A COMPARATIVE STUDY BETWEEN INTROVERT AND EXTROVERT STUDENTS IN LISTENING ACHIEVEMENT AT THE FIRST GRADE OF
SMA KARTIKATAMA METRO
By
Meta Listina Muharrami
English has become the most important skill to master nowadays. There are four basic of skills taught in almost all of education level in Indonesia. Yet, the students did not have equal achievement in mastering the language skills. Some students did better in certain skills whereas the rest were better in other skills. There were two objectives in this research. First, this research was done in order to investigate whether there is a difference between introvert and extrovert students in listening achievement. Second, the research was done in order to find out which one of the introvert and extrovert students that has better achievement in listening.
The research was conducted at SMA Kartikatama Metro. The participants of this research were the students of the first grade in the academic year 2012/2013. Two classes were taken as the sample. This research design was quantitative, namely factorial design. The data were taken from questionnaire and listening test, then they were analyzed by using Independent Group t-test to test the hypothesis. The data analysis showed that students’ achievement in listening differs between introvert and extrovert. The introvert students performed better than the extrovert ones. The mean score of pretest and postest of the extrovert students was 4.8 while the introvert students was 7.0.
TABLE OF CONTENT 1.1 Background of the Problems ... 1
1.2 Formulation of the Problems ... 4
1.3 Objectives of the Research ... 4
1.4 Uses of the Research ... 4
1.5 Scope of the Research ... 5
1.6 Definition of Terms ... 6
II. FRAME OF THEORIES 2.1 Theory of Personality ... 7
2.2 The Role of Personality in Language Learning ... 10
2.3 Extroversion/Introversion and Its Characteristics ... 12
2.4 Concept of Listening ... 17
2.5 Theoretical Assumption ... 19
2.6 Hypothesis ... 21
III. RESEARCH METHODS 3.1 Research Design ... 22
3.2 Population and Sample ... 24
3.4 Research Instrument ... 27
3.5 Validity and Reliability of the Instrument ... 29
3.6 Level of Difficulty ... 33
3.7 Discrimination Power ... 34
3.9 Treatment of the Data ... 35
IV. RESULT AND DISCUSSIONS 4.1 Result of Data Analysis ... 39
4.2 Normality Test ... 45
4.3 Hypothesis Test ... 46
4.4 Discussion ... 47
V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 56
5.2 Suggestions ... 57
REFERENCES ... 59
I. INTRODUCTION
This chapter covers the reason of choosing the topic, formulation of the problem, objectives of the research, uses of the research, scopes of the research, and definition of terms; clarified as followings.
1.1 Background of the Problem
English, nowadays, has become an international language that is taught in almost all level of education in Indonesia. People realize that learning English is very important to compete in this modern era. English teaching and learning is aimed to improve students’ ability in using English as a means of communication. English as a means of communication has four basic language skills, i.e. listening, speaking, reading, and writing. They are classified into oral and written communication. The students have to master all the communication skills in order to communicate effectively. Yet, in the reality, the students have different achievement in those language skills. Some students have better achievement in a certain skill whereas other students are better in other skill.
Based on the writer’s experience during PPL program, there are many reasons
style, the performance of the teacher can give an impact on the students’ achievement. From the students’ side, there are some factors which influence the result of learning process, such as motivation, learning strategy, and personality of the students. Though, the focus of this research concerns only on personality factor.
There are a number of theories explaining that personality factors significantly influence the degree of success that individuals achieve in learning a second language (Gass & Selinker, 1994). This statement was based on the assumption that some features of the learner's personality might encourage or inhibit second language learning (Cook, 1996). In language learning, the factors which give impact most are cognitive and affective factors. Those two factors are very important in determining students’ learning achievement. The cognitive factor is
related to the intellegency aspect of the students while the affective factor is related to psychological aspect of the students. According to Hilgard (1963:267), purely cognitive theories of learning will be rejected unless a role is assigned to affectivity. Brown in Rosita (1997:1) says that success in second language learning cannot be separated from individual psychological factors, i.e. affectivity. This factor has the equal influence as cognitive factor toward students’
achievment in second language learning.
extroversion, and aggression. Since the writer puts the focus on the personality of the students; extrovert and introvert personality, the analysis will need to be explained about extroversion. Extroversion itself actually represents the similiar item that are extrovert and introvert (Brown, 2000: 142-154).
