CHAPTER III RESEARCH METHODOLOGY
F. Technique of Analysis Data
The researcher gathered data to analyzed it, the procedure that was applied collected to all of the data from the sample. After that the researcher
25
identified the data and classified the result of the questionnaire to categories students belong extrovert and introvert. Then, the researcher identified the score of students by speaking test.
1. To calculate the percentage of students answering from the questionnaire, the formula as follow :
𝑃 = 𝐹
𝑁 100 % Notation :
P = Rate percentage F = Frequency
N = Number of Sample 100 % = Constant Value
(Sugiyono, 2017: 135) 2. The score of speaking Test
According to Brown (2004) the speaking assessment also requires the rates to pay attention to some components of speaking. The components are pronunciation, grammar, vocabulary, fluency and comprehension.
Table 3.3 Rubric Score of Speaking
Components Assessment Skor
Pronunciation
The pronunciation is clear and quite understandable
5 There are some pronunciation problem, but still quite understandable
4 Pronunciation problem necessitate listening and occasionally lead a misunderstanding
3
Very hard understand because of pronunciation problem, must frequently be asked repeat
2
Pronunciation problems so serve as to make speech virtually unintelligible 1 Grammar
Errors in grammar are quite rare 5 There are few grammatical errors but
still intelligible. 4
Makes frequent errors of grammar and word-order which occasionally obscure meaning.
3
Grammar and word-order errors make comprehension difficult. Must often rephrase sentence and or restrict him to basic patterns.
2
Errors in grammar and word-order so several as to make speech virtually unintelligible
1
Vocabulary
Almost all vocabularies used are in a proper use
5 Frequently use inappropriate terms or must replace ideas but still intelligible
4 Frequently uses the wrong words, conversation somewhat limited because of adequate vocabulary.
3
Misuse of words and very limited vocabulary make comprehension quite difficult
2
Vocabulary limitation so extreme as to make conversation virtually
1
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impossible.
Fluency Able to use the language fluently. Rare skip, and the speed of speech are at the normal rate.
5
Speed of speech seems to be slightly affected by language problems.
4 Speed and fluency are rather strongly affected by language problem
3 Usually hesitant often forced into silence by language limitation.
2 Speech is as halting and fragmentary as to make conversation virtually impossible.
1
Comprehension Understand most of what is said at average speed
5 Understanding what is said at average speed, but occasional repetition may be necessary.
4
Understand what is slower than average speed repetition.
3 Has great difficulty following what is said can comprehend only ‘’ social conversation ‘’ spoken slowly and with frequent repetitions.
2
Cannot be said to understand even sample conversation English.
1
( Harris, 1974 )
3. To got score of speaking
The score = The result of score x 100 Max score
4. To get the main score of the student speaking score used : M = ∑𝑋
𝑁
Notation :
M = Average number of mean
∑x = Total score N = Number of people
Table 3.4 The Speaking Scoring Rubric
Indicators Score
Excellent
80 – 100
Good
70 – 79
Enough
60 – 69
Less
<60
Harris(1974)
29
CHAPTER IV
FINDINGS AND DISCUSSIONS A. Findings
The data used in this study came from a questionnaire and a speaking test.
The aim of this research was to determine the differences in students personality and speaking performance between extrovert and introvert students at Muhammadiyah University of Makassar's third semester English department. To know result of this research, the researcher analyzed students’
personality first. The researcher identified which one students has extrover personality and which one students has introvert personality by giving a questionaire about personality. Then, to know speaking performance between extrovert students and introvert students, the researcher used speaking test that focused of aspect speaking.
1. Types of Students Personality
After the researcher distribute the questionairre, the researcher identified the students category into extrovert and introvert personality.From the questionaire there were seventeen questions.There nine of questions that item of extrovert and eight questions that item of intovert. Students categorized of extrovert were 11 students and introvert students were 9.
Table 4.1 Percentage of Extrovert and Introvert Students personality
No Category Frequency Percent ( % )
1. Extrovert 11 55 %
2. Introvert 9 45 %
Table 4.1 it showed that from 20 students there were 11 students extrovert ( 55 % ) and 9 students were introvert ( 45 % ).
2. The Speaking Performance between Extrovert and Introvert Students.
a. Pronunciation
The researcher identified of students speaking test by audio, from the audio the researcher got data that extrovert students dominanted got score 4 in pronunciation. Then, introvert students dominanted got score 3 in pronunciation . it can be conluded that extrovert students got higher score in pronounciation than introvert students.
b. Fluency
Dominantly of extrovert students got score 4 in fluent than the students who are introverts, the introvert students got score 3. Extrovert students have speech speed is at normal speed but language problems seem to have a minor impact on the speech rate of introvert students..
c. Grammar
Extrovert and introvert studentsdominanted got 4 score, it can conluded that extrovert and introvert students have few grammatical errors but still intelligible.
