 I tend to keep in the background on social occasions... 59
Table IV. 22 I am rather careful in new situation ... 60
Table IV. 23 I usually stop think things over before I speak ... 60
Table IV. 24 I like planning things well ahead of time ... 61
Table IV. 25 My temper is well controlled ... 61
Table IV. 26 When I am angry with someone, I wait until I cooled off before tackling him or her about the incident ... 62
Table IV. 27 I like to have time to be alone with my thoughts ... 62
Table IV. 28 I often spend an evening with reading a book ... 63
Table IV. 29 I usually on time for task in my school ... 63
Table IV. 30 If I say I will do something I always keep my promise ... 64
Table IV. 31 The Result of Questionnaire ... 65
Table IV. 32 The Distribution of the Students’ Personality Questionnaire Score ... 66
Table IV. 33 Percentage of Students’ Personality Questionnaire Score ... 66
Table IV. 34 Speaking Performance Score of Extrovert Students ... 67
Table IV. 35 Frequency Distribution of Speaking Performance Score of Extrovert Students ... 68
Table IV. 36 The Frequency and Percentage of Speaking Performance Score of Extrovert Students ... 69
Table IV. 37 Speaking Performance Score of Introvert Students ... 70
Table IV. 38 Frequency Distribution of Speaking Performance Score of Introvert Students ... 70
Table IV. 39 The Frequency and Percentage of Speaking Performance Score of Introvert Students ... 71
Table IV. 40 The Descriptive Statistic of Extroverts Speaking Performance 72 Table IV. 41 The Descriptive Statistic of Introverts Speaking Performance 73
xiv
Table IV. 42 The Test of Normality of Extrovert and Introvert Speaking Score ... 75 Table IV. 43 The result of Independent Sample t-test ... 75
xv
LIST OF APPENDICES
Appendix 1 Instruments of the Research Appendix 2 Recommendation Letters Appendix 3 Documentation
1
CHAPTER 1 INTRODUCTION
A. Background of the Problem
Indonesia as one of the developing countries has also set its educational curriculum to include English as a foreign language which is studied from Elementary School up to the university level. Being successful students are not easy, this fact can be seen mostly at the eighth grade students of MTs Al-Mujtahadah, although they have been studying English for more than a year, but some of students still unable to use English in interacting with their teacher in the classroom. In this research, the researchers focus on the difference in students’ personality types. Speaking is important for them to practice their capability and their understanding, how to send idea, and how to spell word well, in this case the students’ motivation and interest are very needed to make the process of their understanding more easily.
Moreover, according to Bailey and Savage (1994 in Murcia, 2001) speaking is an activity requiring the integration of many systems. all these factors combine to make speaking a second or foreign language learner, yet for many people , Speaking is seen as the central skill. Speaking performance is oral communication that requires the ability to use the language appropriately in social interaction not only verbal communication but also uses gesture, body language, and expression (Misti, 2018).
Unlike reading or writing, speaking happens in real time, usually person you are talking to is waiting for you to speak right then (Bailey in
Nunan, 2003). However, the speaking performance of every person will be different. In other words, speaking is an ability to produce language orally to communicate to each other which involves many aspects in speaking performance. Therefore, having a good skill in speaking is needed to get a good speaking performance.
Related to this, there are several factors influence speaking performance such as age, environment, social-cultural factors, aural medium, and personality. Among the factors which have much the student is personality (Samand, 2019). Personality is everything characteristics which can affect characteristic especially the way of thinking, feeling even behaving of someone. Personality is the supreme realization of the innate idiosyncrasy of a living being and according to the attitude of individuals, there are extrovert and introvert groups of students (Schustack, 2008).
There is also a different learning style such as introvert students prefer to study alone while extroverts prefer to participate and study in a group (Clarry, 2015). Based on the explanation above, the extrovert personality can be better in speaking because get more input is quite easy for students. On the other hand, the introvert personality may also have the possibility to be better in speaking because introvert will think deeper before trying to speak a lot so the performance is better inaccuracy.
Extroverts are more influenced by their surroundings than by their inner world (Chen, May 2015). Typical extroverts are generally depicted as sociable, like parties, have some friends, need a person to talk to, and do not
like studying by him (Suryabrata, 2008). This means that Extrovert are sociable, easy-going, prefer outdoor activities, or participating in various social. An introvert is a preference to focus on the world inside the self.
An introvert is a preference to focus on the world inside the self (L.R.
