i
A DESCRIPTIVE STUDY
OF STUDENTS’
PERCEPTION ON ENGLISH
TEACHERS’
POSITIVE
PERSONALITY FACTORS AND TYPES (Study of the
Second Grade Students at SMK Perintis 29 Ungaran)
A GRADUATING PAPER
Submitted to Board of Examiners as partial Fulfillment of the
Requirements for the Degree Sarjana Pendidikan (S.Pd)
In English Educations Department of Teacher Training and
Education Faculty
State Institute For Islamic Studies (IAIN) Salatiga
By
NUR ROFIAH
11310023
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )
SALATIGA
v
MOTTO
“Your Personality will be come more attractive not because you never fail, but because you fail many time but continue fighting until you win”
Mario Teguh
“Develop success from failures discouragement and failure are two of the surest stepping stores to success”
vi
DEDICATION
The Graduating paper is dedicated for :
1. Thanks my God, Allah SWT. Who alwaays blessing me every time and
everywhere, who always care me, loved me and I cannot say Something
except THANKS for all.
2. Thanks for my Parent, my beloved father ( Mr.Soib) and my beloved
mother (Mrs.Sulasih), thanks for all support, trust, finance,
encouragement, praying and I just can says thank you . I love you so
much.
3. My beloved husband ( M.Muhsinul Asror) and my beloved son ( Fatih Al
Khaifi Tsabit Qies) you are my spirit , I love you so much.
4. My beloved brother ( Dede Septian ) thanks your support, praying.
5. The students of TBI 2010 especially A class 2010
vii
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin , thanks to Allah because the writer could
complete this research as one of the requirements for the getting Educational
Islamic Studies ( S.Pd) in English Education Department Teacher Training and
Education Faculty State Institute for Islamic Studies ( IAIN ) of Salatiga in 2016.
The research would not have been complete without support, guidance, advise,
and help from individual’s institution. Therefore, the writer would like to express
deep appreciation to:
1. Rahmat Hariyadi, M.Pd., the Head of State Institute for Islamic Studies
( IAIN ) Salatiga ;
2. Suwardi, M.Pd., the Dean of Teacher Training and Education Fculty ;
3. Noor Malihah, Ph.D., the Head of English Education Department ;
4. Sari Famularsih, S.Pd.I., M.A., the consultant of this research. Thank you
for suggestion and recommendation for this research from beginning until
the end
5. All lecturers of English Department, the writer deeply thank you all for
your advice, knowledge, and kindness
6. All of stafs who help the writer in processing the research administration
7. All of the librarians who help the writer in finding references
Ungaran, August 1th 2016
The writer
viii
ABSTRACT
Rofiah, Nur. 2016 “A Descriptive Study on English Teachers’ Positive Personality Factors and Types of Smk Perintis 29 Ungaran Semarang Regency, Central Java”Graduating paper of English Education Department State Institute for Islamic Studies (IAIN) Salatiga.
Consultant: Sari Famularsih, S.Pd.I.,M.A
This research aimed to find out the English teachers’ positive personality factors and types of SMK Perintis 29 Ungaran. It was a descriptive research. The data were taken by interview and questionnaire, then analysed by qualitative approach. It used triangulation data technique. The findings of this research showed that positive personality factors of English teachers at SMK Perintis 29 Ungaran were generally trusting, inventive, cooperate with others, full of energy, preserves until the task finished, helpful and unselfish with others, considerate and kind to almost anyone, reliable worker, English teachers who are kind, discipline, firm and patient person, English teachers who can teach clearly and easy to be understood and English teachers who can give advice and handle for students.Positive personality types of English teachers at SMK Perintis 29 Ungaran were English teachers who can motivate the students, can be good model and figure for students, English teachers should give assignments for students after finish explain the lesson, English teachers are patient, kind, firm, charitable and
ix
TABLES OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTE ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ... v A. Background of the Study ... 1
B. Statements of the Problem ... 3
C. Objective of the Study ... 3
D. Benefit of the Study ... 4
E. Definitions of Key Terms... 5
F. Limitation of the Problem ... 6
G. Graduating Paper Organization ... 6
CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Previous Research... 7
B. Personality ... 10
1. Definition of Personality ... 10
2. Place of Personality in the History of Psychology ... 12
3. Teory of Personality ... 13
4. Teachers’ Personality ... 17
5. The Personality Factors ... 19
6. Personality Type Theory ... 22
C. English Teachers ... 25
D. English Teachers Personality Factors ... 26
CHAPTER III : RESEARCH OF METHODOLOGY A. The Method of Research ... 28
x
C. The Subject of Research... 29
D. Procedure of Research... 31
E. Procedure of Collecting Data ... 32
F. Tehnique of Data Analysis ... 33
CHAPTER IV : DATA ANALYSIS A. The English Teachers’ Positive Personality Factors of SMK Perintis 29 Ungaran ... 36
B. The English Teachers’ Positive Personality Types of SMK Perintis 29 Ungaran ... 46
CHAPTER V : CLOSURE A. Conclution ... 50
1. Students Perception on English Teachers’ Positive Personality Factors ... 50
2. Students Perception on English Teachers’ Positive Personality Types ... 50
B. Suggestion ... 51
xi
LIST OF TABLE
Table 2.1. Myer-Briggs Characters’ Type ... 23
Table 3.1. The Schedule of Research ... 29
Table 3.2. Subject of the Research of Accounting Program ... 30
Table 3.3. Subject of the Research of Boutique Program ... 30
Table 3.4. Subject of The Research of Hait Style Program ... 31
Chart 4.1.Close questionnaire result of students’ perception on English Teacher’s personality factors and types ... 42
Table 4.1. Close questionnaire result of Students’ Perceptionon English Teacher’s Positive Personality Factors ... 43
Chart 4.2. Open Questionnaire result of Students’ Perception on English Teaacher’s Positive Personality Factors... 44
Chart 4.3. Open Questionnare result of Students’ Perception on English Teacher’s Positive Perrsonality Types ... 47
1 CHAPTER I INTRODUCTION
A. Background of the Study
Teachers are a key factor in the successful implementation of
curriculum changes. Exceptional teacher can often compensate for the poor-
quality resources and materials they have to work from. But in adequately
trained teachers may not be able to make effective use of teaching materials
not matter how well they are designed. In any institutions, teachers may vary
in according to some dimensions. They are language proficiency, teaching
experience, skill and expertise, training and qualifications, moral and
motivation, teaching style, beliefs and principles (Richard, 2001:99).
