CHAPTER IV FINDING AND DISCUSSION
B. Discussion
Personality background focused on introvert and extrovert personality.
Based on the data collected from 42 students by using the questionnaire, that there were 10 students (23.81%) tend Introvert personality, and there were 21 students (50%) tend Extrovert personality at the first semester students of English Education Department of Makassar Muhammadiyah University in academic year 2015/2016.
Looking on the statistical descriptive of the Mean and Standard Deviation Score of the Two Groups (Extrovert and Introvert) on Speaking score, it can be clarified that there was difference between the Extrovert and the Introvert students on their English speaking ability, the Extrovert students are assumed to have a good and better ability in speaking than Introvert. Similar to what Abali (2006) found that extraversion extraverted students tend to be better than introverts in terms of overall speech production.
The result of Pearson Correlation Coefficient shows !" = 0.630, that was classified “Substantial Correlation” where standard correlation was between 0.600-0.799. It could be stated that there was positive correlation between students’ personality background and their English speaking ability at the first semester students of English Education Department of Makassar Muhammadiyah University in academic year 2015/2016.
The result show that hypothesis was accepted/tenable. It means that there was significant correlation between the students’ personality background and the students’ speaking ability of the First Semester Students of Makassar Muhammadiyah University in Academic of 2015/2016.
The result of the present study are partly in line with the results of the previous research. Whereas, other researches illustrate that personality types correlate with EFL, e.g., researchers (Rossier, 1976; Dewaele and Furnham, 2000;
Hassan, 2001; Abali, 2006) found a significant correlation between extraversion- introversion and oral L2 performance components. But contrary to what (Busch, 1982; Dewaele, 1996; Manalo and Greenwood, 2004; Daele, 2005). That there were no significant correlation between extraversion-introversion and oral L2 performance components.
So far the studies looking at the correlation between extraversion/introversion and speaking performance have found contradictory results. Finally, the difference in methodology between this study and previous studies might also have affected the results. This is because the findings support some previous researches, while contradicts other researches.
45 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion based on this research which has been done at English Education Department of Makassar Muhammadiyah University.
A. Conclusion
Based on the research findings and discussions in the previous chapter, the following conclusions were presented:
1. There were 10 students (23.81%) tend Introvert personality, and there were 21 students (50%) tend Extrovert personality at the first semester students of English Education Department of Makassar Muhammadiyah University.
2. There was significant correlation between the students’ personality background (Extrovert-Introvert) and their ability in speaking English at the first semester students of English Education Department of Makassar Muhammadiyah University.
Based on the result above it can be concluded that students’ personality both Extrovert and Introvert did have any correlation or influence on their ability in speaking.
B. Suggestion
Based on the conclusion of this research, it can be recommended some suggestions to:
Lecturers
Lecturers of speaking need to be aware of internal condition of the learners, consider the students’ personality and determine the best strategy in teaching learning process to minimize students’ gap and maximize their potential in speaking skill.
Students
Students should understand themselves, especially in what skill they are good at, and what skill they lack. And they should be more concern and also spend more time to learn and master English skill they were lack off. So that they can improve themselves to achieve success in mastering all the English skill, especially in speaking.
Further Researchers
The result of this study is expected to be used as consideration or preview for the next researchers in doing the same field of the study with the different object of the research.
Ankara.
Agus. (2010). Improving The Students’ Speaking Ability Through Controversial And Unresolved Topic Method (Cut) At Second Grade Of Sma Muhammadiyah 7 Makassar. Retrieved from August 2015. FKIP University of Muhammadiyah Makassar.
Ahmadian, M. and Yadegari, H. R. (2009). “The Effects of Extroversion/Introversion on the Use of Strategic Competence in Written Referential Communication”
In IJAL, vol:12, no:1.
Aiken, L. R. (1993). Personality: Theories, Research, and Applications. New Jersey:
Prentice-Hall, Inc.
Allen, B. P. (1994). Personality Theories. Ally and Bacon. P. 1, 2, 391-400.
Anik I. (2010). The Influence of Extroversion toward Students’ Speaking Achievement of the Fifth Semester of English-Departement of State Islamic Studies Institute of Salatiga in the Academic Year of 2009/2010. STAIN Salatiga. Indonesia.
Arikunto, S. (2006), Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta.
Atbas, E. (1997). An Investigation of the Relationship between the Personality Traits of Introversion-Extroversion and the Oral Proficiency of Learners of English in An EFL Setting in Turkey. Unpublished master’s thesis, Bilkent University, Ankara.