Gay, 2012). Introvert prefer to spend time in small groups, or one-on-one, and usually like to get to know new people more slowly, but they are just social in different ways (Al, March 2016). Related to this, the objective of the research is The Students' Extrovert and Introvert Personality toward Speaking Performance.
In order to find out whether the extrovert students are better or not in performance than introvert students, the researcher chose MTs Al-Mujtahadah as the place for conducting this research. MTs Al-Mujtahadah is one of Islamic Junior high schools in Pekanbaru. In MTs Al-Mujtahadah English is served as a compulsory subject that is taught twice a week, with 2x40 minutes for each meeting which means 160 minutes in a week. English is taught by having a guide to 2013 curriculum.
Based on researcher’s preliminary research at the school on Thursday 16th September 2021, the researcher interviewed the English teacher to know how the difference between students’ speaking performance and their personality is, as a result, the students who are talkative and outgoing in communication are better than others. Likewise, Todesco et al (1978) believe that the extroverts who are sociable and open to other people are more successful in learning languages than introverts. Setiawan (2022) also stated
that extrovert students are better than introvert students in speaking. They are willing to express their opinion and enthusiastic to learn in group discussions.
It means that the extrovert students can achieve better performance than the introvert students. This event piques the researcher’s interest in the students’
personality and their speaking performance. Based on preliminary research done by the researcher, there were several problems that students faced in speaking performance. Generally, it can be seen in the symptoms below:
1. Some of the students were enthusiastic (hyperactive) delivering a speech in front of the classroom.
2. Some of the students were willing and easy to express their opinion.
3. Some of the students were shy to express their opinion
4. Some of the students were nervous while delivering a speech in front of the classroom.
5. Some of the students were not confident while delivering a speech in front of the classroom
Based on the background above, the researcher is interested in conducting a research entitled “Extrovert and Introvert Students in Speaking Performance at MTs Al-Mujtahadah”.
B. The Problem
1. Identification of the Problem
Based on the background of the problem and several phenomena the researcher had found, the researcher identified the problems as follows:
a. What were the causes that some of the students were enthusiastic delivering a speech in front of the classroom?
b. What were the causes that some of the students were willing and easy to express their opinion?
c. What were the causes that some of the students were shy to express their opinion?
d. What were the causes that some of the students were nervous while delivering a speech in front of the classroom?
e. What were the causes that some of the students were not confident while delivering a speech in front of the classroom?
2. Limitation of the Problem
Based on the identification of the problems above, there are several problems involving in this research. The researcher needs to limit and focus on extrovert and introvert students in speaking performance at MTs Al-Mujtahadah.
3. Formulation of the Problem
The problems in this research can be formulated into the research questions below:
a. How is extrovert students’ speaking performance at MTs Al- Mujtahadah?
b. How is introvert students’ speaking performance at MTs Al- Mujtahadah?
c. Is there any significant difference between the extrovert and the introvert students’ in their speaking performance at eighth Grade students at MTs Al-Mujtahadah?
C. The Objective and the Significance of the Research 1. Objectives of the Research
Based on formulation of the problem above, this research is going to reach the following objectives:
a. To know how the extrovert students’ speaking performance at MTs Al- Mujtahadah is.
b. To know how introvert students’ speaking performance at MTs Al- Mujtahadah is.
c. To know whether any significant difference between the extrovert and the introvert students’ in their speaking performance at eighth Grade students at MTs Al-Mujtahadah
2. Significance of the Research
a. Hopefully, this research is able to benefit the researcher as a novice researcher, especially in learning how to conduct the research.
b. This research findings are also expected to be useful and valuable especially for students and teachers of English at at MTs Al- Mujtahadah to be consideration for their future learning process.
c. Besides, this research findings are also expected to be positive and valuable information, especially for those who are concerned in the world of teaching and learning English as a foreign/second language.
d. Finally, this research findings are also expected to be the practical and theoretical information to development of theories on language teaching.
D. The Definition of the Terms
In order to avoid misunderstanding and misinterpretation toward the terms used in this research, the writer defines them as follow:
1. Speaking
According to Brown (2000), speaking is an interactive process of constructing the meaning that involves producing, receiving, and processing information. Richards and Smith (2002) state that speaking is the ability to talk to someone related to something you want to talk about using our voice aids to produce words in a particular language to express ideas or opinions, feelings, our thoughts and beliefs about a person or group. Meanwhile Bailey and Savage (1994 in murcia, 2001) state that speaking is an activity requiring the integration of many systems. In other words, speaking is an ability to talk to others using our voice to express idea, opinion or feeling.