According to Calderhead (2005:1), educational thinkers and writers
have variously emphasized different aspects of the teaching role—the teacher
as expert in their subject; the teacher as facilitator of learning; the teacher as a
motivator and source of inspiration; the teacher as upholder of moral
standards. In Education Law number 16 in 2007 about Teacher‘s Standard
Competencies, it states that teachers should have four standard competencies.
They are pedagogical, personal, social and professional competency.
Pedagogical competency of teacher relates to mastery of students‘
characteristic, learning theories understanding, curriculum development,
educating the students and using technology in teaching. Besides, teacher
2
communicating effectively, empathy and respecting for the students,
evaluating and reflecting to improve the teaching. Then, personality
competency means teacher‘s working based on law and honest. Teacher
should be a model for students. He or she is adult, wise person and proud to
be a teacher. Teacher should show high work ethic, confidence and uphold
the ethic code of the teacher profession.
To teach language, teachers are not only transfering language
knowledge but also know about learners‘ need. Teachers should choose right
strategy, technique and approach in teaching language, because language is
not only to be undestood but also can be practised. Students need teachers
who are able to teach language well and understand about students.
English language in Indonesia is a foreign language. It is not second
or mother language. It needs teachers who always maintain their knowlege,
teaching strategy and personality. Teachers‘ personality is important in
teaching learning English. If students are interested to their teachers, they will
have good motivation in studying English, because students always interact
with their teachers. English teachers should have positive personality to be
good figure for students, it will influence students‘ interest in studying
English language.
Everyone has different personality factors and types; there are positive
and negative. It is a must without exception, includes teacher. Because
teachers as good model for students their personality; ie. involves personality
3
personality factors and types have important role in teaching learning
achievement. Base on these consideration, the writer interested in conducting
about teachers‘ positive personality factors and types of SMK Perintis 29
entitled “A DESCRIPTIVE STUDY OF STUDENTS’ PERCEPTION ON
ENGLISH TEACHERS’ POSITIVE PERSONALITY FACTORS AND
TYPES (Study of the Second Grade Students at SMK Perintis 29 Ungaran)”.
B. Statement of the Problems
Statement of the problems of the research are as follows:
1. What are the students‘ perception on English teachers‘ positive personality
factors of the second grade students at SMK Perintis 29 Ungaran?
2. How are students‘ perception on English teachers‘ positive personality
types of the second grade students at SMK Perintis 29 Ungaran?
C. Objectives of the Study
According to the statement of the problems, objective of the study are
as follows:
1. To find out the students‘ perception on English teachers‘ positive
personality factors of the second grade students at SMK Perintis 29
4
2. To find out the students‘ perception on English teachers‘ positive
personality types of the second grade at SMK Perintis 29 Ungaran
D. Benefits of the Study
From the research can get many benefits, it has benefits to:
1. Theoretically
This research will useful to the readers who are interested in language
teacher especially in English teachers‘ positive personality factors and
types. For the other researchers, this research can be used as one of
literature review in their study.
2. Practically
This study will give some benefits, such as:
a. To help the researcher and readers in giving description about English teachers‘ positive personality factors and types for the first, second and
third grade of vocational high school
b. To increase the researcher and the readers‘ knowledge in English
teachers‘ positive personality factors and types.
E. Definition of Key Terms
The researcher explains the meaning of key terms in the title in
5
1. Personality
Personality derived from the Latin word persona, which refers to a
mask used by actors in a play. It is easy to see how persona came to refer
to outward appearance, the public face we display to the people around us.
Based on its derivation, then, we might conclude that personality refers to
our external and visible characteristics, those aspects of us that other
people can see. Our personality would then be defined in terms of the
impression we make on others—that is, what we appear to be. One
definition of personality in a standard dictionary agrees with this
reasoning. It states that personality is the visible aspect of one‘s
characters, as it impreeses others. (Scultz P, 2005:9).
Personality is an individual‘s characteristic style of behaving,
thinking, and feeling (Daniel, et al 2009:468). Personality is a collection of
consistently displayed characteristics which are unique to the individual
and separate him/her from other individuals (Yilmaz, 2014:743)
2. Personality factors
Personality factors are relatively stable styles of thinking, feeling and
acting (Biedron, 2009:469).
3. Personality types
Personality types is a category of human functioning into which humans
6
Jung‘s theories of mental orientation and functions, Richard Sheldon‘s
physique types, or Erich Fromm‘s character orientations (Matsumoto,
2009:375).
F. Limitation of the Problem
The researcher is limited by the researcher on English teachers'
positive personality factors and types of SMK Perintis 29 Ungaran in the
academic year 2015/2016. They are two teachers.
G. Graduating Paper Organization
Chapter I will discuss Introduction. It consists of background of the
study, statement of the problems, objectives of the study, benefits of the
study, definition of key terms, limitation of the problem, graduating paper
organization. Chapter II is review related literature, they are review of
previous research and personality factors and personality types. Chapter III
consists of research methodology. Chapter IV is analysis and research
finding, it consists of students‘ percption on English teachers‘ positive
personality factore and types at SMK Perintis 29 Ungaran. Chapter V is
7 CHAPTER II
REVIEW OF RELATED LITERATURE
H. Review of Previous Research
The first of previous study is from Guhlemann, Mareike (2011). The
title of the research thesis is Personality, Motivation and Communication
Strategy Use: Individual Differences in the Language Classroom A Study of
Language Students and Language Teachers. This thesis aimed to investigate
individual differences of Swedish students enrolled in a German course in
2011 and addressed the issue of stability and correlation, in terms of
personality, motivation/attitude and communication strategy use.
Furthermore, teachers‘ perception of their students‘ individual differences, as
well the enhancement of ID factors in the language classroom were
determined. The method of research used to survey. The results, however,
have not proven to be coherent. The results could not verify recent criticism
on previous individual difference research, since ID factors analyzed proved
to be stable and to be highly correlated with each other. Especially the
correlation between anxiety and extroversion, as well as communication
strategy use proved to be interesting. Furthermore, a correlation between
teaching practices and students‘ individual differences could be found.
