CHAPTER III RESEARCH METHODOLOGY
E. Data Analysis Technique
a. Normality Test
Normality test was used to know whether the collected data were normally distributed or not. When the data are normal, the result of the normality test can be generalized to the population. In this study,
program SPSS 25.0 – Kolmogorov-Smirnov Test (K-S Test) was applied to test the normality of data. If the significance of K-S test higher than 0.05, the data were normally distributed.
b. Linearity Test
Linearity test is used to know the size of the linear relationship between two variables x and y. To know the data obtained were linear or not, it used SPSS 25.0 to check it. The result of linearity was obtained by comparing with significant level (α = 0.05). If the result is higher than α, it means that the data are linear.
2. Correlation Analysis
For analyzing the data, to find out the degree of correlation between students‟ extrovert-introvert personality with their reading achievement, the researcher use formula by Pearson Product Moment Correlation. Pearson product-moment correlation can be used to analyze data, which is collected from the result of the two variables measurement in interval scale. The formula will be used for finding the number of correlation, as follows:
∑ ∑ ∑
√( ∑ (∑ ) )( ∑ ) (∑ ) In which:
: the coefficient of correlation between students' personality and their reading achievement
N : the number of respondent
X : the student's score in reading achievement Y : the student's score in personality
∑ : the sum of reading achievement scores
∑ : the sum of personality scores
∑ : the sum of squares of reading achievement scores
∑ : the sum of squares of personality scores
(∑ ) : the squares of the sum of reading achievement scores (∑ ) : the squares of the sum of personality scores
To know the correlation between variables, students‟ personality and reading achievement, the researcher use correlation level ( ) as seen in the table below:
Table 3. 7
Interpretation of Product Moment Correlation Coefficient of Correlation “ r ” Interpretation
0.00 – 0.20 The Correlation is Neglected
0.20 – 0.40 The Correlation is Weak
0.40 – 0.70 The Correlation is Strong Enough
0.70 – 0.90 The Correlation is Strong
0.90 – 1.00 The Correlation is Very Strong
Interpretation of Product Moment Score, adapted from Burn and Grove F. Statistical Hypothesis
To know whether there is a positive correlation or not between variable X and variable Y, the research formulated Hα (Hypothesis) and Hο (Null Hypothesis) as follows:
Hο = A B
H = A B
1. Alternative Hypothesis (Hα)
“There is a positive correlation between students‟ personality and their reading achievement”.
2. Null Hypothesis (Hο)
“There is no correlation between students‟ personality and their reading achievement”.
50 CHAPTER IV
FINDING AND DISCUSSION A. Finding
Personality test and reading test are the test to collect the data of this study. The data personality test aimed to figure out the types of students‟
personality. Meanwhile, the reading test used to test the reading achievement from the extrovert and introvert student only. After the score of each test was obtained, Pearson Product Moment Correlation was used to investigate the correlation between students‟ personality and English reading achievement. In this section, all the procedures in analysing the data are elaborated.
1. The Analysis of Students’ Personality and Reading Achievement Test a. The Analysis of Students’ Personality Test
Personality is the most prominent trait or characteristic of every human being. Personality is used to describe individual characteristics that set them apart from other people, a kind of psychological trait about how individuals are different from other people. Personality is a combination of attitudes, traits, mind-sets, emotions, awareness and unconsciousness, as well as values that influence individuals to do something right according to their environment.
In this research, students‟ personality is an independent variable that be called as variable X. To know it, the researcher gave the questionnaire that contains about 24 questions to 57 students as the sample. The total numbers of sample were 57 students, which 14
students were classified into introvert, 35 students were classified into extrovert, and 8 students were not include as a sample because their personality was ambivert. The ambivert students were not taken as sample because it was out of the scope of the research. Therefore, the total number of sample was 49 students. The descriptive statistical analysis of students‟ personality type is shown in table 4.1.