31
d. Vocabulary
In this part, extrovert students got 5 score while introvert students got 4 score. For extrovert students, almost all of the vocabulary used in correctly but introvert student still used the vocabulary that they were frequently used inappropriate terms or must replace ideas but still intelligible.
e. Comprehension
Extrovert and introvert students dominanted got score same, they were got 4 score in comprehensio, they more understand most of what they were said at average speed but the introvert students also understanding but sometimes occasional repetition may be necessary and also slower than average speed repetition.
The researcher found out the speaking mean score that described in the table below.
Tabel 4.2Extrovert Students' Speaking Mean Score
No Category Frequency
1. Extrovert 11
Mean 80, 73
High Score 88
Low Score 76
SUM 888
Table 4.2 showed that the high score of extrovert students were 88 while the low score were76. From the data above that showed the mean score of student extrovert was 80,73.
The final results of extrovert speaking were categorized based on the rubric scoring that adopted by Harris (1974).
Table 4.3Speaking Score in the Extrovert Student Category
No Score Indicators Frequency Percent
1. 81 - 100 Excellent 7 64%
2. 70- 79 Good 4 36%
3. 60 - 69 Enough No student get the value 4. < 60 Less No student get the value
Total 11 100 %
Tabel 4.3 showed that from 11 students that categorized of extrovert, there were 7 students excellent (64 %) and 4 students good (36%). Then, the following table was score and category of introvert students in speaking performance.
33
Tabel 4.4 Introvert Students' Speaking Mean Score
No Category Frequency
1. Introvert 9
Mean 77,33
High Score 84
Low Score 68
SUM 696
Table 4.4it showed the high score of introvert students were 80 while the low score were 68. From the data above that mean score of student introvert was 77,33.
The final result of introvert students were categorized based on the rubric scoring that adopted by Harris (1974).
Table 4.5 Speaking Score in the Introvert students category
No Score Indicators Frequency Percent
1. 81 – 100 Excellent 2 22%
2. 70 – 79 Good 6 67%
3. 60 – 69 Enough 1 11 %
4. < 60 Less No student get the value
Total 9 100%
Table 4.5 it showed that from 9 students that categorized of introvert. there were 2 students excellent (22%), 6 students good (67%), and 1 students got enough.
B. Discussion
1. Types of Student personality
From the result of findings, the researcher calculated data from questionnaire that consist of seventeen item, nine items about extrovert and eight items about introvert, which was distribute in third semester of English departmentat Muhammadiyah University of Makassar. The researcher got twenty students which was distributed in this research.
From seventeen questions the researcher categorized students into extrovert and introvert students. There were eleven students that extrovert and nine students were introvert. From the result of students’ personality, extrovert students was dominated than introvert students.
The researcher categorized students based on the aspect of extrovert and introvert. The result of the study was supported by Eysenck in Samini ( 2004) that aspect of extrovert such as Activity, Sociability, Risk taking, Impulsiveness, Expressiveness, Practicality, Irresponsibility. While the aspect of introvert they are Inactivity, Unsociability, Carefulness, Controlled, Inhibition, Reflectiveness and Responsibility.
The typical of extrovert personality includes always interacting with other people, happy in every aktivity, like to share personal information freely, like to talk a lot rather listen, like to have many friends and commonicates ( Mitchellete, 2008). While, The characteristics of introvert personalities that spent time alone, avoid of center attention, listen than
35
speak, always hides their enthusiasm and also prefers quality over quantity friendships.
Add statement by Dornyei ( 2005) that the extrovert are active, talkative, sociable passionate and gregarious. In other word, extrovert are usualy sociable with people aound them. They also talkative and be active in learning, They are courageous and self-assured to performing in front of an audience, Then, introvert is passive, be quiet, reserved. It means that introvert of students who like to silence, They prefer to be alone because they are not interested in making many friends, and they also prefer to study in a quiet setting.
2. The speaking performance between extrovert and introvert students personality.
After the researcher found the students’ extrovert and introvert personality by giving questionnaire, the researcher gave the students speaking test to know the speaking performance of students. The researcher gave test and focused in aspect of speaking such as pronunciation, grammar, vocabulary, fluency and comprehension. The table 4.2 explains the score for extrovert speaking results, high score of extrovert students were eightyeight and the low score of extrovert students were seventysix in speaking. For the category of extrovert students speaking score, there were 7 students excellent or 64% and 4 students were good or 36%. In table of 4.4 that about introvert students score, the higher score of introvert students were eightyfour and the lower score of it were
sixty eight. For the category of introvert students speaking score, there were 2 students excellent or 22%, 6 students were good or 67% and 1 students got enough or 11%.