The second is Baldwin, Beatrice, Edith Slaton, Martha Head and
Jeanne Burns (1990), entitle Personality Factors of Elementary and
8
personality profiles of education majors during the latter half of their training.
The study also compares the personality profiles of elementary and secondary
education majors. The method of collecting data used survey. The result of
the t-test analyses indicated that elementary and secondary pre-service
teachers differ on personality attributes related to interpersonal: skills and to
perceptions of self. The attributes of Assertiveness, Emotional stability,
Imagination, and Self-sufficiency were significantly different. Secondary
teachers tend to be less emotionally stable, more assertive, less imaginative,
and more self-sufficient.
The third is Irfan Arif, Muhammad, Aqeela Rashid, Syeda Samina
Tahira and Mahnaz Akhter (2012) entitle Personality and Teaching: An
Investigation into Prospective Teachers’ Personality. The purpose of this
study was to measure and compare the Big five personality traits of
prospective teachers at teacher education institutes of Punjab Pakistan. The
research methodology used descriptive survey research design. The findings
of this study show that means score of prospective teachers on four
personality traits (Extroversion, Agreeableness, Conscientiousness, and
Neuroticism) is nearly same, but the mean score on Openness personality trait
is greater. It means that the openness personality trait of prospective teachers
is more dominant as compared to remaining four Big Five personality traits.
There is a significant difference between the male and female prospective
9
The fourth is Binti Othman, Fauziah (2009). The title of the research
is A Study On Personality That Influences Teaching Effectiveness. This study
attempts to examine the relationship between personality and teaching
effectiveness. The sample of respondents is 391 of permanent teachers from
Secondary Schools in Northern Region of Malaysia, Perlis, Kedah, Pulau
Pinang and Perak. Technique of collecting data use questionnaire. The
finding shows that there is significant relationship between extrovert,
agreeableness and conscientiousness with teaching effectiveness, while the
neuroticism and openness have no significant relationship.
The fifth is Paul Wong, Yau-ho and Zhang Li-fang (2013) entitle
Personality Types of Hong Kong Kindergarten Teachers: Implications for
Teacher Education. This research adopted a survey method. This research
was the first to investigate Hong Kong kindergarten teachers‘ personality
types using the Myers-Briggs Type Indicator (MBTI). Findings showed that
Hong Kong kindergarten teachers were predominantly of the
sensing-feeling-judging personality types, characterized by being realistic, conventional, and
considerate to others‘ feelings. In addition, principals and head teachers in
kindergartens tended to be extraverted. Results also suggested a very low
percentage of intuitive kindergarten teachers, indicating that teachers‘
personality types might be field-bound. Implications of these findings in
10
Based on the previous researches above, the researcher found some
differences from the previous studies. The first previous study conducted
reseach on the students‘ personality but this research conducted the teachers‘
personality. The second previous study examined the personality profiles. The
third previous study measured and compared the Big five personality traits of
prospective teacher. The fourth previous study examined the relationship
between personality and teaching effectiveness but this research examined
teachers‘ personality factors and types. The fourth previous study examined
teachers‘ personality types using the Myers-Briggs Type Indicator (MBTI)
but this reasearch used The Big Five Inventory (BFI). The researcher is
interested to conduct of research about students‘ perception on English
teachers‘ positive personality factor of SMK Perintis 29 Ungaran in the
second grade in the academic year 2015/2015.
I. Personality
1. Definition of Personality
Richards and Schmidt (2002) in Sadeghi (2012:118) define
personality as ―those aspects of an individual‘s behavior, attitude, beliefs,
thoughts, actions and feelings which are seen as typical and distinctive of
that person and recognized as such by that person and others‖. Allport
(1961) in Chi, 2013 proposed that personality is a dynamic organization
inside of an individual psychological system which can decide the
11
2013 also commented that personality has a long-lasting feature which is
not easily affected by the external interferences (Chi, 2013:134).
Personality may be viewed as the dynamic organization of those
traits and characteristic patterns of behavior that are unique to the
individual (Callahan, 1966) in Irfan, 2012. Some social psychologists
express that personality is entirely a matter of social awareness -
which is pointless to talk about anyone's personality separated from
the particular people who intermingle with him, get impersonation about
him, and use trait terms in unfolding him (Holt, 1971), (Irfan, 2012:.161).
According to P.Scultz (2005:9-10) definition of personality as
follows:
a. As Others See Us
Personality refers to our external and visible characteristics, those
aspects of us that other people can see. Our personality would then be
defined in terms of the impression we make on others—that is, what
we appear to be. Our personality may be the mask we wear when we
face the outside world.
b. Enduring Characteristics
Personality is relatively stable and predictable. Although we
recognize, for example, that a friend may be calm much of the time,
12
other times. Thus, our personality can vary with the situation. Yet
although it is not rigid, it is generally resistant to sudden changes.
c. Unique Characteristics
The definition of personality may also include the idea of human
uniqueness. We see similarities among people, yet we sense that each
of us possesses special properties that distinguish us from all others.
Thus, we may suggest that personality is an enduring and unique
cluster of characteristics that may change in response to different
situations.
From the three definitions personality above, P.Scultz (2005:10) states
that personality is the unique, relatively enduring internal and external
aspects of a person‘s character that influence behavior in different
situations.
2. Place of Personality in the History of Psychology
Because the study of personality is so central to an understanding
of human nature, we might assume it has always occupied a prominent
position in psychology. To study personality need to study of
13 3. Theory of Personality
According to P.Scultz (2005) theory of personality is in the following:
a. Psychoanalytic Approach
The earliest approach to the formal study of personality was
psychoanalysis, the creation of Sigmund Freud, who began his work
in the closing years of the 19th century. Psychoanalysis as Freud
conceived it emphasized unconscious forces, biologically based drives
of sex and aggression, and unavoidable conflicts in early childhood.
These were considered the rulers and shapers of our personality.