Ausubel, P. David. (1968). Educational Psychology: A Cognitive View. New York:
Holt, Rinehart and Winston.
Ba’dulu, Abdul Muis. (2004). English Syntax. Makassar: UNM Publisher.
Badran, A. Hassan. (2001). Extraversion/Introversion and Gender in Relation to the English Pronunciation Accuracy of Ara-bic Speaking College Students. A Re-search Report. Egypt: College of Edu-cation, Mansoura University.
Berry, Vivien. (2007). Personality Differences and Oral Test Performance.
Frankfurt: Peter Lang.
Boeree, C. G. (2006). Personality Theories: Carl Jung 1875-1961. Retrieved from http://webspace.ship.edu/cgboer/jung.html
Bowdon, T. B. (2007). 50 Psychology Classics. London, UK: Nicholas Brealey.
Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. London:
Longman Publishing Group.
Busch, D. (1982). Introversion-Extroversion and the EFL Proficiency of Japanese Students. Language Learning, 32, 109-32.
Personality Factor Questionnaire. (16PF) Champaign, I11.: IPAT.
Cervone, D and Pervin, L. A. (2014). Personality Psychology. Singapore: John Wiley & Sons. Singapore Pte. Ltd.
Cherry, K. (2012). 10 Fascinating Facts about Personality: Fun and Fascinating Facts about Human Personality. Retrieved from http://psychology.about.com/od/personalitydevelopment/tp/facs-about-
personality.htm
Cook, V. (1993). Linguistics and Second Language Acquisition. London: Macmillan.
Daele, V. S. (2005). The Effects of Extraversion on L2 Oral Proficiency. Circulo de Linguistica Aplicada a la Comunicacion, 24, 91-114.
Dembling, S. (2012). The Introvert’s Way: Living a Quiet Life in a Noisy World. New York, NY: Perigree-Penguin.
Dewaele, J.-M. and Furnham, A. (1999). “Extraversion: The Unloved Variable in Applied Linguistics Research”. Language Learning 49 (3): 509–544.
Dewaele, J. M. Furnham, A. (2000). Personality and Speech Production: A Pilot Study of Second Language Learners. Personality and Individual Differences,28,355-365.
Dewaele, J. M. (2007). Predicting Language Learners’ Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables.
Department of Applied Linguistics, Birkbeck, University of London. U.K.
Ellis, R. (1999). Understanding Second Langauge Acquisition. Oxford: Oxford University Press.
Eysenck, H. J. (1958). A Short Questionnaire for the Measurement of Two Dimensions of Personality. Journal of Applied Psychology, 42, 14-17.
Eysenck, H. J. (1964). Manual of the Eysenck Personality Scales. London: Hodder &
Stoughton.
Eysenck, H. J. (1970). Manual for the Eysenck Personality Inventory. London:
University of London Press.
Eysenck, J. Hans and Glenn Wilson. (1976). Know Your Own Personality. England:
Penguin Books.
Eysenck, S. B. G., Eysenck, H. J., & Barrett, P. (1985). A Revised Version of the Psychoticism Scale, Personality and Individual Differences, 6, 21-29. “The Eysenck Personality Measures: Fifty Years of Scale Development”. In Boyle, G. J., Matthews, G. and Saklofske, D. H (Eds.).
Furnham, A., Eysenck, S. B. G., Saklofske, D. H. (2008). ‘The Eysenck Personality Measures: Fifty Years of Scale Development’. In Boyle, G. J., Matthews, G.
and Saklofske, D. H (Eds.).
Gay, L. R. (2012). Educational Research, Competences for Analysis and Application, 10th Edition. Olumbus: Merril Prentice Hall.
English Pronunciation Accuracy of Arabic College Students. Reports and Research, 134, 1-34.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning.
Oxford: Pergamon.
Laney, Marti Olsen. (2002). The Introvert Advantage: How to Thrive in An Extrovert World. New York: Workman Publishing Company.
Larkin, J. & Powers, J. (2013). Learning to Learn-Introverts and Extraverts in Group Study: Innovative Collaboration, or Recipe for Disaster? Retrieved from http://cppeducation.blogspot.com/2013/01/learning-to-learn-introverts
and.html
Larsen, R. J. and Buss, D. M. (2002). Personality Psychology: Domains Of Knowledge About Human Nature. Boston: McGraw-Hill.