Suparman (2010:68) says that in the western society, the extrovert people who are friendly, sociable, talkative tends to be held up as axiomatically desirable and ideal. This judgement applies also in the language classroom, even in Indonesia. Because of their open-minded characteristics, the extrovert people can build the communication better than the introvert ones. So, it can be concluded that the extrovert people is better than the introvert in oral communication, especially in speaking. They dominates the introvert people in this skill. This statement is supported by Kezwer (1987:49) that extrovert student best respond to reflect about the outer world. As one might expect, they are better talkers than writers and so do not go for keeping journal or preparing portofolios, where metacognitive processes are involved. But, not all of English skills are dominated by extrovert people. According to Herdawan (2012) some skills like writing skills are dominated by introvert people, they are good at it. This might be related to the characteristics of the introverts themselves who are better thinkers than better speaker.
have more capability in understanding their own personality so the research is more reliable. Furthermore, the teacher is also hoped to be able to make positive effort to prevent or reduce the students’ problem which is related to the
personality traits especially in mastering listening subject.
1.2 Formulation of the Problem
1. Is there any differences between the students who are introvert and extrovert in their listening achievement?
2. Do the students with introvert personality have better achievement in listening than the extrovert ones?
1.3 Objective of the Research
Based on the formulation of the problems above, the objectives of the research are:
a. To compare the differences between the students who are introvert and extrovert in their listening achievement.
b. To find out which type of personality has better achievement in listening.
1.4 The Uses of the Research
The uses of the research are :
b. Practically, The result of this research may give information of students’ type in language learning, especially listening learning process. It also may help the teacher to decide the techniques or method which are appropriate for the students and hopefully the teacher are able to make positive effort to prevent or reduce the students’ problem which is related to the personality traits
especially in mastering listening subject.
1.5 Scope of the Research
In language learning, there are some variables which influence the students’
achievement. One of the variables is personality. Personality itself has several features which are different from one person to another, they are : self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion. But, the writer will put the focus on the extroversion only.
1.6 Definition of Terms
Personality
It refers to a factor consists of thought and emotion that is different from one person to another which make them unique.
Extrovert
It refers to a person who has the focus on the outer world.
Introvert
It refers to a person who has the focus on their own activity.
Listening
It refers to a process which make a person try to catch a message or information from other people orally.
Achievement
II. FRAME OF THEORIES
This chapter presents theories underlying personality in general, on second language learning and listening skill. Since relation between personality and language learning has become interest for so many years, this chapter mentions some research and their findings as well.
2.1 Theory of Personality
Personality is one of the main topics in psychology. There have been many experts who propose the definition of the personality. However, there is no single definition agreed by all experts as the standard definition to explain the meaning of personality and each of them has his or her own different point of view.
emphasizes on the reality that an individual’s personality always develops and changes even if there is a system ties and lays some components of personality. By emphasizing psychophysical system, Allport highlights the psychological nature of personality, while clearly recognizing that personality arises from biological process. In conclusions, the definition stresses that personality causes people to think, behave, and feel in relatively consistent ways over time.
Personality is one of the factors that influence second language learning. Gass & Selinker (1994) points out that a number of theories hold that personality factors significantly influence the degree of success that individuals achieve in learning a second language. This statement was based on the assumption that some features of the learner's personality might encourage or inhibit second language learning (Cook, 1996). In order to be successful in learning, students need to figure out his own style.
Personality is also defined as the sum total of an individual’s characteristics which make him unique (Qomaruddin:2010). From the definition above, it can be said that every individual is an unique creature. There is no one who has the same way to adapt himself toward his environment. Their individual personality consists of psycho and physics which represent body’s movement and soul that are united.
Personality is called a factor which has determinant tendencies and play active roles in behavior of an individual.