Freud‘s original conception divided personality into three
levels: the conscious, the preconscious, and the unconscious. The
conscious, as Freud defined the term, corresponds to its ordinary
everyday meaning. It includes all the sensations and experiences of
which we are aware at any given moment. As you read these words,
for example, you may be conscious of the feel of your pen, the sight of
the page, the idea you are trying to grasp, and a dog barking in the
distance. the unconscious, that larger, invisible portion below the
surface. This is the focus of psychoanalytic theory. Its vast, dark
depths are the home of the instincts, those wishes and desires that
direct our behavior. The unconscious contains the major driving
power behind all behaviors and is the repository of forces we cannot
14
the storehouse of memories, perceptions, and thoughts of which we
are not consciously aware at the moment but that we can easily
summon into consciousness. For example, if your mind strays from
this page and you begin to think about a friend or about what you did
last night, you would be summoning up material from your
preconscious into your conscious.We often find our attention shifting
back and forth from experiences of the moment to events and
memories in the preconscious.
b. Neopsychoanalytic Approach
Neopsychoanalytic theorists differ from one another on a number of
points but are grouped together here because of their shared
opposition to two major points: Freud‘s emphasis on instincts as the
primary motivators of human behavior and his deterministic view of
personality. The neopsychoanalytic theorists present a more optimistic
and flattering picture of human nature. Their work shows how quickly
the field of personality diversified within a decade after it formally
began. It was by Carl Jung. He combined ideas from history,
mythology, anthropology, and religion to form his image of human
nature.
c. Life-Span Approach
The life-span approach, represented here by the work of Erik Erikson,
15
of life. Erikson‘s theory attempts to explain human behavior and
growth through eight stages, from birth to death. Erikson believed that
all aspects of personality could be explained in terms of turning
points, or crises, we must meet and resolve at each developmental
stage.
d. Trait Approach: The Genetics of Personality
In the 1940s, American physician William Sheldon (1899–1977)
offered another constitutionally based personality typology, based on
body build. He proposed three body types, each associated with a
different temperament (Sheldon, 1942). Like the approach taken by
Hippocrates, Sheldon‘s work considers personality traits or
characteristics to be largely fixed, that is, constant and unvarying
regardless of the situations in which we find ourselves.
e. Humanistic Approach
Humanism is a system of thought in which human interests and values
are of primary importance. The humanistic approach to personality is
part of the humanistic movement in psychology that flourished in the
1960s and 1970s and continues to influence psychology today. The
goal of the proponents of this movement was to alter psychology‘s
methods and subject matter. Humanistic psychologists objected to
psychoanalysis and to behaviorism, then the two major forces in
16
limited and demeaning an image of human nature. The term
humanistic psychology was first used by Gordon Allport in 1930.
f. Cognitive Approach
The cognitive approach to personality focuses on the ways in which
people come to know their environment and themselves, how they
perceive, evaluate, learn, think, make decisions, and solve problems.
This is a truly psychological approach to personality because it
focuses exclusively on conscious mental activities. George Kelly‘s
cognitive theory of personality is that Kelly attempted to describe all
aspects of personality, including its emotional components, in terms of
cognitive processes.
g. Behavioral Approach
The behavioral approach to personality is represented here by the
work of B. F. Skinner, whose ideas follow the Watsonian tradition.
Skinner rejected as irrelevant any alleged internal forces or processes.
His sole concern was with overt behavior and the external stimuli that
shape it. Skinner attempted to understand what we call
―personality‖through laboratory research with rats and pigeons rather
than clinical work with patients. His ideas have proved immensely
useful in the clinical setting, however, through the application of
17 h. Social-Learning Approach
The social-learning approach to personality, represented in this section
by the work of Albert Bandura, is an outgrowth of Skinner‘s
behaviorist approach. Like Skinner, Bandura focuses on overt
behavior rather than on needs, traits, drives, or defense mechanisms.
Unlike Skinner, Bandura allows for internal cognitive variables that
mediate between stimulus and response. Cognitive variables have no
place in Skinner‘s system.
4. Teachers’ Personality
Educational thinkers and writers have variously emphasized
different aspects of the teaching role—the teacher as expert in their
subject; the teacher as facilitator of learning; the teacher as a motivator
and source of inspiration; the teacher as upholder of moral standards
(Calderhead, James and Susan B. Shorrock, 1997:1).
Stronge (2007: 116-117) said that the teacher‘s personality is one
of the first sets of characteristics to look for in an effective teacher. Many
aspects of effective teaching can be cultivated, but it is difficult to effect
change in an individual‘s personality. The teachers‘ Positive Qualities are
below:
18
a. Assumes ownership for the classroom and students‘ success
b. Uses personal experiences to provide real-world examples in
teaching
c. Understands students‘ feelings
d. Admits mistakes and corrects them immediately
e. Thinks about and reflects on practice
f. Displays a sense of humor
g. Dresses appropriately for the position
h. Maintains confidential trust and respect
i. Is structured, yet flexible and spontaneous
j. Is responsive to situations and students‘ needs
k. Enjoys teaching and expects students to enjoy learning
l. Finds the win-win solution in conflict situations
m. Listens attentively to student questions, comments, and concerns
n. Responds to students with respect, even in difficult situations
o. Communicates high expectations consistently
p. Conducts one-on-one conversations with students
19
r. Engages in positive dialogue and interaction with students outside
the classroom
s. Invests time with single students or small groups of students outside
the classroom
t. Maintains a professional manner at all times
u. Addresses students by name
v. Speaks in an appropriate tone and volume
w. Works actively with students
x. Provides tutoring to students before and after school
5. The Personality Factors
According to Brown (2007: 152-166) consideration of specific
affective factors in human behavior and how related to second language
acquisition is as below:
a. Self-esteem
Self-esteem is probably the most pervasive of any human behavior. It
could easily be claimed that no successful cognitive or affective
activity can be carried out without some degree of esteem,
self-confidence, knowledge of yourself and self-efficiency- belief in your
20
b. Attribution theory and self-efficacy
Attribution theory (Weiner, 1980, 1992) is probably the most
influential contemporary theory with implications for academic
motivation. It incorporates behavior modification in the sense that it
emphasizes the idea that learners are strongly motivated by the
pleasant outcome of being able to feel good about themselves. It
incorporates self-efficacy theory in the sense that it emphasizes that
learners' current self-perceptions will strongly influence the ways in
which they will interpret the success or failure of their current efforts
and hence their future tendency to perform these same behaviors.