Lightbown, P. M. and N. Spada.(1999). How Languages are Learned. Oxford:
Oxford University Press.
Marzieh, S., Mohammad, Ali S., Mitra, F., Sharif, M. (2014). Which Personality Trait Performs Better on IELTS Speaking Test? Extroverted or Introverted?
Islamic Azad University, Yasouj, Iran.
McAdams, D. P., & Pals, J. L. (2006). A New Big Five: Fundamental Principles for An Integrative Science of Personality. American Psychologist, 61,204-217.
Naiman, N., M. Fröhlich, H.H. Stern and A. Todesco. (1978). The Good Language Learner.
Nikoopour, J. and Farsani, M. A. (2010).“On the Relationship between Language Learning Strategies and Personality Types among Iranian EFL Learners”.
In JOURNAL OF ENGLISH STUDIES vol:1 iss:1, 81-101.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom.UK:
Cambridge University Press.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle&Heinle.
Oya, T., Manalo, E., and Greenwood, J. (2004). The Influence of Personality and Anxiety on Oral Performance Of Japanese Speakers of English. Applied Cognitive Psychology, 18:841-855.
Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: John Wiley & Sons Inc.
Papadopoulos, R. K. (1992). Carl Gustav Jung: The Structure and Dynamics of the Psyche. London, New York: Routledge.
Qomarudin, A. (2010). Correlation between Extraversion Personality and English Writing Skill. Undergraduate Thesis, University of Diponegoro, Indonesia.
Rahmawati. (2012). Improving the Students’ Motivation in Speaking through Peer Interview. Thesis FKIP UNISMUH Makassar.
Learning of Oral English As A Second Language. Phd Dissertation.
University of Southern California. U.S.A.
Ryckman, Richard M. (2004). Theories of Personality. Wadsworth/Thompson Learning.
Schmeck, R. R. & Lockhart, D. (1983). Introverts and Extraverts Require Different Learning Environments. Educational Leadership. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198302_schmeck.pdf.
Sharron, E. D. (2013). "The Invisible Students in the Classroom: How to Include the Introverts without Excluding the Extroverts". Education and Human Development Master's Theses. State University of New York. USA.
Suliman, Fatma. (2014). The Role of Extrovert and Introvert Personality in Second Language Acquisition. Proceedings of SOCIOINT14 – International Conference on Social Sciences and Humanities.
Thornbury, S. (2005). How to Teach Speaking. Harlow, England: Longman.
Tieger, P. D. & Barron-Tieger, B. (1995). Do What You Are: Discover the Perfect Career for You through the Secrets of Personality Type (2nd ed.). New York:
Little, Brown and Company.
Ur. Penny. (1996). A Course in Language Teaching: Practice and Theory.
Cambridge: Cambridge University Press.
Valmari, H. (2014). Introverts and Extroverts As Communication Strategy Users – A Comparative Study of Finnish Speakers of English. A Master’s Thesis.
University of Eastern Finland, Finland.
Vogel, K., & Vogel, S. (1988). Interlanguage and the Personality of the Learner.
International Journal of Applied Linguistics, 24(1), 48-68.
Weimar, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey-Bass.
Widdowson. H.G. (1978). Teaching Language as Communication. London: Oxford.
University Press.
Wilson, G. (1990). “Introversion/extraversion”, in: T. Blass (ed.), Personality Variables in Social Behaviour. Hillsdale: Lawrence Erlbaum, 179-218.
Yang, L. X. (2007). A Study of the Influence of Extraversion/introversion on the Oral Fluency in the Group Oral Discussion Task. Zhejiang University (People's Republic of China). PQDT - Asia, Retrieved from http://search.proquest.com/docview/1027903734?accountid=8401.(1027903 734.)
Zack, D. (2010). Networking for People Who Hate Networking: A Field Guide for Introverts, the Overwhelmed, and the Underconnected. San Francisco, CA:
Berrett-Koehler Publisher, Inc.
UNIVERSITAS MUHAMMADIYAH MAKASSAR Jl. Sultan Alauddin Telp. (0411) 860132 Makassar 90221
Mata Kuliah : Speaking 1 Dosen Pengampun : Hijrah S.Pd.