Gazzaniga and Heatherton (2002) state that personality refers to an individual’s
call personality as a particular character which is classified to the particular typed person, patient, aloof, emotional, etc. There are also aome psychologist who discuss personality in particular types. This method is known as classification through their thought of personality.
Eysenck divided personality of an individual through classification or typhology. According to Eysenck, there are two types of personality, they are extraversion and introversion. Eysenck saw an individual’s behavior as a simple thing, but he realized that an individual is not like an engine because he has uniqueness.
Brown (2000: 142-154) says that personality has several features which are different from one person to another; they are :
1. Self esteem : the way a person sees himself
2. Inhibition : to adapt the language ego
3. Risk-taking : how to ‘gamble’ in learning new language
4. Anxiety : associated with uneasiness, frustation, or worry
5. Empathy : relation between language and society
6. Extroversion
learning language is different with the introvert ones. It is necessary to know how the extrovert differs from the introvert in relation to their ability in language learning. By knowing personality, it can help the teacher to decide technique and method which are suitable for teaching listening.
2.2 The Role of Personality in Language Learning
Personality is considered as very important category of individual differences since the individual is often judged depending on her/his personality. Personality refers to the partially stable and long-lasting facets of an individual which distinguish him from other people, and form the basis of our predictions concerning his future behavior (Wright et al., 1970). According to Gass & Slinker (1994), there are number of theories holding that personality factors significantly influence the degree of success that individuals achieve in learning a second language. This statement was based on the assumption that some features of the learner’s personality might encourage or inhibit second language learning (Cook, 1996). It was by enhancing certain facets of language learning while impeding others (Larsen-Freeman & Long, 1991).
divided into “neat” parts, or level or “compartment” with language in behavioral compartment insulted in character, content, and organization from other behavior.
In second language learning, we have to see the domain which is important and has a big role in second language learning. It is called the affective domain (emotional). The affective domain includes many factors: empathy, self-esteem, extroversion, inhibition, anxiety, and attitudes. The development of affective or feeling involves a variety of personality factors, feeling about ourselves and about others with whom we come into contact (Brown cited in Purwati, 1997:8).
Moreover, it is very important to understand how human beings feel and respond. It is the aspect of the second language learning. Suparman (2010:64) states that there are three general categories of personality factors which are related to second language learning. The categories are as the following:
1. Egocentric factor : it is based on one view of self and its relevance to language learning.
2. Transactional factor : it is the self transacted to others.
3. Motivational factor : it is commonly thought as an inner drive, impulse, emotion, or desire that moves one to particular action.
extrovert and introvert (Brown, 2000: 142-154). So, extroversion become one of factor which indicates the degree of success in language learning. In western society, the extrovert becomes the most desirable attitude, but it is not always the case that extrovert people are the best learner, in some cases the introvert people can be better in mastering certain skills.
2.3 Extraversion/Introversion and Its Characteristics
Eysenck divides personality into two types, they are extroversion and introversion. Each type has its own indication, such as sociality, activity, expansiveness, etc. Types of personality according to Eysenk are as follows:
Figure 2.1 Types of Personality
The two dimensions, extroversion-introversion, and emotional stability-instability, define those four quadrants. These are made up of:
1. Stable extroverts (sanguine qualities such as – outgoing, talkative, responsive, easygoing, lively, carefree, leadership)
2. Unstable extroverts (choleric qualities such as – touchy, restless, excitable, changeable, impulsive, irresponsible)
4. Unstable introverts (melancholic qualities such as – quiet, reserved, pessimistic, sober, rigid, anxious, and moody).
Based on the chart above, the extroverts and the introverts are classified into stable-unstable extroverts and stable-unstable introverts which have its own characteristics. It is divided based on the emotional stabiliy-instability. As mentioned on the previous paragraph, stable extroverts have sanguine qualities whereas the unstable extroverts have choleric qualities. Then, stable introverts have phlegmatic qualities, in the other hands unstable introverts have melancholic qualities. Actually, the stable-unstable extroverts and the the stable-unstable introverts have almost the same characteristics, it only differenciate by the emotionally stability. But, based on the emotionally stability the stable extroverts and introverts have more positive and dominant characteristics than the unstable extroverts and introverts.