c. Willingness to Communicate
The willingness to communicate may be defined as an underlying
continuum representing the predisposition toward or away from
communicating, given the choice (MacIntyre et al., 2002, p. 538) or
more simply put ―the intention to initiate communication, given a
choice (MacIntyre et al., 2001, p.369).
d. Inhibition
All human beings, in their understanding of themselves, built sets of
defences to protect the ego. The new born baby has no concept of its
own self; gradually it learns to identify a self that is distinct from
others. In childhood, the growing degrees of awareness, responding
21
identify with themselves. In adolescence, the physical, emotional, and
cognitive changes of the preteenager and teenager bring on mounting
defensive inhibitions to protect a fragile ego, to ward off ideas,
experiences and feelings that threaten to dismantle the organization of
values and beliefs on which appraisals of self-esteem have been
founded.
e. Risk taking
Risk Taking is an important characteristic of successful learning of a
second language. According to Brown, ―The key to risk-taking as a
peak performance strategy is not simply in taking the risks. It is in
learning from your ‗failures‘. When you risk a new technique in the
classroom, try a new approach to a difficult student, or make a frank
comment to a supervisor, you must be willing to accept possible
‗failure‘ in your attempt. Then, you assess all the facets of that failure
and turn it into an experience that teaches you something about how to
calculate the next risk‖ (2001, P.428). In this case, it is essential to
accept the fiasco and internalize it as the learning experience.
Afterward, language learners can master that language gradually.
f. Anxiety
Intricately interviewed with self-esteem, self-efficacy, inhibition, and
risk taking, the construct of anxiety plays major affective role in
22
161) defined anxiety as ―the subjective feeling of tension,
apprehension, nervousness, and worry associated with an arousal of
the autonomic nervous system‖ more simply put, anxiety is associated
with feeling of uneasiness, frustration, self-doubt, apprehension, or
worry (Scovel,1978, p. 134).
g. Empathy
In common terminology, empathy is the process of ―putting yourself
into someone else‘s shoes‖ of reaching beyond the self to understand
what another person is feeling. It is probably the major factor in the
harmonious coexistence of individuals in society. Language is one of
the primary means of empathizing but nonverbal communication
facilities the process of emphasizing and must not be overlooked.
h. Extroversion/ Introversion
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.
Introversion 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 stereotype, introverts can have an inner
23 4. Personality Type Theory
The personality theory of Jung (1971) assumes that people are
dissimilar from each other in realistic types consisting of pairs of
opposites. The first pair describes the way people gain their energy.
Some people are thrilled by interacting with others and are tuned to the
outer world of measures. Others are more thoughtful with the inner self
and are thrilled by their own judgment and thoughts. These two
boundaries are termed Extraversion (E) and Introversion (I). The second
pair in Jung‘s theory relates to the way individuals recognize and acquire
information. These avenues of gaining are termed Sensing (S) and
Intuition (N) ( Irfan, 2012:162). Type is not normative: there is no‖
normal‖ or ―best‖ score to obtain or type to be (Quenk, 1993: 11).
Borrowing from some of Carl Jung‘s (1923),‖types‖ the ―Myer
-Briggs team tested four dichotomous styles of functioning in the
Myer-Briggs test : (1) introversion vs. introversion (2) sensing vs. intuition (3)
thinking vs. feeling and (4) judging vs. perceiving. The table of
characters‘ type in the following (Brown, 2000:177-178)
Table 2.1 Myer-Briggs Characters‘ Type
Extroversion (E) Introversion (I)
24
Expenditure of energies Interest of external events
Conservation of energies Interest in internal reaction
Sensing (S) Intuition (N)
25
Get the show on the road Lets‘ wait and see…
Introversion, writes Jung, "is normally characterized by a hesitant,
reflective, retiring nature that keeps itself to itself, shrinks from objects
[and] is always slightly on the defensive. Extraversion "is normally
characterized by an outgoing, candid, and accommodating nature that
adapts easily to a given situation, quickly forms attachments, and, setting
aside any possible misgivings, will often venture forth with careless
confidence into unknown situations. Extraverts like to travel, meet new
people, see new places. They are the typical adventurers, the life of the
party, open and friendly. The introvert is essentially conservative,
preferring the familiar surroundings of home, intimate times with a few
close friends. The function of thinking refers to the process of cognitive
thought, sensation is perception by means of the physical sense organs,
feeling is the function of subjective judgment or valuation, and intuition
refers to perception by way of the unconscious (e.g., receptivity to
unconscious contents). Thinking, as a function of logical discrimination, is
rational (judging). So is feeling, which as a way of evaluating our likes
and dislikes can be quite as discriminating as thinking. ( Sharp,
1987:12-16).
B. English Teachers
Teachers have a powerful, long-lasting influence on their students.
26
learn, and the ways they interact with one another and the world around them.
Considering the degree of the teacher‘s influence, we must understand what
teachers should do to promote positive results in the lives of students with
regard to school achievement, positive attitudes toward school, interest in
learning, and other desirable outcomes. This understanding should be based
both on what experts and stakeholders think teachers should do and on what
education research has shown to be significant in the preparation and practice
of effective teachers (Stronge, 2007:ix).
C. English Teachers’ Positive Personality
Personality aids teaching, for communication takes place between the
teacher and the learner- even in the absence of the spoken word (nonverbal
communication). The teacher whose personality helps create and preserve a
classroom or learning environment in which students feel contented and in
which they are provoked to learn is said to have an enviable teaching
personality (Callahan, 1966). Each individual has characteristic attributes of
personality which manipulate both the manner in which he behaves toward
others and the ways in which they act in response to him. The teacher with
invasive dictatorial characteristics, for example, is likely to reproduce them in
his relationships with students and in the techniques he uses in his instruction
(Morrison and Mclntyre, 1972.). The view "good teachers are born, not
made" is opposing to both the wide range of personalities observed among
efficient teachers and the acknowledgement that specialized knowledge,
27
characteristics can persuade perceptions of effective teaching and may guide
to individual preferences for teaching and learning, the essential qualities
connected with effective teaching are acquired, refined, and transformed over
a teaching career (Irfan, 2012:162).