Table 4. 1
Descriptive Statistics of Eysenck Personality
N Minimum Maximum Mean Std. Deviation personality score 49 7 22 14,80 3,947
Valid N (list wise) 49
From the table above, it can be seen that score from 49 respondents, it showed that minimum score is 7, the maximum score is 23. The mean of the score for the participants is 14,80 and the standard deviation is 3,947. Then, it was revealed that from the questionnaire, extrovert was the most perceived type of personality. The details are as follow:
Table 4. 2
Distribution of student’s personality Types Frequency Percent Valid Extrovert 35 71,4
Introvert 14 28,6
Total 49 100,0
The results showed that there are 35 students (71,4%) who are indicated as extrovert personality. Then there are 14 students (28,6%) who are indicated as introvert personality. In conclusion, it was
revealed that from the questionnaire, extrovert was the most perceived type of personality.
b. The Analysis of Students’ Reading Achievement Test
Reading is a way to get meaning or knowledge from written texts. Achievement is the result of individual competence to find out more about the abilities they have. Reading achievement is the result of students' efforts to acquire and understand reading knowledge and skills through a systematic process, practice, and experience within a certain period of time which is usually measured by scores or grades on assignments and tests in English reading subjects.
In this research, students‟ reading achievement is a dependent variable that be called as variable Y. To know it, the researcher gave the reading test that contains about 25 questions to 49 students as the sample. The researcher presented the table of variable Y (reading achievement). In addition, the data is described on the table 4.3.
Table 4. 3
Descriptive Statistics Students’ Reading Achievement N Minimum Maximum Mean Std. Deviation Reading Score 49 36 96 64,53 13,765
Valid N (list wise) 49
The descriptive statistical analysis of students‟ reading achievement is shown in table 4.3 The maximum score is 96, and the lowest score is 36 the mean of the score for the participants is 64,53 and the standard deviation is 13,765. This mean score indicated that the level of reading achievement of participants is average.
Table 4. 4
Distribution of Students’ Reading Achievement
Category Frequency Percent Valid Percent Cumulative Percent Valid Very poor 5 10,2 10,2 10,2
Poor 4 8,2 8,2 18,4
Average 25 51,0 51,0 69,4
Good 11 22,4 22,4 91,8
Very good 4 8,2 8,2 100,0
Total 49 100,0 100,0
For each category, 5 students (10,2%) had very poor reading achievement. 4 students(8,2%) had poor reading achievement, 25 students (51%) had average reading, 11 (22,4%) had good reading and 4 students (8,2%) had very good reading achievement. From the distribution above, it found that “average” was the most frequent level of students‟ reading achievement (51%).
2. Pre-requisite Analysis a. Normality Test
In measuring normality test, Kolmogorov-Smirnov is used. The normality test is used to measure students„ reading comprehension and academic achievement. It was found the p-output from students personality and reading achievement was 0.200. From the result of the p-output, it can be stated that the students„ personality and reading achievement were normal. Since, it was higher than 0.05. The result of analysis is shown in table below:
Table 4. 5 Test of Normality
One-Sample Kolmogorov-Smirnov Test
Unstandardiz ed Residual
N 57
Normal Parametersa,b Mean ,0000000
Std.
Deviation
3,46272432
Most Extreme Differences Absolute ,077
Positive ,077
Negative -,044
Test Statistic ,077
Asymp. Sig. (2-tailed) ,200c,d
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
The normality test is used to determine whether the data is normally distributed or not. The regression model is considered normal if the data spreads around the diagonal line and follows the diagonal line.
From the picture above it appears that the data spreads around the diagonal line and follows the diagonal line, it can be concluded that the data is normally distributed.
b. Linearity Test
Linearity test was used to measure between student„s personality and reading achievement was linear or not. The result showed that the significance level of deviation from linearity score was 0.463 respectively that higher than 0.05. It meant that the data were linear.