Then Eysenck expresses that the four personality types are separated based on the continuum scale. Thus, the division always plays every individual to extreme position. Eysenck said that: “...it is implied that everyone must either a raving
extrovert or withdrawn introvert, but nearly that away one can find on this particular continuum or dimension...”
can only see what type is more dominant in the individual, whether the type is extroversion or introversion, so that we can classify the individual to the type of extraversion or introversion. Eysenck point out the characteristics of extravert and introvert on the table as follow:
Tabel 2.1 Characteristics of Extrovert and Introvert Personality
Extrovert Introvert
Source: Adapted from the Inequality of Man by H.J Eysenck 1975
On the other hand, introversion is the state of or tendency toward being wholly or predominantly concerned with and interested in one’s own mental life. The character of a person who is introvert tends to be more reserved and less outspoken in larger groups. They like solitary activities such as reading, writing, listening music, watching movies, drawing, tinkering, and love monotonous work.
Moreover, Crow and Crow (1958: 187) state that extrovert people are usually fluent in speaking, free of feeling worry and not easily get ashamed and awkward, love to work with others, and good at adapting with their surroundings. Introvert people, in contrast, are more fluent in writing than speaking, tend to be serious and anxious, like working alone, often find difficulty in behaving and love to read.
However, there is no scholar who mention about ‘good’ or ‘better’ attitude. In case of social life, perhaps extrovert people are considered more desirable because of their open minded characteristics to communicate with many people; in parties, offices, neighborhood, etc. But, this does not signify that introvert people tend to be least person to converse with, since they are bad people for instance. It just the way they express themselves differ from the extrovert people.
be more analytical are good in another skills like listening because of their capability to concentrate and pay attention to other people. So, there is no the best or the worst attitude since both of that kind of personality have their own superiority.
2.4 Concept of Listening
Listening is an active process recquiring participation on the part of listener. According to Margaret (1988:19) listening is an active process in which the listener plays a very active part in constructing the overall message that is actually exchanged between the listener and speaker. The idea above indicates that the listeners are usually playing an active role because they should have ability to digest the message of the speaker. Underwood (1985:1) states that listening is the activity of paying attention to and trying to get meaning from something we hear, also states that the essence of listening is the listener; the listener should be encouraged to engage in active process of listening for meaning.
can be concluded that listening has the largest proportion in communication than another skills.
According to Brown (2007: 308) there are two skills required in listening process, they are; macro and micro skills. Macro skills would be directly related to candidates needs or to course objective, and might include: (1) listening for specific information, (2) obtaining gist of what is being said, (3) following directions. Micro skills might include: (1) interpretation of intonation patterns (recognition of sarcasm, etc), (2) recognition of function of structures (such as interrogative as request, for example, Could you pass the salt?).
the speaker said based on the function of structures. In this case, the writer choose to put more focus on macro skill since it is not really difficult to understand and it also more appropriate for the level of senior high school students.
Concerning the explanation above it reveals that listening in main skills is not easy since the listener should seriously pay attention, interpret, and able to understand what the speaker said. Listening effectively to others can be the most fundamental and powerful communication tool of all. When someone is willing to stop talking or thinking and begin truly listening to others, all of their interactions become easier, and communication problem can be eliminated.
2.5 Theoretical Assumption
information we naturally notice, how we make decisions) can help explain why we learn differently (Erhman & Oxford, 1990).
On the basis of previous paragraph, the writer assumes that analyzing students’ personality in learning must be given a great emphasized by the English teacher in teaching learning process in the purposes of learning. By knowing the possible way experienced by the students, the teacher is hoped to be able to make a possible effort to prevent or to reduce the students’ problem which is related to the
personality traits especially in mastering the listening subject.
Listening seems to be one of those skills that needs so much concentration and attention. This is might be the reason why the introverts are so good at it. They tend to be more comfortable in listening than speaking. It is also suggested by the statement of Eysenck (1975) who said that introverts characteristics are thouhgtful, careful, and peaceful. While the extroverts characteristics are talkative, lively, and easy going.