English Teachers‘ Positive personality relates to good personality
qualities of teacher. According to Brown (2000: 430) Personal Qualities of
good language teacher as below:
1. Well organized, conscientious in meeting commitments, and dependable
2. Flexible when things go awry.
3. Maintains an inquisive mind in trying out new ways of teaching.
4. Sets short-term and long-term goals for continued professional growth.
28 CHAPTER III
RESEARCH OF METHODOLOGY
A. The Method of Research
This research uses descriptive qualitative research. According to Ary et
al (2010:29) qualitative researchers seek to understand a phenomenon by
focusing on the total picture rather than breaking it down into variables. The
goal is a holistic picture and depth of understanding rather than a numeric
analysis of data. For example, social scientists have long observed that
differences in educational background alone do not seem to account for the
difficulties black students encounter in a predominantly white university. In
other words, qualitative research is the type of research which does not include
any calculation enumeration.
B. Place and Time of Research
The research was located in SMK Perintis 29 Ungaran at Jl. Wijaya
Kusuma, Langensari, Babadan, Ungaran, Semarang Regency, Central Java.
The research was applied for the second grade of Acounting, Hair style and
29 Table 3.1. The Schedule of Research
No Date and time Activities Place
Interview Class XI Akuntansi,
Tata Busana and Tata
kecantikan rambut
C. The Subject of the Research
The subject of this research was the second grade students of SMK Perintis 29 Ungaran in the academic year 2015/2016. The researcher would
take Acounting program (Akuntansi), Boutique (Tata Busana) and Hair style
(Tata kecantikan rambut). Acounting program consist of 24 students, they are
8 males and 16 females. Boutique program consist of 13 students. They are a
male and 12 females. Hair style program consist of 6 students. All of them are
30
Table 3.2. Subject of The Research of Accounting Program
NO NIS NAME
1 1196 A'AN FEBRIANTO
2 1220 AYU WENDY REMA RIANI 3 1221 CHRIS MONICA SAFITRI 4 1222 DESTA ARIYANI
5 1224 DIBRI KURNIA IHSANTIA 6 1223 DYAH WULANSARI
15 1232 NANDA RISTIN RAMADANI 16 1233 PUSPITA WULANSARI 17 1234 RIMA SULIDAWATI
Table 3.3. Subject of The Research of Boutique Program
NO NIS NAME
1 1241 AGUS SUPRIYANTO 2 1242 ALFINA AFRILIYA 3 1243 DESI SATRIA LESTARI 4 1244 ELINDANI
31
7 1247 LIA NUR FATHONAH 8 1248 LASMINI AYU WARDANI 9 1249 NUR ARIFFATUL CHOIRIYAH 10 1250 REZA NIVIA FEBRIANI
11 1251 ROHMANA SEPTANINGRUM 12 1256 WULAN AGESTI SEPTIANI 13 1257 WAHYUNI
Table 3.4. Subject of The Research of Hair Style Program
NO NIS NAME
Procedure of the research is used Triangulation. Triangulation can be
used to deepen the researchers‘ understanding of the issues and maximize
their confidence in the findings of qualitative studies. This research used
triangulation of data. It involves using different sources of information in
order to increase the validity of a study. According to Denzin (n.d:12) says
that triangulation is a method used to determine the location of a fixed point
based on the laws of trigonometry. These laws state that if one side and two
angles of a triangle are known, the other two sides and angle of that triangle
32
By doing the procedures, the researcher can make the data becomes
valid and trusted. The explanation above means that if there are any
differences between the sources of data, the validation of the data is doubtful.
In this case the researcher has to do the intend research. So it can be known
which information is true.
E. Procedure of Collecting Data
The researcher presented the act of collecting data as follows:
1. Interviews, involve some form of direct contact between the people in the sample group and the interviewer (the researcher or someone trained
by the researcher), who presents the questions to each person in the
sample group and records their responses. (Ary, 2010:379).
2. Questionnaire, there are two kinds questionnaire; close-ended
questionnare and open-ended questionnaire. Close-ended questionnaire,
the researcher asked to students to choose one of five Likert scale about
English teachers‘ personality factor. Close-ended questionnaire was
modified by BFI (Big Five Inventory) personality test. It consits of
twenty five questions. In open questionnaire the researcher asked to
students to give statements or opinions about English teachers‘
personality factors and types. It uses Bahasa Indonesia to avoid
33
F. Technique of Data Analysis
After collecting the data, the next step of this study was
analyzed the data. Miles and Hubermas (1994:12) explain the methods
of data analysis called Interactive Model which comprises four steps of
analysis activity in cyclical and interactive process.
Data collection
Data reduction
Data Display
Conclusion drawing and verification
1. Data collection
The first step of data analysis is data collection. Data collection used in
this research is interview and questionnaire of students; SMK perintis
29 Ungaran.
2. Data reduction
According to Miles and Hubermas (1994:12):
―Data reduction refers to the process of selecting, focusing, simplifying,
abstracting and transforming the data that appear in written-up field
34
The researcher took the data from interview and questionnaire. In this
step, the researcher interviews the subject of this research. Researcher
also get data from questionnaire. the number of respondens is forty
three. But when the research be held, there are 13 students abstain.
They didn‘t fill the open questionnare and forteen students had no idea
about English teachers‘ peositive personality types.
3. Data display/ presentation
In this step, the researcher describes and discusses the finding of the
research in the form systematic classification. Therefore, it is case to be
understood and to be analyzed and the researcher tries to classify in
order to analyze the data in a specific way and concern as the research
in planned.
4. Drawing Conclusion and verification
The last step is making conclusion and suggestion based on the data
analysis. The researcher makes sum up and classifies the data have
been obtained. After that, she infers the research finding into a single
overall conclusion accordingly and the research data. Verification,
integrally linked to conclusion drawing, entails revisiting the data as
many times as necessary to cross-check or verifies these emergent
conclusions. ―the meanings emerging from the data have to be tasted for
their plausibility, their sturdiness, their ‗conformability‘ that is, their
35
Validity is needed in the research. Validity means something different
in this context than in quantitative evaluation, where it is a technical
term that refers quite specifically to whether a given construct measures
what it purports to measure, it done to check the truth of the data that
collected, the researcher does triangulation of the data through the data
source. It is also used to check the data validity. The researcher uses the
triangulation to check the validation of the data by checking the
36 CHAPTER IV
DATA ANALYSIS
After conducting the research, the result and its discussion will be
presented in this chapter.