2. Extrovert
According to Jung, quoted in Sharp (1987) he mentions that extroverts are characterized by attraction to an external object, responsiveness, and ready acceptance of external events…. Extroverts are more influenced by their surroundings than by their inner world (Chen, May 2015). The extrovert personality can be more characterized by a
friendly, honest, and accommodating, easy-going nature adapted in new situations and new environments. They like to travel, meet new people, see new things, are friendly, and like to travel in crowded places and others that are associated with crowds. In other words, extrovert means a person more interested in what is happening around him than in his own thought and emotion.
3. Introvert
According to Jung Cited in Panth et al (2015). He describes introverts as a category of attitudes characterized by orientation in life through subjective physical content. That is, introverts focus on one's inner activities. In addition, introverts are individuals who hold all events from the outside, and do not like too broad associations. According to Brown (2000), introvert is a person who derives a sense of wholeness fulfillment apart from a reflection of the self from other people. In other words, introvert is a person who is more interested in his own thought and feeling than in things outside himself.
4. Performance
Richard and Schmidt (2010) say that, performance is a person’s actual use of language. A difference is made between a person’s knowledge of a language (competence) and how a person uses this knowledge in producing and understanding sentences performance.
Meanwhile De Kort & Leerdam as cited in Hemerka (2009) performance, denotes the production of actual utterances as a result of certain
psychological processes. It means performance is act to conveying knowledge and producing sentences to listeners.
10 CHAPTER II
LITERATURE REVIEW
A. The Theoretical Framework 1. The Nature of Speaking
One of the competencies that have to be mastered by using English learners is speaking, not only fluently but understanding the context, as Carter and Nunan (2001) state that, to function in another language is generally characterized in term of being able to speak that language. To know the progress of language learning, speaking ability is an important key. Harmer (2001) states that, to speak fluently is not only knowledge of language features, but also the ability to process information and language ’on the spot’. Inside the description above, it means that it is very important with the intention to understand the context of the conversation which aims to obtain and provide information, change ideas, and convince the others to talk approximately something.
Speaking is something this is always achieved every day and whatever the conditions we constantly start by speaking, beginning from giving orders, requesting something, explaining something, it is all part of speaking. Speaking is used for a variety of activities, which each needs a different skill. Furthermore the capability of speaking skill is a very complicated factor, because it is a top priority for foreign language learners in mastering speaking skills. Before doing speaking performances students have to practice to be able to increase their speaking skills and
linguistic structure to get the right language method. Because in speaking performances students will deliver their ideas or opinions to the audience, students have to convey them correctly so that there is no miscommunication in the context to be delivered.
One of the macro capabilities of teaching and learning English is speaking. There had been many speaking concepts provided through experts regarding language teaching and learning. According to Nunan (1991) Speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. Moreover, Brown (2001) states that in defining the concept of speaking as an interactive process of building meaning which also requires being able to create, receive and process information.
a. The Nature of Performance
Richard and Schmidt (2010) say that, performance is a person’s actual use of language. A difference is made between a person’s knowledge of a language (competence) and how a person uses this knowledge in producing and understanding sentences (performance).
Inside the scope of English, performance is an activity that leads to effective, systemic, and dynamic communication. According to Brown, the activities in English classroom can be divided into 5 types, such as; imitative, intensive, responsive, interactive, and extensive (monologue).
Chomsky in Carlson (2004) represents that performance is the specific of knowledge in speech situation. The knowledge in Chomsky’s theory can be categorized as grammar and language itself.
Most of people think that correct grammar in speaking is one of the stressing tasks.
According to Richard and Schmidt (2010) a person’s actual use of language called as performance. It is concerned with a people's knowledge of a language and how the language is used in the production of sentences. In English class, one of the activities carried out is speaking performance. The activity is to indicate that there is an oral communication activity. It can be concluded that speaking performance is not only a matter of verbal communication but also involve the usage of language effectively and completely, including expressions and body language.
b. Types of Speaking Performance
According to Brown (2001), there are 5 basic types of classroom speaking performance, they are:
1) Imitative
The main parameters that will be examined and assessed are competencies in imitating a word, phrase, and sentence pronunciation. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
2) Intensive
Intensive speaking can be self-started or can even be part of some smaller work activity, in which the learner is "going through"
certain language forms and is usually also designed to practice some phonological and grammatical aspects of the language.