Kode Mata Kuliah : BK 35209
Jurusan : Pendidikan Bahasa Inggris Tahun Ajaran 2015-2016
Kelas : B
No. No. Stambuk Nama Mahasiswa
1. 10535 06241 15 NUR INDAH SARI
2. 10535 06242 15 NENG ANNISA RIZKI
3 10535 06243 15 YULIA AL HUSMA
4 10535 06244 15 PUPUR RESTI UTAMI
5 10535 06245 15 ERWIN
6 10535 06246 15 NURLIAH
7 10535 06247 15 DINA AWALIA
8 10535 06248 15 IRMA SRI MULYANI
9 10535 06249 15 ANDI RISWANDI PUTRA
10 10535 06250 15 IRAWANTI
11 10535 06251 15 NURUL AULIA DEWI
12 10535 06252 15 ANNISA AMRIANI
13 10535 06253 15 MUARIF ABQARY
14 10535 06254 15 MEGA BUDI PERTIWI
15 10535 06255 15 RAFLI
16 10535 06256 15 NUR MUFIDAH MUCHTAR
17 10535 06257 15 MUTMAINNAH
18 10535 06258 15 JIHANUDDIN
19 10535 06259 15 NIRMAWATI
20 10535 06260 15 RISNAWATI
21 10535 06261 15 MUHAMMAD AKBAR
UNIVERSITAS MUHAMMADIYAH MAKASSAR Jl. Sultan Alauddin Telp. (0411) 860132 Makassar 90221
22 10535 06262 15 NURUL HIKMAH RAMADHANI
23 10535 06263 15 HILDA LIZA
24 10535 06264 15 ADINDA ADRIYANI PAIS
25 10535 06265 15 MIFTAHUL JANNAH
26 10535 06266 15 SUMSRIANI
27 10535 06267 15 ANNAS AKIS
28 10535 06268 15 ISMAWATI
29 10535 06269 15 HAFSAH
30 10535 06270 15 HARMIATI
31 10535 06271 15 NUR AISYAH
32 10535 06272 15 AMALIA R.
33 10535 06273 15 MIFTAH HULRESKI
34 10535 06274 15 ANDI NILAM SARI
35 10535 06275 15 YULIA ANGGRIANI
36 10535 06276 15 NUR HATIKA
37 10535 06277 15 SURYA TIKANINGSIH
38 10535 06278 15 ANDI ARTIANA
39 10535 06279 15 ELMY FADILAH NUR
40 10535 06280 15 RIFKA ALWASI
41 10535 06281 15 NASRUDDIN
42 10535 06282 15 NIRHIDAYA
Extroverion Scale
Name : ...
Class : ...
Reg. Num : ...
Age : ………..
Gender : Male/Famale Instructions:
Here are some questions regarding the way you behave, feel and act. After each question is a space for answering YES or NO. Try to decide whether YES or NO represents your usual way of acting or feeling. Then give mark (√) in the box under the column headed YES or NO. There are no right or wrong answers, and this isn’t a test of intelligence or ability, but simply a measure of the way you behave.
No. Questions
Option Yes No 1 Are you a talkative person?
2 Are you rather lively?
3 Do you enjoy meeting new people?
4 Can you usually let yourself go and enjoy yourself at a lively party?
5 Do you usually take the initiative in making new friends?
6 Can you easily get some life into a rather dull party?
7 Do you tend to keep in the background on social occasions?
8 Do you like mixing with people?
9 Do you like plenty of bustle and excitement around you?
10 Are you mostly quiet when you are with other pople?
11 Do other people think of you as being very lively?
12 Can you get a party going?
Kelas :
Umur :
Jenis kelamin : Laki-laki/Perempuan II. PETUNJUK PENGISIAN ANGKET
1. Baca dan pahami baik-baik setiap pernyataan berikut. Kemudian jawablah semua pertanyaan sesuai dengan keadaan atau perasaan anda yang sesungguhnya.
2. Berilah jawaban dengan memberi tanda ceklis (√) pada kolom jawaban yang tersedia 3. Dalam hal ini tidak ada penilaian benar atau salah, baik atau buruk, sehingga tidak ada
jawaban yang dianggap salah. Semua jawaban adalah benar, jika anda memberikan jawaban sesuai dengan keadaan atau perasaan anda yang sebenarnya
4. Informasi yang anda berikan melalui pengisian angket ini tidak berdampak pada siapa- siapa. Kami sangat menjaga kerahasiaan jawaban anda.