ANOVA Table
Sum of Squares df
Mean
Square F Sig.
personality * reading
Between Groups
(Combined) 249,230 15 16,615 ,958 ,513
Linearity 4,059 1 4,059 ,234 ,631
Deviation from Linearity
245,171 14 17,512 1,010 ,463
Within Groups 711,086 41 17,344
Total 960,316 56
3. Pearson Product Moment Correlation (rxy)
a. The Correlation between Students’ Extrovert Personality and Reading Achievement
The aim of data analysis is to know the correlation between students‟ extrovert personality and their reading achievement. The data of students‟ extrovert personality and reading achievement test that were gained from Eysenck Personality Inventory questionnaire and the reading test distributed by the researcher can be seen clearly on following table:
Table 4. 6
The Score of Students’ Extrovert Personality and Reading Achievement Test
No Student Personality
Reading Score
Score Type
1 AWH 14 Extrovert 96
3 AWP 17 Extrovert 56
4 AOPSS 19 Extrovert 72
5 BA 20 Extrovert 44
9 F 17 Extrovert 60
10 HSN 20 Extrovert 52
11 KK 18 Extrovert 64
12 LAR 15 Extrovert 78
13 MLA 16 Extrovert 56
14 MNHF 14 Extrovert 56
15 MI 17 Extrovert 60
16 MA 18 Extrovert 80
18 KA 15 Extrovert 68
19 MRIH 15 Extrovert 64
21 R 13 Extrovert 60
22 RF 16 Extrovert 40
23 R 15 Extrovert 64
24 SS 18 Extrovert 72
25 SNA 15 Extrovert 56
27 AMHA 13 Extrovert 68
28 AI 16 Extrovert 64
29 AZ 20 Extrovert 60
31 AS 17 Extrovert 88
33 A 16 Extrovert 72
34 AN 18 Extrovert 96
35 FA 17 Extrovert 64
36 HS 20 Extrovert 68
37 IH 17 Extrovert 60
38 MLA 18 Extrovert 40
39 M 19 Extrovert 44
40 M 17 Extrovert 68
44 PJR 17 Extrovert 88
45 R 22 Extrovert 60
47 RR 18 Extrovert 48
48 SAH 17 Extrovert 72
.
Furthermore, the statistical score of the reading achievement scores and extrovert personality questionnaire counted using Frequency of Descriptive Statistic in SPSS 25.0 program to know mean, mode, median, and standard deviation score of reading achievement test score. It can be describe as follow:
Table 4. 7
The Statistical Score of Introvert Personality and Reading Achievement Test
Statistics Extrovert_
personality
Reading_ac hievement
N Valid 35 35
Missi ng
22 22
Mean 17,43 64,46
Std. Error of Mean
,432 2,358
Median 17,00 64,00
Mode 17 60
Std. Deviation 2,559 13,950
Variance 6,546 194,608
Range 9 56
Minimum 13 40
Maximum 22 96
Sum 610 2256
The descriptive statistical score of the reading achievement and extrovert personality is show in table 4.7. The respondent of this study were 35 students. The mean of the reading achievement test score was 64.46, which mean that the category of score is average. The median of reading achievement test was 64.00. Then, the mode score was 60. It mean that the most of students obtained 60 in reading test. In addition, the highest score of the reading achievement test score acquired by extrovert students was 96, and the lowest score was 40. Therefore, the rage score between the highest and the lowest score was 56. The last, the standard deviation of the reading test was 13.950 with variance 196.608.
Table 4. 8
Pearson Product Moment of Extrovert Personality and Reading Achievement
Correlations
Extrovert_
personality
Reading_ac hievement Extrovert_personal
ity
Pearson Correlation
1 -,121
Sig. (2-tailed) ,489
N 35 35
Reading_achievem ent
Pearson Correlation
-,121 1
Sig. (2-tailed) ,489
N 35 35
The result showed that the correlation between extrovert personality and reading achievement was -,121. It means that there was no correlation because rxy < rtable (-0,121 < 0,344).