3) Responsive
A good deal of student speech in the classroom is responsive:
short replies to teacher or student initiated questions or comments Commonly like questions and answers regarding light greetings, orders, opinions and requests.
4) Interactive (Dialogue)
Interactive speaking is similar to responsive, one of the variations among them is the weight and complexity of the interactions which often consist of multiple exchanges of information among students. There are two kinds of interaction, specifically transactional language which is used to trade information through conversation, while interpersonal refers to retaining social relations instead of exploring information.
5) Extensive (Monologues)
Subsequently, it comes to the discussion of extensive oral production such as speeches, telling stories, singing and even poetry. In this case, the style of language is usually adapted to certain conditions, sometimes there is a formal one and it can also be
informal.
In conclusion, teachers can practice the activities described above to further color the classroom atmosphere in growing and encouraging motivation to speak English fluently and correctly.
c. Aspects of Speaking Performance
In life, speaking turns into one of the most crucial parts to be mastered, due to the fact through speaking we can easily understand or explain what is meant. After studying English in language classes inside the previous few years, students are predicted to be suitable in speaking performance because they had experience and have completed a lot of practice while studying it in language classes.
However it is undeniable that there are some elements of speaking performance that are hard and they have not yet accomplished when studying it in language classes, so they have not been capable to show it optimally. Hughes (2005) states that accuracy, grammar, vocabulary, fluency, and comprehension are the aspects in speaking. Brown and Abeywickrama (2019) said about aspects in speaking, it includes pronunciation, fluency, vocabulary, grammar, and comprehensibility.
Thornbury (2005) states that grammar, vocabulary, pronunciation, speech act knowledge, and discourse knowledge are the aspects in speaking. Nunan (2015) states that fluency, accuracy, grammar, complexity, and pronunciation. The conclusion of aspects of speaking performance included:
6) Accuracy
According to Nunan (2015), accuracy refers to the extent to which the learners’ speech is grammatically acceptable, with clear, intelligible pronunciation and appropriate choice of vocabulary.
Based on the definition of accuracy above, the standard of accuracy is when the other person understands exactly what we are saying.
7) Fluency
Nunan (2015) States that fluency is the extent to which the learner can speak at an acceptable speed with few false starts and hesitations. Thornbury state research into listener’s perception suggests that pausing is one of the factors of fluency. Furthermore, Thornbury (2005) states that individuals are considered fluent speakers if they have the following characteristics:
a) Pauses may be long but not frequent b) Pauses are usually filled
c) Pauses occur at meaningful transition points
d) There are long runs of syllables and words between pauses.
Based on the two definitions above concerning fluency, a person can be stated to be fluent in speaking when he rarely pauses and makes a few word errors.
8) Pronunciation
According to Thornbury (2005), pronunciation refers to the student’s ability to produce comprehensible utterances to fulfill the
task requirements. Provides more issues related to pronunciation.
Harmer (2001) states pitch, intonation, individual sounds, sounds and spelling, and stress. Based on the two conclusions above, the pronunciation standard is when capable to say a word correctly including tone, intonation, spelling, which can be understood in the equal context.
9) Grammar
According to Brown (2001), Grammatical rules provide an accurate translation of text, or supply a grammatically accurate word. In terms of context, a speaker should consider the following:
a) Who the speaker is.
b) Who the audience is.
c) Where the communication takes place.
d) What communication takes place before and after a sentence in question?
e) Implied versus Literal Meaning.
f) Styles and registers.
g) The alternative forms among which a produce can choose.
Based on the definition of grammatical rules, the function of grammatical rules it is to provide correct meaning consistent with the context, so that there is no miscommunication.
10) Vocabulary
Thornbury (2005) suggests three usual things used by speakers in
what they are being said:
a) When people speak, they use a large number of words and expressions to convey their attitude (stance) toward what is being said.
b) Speakers typically use words and expressions to convey positive and negative assessment since much of speech has an interpersonal function, and by recognizing what people like and dislike, they can show unity.
c) A speech would often typically use deictic language, which refers to words and expressions that refer to the location, time, and participants in an intermediate or more distant context.
Based at the information above, vocabulary is also an important part, because mastering or increasing vocabulary will make it easier for a person to express something consistent with their desires.
2. Extrovert and Introvert
Personality style is an interesting variable to analyze, because every personality style has its own uniqueness. Personality styles also have an important role in learning a second language, the most popular personality styles are extrovert and introvert. Zhang (2008) states that, extrovert and introvert are two characterizations of how one relates to the outside world.