5. Atas partisipasi dan kesediaan anda untuk mengisi angket ini, kami mengucapkan banyak terima kasih.
“SELAMAT MENGERJAKAN”
EPQ
No. Pertanyaan
Pilihan (√) Ya Tidak 1 Apakah anda orang yang suka sekali berbicara?
2 Apakah anda cukup bersemangat?
3 Apakah anda menikmati bertemu orang baru?
4 Apakah anda biasanya bisa membiarkan diri anda pergi dan menikmati sebuah pesta meriah?
7 Apakah Anda cenderung menghindari perhatian umun pada acara-acara sosial?
8 Apakah anda suka bergaul dengan orang-orang?
9 Apakah anda menyukai banyak kesibukan dan tertarik akan sesuatu disekitar anda?
10 Apakah Anda kebanyakan tenang ketika Anda bersama orang lain?
11 Apakah orang lain menganggap anda sebagai orang yang periang?
12 Apakah anda suka ikut/menghadiri pesta?
INSTRUMENT
Diagnostic Test
ACTIVITY : SPEAKING TEST
INSTRUCTION: Do as what the instructions say!
1. Please introduce yourself, and then tell us about yourself or your personality !
The Result of Questionnaire Distribution
Students Numbers of Questionnaires Total Score
1 2 3 4 5 6 7 8 9 10 11 12
S- 1 1 1 1 1 1 1 1 1 1 1 10
S-2
S-3 1 1 1 1 4
S-4 1 1 1 1 4
S-5 1 1 1 3
S-6 1 1 1 1 4
S-7 1 1 1 3
S-8 1 1 1 1 4
S-9 1 1 1 1 1 1 1 1 8
S-10 1 1 1 1 1 1 1 1 8
S-11 1 1 1 1 1 1 1 1 8
S-12 1 1 1 1 1 1 1 1 8
S-13
S-14 1 1 1 1 1 1 1 1 8
S-15 1 1 1 1 1 1 1 1 1 9
S-16 1 1 1 1 1 1 1 1 1 1 10
S-17 1 1 1 1 1 1 6
S-18
S-19 1 1 1 1 1 1 1 1 8
S-20 1 1 1 1 1 1 1 1 8
S-21
S-22 1 1 1 1 1 1 1 7
S-23 1 1 1 3
S-24 1 1 1 1 1 1 1 1 8
S-25 1 1 1 1 1 1 1 1 8
S-26 1 1 1 1 1 1 1 7
S-27 1 1 1 1 1 1 1 1 8
S-28 1 1 1 1 1 5
S-29 1 1 1 1 4
S-33 1 1 1 1 1 1 1 1 8
S-34 1 1 1 1 4
S-35 1 1 1 1 1 1 1 1 8
S-36 1 1 1 1 1 1 1 7
S-37 1 1 1 1 1 1 1 1 1 9
S-38 1 1 1 1 1 1 1 1 1 9
S-39 1 1 1 1 1 5
S-40 1 1 1 1 1 1 1 1 8
S-41 1 1 1 1 1 1 1 1 1 9
S-42 1 1 1 1 1 1 1 1 8
Data Analysis Of Students’ Personality Background
No. Students Gender Personality score Note
1 S-1 Female 10 Tend to the Extrovert
2 S-3 Female 4 Tend to the Introvert
3 S-4 Female 4 Tend to the Introvert
4 S-5 Male 3 Tend to the Introvert
5 S-6 Female 4 Tend to the Introvert
6 S-7 Female 3 Tend to the Introvert
7 S-8 Female 4 Tend to the Introvert
8 S-9 Male 8 Tend to the Extrovert
9 S-10 Famale 8 Tend to the Extrovert
10 S-11 Female 8 Tend to the Extrovert
11 S-12 Female 8 Tend to the Extrovert
12 S-14 Female 8 Tend to the Extrovert
13 S-15 Male 9 Tend to the Extrovert
14 S-16 Famale 10 Tend to the Extrovert
15 S-19 Famale 8 Tend to the Extrovert
16 S-20 Female 8 Tend to the Extrovert
17 S-23 Female 3 Tend to the Introvert