The categoryof the speaking score between extrovert and introvert personality that extrovert more dominante on the aspect of speaking such as pronunciation, grammar, vocabulary, fluency and comprehesion than introvert students personality. Extrovert student dominanted got 4 score in five components such as pronunciation, grammar, fluency and comprehension while vocabulary got 5 score . While, introvert students dominanted got 4 score in vocabulary, grammar and comprehension. Then, introvert students in pronunciation and fluency got 3 score.
The most students who achieve the higher score in speaking come from extrovert students, but we cannot said that introvert students are not good in speaking. There were some students who possessed in introvert personality, get a good score in speaking.
Johnson (2001) define also extrovert are stonger in directing themselves to their surrondings, like to find new people,active, there is a needing someone to talk and share somethingwith,despise read something.
Individuals extrovert also prefer to be active in everthing and do things rather than being silent and aggresive. Individual extrovert more succes in language learning than introvert.
37
This research was in line with lestari et all (2015) who looked at the relationship between extrovert and introvert students when it came to speaking. They discovered a statistically important difference in the participants' speaking ability based on their personality styles. Extrovert and introvert students have different learning styles; extrovert students tend to participate and study in groups, while introvert students prefer to study alone. The findings of this study matched those of Khodareza (2015), who found a small difference in speaking capacity between extroverts and introverts. In general, extrovert students speak more fluently than introvert students.
Based on the data about, the researcher found that speaking performance score indicated between extrovert and introvert students that extrovert students more dominanted than introvert and also extrovert students got high score than introvert in speaking.
38
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the findings and discussions of the research in the previous chapter, the researcher presented to conclusions as follows :
1. The students of the third semester English department were extrovert and introvert personality that extrovert (55%) and introvert (45%).
Extrovert more dominant than introvert.
2. There are difference in speaking performance between extrovert and introvert students’ personality. Extrovert students more better in speaking than introvert students.
B. Suggestions
From the findings presented earlier in the chapter four, there are some suggestions that can be taken as a consideration for students.
1. For students, it will be better if students know themselves by find out their personality, so it can make them to suitable in learning and it can help them to get a achievement in speaking performance.
2. For leacturer, pay more attention for students in term of their personality and support students to be good in explore their ability in speaking.
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APPENDIX
Appendix 1
Questionnaire of Extrovert and Introvert Personality
Name :
Reg number : Class :
Direction : This questionnaire has been design to help you better understand the ways you prefer learn. Then place a checklist (√ ) on the response that related your personality.
Explanation :
SS : Strongly agree TS : Disagree
S : Agree STS : Strongly Disagree
No Questions Answer
SS S TS STS
1. When I will hang out, usually I determine the place.
2. I act more spontaneously without thinking first.
3. I can usually hide angry or disappointed expressions when I'm around my
friends.
4. I admire one of the artists idolized from childhood until now.
5. I only act according to what I believe.
6. I better introspect myself if I don't get first rank than blame others .
7. I better think long before act.
8. I always look for busyness and can't stay quiet.
9. It's easy enough for me to say yes or no when making a choice.
10. I really like competition / competition.
11. I like to maintain arguments / opinions until the last drop of blood.
12. I often harbor whatever I feel.
13. I prefer to maintain my style rather than following the trend that is popular.
14. I feel comfortable even with a new friend.
15. My face and words usually show my emotional condition.
16. According to friends, I am a stubborn person.
17. Even though I was working on something, I could not refuse if a friend asked for help.
Appendix 2
Instrument of Speaking Test Topic : Descriptive text
Describe your favorite things by using your own words on an audio.
The students will be score based on five components of speaking skill by using the scale rating scores of David P. Harris
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
1. TS SS TS STS TS TS STS SS SS SS S TS STS SS SS S S
2. STS SS STS TS STS STS TS S SS S S STS TS SS S SS SS
3. TS S S TS TS TS TS SS S SS SS TS TS S S S S
4. SS TS SS S SS SS SS TS STS TS STS SS S TS TS STS TS
5. STS S TS STS TS STS STS SS SS S S TS TS SS S SS S
6. S STS SS S SS S S TS STS TS STS S SS TS STS TS TS
7. TS S STS TS STS TS TS S SS S SS STS ST S SS SS SS
8. TS SS SS TS STS TS STS SS SS SS SS TS TS S S S S