Extrovert means a person more interested in what is happening around him than in his own thoughts and emotions. It can be stated that extroverts commonly connect with the world through direct touch with other people
around them, even though sharing experiences with each other. They prefer do it than judging themselves. On the opposite, He also states, that introvert is a person who is more interested in his own thoughts and feelings than in things outside himself, and is often shy and unwilling to speak or join in activities with others. It can be stated, an introvert prefers to be in a (comfort zone), where they feel absolutely independent of themselves.
a. Extrovert
According to Erton (2010) an extrovert is a person who has a tendency to focus on the outer world of people and events. A person with an extroverted personality commonly would not really like to spend their time reading books, they are prefer to spend their time talking with other people, hanging out with many people, because basically an extrovert is friendly and easy sociable. An extrovert has many friends because of their friendly and sociable nature, they are not awkward when beginning a conversation despite new people, and they are people who think after talking. An extrovert also likes an active and enthusiastic lifestyle, they are also frequently missing for happiness.
The hallmark of extroverts is commonly an easygoing person who always feels optimistic about what they are doing, even though sometimes they are careless. They are also generally people who easily exchange their moods and for this requires encouragement from their
environment. Except that, extroverts are always enthusiastic when discussing with many people, they also like the activities that occur around them for use as chat material rather than focusing on themselves.
Extroverts are individuals who like and easy to work with other people, they like to discuss in a group, because of their good nature in interactive and enthusiastic in a group also typically an extrovert will be appointed as a leader because they are considered to have good interpersonal intelligence and can communicate well with a purpose to maintain the quality in the group.
b. Introvert
According to Zhang (2008), an introvert is a person who is more interested in his or her own thoughts and feelings than in things outside himself. People with introverted personalities are naturally quiet and very introspective, it is because they do not feel comfortable being the center of attention. Introverts also have fairly good intrapersonal intelligence, although not as good as extroverts. In contrast to extroverts, introverts are more comfortable with themselves, focus on enhancing their personal abilties, rather than having to share with other people, especially new people (they are very refuse). They are also typical people who do not really care about what is going on around them, in fact they frequently feel lazy and can be very tired if they attend a party or event. However, they will be very passionate while
studying or reading books alone even for a long time, and introverts are people who prefer to plan in advance before doing something.
On the other hand, introverts are dependable people rather than careless extroverts, because commonly introverts are very serious and have a high feel of obligation for what they do. They are also consistent in maintaining their moods and they are also passive people.
Frequently introverts feel pessimistic, fearful, and ashamed of themselves in society. An introvert is different from the term shy, introverts only feel uncomfortable while with other people because they have to adjust, it does not mean avoiding social interactions, and it is just that they do not feel free. Introverts could be very passionate while doing something related to themselves including reading, writing, watching movies, and many others. In different words, an introvert can absolutely interact socially with other people, it just requires mental readiness to adjust to other people which include emotions, desires, and behavior.
c. Characteristics of Extrovert and Introvert
To further understand about the extraversion-introversion personality, Brown (2000) gave the definition it as follows:
Extroversion is the extent to which a person has a deep- seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. Extroverts actually need other people in order to feel “good”. Introversion, on the other hand, is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people.
Contrary to our stereotypes, introverts can have an inner strength
of character that extroverts do not have.
Furthermore, Dornyei (2005) states that, extroverts are sociable, gregarious, active, assertive, passionate, and talkative while introverts are passive, quiet, reserved, withdrawn, sober, aloof, and restrained. In other words, both extroverts and introverts have their advantages and disadvantages. Extroverts are more dominant and take fewer pauses when speaking, while introverts are higher at speaking in formal situations and superior with grammar rules than extrovert’s language.
According to Eysenck and Eysenck as cited in Matthew (2009), extrovert and introvert can be better in performance depending on a whole range of task and contextual variables. Sometimes extroverts do better and sometimes introverts.