1. Students’ Perception on English Teachers’ Positive Personality Factors at SMK Perintis 29 Ungaran
There are twenty-five questions in close questionnaire. The data
obtained from close questionnaire were analyzed to establish frequency
distribution in the form descriptive statistic. The first question is talk active.
From the first question, the result showed that the percentage of scale was 30%
students agree and 12.5% strongly agree with the statement. There are 50% of
students chose neutral coloum, 5% of students answer strongly disagree and
2.5% of students chose disagree. Almost of half participants chose neutral at
the first statement. The second statement is teacher does a though job. From the
questionnare result, it showed that 47.5% of students agree that their teacher
does a though job. Some students chose strongly agree with the statement. it
was 7.5%. Many students chose neutral for the statement, they are 42.5% of
students. While 2.5% of students chose strongly disagree that their teacher does
a though job. From the percentage result of the second statement indicated that
many students though that their English teacher does a though job. Then the
37
students agree with the statement and 2.5% of students strongly agree.
Numbers of students who chose neutral was 15%. There are 37.5% of students
disagree and 25% of students strongly disagree with the statement. From this
result, it was found that many students didn‘t think that their teacher is
depressed. It can be seen from numbers of students who chose disagree and
strongly disagree.
English teacher is original, comes up with new idea. It is the fourth
statement. From the result of percentage, the answer from the students showed
that 40% of students agree with the statement. the numbers of students who
strongly disagree same with the numbers of students who chose agree. They
were also 40%. Students who chose neutral was 17.5% and 2.5% of students
chose disagree with the statement. while no one chose disagree. The percentage
of the fourth statement result could be counted up that 80% of students
believed that their teacher is original, come up with new idea. It concluded in
positive personality of English teacher. The fifth statement stated that English
teacher is helpful and unselfish with others. The result of close questionnaire
percentage indicated that 52.5% of students agree with the statement. 27.5% of
students chose strongly agree. Students who chose neutral for the statement
was 15%. Only 2 students chose disagree with the statement and no one chose
strongly disagree. It indicated that most of all students agree with the
statement.
The sixth statement is that English teacher is curious about many
38
of students agree with the statement. 20% of students strongly agree with the
statement. Many students chose neutral, they are 47.5%. no student chose
disagree and strongly disagree. The seventh statement is that English teacher is
full of energy. The students who agree with statement reached 57,5%. Students
who had opinion that they strongly agree that their english teacher is full of
energy were 12,5%. Students who chose neutral were 27,5%. There were 2,5%
students strongly agree and no one student chose disagree.
The eighth statement stated that English teacher is a reliable worker.
There were 52,5% of students agree with statement and 17,5% of students
strongly agree. But no one student chose disagree. 27,5% students chose
neutral and 2.5% students strongly disagree. The ninth statement is English
teacher who can be tense. 32,5% students chose disagree and 12,5% strongly
disagree, but just 5% students chose strongly agree. Many students neutral with
statement. The tenth statement is ingenious, a deep thinker. From this
statement, the reseacher found that 35% the students chose agree. 17,5%
students chose strongly agree. 7,5% the students chose disagree and strongly
disagree. 32,5% of students chose neutral. The eleventh statement of English
teacher must generate a lot of enthusiasm. There are 40% the students agree.
35% students neutral but just 2,5 of students disagree and 5% of students chose
strongly disagree. There are 17,5% students chose strongly agree.
The twelfth the statement of English teacher has a forgiving nature. The
result of percentage indicated that there was no students chose disagree with
39
chose agree and 22.5% of students chose strongly agree. Many students chose
neutral. The thirteenth, English teacher must worry a lot. From the close
questionnare, the researcher found that 2,5% of student chose strongly disagree
and 7,5% of students chose disagree. Then there are 45% neutral, 35% students
agree and 10% students strongly agree. The fourteenth, English teacher has an
active imagination. only 2,5% of students strongly disagree and no one chose
disagree. There are 42,5% of students neutral and 32,5% chose agree. 22,5% of
students chose strongly agree.
The fifteenth statement is generally trusting. From the percentage
result, there was not student chose strongly disagree and disagree. There were
57,5% students agree with statement. 30% of students chose strongly agree and
12,5% students chose neutral. The sixteenth statement is English teacher who
inventive. From this stetement, 57,5% of students agree and 25% chose
strongly agree. There was not student chose strongly disagree or disagree.
17,5% students chose neutral. The seventeenth is English teacher has an
assertive personality. Just 1 student chosen strongly disagree. No one chose
disagree. There are 35% students chosen agree. 42,5% of students chose
strongly agree and 20% students chose neutral.
Persevering until the task is finish is the sixteen statement. From the
students‘ answer, it showed that 20% of students had opinion that they chose
neutral of this statement. Students who agree with statement were 52,5% and
27,5% of students were strongly agree. In this statement, the reseacher didn‘t
40
most of students agree that positive personality factor of English teacher is
persevering until the task is finish. In the other satement of close questionnaire
is English teacher who can be moody. From the statement, students had
opinion that 47,5% of students chose neutral. Students who were assumed
agree that positive personality factor of English teacher who can be moody
were 17,5%. The percentage of strongly agree was 7,5% and only 2,5% of
student chose strongly disagree, 25 % of students chose disagree. It mean that
many students inclined neutal in this statement.
The twentieth statement is considerate and kind to almost everyone.
The result of percentage from the close questionnaire, there were 52,5%
students agree with the statement. 25% of students strongly agree that positive
personality factor is considerate and kind to almost everyone. Only 2 students
disagree with the statement and there wasn‘t student strongly disagreen with
the statement. From the percentage result of the twentieth statement showed
that most of students had neutral opinion toward this statement.