2.6 Hypothesis
Referring to related literature presented earlier, the writer stated the hypothesis as follows:
“There is significant differences between students’personality type (extrovert and
introvert) and English listening ability of the first grade students of SMA Kartikatama Metro”.
“Introvert students’ personality is better in listening ability than extrovert
III. RESEARCH METHOD
This chapter illustrates how the research was done; what design of the research was, who the population and the sample were, and how the data were gathered. It also covers the validity and realibility of the instrument, treatment of the data, and data analysis.
3.1 Research Design
This research was quantitative design. The writer used factorial research design. A factor was a discrete variable used to classify experimental units. In this case, there were two factors; they were extrovert and introvert. A factorial design was the most common way to study the effect of two or more independent variables, although it would focus on designs that had only two independent variables for simplicity. The design of this research was as follow:
Personality Pretest Postest Gain of Listening Achievement Introvert
It compared the variable with the score which was got by the pretest and posttest. The design was as follow:
T1 X T2
Where :
T1 : Pretest
X : Treatment
T2 : Postest
(Setiyadi, 2006:131)
There were two variables that were organized in this research: they were dependent and independent variables. It was a “product” as a result of interaction between variable involved in that particular research while independent variable was the variable whose function was to influence the dependent variable (Setiyadi, 2006:107). From the explanation above, the writer determined the variables as follow:
1. The introvert students were as independent variable. (x1) 2. The extrovert students were as independent variable. (x2)
In order to find students who pose the independent variables, questionnaire was given to the students to be answered. Based on the result of the questionnaire, the writer classified the students into three groups; introvert, mediocre, and extrovert. The introvert and the extrovert groups were taken as the independent variable. Meanwhile, the dependent variable of the research was obtained from the students’ result of listening test.
There would be a pre-test before teaching listening and post-test after teaching listening to see the gain of listening score. The reason of choosing pre-test and post-test was in order to get primary data which were more reliable than just conducting listening test in one meeting. The writer assumed that conducting test in one meeting without any treatment was not really reliable because the result of the test might be influenced by other factors at that time. But, by conducting the pre-test, treatment and post-test the score was more reliable.
3.2 Population and Sample
3.3 Research Procedure
The procedures of the research was as follows:
1. Determining the Population and Selecting the Samples
The population of this research was the first grade students of SMA Kartikatama Metro in the 2012/2013 learning year. The sample class was selected using purposive sampling. It means the sample class was selected based on the purpose of the study. It was two classes as the sample which had the same characteristics. To determine the class was the sample class, the writer took the data of students’ score at the first semester of the first grade in the 2012/2013 learning year.
2. Selecting Listening Test
In selecting the listening test, the writer took a look at the syllabus used by the teacher of the sample class. Any material being taught which was corresponding with listening could be taken into the listening test to see their gain in listening skill.
3. Distributing Questionnaire
4. Conducting Try-out
After distributing questionnaire, the writer decided to conduct try out test to examine whether the item test were good enough and appropriate for the students.
5. Conducting Pre-test
The next step was administering the pre-test to the students to see their score before getting treatment from the researcher.
6. Teaching Listening
After conducting pre-test, the researcher gave treatment to the students by teaching listening. The researcher taught listening based on the syllabus that used by the teacher of sample class. The writer decided to choose listening to narrative text because it refered to the macro skills which become the focus of the research.
7. Conducting Post-test
After giving treatment to the students, the researcher conducted post-test to see the students’ achievement after getting treatment from the
researcher.
8. Analyzing, Interpreting and Conclusing the Data
students type of personality. Independent group t-test was then used to see if the hypothesis were accepted or rejected.