b. The Correlation between Students’ Introvert Personality and Reading Achievement
The aim of data analysis is to know the correlation between students‟ introvert personality and their reading achievement. The data of students‟ introvert personality and reading achievement test that were gained from Eysenck Personality Inventory questionnaire and the reading test distributed by the researcher can be seen clearly on the following table:
Table 4. 9
The Score of Students’ Introvert Personality and Reading Achievement Test
No Student Personality
Reading Score
Score Type
2 AAF 10 Introvert 68
6 DA 9 Introvert 64
7 DCNS 11 Introvert 80
8 F 10 Introvert 56
17 MDP 10 Introvert 80
20 Q 8 Introvert 56
26 YFM 8 Introvert 48
30 ARW 9 Introvert 64
32 AP 10 Introvert 68
41 MAK 11 Introvert 52
42 MSF 8 Introvert 36
43 MYS 10 Introvert 72
46 RA 10 Introvert 80
49 SB 7 Introvert 80
Furthermore, the statistical score of the reading achievement scores and introvert personality questionnaire counted using Frequency of Descriptive Statistic in SPSS 25.0 program to know mean, mode,
median, and standard deviation score of reading achievement test score. It can be describe as follow:
Table 4. 10
The Statistical Score of Introvert Personality and Reading Achievement Test
Statistics Introvert_p
ersonality
Reading_ac hievement
N Valid 14 14
Missi ng
43 43
Mean 9,36 64,57
Std. Error of Mean
,325 3,652
Median 10,00 66,00
Mode 10 80
Std. Deviation 1,216 13,665
Variance 1,478 186,725
Range 4 44
Minimum 7 36
Maximum 11 80
Sum 131 904
The descriptive statistical score of the reading achievement and introvert personality is show in table 4.10. The respondent of this study were 14 students. The mean of the reading achievement test score was 64.57, which mean that the category of score is average. The median of reading achievement test was 66.00. Then, the mode score was 80. It means that the most of students obtained 80 in reading test. In addition, the highest score of the reading achievement test score acquired by introvert students was 80, and the lowest score was 36. Therefore, the
rage score between the highest and the lowest score was 44. The last, the standard deviation of the reading test was 13.665 with variance 186.725.
Table 4. 11
Pearson Product Moment of Introvert Personality and Reading Achievement
Correlations
Introvert Personality
Reading Achievement Introvert Personality Pearson Correlation 1 ,302
Sig. (2-tailed) ,295
N 14 14
Reading Achievement
Pearson Correlation ,302 1 Sig. (2-tailed) ,295
N 14 14
The result showed that the correlation between introvert personality and reading achievement was ,302. It means that there was no correlation because rxy < rtable (0,302 < 0,532).
c. The Correlation between Students’ Personality and Reading Achievement
Based on Pearson Product Moment Correlation, the result indicated that correlation between personality types and reading achievement was negative. The correlation coefficient or rxy (-.032) was lower than rtable (.288). Then the level of probability (p) significance (sig.2-tailed) was .827. It means that (p) .827 was higher than .50. It shows that there was no significant correlation between personality types and reading achievement.
Table 4. 12
Pearson Product Moment of Students’ Personality and Reading Achievement
Correlations
Students _persona
lity
Reading _achieve ment Students_perso
nality
Pearson Correlation
1 -,032
Sig. (2- tailed)
,827
N 49 49
Reading_achie vement
Pearson Correlation
-,032 1
Sig. (2- tailed)
,827
N 49 49
In addition, there was no correlation between personality types as whole (extrovert and introvert) and reading achievement, each type of students‟ personality types were analyzed and correlated by using Pearson Product Moment Correlation. The result showed that there was also no correlation with coefficient -.121 for extrovert and .302 for introvert personality. The result indicated no significant correlation since p-output of extrovert .489 and introvert .295 was higher than 0.05.
4. Test of Hypothesis
Hypothesis testing is used to determine the effect of the independent variables on the dependent variable. The hypothesis in this study uses simple linear regression analysis:
a. (H0) null hypothesis : there is no correlation between students‟
personality and reading achievement.
b. (Ha) alternative hypothesis : there is a correlation between students‟ personality and reading achievement.
After obtaining the significance value of the coefficient correlation, the degree of freedom is measured as follow:
df = n – 2
df = 49 – 2 = 47 (“r” value consultation table) df = 47
According to the fixed value of r-table, the r-table with of degree of freedom = 47 with r (5%).
Table 4. 13 Distribution rtable Score N The Level of Significance
5% 1%
47 0,288 0,372
Based on the findings of this study, the calculation of the rxy is 0.050 and the df is 47. Then, the score rxy is compared with the degree of significance 5% which show that the df = 37, the rt score which is obtained 0.288, therefore, rxy < rtable.
In the other word, Pearson‟ correlation coefficient indicated that there was no significant correlation between students‟ personality type and reading achievement because rxy < rtable (0,050 < 0,288).