18 S-24 Female 8 Tend to the Extrovert
19 S-25 Female 8 Tend to the Extrovert
20 S-27 Male 8 Tend to the Extrovert
21 S-29 Famale 4 Tend to the Introvert
22 S-31 Female 8 Tend to the Introvert
23 S-32 Female 4 Tend to the Introvert
24 S-33 Male 8 Tend to the Extrovert
25 S-34 Female 4 Tend to the Introvert
28 S-38 Female 9 Tend to the Extrovert
29 S-40 Female 8 Tend to the Extrovert
30 S-41 Male 9 Tend to the Extrovert
31 S-42 Female 8 Tend to the Extrovert
Sum of subject score 213
Mean Score 6.87
1. Means score of the students’ personality background X = ∑
= = 6.87
NO
Students Aspect of Speaking Total score Mean score
Classification Accuracy
(Grammar)
Fluency (Self confidence)
1 S -1 3 3 6 3 Average
2 S -3 3.5 3 6.5 3.25 Average
3 S -4 3 3 6 3 Average
4 S -5 3.5 4 7.5 3.75 Average
5 S -6 4 3 7 3.5 Average
6 S -7 4 4 8 4 Good
7 S -8 3.5 3 6.5 3.25 Average
8 S -9 4 4 8 4 Good
9 S -10 4 5 9 4.5 Good
10 S -11 5 5 10 5 Very good
11 S -12 4 4.5 8.5 4.25 Good
12 S -14 4 4 8 4 Good
13 S -15 4.5 4.5 9 4.5 Good
14 S -16 4 5 9 4.5 Good
15 S -19 5 5 10 5 Very good
16 S -20 4 4.5 8.5 4.25 Good
17 S -23 3 3 6 3 Average
18 S -24 5 5 10 5 Very good
19 S -25 4 5 9 4.5 Good
20 S -27 4 4 8 4 Good
21 S -29 3 3 6 3 Average
22 S -31 3 4 7 3.5 Average
23 S -32 3.5 3 6.5 3.25 Average
24 S -33 5 5 10 5 Very good
25 S -34 4 4 8 4 Good
28 S -38 5 5 10 5 Very good
29 S -40 4 4 8 4 Good
30 S -41 5 5 10 5 Very good
31 S -42 4 5 9 4.5 Good
Total Score 123.5 129 252.5 126.25
Mean Score 3.98 4.16 8.15 4.07
Mean Score of the Students’ Speaking Ability 1. Mean Score of the Students’ speaking accuracy
• Grammar:
98 . 3
31 5 . 123
=
=
=
∑
N X X
2. Mean Score of the Students’ speaking Fluency
• Self Confidence:
16 . 4
31 129
=
=
=
∑
N X X
Students X Classification Y Classification
S -1 10 Extrovert 6 Average
S -3 4 Introvert 6.5 Average
S -4 4 Introvert 6 Average
S -5 3 Introvert 7.5 Average
S -6 4 Introvert 7 Average
S -7 3 Introvert 8 Good
S -8 4 Introvert 6.5 Average
S -9 8 Extrovert 8 Good
S -10 8 Extrovert 9 Good
S -11 8 Extrovert 10 Very Good
S -12 8 Extrovert 8.5 Good
S -14 8 Extrovert 8 Good
S -15 9 Extrovert 9 Good
S -16 10 Extrovert 9 Good
S -19 8 Extrovert 10 Very Good
S -20 8 Extrovert 8.5 Good
S -23 3 Introvert 6 Average
S -24 8 Extrovert 10 Very Good
S -25 8 Extrovert 9 Good
S -27 8 Extrovert 8 Good
S -29 4 Introvert 6 Average
S -31 8 Extrovert 7 Average
S -32 4 Introvert 6.5 Average
S -33 8 Extrovert 10 Very Good
S -34 4 Introvert 8 Good
S -35 8 Extrovert 9 Good
S -37 9 Extrovert 8.5 Good