3.4 Research Instrument
The instrument used for collecting data were as follows:
1. Questionnaire
In order to collect the data, the writer used questionnaire as the tool of measurement. Questionnaire was an instrument which was very effective to measure aspects and variables in associated with personality, psychology aspect or sociology (Setiyadi, 2006). The questionnaire for personality test was taken from the test that was used many times to measure personality. There was no doubt of this test because it was taken from the expert namely Eysenck Personality Inventory (EPI). The questionnaire was taken and translated into Bahasa Indonesia in order to minimize the mwasinterpretation by the students. The questionnaire consisted of 20 items which has 4 options in each question. The scoring system will be : a = 4, b = 3, c = 2, d = 1
Table 3.1 Table of specification (Questionnaire)
Items number Personality Items Percentage
Introversion Extroversion
Melancholic Phlegmatic Choleric Sanguine
1,2,3,4,5 x 5 25%
6,7,8,9,10 x 5 25%
11,12,13,14,15 x 5 25%
16,17,18,19,20 x 5 25%
By using the result of the questionnaire, the writer classified the students personality. Since the items of introvert were 10 items and the items of extrovert were 10 items, the score would be compare. If the score of introvert items were higher and the score of extrovert items were lower, the participants would be classified as introvert group. If the score of introvert items were lower and the score of extrovert items were higher, the participants would be classified as extrovert group. If the score of introvert as higher as extrovert, the participants would be classified as mediocre group.
2. Listening Test
In scoring student’s test, Arikunto’s formula was used. The ideal high score was 100. So, the formula which will be used was as follow :
Where :
S : The score of the test
R : The total of the right answer
N : The total items
(Arikunto, 1996: 212)
The writer decided to conduct pre-test and post-test because it was more reliable than simply conducting listening test once in one meeting because the result of the test might be influenced by other factors at that time. If the test conducted two times, it would be more reliable.
3.5 Validity and Realibility of the Instrument
1. Validity of the Instrument
Validity of Questionnaire
it could be analyzed from its content validity and construct validity. Content validity was concerned whether the test was sufficiently representative for the rest of the test or not. While construct validity focuses on the relationship between indicators within the test. Since purpose of the test was to measure as well as to investigate students’ personality, the writer applied a test that deals with the students’
personality test developed by Eysenck (1961) namely Eysenck Personality Inventory. This was used to measure or classify the respondent to the type of extrovert and introvert. There was no doubt feeling to this standard test, because it was already constructed by the expert and it measured about personality which had been tested many times. To measure the validity of questionnaire, the researcher used inter-rater reliability where there were 3 raters or judgers to make sure that the questionnaire was valid.
Validity of Listening Test
Tabel 3.2 Table of Specification (Listening Test)
No. Macro aspects of listening Item Percentage
1 Determing main idea 7 23.33% aspects of listening which consisted of determining main idea, finding specific information, inference, and vocabulary.
2. Reliability of the Instrument
Reliability of Questionnaire
Reliability refers to the consistency of the measure. A test was defined to be reliable if its scores remain relatively stable from one adminwastration to another (Hatch and Farhady, 1982:144). First of all, the result of the questionnaire was scores based on Likert scale with range of score was 1 to 4. In order to measure the conswastency of items in the questionnaire, the writer used Cronbach Alpha Coefficient since it was the most commonly used one. The alpha ranges between 0 and 1.
Reliability of Listening Test
rl=
2
2
y x
xy
Where:
rl: Coefficient of reliability between odd and even numbers items
x: Odd number
y: Even number
x2: Total score of odd number items
y2: Total score of even number items
xy: Total number of odd and even numbers
The criteria of reliability were:
0.80 – 1.00 = very high
0.50 −0.79 = moderate
0.00 – 0.49 = low
(Hatch and Farhady, 1982: 247)
=
Where:
rk: The reliability of the whole test
: The reliability of the half test
(Hatch and Farhady, 1982:246)
3.6 Level of Difficulty
Level of difficulty was related to how easy or difficult the item was from point of view of the students who take the test. To know the level of difficulty, the
researcher used the following formula:
LD = N
R
Where:
LD: Level of difficulty
R: The number of students who answer correctly
N: The total number of students following the test
The criteria were:
<0.30 = difficult
0.30-0.70 = average <0.70 = easy
3.7 Discrimination Power
The discrimination power refers to the extent to which the item differentiates between high and low level students on the test. A good item according to the criteria was one which good students will do well and bad students will fail.