Adopted from Matthew (2009) state, cognitive patterning of extraversion– introversion effects on performance is below:
Table II. 1
Cognitive Patterning of Extraversion and Introversion Cognitive Example
Function Study
Task Result
Extroverts (Es) Are better at…
Divided attention
Eysenck Eysenck (1979) &
Strenberg memory Search
Es better at divided Attention Short-term
memory
Mangan hookway (1988) &
Free recall of video
sequences
Es better at immediate recall Retrieval
from semantic Memory
Eysenck (1974)
Retrieve semantic category Instances
Es faster t retrieving low dominance Speech
production
Dewaele Furnham (2000) &
Learning a second language
Es more fluent in speech production Introverts
better at…
(Is) are Visual vigilance
Harkins
&
geen (1975)
Detection of line stimulus
Is show higher
detection rate Long-term
memory
Howarth Eysenck (1968) &
Paired Associate learning
Is better aat delayed recall Problem
solving
Kumar
&
Kapila (1987)
Five insightful problem- solving tasks
Is faster and more accurate
The table above describes the assignment dependence of extraversion and introversion on its performance, which has been examined by many research. According to Eysenck in Matthew (2009), extroverts tend to show superior performance to introverts on some tasks, particularly relatively demanding tasks requiring divided attention, resistance to distraction or resistance to interference. As an
example, a person with an extrovert personality would not disturbed by music, while introverts feel very disturbed by music, especially loud music that hinders their performance. Extroverts also have a primacy at short-term memory tasks, and they can do very well. it is supported because an extrovert also has good social abilities and tends to be fluent in processing conversations they can do it effectively in constructive verbal conversation.
d. Identifying Extrovert and Introvert Students
Currently there is extrovert and introvert psychological theories introduced by the psychology community, there are many theories utilized in measuring personality levels. In this research, researchers used the from Eysenck Personality Questionnaire (EPQ) to classify students who were extrovert and introvert.
This research is a quantitative study which is focused on a comparative study between extrovert and introvert students on speaking performance at eighth grade MTS Al-Mujtahadah . This research consists of two variables, in which extrovert and introvert personality are independent variable (X) while students’ speaking performance at eighth grade MTs Al-Mujtahadah is dependent variable (Y).
3. Personality in Learning Speaking (Extrovert and Introvert)
Friedman & Schustack (2016) are two specialists who define the term personality, psychology has a subfield called personality. Personality
is a trait of an individual that separates us from others by our relatively consistent behaviour. Furthermore, Parkinson (2004) defined Personality as the characteristic way in which someone responds to situations, or their preferred way of behaving towards particular circumstances and other people. According to him, personality forms a person as an individual it gives a prediction of what they will do in facing any situations. It is permanent and does not change over time.
There are many types of personality, two of them are extrovert and introvert. Introverted and extroverted students’ performance in language learning, particularly speaking abilities, is explained by psycholinguistics (Purba, 2018). First, the extrovert person often open minded, talkative, expressive, and risk-taker (Parkinson, 2004). They prefer to working with a lot of people rather than solitary.
Extroverts are more outgoing and willing to share their thoughts.
They are energetic, sociable, laid-back, talkative, aggressive, and risk- taker (Sinurat, 2018). In class, the extroverted students are talkative and active, also extrovert students are more enjoyed in speaking activities.
Rahayu (2020) who also conducted a study in the same field found that extrovert students are favor in terms of speaking.
Second, introverts are more closed off and prefer to keep to themselves. Sinurat (2018) also said that they are quiet, shy reserved, and introspective, and they rarely engage in violent behaviour. They are passive students in the classroom. Introverts is calm and quite. They prefer
to work many things personally rather than cooperative with other people.
Introvert also full planned person.
Related to the activity in speaking class, the introvert students really comfort if the lecturer increases more interaction between students, because actually they really need it and it will be important for introvert students to upgrade their speaking ability (Hakim, 2015). Hakim also found that the introvert students were really like more activity than theory in speaking subject.
Furthermore, the introvert students are characteristic that more comfortable in activities are listening, writing or reading, but they were not enjoyed speaking up in class (Rahayu, 2020). In addition, Septianah et al (2019) explained that extrovert and introvert student have their difference ways of deliver the speech. The introvert may ecounter difficulty with speak quickly without allowing time for mental processing meanwhile the extrovert need to talk to work out their ideas. The stereotypes that stated the extrovert has the better speaking performance than introvert student student is not true. Introvert student might have same or even better speaking performance than extrovert students. It all depends on some influenced factor in learning such as motivation, confidence and etc.
To sum up the explanation above, the ability of students’ extrovert and introvert in learning speaking is different. Brown (2015) also noted that a student's personality influences their speaking ability.