The twentith is English teacher does things efficiently the result showed
that 52,5% of students agree with the statement. Students who had neutral
opnion were 37,5% , there are 10% of students strongly agree with the
statement. From the result close questionnaire there wasn‘t students who
strongly disagree and disagree. Then the twenty second statement is teacher
who outgoing, sociable. The number of students who were strongly agree with
the statement reached 37,5% and 35% of students agree. Researcher didn‘t find
41
students had neutral opinion for this statement. The next statement is teacher
who makes plans and follows through with them. From the percentage result
showed that 35 % of students had neutral opinion and no one disagree with the
statement, but 2,5% of students chose strongly disagree. There are 42,5% of
students agree and 20% of students strongly agree with the statement.
The twenty fourth statement is English teacher gets nervous easily.
From the close questionnaire result, there was no students strongly agree with
the statement. 20% of students strongly disagree. There were 40% of students
disagree and 32,5% of students had neutral opinion. Other students agree with
the statement. The last statement is English teacher who likes to cooperate with
other. The result of percentage was 57,5% of students agree with the statement
and 17,5% of students strongly agree. From the last statement, no one student
who disagree and strongly disagree with the statement. The students who had
neutral opinion were 25%. The result of close questionnaire can be seen in the
42 original, comes up with new ideas helpful and unselfish with others Perseveres until the task is finishe Can be moody considerate and kind to almost everyone Does things efficient outgoing, sociable Makes plans and follows through with them Gets nervous easily Likes to cooperate with others
Chart 4.1. close questionnaire result of students' perception on English teacher's personality factors and types
43
Based on the result of close questionnaire above, the researcher can
conclude that there are eight categories positive personality factor of the
English teacher that be chosen by students. It based on students‘ answers that
reach more of 50% agree and strongly agree. The first rank is teacher who
generally trusting. The second rank is English teacher who inventive. The third
rank is on English teacher likes to cooperate with others. The fourth rank is
English teacher who full of energy. The fifth rank is English teacher who
perserves until the task finished. The sixth rank is English teacher who helpful
and unselfish with others. The seventh rank is considerate and kind to almost
anyone. The eight rank is English teachers who are reliable worker. The result
of the close questionnaire can be seen in the following table:
Table 4.1. close questionnaire result of students‘ perception on English
teachers‘ positive personality factors:
No List of result of English teachers‘ positive personality
factors
Perserves until the task finished
Helpful and unselfish with others
Considerate and kind to almost anyone
44
The research not only obtained data through close questionnaire but
also open questionnaire. It has purpose that students are not only chose
statements but also students can give opinions about positive personality factor
by write down on the paper freely.
From the open questionnare result, there are some answers that can be
summed up by the researcher to English teacher positive personality factor at
SMK Perintis 29 Ungaran. There are nine students answered that positive
personality factor of English teacher must discipline and firm. For example the
stataement from SM-6 (see appendix.1). He stated that ―faktor kepribadian
guru yang baik adalah seorang guru yang tegas dan disiplin‖ (positive
personality factor of english teacher is firm attitude and dicipline). Other
statement is twenty one students stated that english teachers‘ positive
personality factor is kind person. Thirteen students abstain. They had no
opinion about english teachers‘ personality factors.
9
21 13
0 5 10 15 20 25 Teacher should be dicipline and firm
Kind person
Chart 4.2. Open questionnaire result of students' perception on English teachers' positivepersonality factors.
45
To obtained data deeply and crosscheck the result that had been
obtained by close questionnaire and open questionnaire, the research also
conducted interview for four students students. They are SM-2, SM-7, SF-3
and SF-20 (see appendix.1). Their statement about English teachers‘ positive
personality factors had some simmilarities aand diffences. The first was from
SM-2. He stated that positive personality factor of english teacher is firm
person and can teach clearly, diciplin and patient person (gurunya tegas dan
bisa menjelaskan dengan jelas dalam mengajar, disiplin dan sabar). Other
statement is from SM-7. He also explained that teachers have to be patient to
students because many students have difficulty in learning English. He stated
―menurut saya faktor kepribadian guru yang baik itu yaitu yang kalau
menerangkan mudah dipahami, baik hati, sabar dan tegas‖ (in my opinion,
positive personality factor of teacher is teacher who can teach that easy to be
understood by students, kind, firm and patient person. He also stated that
teachers have to remind or give advice for students who do not obey the
school‘s rules. It indicated that teachers care for the students.
The difference statement also came from SF-2. She stated that positive
personality factors of english teachers are teachers who can give English
language knowledge. SF-20 stated that positive personality factors of English
teachers who can give english material clearly and easy to be undestood.
Teachers have to repeate in teaching. If students do not undestand about
46
students understand. She also stated ― guru yang bisa mengatasi murid dengan
baik” (teachers can handle students well).
From the close questionnaire, open questionnaire and interview can be
conclude that English teachers‘ personality factors of SMK perintis 29 Ungaran
are the following:
a. Generally trusting
b. Inventive
c. Cooperate with others
d. Full of energy
e. Perserves until the task finished
f. Helpful and unselfish with others
g. Considerate and kind to almost anyone
h. Reliable worker
i. English teachers who are kind, dicipline, firm and patient person
j. English teachers who can teach clearly and easy to be understood
k. English teachers who can give advice and handle for students.
2. Students’ Perception on English Teachers’ Positive Personality Types at SMK Perintis 29 Ungaran
To obtained the data about english teachers‘ personality type, the
researcher conducted open questionnaire and interview. In open
47
on the paper in Bahasa Indonesia (see appendix.2). From the result of open
questionnare, the researcher can describe that there are fifteen students gave
opinions that English teachers‘ personality type is teachers have to motivate
the students. One of student, she is SF-9 stated ― guru yang selalu memberi
motivasi kepada siswa‖ (teachers who always motivate students). the same
statement was from SM-2. He stated “baik karena memotivasi para pelajar”
(positive personality of teachers is teachers who motivate students).
Seven students answered that english teachers‘ personality types are
teachers who can be good model and figure for students. seven students stated
that positive personality of English teachers are calm person, but fourteen
students had no idea.
The researcher also conducted interview for four students. They are
are SM-2, SM-7, SF-3, and SF-20 (see appendix.1). From the interview
teachers can be good model and figure for students
Chart 4.3. Open questionnare reult of Students' Perception on English teachers' positive personality type