To know the discrimination power of the test, the formula that was used:
DP = N
L U
2 1
Where:
DP: Discrimination power
U: The proportion of upper group students
L: The proportion of lower group students
The criteria were:
0.00 – 0.20 = poor
0.21 – 0.40 = satisfied
0.41 – 0.70 = good
0.71 – 1.00 = excellent
(Negative) = bad items (should be omitted)
(Heaton, 1991: 182)
3.8 Treatment of the Data
There were three underlying assumptions that need to be fulfilled if we were going to use Independent Group T-test, namely :
1. The data was interval or ratio
2. The data was taken from random sample in a population 3. The data was distributed normally
(Setiyadi, 2006:170)
Therefore, the writer used the following procedures to treat the data:
1. Normality Test
The normality test was used to measure whether the data from students score were normally dwastributed or not. The writer used SPSS 17 to analyze the data. The hypothesis for the normality test were as follow:
H0 : the data was not distributed normally
H1 : the data was distributed normally
The criteria for the hypothesis was H1 was accepted if sign > α, with the level of significance 0.05.
2. Hypothesis Test
Last, the writer tested the hypothesis whether it was accepted or rejected. First, the writer analyzed the data from questionnaire to categorize the students into three groups. Two groups (Introvert and Extrovert) were analyzed further. Their data from the listening test was analyzed to find out if the hypothesis was accepted or rejected by using the statistical analysis t-test with the level of significance α = 0.05.
√
With :
x1 : the arithmetical mean of the introvert group
x2 : the arithmetical mean of extrovert group
S : standard deviation
n1 : the number of students in extrovert group
n2 : the number of students in introvert group
The proposed hypothesis were:
H0 : Students with introvert personality do not have better achievement in listening than the extrovert ones.
H1 : Students with introvert personality have better achievement in listening than the introvert ones.
The criteria were:
If the t-ratio was higher than t-table : H1 was accepted
V. CONCLUSION AND SUGGESTION
This chapter offers the conclusion and suggestion based on the finding and discussion of the data analysis.
5.1 Conclusions
Based on the discussion of the research in the previous chapter, the writer comes to this following conclusion :
1. There is a difference between introvert and extrovert students personality in listening achievement especially in macro skill listening by using narrative text. The difference is significant enough which can be seen from the gain of the mean score of pretest and postest in each group. In introvert group, the mean score of pretest was 65.60 while the postest was 72.60. Then, in extrovert group the mean score of pretest was 64.20 while the postest was 69.
while the extrovert group was 5.18. The next aspect, inference, was 3.22 in introvert group while the extrovert group was 3.16. The last aspect, vocabulary, was 2.42 in introvert group while the extrovert group was 2.36. From, the data, it can be concluded that among all of the aspects, the aspects of specific information has the highest mean score.
3. Introvert students have better achievement in listening than the extrovert ones. The result of the mean score of pretest and postest showed that the introvert students got higher mean score than the extrovert students. From the four aspects of macro skill in listening, the introvert students have higher mean score than the extrovert students so the writer draws a conclusion that the introvert students have better achievement in listening. Their characteristics as an introvert shows that they are thoughtful, careful, and passive contribute positive effect in their listening achievement than the extroverts’ do.
5.2 Suggestions
In reference with the conclusion above, the writer gives some suggestions as follow :
5.2.1 Suggestions for the Teacher
personality which make different way on learning and it influence their learning achievement. So, one important thing that the teacher should do is to help the students who face the difficulty in learning some skills without judging their students.
b. English teacher should give more attention to the extrovert students in teaching listening. When teaching listening, the teacher can ask more questions related to the listening topics to the extrovert students. It trains them to have more concentration, so their listening achievement will be better.
5.2.2 Suggestions for Further Research
a. This research focused in one of four English skills. It is better for further research to try to apply it in different English skills.
b. This research focused on macro skill by using narrative text. For the next research, focusing on micro skill or choosing other type of text might be better. It can also be great to compare two types of the text in the research.
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