B. Relevant Research
Reviewing some previous researches conducted by other researchers is intended to keep the originality of previous research. According to Syafi’I (2018), in relevant research, the researcher is required to observe some previous research conducted by other researchers in which they are relevant to our research itself. Besides, we have to analyze what the point that is focused on informs the design, finding and conclusion of the previous research, as in the following:
1. A research conducted by Rofi’I (2017) entitle “A Comparative Analysis on Extrovert and Introvert Students toward Their Speaking Skill”. This research used comparative analysis design. This research was an attempt to examine about the extrovert and the introvert students‟ speaking skill at the eleventh grade of Senior High School. The data were analyzed by using t-test formula to investigate whether there are significant difference result between the extrovert and the introvert students in their speaking skill. The result of the calculation shows that there is no different result between the extrovert and the introvert students in their speaking skill; it means the null hypothesis is accepted while the alternative hypothesis is rejected. The different from this research is the researcher wants to know about speaking performance meanwhile the first relevant research wanted to know speaking skill even though it is same X variable namely Extrovert and Introvert.
2. A research conducted by Aziz (2010) entitle “Extraversion- Introversion and the Oral Performance of Koya University EFL Students”. This research was categorized into correlational research. The study looked at the correlation
between the personality trait extraversionintroversion and oral performance, in an attempt to reinvestigate contradictory findings on extraversion/introversion and oral performance components including fluency, accuracy, complexity, pronunciation, and global impression. The results suggested that there was not a significant correlation between extraversion-introversion and EFL oral performance components, fluency, accuracy, complexity, pronunciation, and global impression. In addition, the correlation coefficient values revealed that there is no relationship between the two variables. The different from this research is the researcher wants to know about Extrovert and Introvert meanwhile the second relevant research wanted to know Extraversion- Introversion even though there is same variable namely speaking.
3. The third relevant research was “Personality and Their Speaking Performance among the Eleventh Grade Students of the State Senior High School Metro” written by Nurwati (2016). This research was quantitative research conducted at the eleventh grade of senior high school 5 Metro that involves of 25 students as the samples. The technique sampling was simple random sampling. In collecting the data, this research used test, observation, questionnaire and documentation. The Data were analyzed by
r-product moment. Finally, the result data analyzed confirmed that tobservation is bigger than ttable = 0,580 > 0,526 / 0,413. Therefore, it can be inferred that Hi is accepted and Hois rejected. It means there are any significant and positive correlation between students’ introvert personality and their speaking performance at the eleventh grade of senior high school 5 metro. The different
from this research is the researcher wants to know about Extrovert and Introvert meanwhile the third relevant research wanted to know personality even though there is same variable namely speaking performance.
C. Operational Concept
To conduct the variable investigation, the researcher used the following indicators: Eysenck (1998) states, the indicators of variable Extrovert character are as follows:
1. The students are sociable. They are easy to communicate with other people in classroom.
2. The students are gregarious. They are easy to associate with other people in classroom.
3. The students tend to be active in teaching and learning process.
4. The students tend to be assertive in expressing their opinion.
5. The students are passionate in doing task or delivering a speech.
6. The students are talkative in certain situations of teaching and learning process.
The indicators of variable Introvert character are as follows:
1. The students tend to be passive in teaching and learning process.
2. The students are quiet in teaching and learning process.
3. The students tend to be reserved and withdrawn.
4. The students tend to be sober in expressing their opinion
5. The students are aloof in the classroom because they are comfortable for being alone.
6. The students are restrained in doing task or delivering a speech.
According to Hughes (2011), the indicators of Students’ speaking performance, the indicator can be seen as follows:
1. The students are able to produce fluent speech without filler and pause.
2. The students are able to use correct grammar.
3. The students are able to use proper words or vocabularies.
4. The students are able to express the comprehensible ideas in speaking.
5. The students are able to produce clear pronunciation in speaking.
D. The Assumption and Hypothesis of the Research 1. The Assumption
In this research, the researcher assumed that extrovert students have better speaking performance.
2. The Hypothesis
Based on the assumption above, the hypothesis of this study can be forwarded as follows:
a. The Null Hypothesis (H0) There is no significant difference between extrovert and introvert students on their speaking performance.
b. The Alternative Hypothesis (Ha) There is a significant difference between extrovert and introvert students on their speaking performance.
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CHAPTER III RESEARCH METHOD
A. Method of the Research
This research was quantitative; non-experimental research design.
According to Creswell (2012) a quantitative research is type of educational research in which the research decides what to study, asks specific, narrow question, collects numeric (numbered) data from participants, analyzes these number using statistics and conducts the inquiry in an unbiases, objective manner. The variables are independent variables (extrovert and introvert students) and dependent variable (students’ speaking performance). The research is aimed to find out the difference between two different groups, they are extrovert and introvert students on their speaking performance. Based on the purpose above, the design of this research is a comparative design.