B. Discussion
This research was conducted at SMPN 1 Sukowono to find out how the relationship between student personality types and students' reading achievement at SMPN 1 Sukowono will be described below:
1. Students Personality of students SMPN 1 Sukowono
After distributing the questionnaire to the ninth grade students of SMPN 1 Sukowono about personality types as many as 24 statements that from 57 students, it was found that more than half of the students had extrovert personality types (71.4%) and 28.6% were introverts. Personality type is an individual's distinctive attitude in behaving, which is everything that leads to the outside (extrovert) or inside (introvert) of the individual itself, so that it can be distinguished from other individuals.
The personality of students with a high percentage indicates that most students have extroverted personalities. This can be seen from the results of the questionnaire, which showed that 57% of students were extroverts.
Extrovert Personalities is influenced by environment and their friendship.
2. Reading achievement score of students SMPN 1 Sukowono
Based on reading achievement obtained from students' reading scores which are classified into very poor, poor, average, good and very good. In the research results, it was found that more than half of the respondents had high academic achievement (10.2% very poor; 8.2% poor; 51%
average; 22.4% good; and 8.2% very good). It was that the score was medium, this was indicated by the average score of the reading
achievement in the ninth grade students of SMPN 1 Sukowono found 64.00 and the mode score was 60.00. In addition, most of the students got higher score than the mean score obtained 64.00.
3. Correlation between Students Extrovert Personality and Reading Achievement
This study aims to determine whether there is a significant relationship between extrovert personality and reading achievement in ninth grade students of SMPN 1 Sukowono. Based on the statistical test, the rxy value obtained rtable (-0.121 < 0.334) with sig = 0.489 <0.05, then Ha is rejected and H0 is accepted. Therefore, it can be concluded that there was no correlation between extrovert personality and students' reading achievement.
4. Correlation between Students Introvert Personality and Reading Achievement
This study aims to determine whether there is a significant correlation between introvert personality and reading achievement in the ninth grade students of SMPN 1 Sukowono. Based on the statistical test, the rxy value obtained rtable (0.302 < 0.576). with sig = 0.295<0.05, then Ha is rejected and H0 is accepted. Therefore, it can be concluded that there was no correlation between introvert personality and students' reading achievement.
5. Correlation between Students Personality and Reading Achievement Based on the results of analysis of the students' personality questionnaire and reading test were analyzed by Person Product Moment, the researchers found that there was no correlation between students' personality and their reading achievement. It can be seen (table 4.12), the coefficient of correlation (rxy) is lower than r-table, rxy; rtable (-0.032 <
0.288). Then the level probably (p) significance sig 2-tailed was 0,827 that was higher than 0,050 (0.827 > 0.050). It indicated that there was no correlation between two variables.
Student personality and reading achievement have no correlation.
The results of this research indicate that ninth grade students of SMPN 1 Sukowono sometimes use student personalities all the time into life and the environment that are the most dominant factors. In addition, personality can also be applied to specific or academic achievements, student motivation, or other variables.
Besides personality, there are other factors that can affect student academic achievement; motivation, ability, and independence. The academic achievement of participants in this study can be influenced by several of these factors so that they can be used as material for consideration in conducting further research. In addition, the role of other personality factors such as conscientiousness, openness to experience, neuroticism, and agreeableness can be used as material for further research.
67 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the results of the research, data analysis and hypothesis testing conducted on ninth grade students at SMPN 1 Sukowono, it can be concluded that: There is insignificant correlation between the students personality type and their reading achievement of the ninth grade students SMPN 1 Sukowono. This is evidenced by the results of the statistical test, with rxy < rtable (-0.032 < 0.288) with sig. = 0.827 <0.05 which means there is no correlation.
B. Suggestion
In addition, based on the conclusions mentioned above, the researcher has the following suggestions:
1. For students
By knowing student personalities, it can have a positive impact on learning achievement, especially in English subjects. It is hoped that students can understand that each individual has a different level of personality so that each individual must have different motivations and learning techniques in the learning process to get maximum achievement.
2. For teachers
Researchers hope that teachers can teach English using various learning models that are more effective, varied and fun for students so that they can encourage students to have reading comprehension and