S -38 9 Extrovert 10 Very Good
S -40 8 Extrovert 8 Good
S -41 9 Extrovert 10 Very Good
S -42 8 Extrovert 9 Good
Total 213 252.5
Mean 6.87 8.15
Recapitulation Pearson’s Product Moment
Students X Y XY
S -1 10 6 100 36 60
S -3 4 6.5 16 42.25 26
S -4 4 6 16 36 24
S -5 3 7.5 9 56.25 22.5
S -6 4 7 16 49 28
S -7 3 8 9 64 24
S -8 4 6.5 16 42.25 26
S -9 8 8 64 64 64
S -10 8 9 64 81 72
S -11 8 10 64 100 80
S -12 8 8.5 64 72.25 68
S -14 8 8 64 64 64
S -15 9 9 81 81 81
S -16 10 9 100 81 90
S -19 8 10 64 100 80
S -20 8 8.5 64 72.25 68
S -23 3 6 9 36 18
S -24 8 10 64 100 80
S -25 8 9 64 81 72
S -27 8 8 64 64 64
S -29 4 6 16 36 24
S -31 8 7 64 49 56
S -32 4 6.5 16 42.25 26
S -33 8 10 64 100 80
S -37 9 8.5 81 72.25 76.5
S -38 9 10 81 100 90
S -40 8 8 64 64 64
S -41 9 10 81 100 90
S -42 8 9 64 81 72
∑N= 31 ∑X= 213 ∑Y= 252.5 ∑ = 1623 ∑ = 2111.75 ∑XY= 1794
∑N = 31
∑X = 213
∑Y = 252.5
∑ = 1623
∑ = 2111.75
∑XY = 1794
= ∑ XY − ∑ X ∑ YN
∑ − ∑ ∑ − ∑
= 1794 − 213 252.531
1623 − 21331 2111.75 − 252.531
= 1794 − 1794.9
!1623 − 1463.5"!2111.75 − 2056.7"
= 59.1
!159.5"!55.05"
= 59.1
√8780.475
=59.1 93.7 = 0.630
1. The Extrovert Students and Speaking Score ( )
No. Students Score ( ) − X − X Explanation
1 S - 1 6 -2.7857 7.7601
X = ∑ N X =184.5
21
= 8.7857
=
X
= !22.7852) 21 − 1
= !22.7852) 20
= √1.13926
= 1.067
2 S – 9 8 -0.7857 0.6173
3 S – 10 9 0.2143 0.0459
4 S – 11 10 1.2143 1.4745
5 S – 12 8.5 -0.2857 0.0816
6 S – 14 8 -0.7857 0.6173
7 S – 15 9 0.2143 0.0459
8 S – 16 9 0.2143 0.0459
9 S – 19 10 1.2143 1.4745
10 S – 20 8.5 -0.2857 0.0816
11 S – 24 10 1.2143 1.4745
12 S – 25 9 0.2143 0.0459
13 S – 27 8 -0.7857 0.6173
14 S -31 7 -1.7857 3.1887
15 S – 33 10 1.2143 1.4745
16 S – 35 9 0.2143 0.0459
17 S – 37 8.5 -0.2857 0.0816
18 S –38 10 1.2143 1.4745
19 S – 40 8 -0.7857 0.6173
20 S – 41 10 1.2143 1.4745
21 S – 42 9 0.2143 0.0459
Total 184.5 22.7852
Mean 8.7857
SD 1.067
− X − X
1 S – 3 6.5 -0.3 0.09
X =∑ N
=6.8 10 X = 6.8
=
( X )
= 5.6 10 − 1
= 5.6 9
= √0.6222
= 0.7888
2 S – 4 6 -0.8 0.64
3 S - 5 7.5 0.7 0.49
4 S – 6 7 0.2 0.04
5 S – 7 8 1.2 1.44
6 S – 8 6.5 -0.3 0.09
7 S - 23 6 -0.8 0.64
8 S – 29 6 -0.8 0.64
9 S – 32 6.5 -0.3 0.09
10 S – 34 8 1.2 1.44
Total 68 5.6
Mean 6.8
SD 0.7888
No Standard of “r” Interpretation
1 0,800 – 1,000 High
2 0,600 – 0,799 Substantial
3 0,400 – 0.599 Moderate
4 0,200 – 0,399 Low
5 0,00 – 0,199 Very Low
(Arikunto, 2002: 245
Considered with t-table, the result of value is 0.630. It means that the standard of correlation is conducted between 0.600 – 0.799 with “Substantial” interpretation.