Extrovert and Introvert students are two groups that have the same opportunity to learn English at the same time and the same situation.
Moreover, both extrovert and introvert can be compared on the same skill;
speaking. Extrovert and introvert are the factor that causes the different in students’ speaking performance.
According to Gay (1990) explains that comparative research is an explanation of similarities and differences, but comparative tends to emphasize the differences or contrast rather than similarities. The same statements is also pointed out by Siregar (2014), he states that comparative research is a research design used to know or to compare the difference
between two or more variables. The comparison of two variables is described below:
:
Note: X1y: Speaking performance of extrovert students X2y: Speaking performance of introvert students
B. Time and Location of The Research
This research was conducted from June to July 2022 at MTs Al- Mujtahadah. It is located at Handayani Street, no.61, Arengka Atas, Pekanbaru, Riau.
C. Subject and Object of The Research 1. Subject of The Research
The subject of this research was the eighth grade students at MTs Al-Mujtahadah.
2. The Object of The Research
The object of this research was the comparison between extrovert and introvert students in speaking performance.
D. Population and Sample of the Research 1. The Population of the Research
Creswell (2012) states that a population is a group of individual who have the same characteristic. The population of this research was the
X
1yX
2yeighth grade MTs Al-Mujtahadah. They consist of one class. The distribution of the population is described as below:
Table III. 1 The Total of Population
No Class Total of population
1. Class VIII 43 students
Total 43 students
2. The Sample of the Research
Arikunto (2006) states that if the population is less than 100 person, the sample are all, but if the population is more than 100 person, the sample can be taken in the range of 10-15% or 20-25% or more than that.
In this research, the researcher uses total sampling. Based on that idea, the researcher took all of the population as the sample because it is lower than 100 students.
E. Technique of Collecting the Data
To collect the data for this research, the researcher used oral test, but before doing oral test, the researcher used questionnaire to measure the students’ personality.
1. Questionnaire
To measure the students’ personality (extrovert and introvert), the researcher used a questionnaire. Cohen (2007) states that questionnaire is widely used and useful instrument for collecting survey information,
providing structured, often numeric data, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyze. The function of questionnaire is to know the type of students’ personality.
The researcher used Eysenck Personality Questionnaire (EPQ) of personality measurement. It’s about 30 questions which developed from indicators of extrovert and introvert and the questions adopted from Eysenck Personality Questionnaire.
Table III. 2
The Criteria of Eysenck Personality Quetionnaire
Sub Concept Extrovert Introvert
Activity
Generally active or energetic. They enjoy all kinds of physical activity. They move up rapidly from one activity to the other and they pursue a wide variety of different interests.
They are inclined to be physically inactive, lethargic and easily tired. They move about the world at a leisurely pace and prefer quite restful holidays.
Sociability
They like social function such as parties and dance.
They like to make a friend. They generally meet people easily and are comfortable in social situation.
They prefer to have only a few special friends, enjoy solo activity like reading and has difficulty in trying to talk to other people.
Risk Taking
They like the
challenging activity and ignore the consequences. They are those who dare to take risks.
They are preferred for familiarity, safety and security even if this means sacrificing some degree of excitement in life
Impulsiveness
They are inclined to act on the spur of the
moment, make
They are consider matters very carefully before making a
Sub Concept Extrovert Introvert hurriedly, often
premature decisions and are usually carefree, changeable and unpredictable.
decision. They are systematic, orderly and cautious and plan out their life in advance. They think before they speak and look before they leap.
Expressiveness
They are reserved, even tempered, cool, detached and generally controlled as regards their expressions of their thoughts and their feeling.
They tend to be sentimental,
sympathetic, volatile and demonstrative.
Reflectiveness
When doing job they are more likely to do things than think about them. They tend to have a directional and practical mindset
They have theoretical mindset, tend to be interested in ideas, speculation and they like to think and introspection.
Responsibility
They are inclined to be casual, careless of protocol, late with commitments,
unpredictable and perhaps socially irresponsible.
They are likely to be When doing job they are more likely to do things than think about them. They tend to have a directional and practical mindset.
Conscientious, reliable, trust-worthy and serious minded with a
little bit of
compulsiveness.
Source: Adopted from Eysenck Personality Questionnaire (EPQ) (Eysenck, Eysenck, & Barret 1991)