Level of significance
df = N – 2 0.1 0.05 0.02 0.01
1 0.988 0.997 1.000 1.000
2 0.900 0.950 0.980 0.990
3 0.805 0.878 0.934 0.959
4 0.729 0.811 0.882 0.917
5 0.669 0.754 0.833 0.874
6 0.622 0.707 0.789 0.834
7 0.582 0.666 0.750 0.798
8 0.549 0.632 0.716 0.765
9 0.521 0.602 0.685 0.735
10 0.497 0.576 0.658 0.708
11 0.476 0.553 0.634 0.684
12 0.458 0.532 0.612 0.661
13 0.441 0.514 0.592 0.641
14 0.426 0.497 0.574 0.628
15 0.412 0.482 0.558 0.606
16 0.400 0.468 0.542 0.590
17 0.389 0.456 0.528 0.575
18 0.378 0.444 0.516 0.561
19 0.369 0.433 0.503 0.549
20 0.360 0.423 0.492 0.537
21 0.352 0.413 0.482 0.526
22 0.344 0.404 0.472 0.515
23 0.337 0.396 0.462 0.505
24 0.330 0.388 0.453 0.495
25 0.323 0.381 0.445 0.487
26 0.317 0.374 0.437 0.479
27 0.311 0.367 0.430 0.471
28 0.306 0.361 0.423 0.463
29 0.301 0.355 0.416 0.456
30 0.296 0.349 0.409 0.449
35 0.275 0.325 0.381 0.418
40 0.257 0.304 0.358 0.393
45 0.243 0.288 0.338 0.372
50 0.231 0.273 0.322 0.354
60 0.211 0.250 0.295 0.325
70 0.195 0.232 0.274 0.302
80 0.183 0.217 0.256 0.284
90 0.173 0.205 0.242 0.267
100 0.164 0.195 0.230 0.254
df = N – nr = 31 – 2 = 29
No. Students Personality Type
Transcript of Student’ Speaking
1 S -5 Introvert
I am Erwin, I want talk about robber in the city of Makassar, robber in city of Makassar very (…) because (.) because (…) and for example two week ago there is my friend (.) there is my friend he is tell me robber around twenty night twenty night o’clock and the take laptop, and the money …- and and the also take motorcycle. Okey thank you.
2 S -7 Introvert
Assalamu’alaikum warahmatullahi wabarakatuh
My name is Dina Awaliyah, you can call me Dina, and I come from Gowa, Sulawesi Selatan. These is I want to tell you about my experience is I go to Bugis waterpark of see the concert of Kaisa. When Friday, I go to there one neither book, I go to (.) the Bugis waterpark to see concert of Kaisa and I go to my cousin and I and I will so tire because I having do more (.) go with (…) and when I having (.) I feel I so tire and when I seek inside of the pool I feel I super happy because I have I have see concert of Kaisa (…) my friend and the concert is not for for along time and when the concert is enough (.) I I back to my house with my cousin. Okey I think its enough, wabillahi taufik wal hidayah wassalamu’alaikum warahmatullahi wabarakatuh
3 S -8 Introvert
My name is Irma Suryani, you can call me Irma. My hobby basketball, and volleyball, swimming. I have I have brother, eh I have 3 brother, ee I live, I love I love very my friends in in class because of (…)
4 S -11 Extrovert
Assalamu’alaikum warahmatullahi wabarakatuh.
My fullname is Nurul Aulia Dewi, you can call me Nurul um I am 18 years old I from Riau I move from Riau to Makassar because Makassar is my village I live in Riau because my dad
two big brother and I last child on my family. My brother tell married yet but I hope my first brother married next year because I want I want to have nephew and niece so I think that all thank you for time for your time assalamu’alaikum warahmatullahi wabarakatuh.
5 S -29 Introvert
My name is Hafsah, I live in jalan Ratulangi street, I live with my parents, I have his brother and his sister, my hobby is reading (.), maybe just it, thank you very much, assalamu’alaikum warahmatullahi wabarakatuh.
5 S -35 Extrovert
Assalamu’alaikum Warahmatullahi wabarakatuh
Well I will introduce my self, my name is Yulia Anggriani, but you can call me Yulia, I live in Manuruki 3, I don’t have sister and brother, I: I know coocking, make cake and I clean my house and my bedroom everyday, and my mother miss me, very miss me because I: I think the (…), okey, I think that all, thank you for your attention, assalamu’alaikum warahmatullahi wabarakatuh.
7 S -34 Introvert
(…), My name is Andi Nilam Sari, you can call me Nilam, I was born I was born Bulukumba, 01 April 1996. I live in jalan Rajawali, jalan Rajawali. (( )) I am from Bulukumba from Bulukumba (.) I have have one brother and two sisters. (.) I have nephew and niece, but niece but niece die …- I am I am nineteen nineteen year old, thanks.
8 S -37 Extrovert
Assalamu’alaiku warahmatullahi wabarakatuh.
Hy guys, I am Surya Tikaninggsih, but usually my friend call me Uni, but at home my family call me Tika. Okey guys I want eee ee
why I choose why I choose English Department here, Universitas Muhammadiyah, because ee I am, because the