A COMPARATIVE STUDY BETWEEN EXTROVERT AND INTROVERT STUDENTS ON THEIR SPEAKING ABILITY
(A Study of English Department Students of STKIP PGRI West Sumatra in Academic Year 2016/2017)
Yufebri Rahmadina, Siska, Mayuasti
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan yang berarti antara kemampuan berbicara siswa yang berkepribadian extrovert dengan siswa yang berkepribadian introvert. Penelitian ini merupakan penelitian komparatif, dimana partisipasinya adalah mahasiswa jurusan pendidikan bahasa Inggris tahun akademik 2016/2017 di STKIP PGRI Sumatera Barat. Teknik pengambilan data adalah dengan cara Purposive Sampling. Dalam penelitian ini, peneliti mengambil data dengan cara memberikan lembaran angket kepada mahasiswa khususnya di kelas 2016A dan 2016B yang berjumlah 75 mahasiswa untuk mengetahui siswa yang berkepribadian extrovert dan introvert. Setelah mengetahui siswa yang berkepribadian extrovert dan introvert, peneliti menghitung nilai kemampuan berbicara siswa. Berdasarkan hasil dari angket dan nilai kemampuan berbicara siswa menunjukan bahwa adanya perbedaan antara siswa yang berkepribadian extrovert dan siswa yang berkepribadian introvert dalam kemampuan berbicara mereka. Hal ini dibuktikan dengan hasil akhir dari thitung (2,15) lebih tinggi dibandingkan dengan ttabel (1,70). Jadi dapat disimpulkan, pada penelitian ini, hipotesis null (H0) ditolak bahwa terdapat perbedaan yang berarti antara siswa yang berkepribadian extrovert dan siswa yang berkepribadian introvert pada kemampuan berbicara mereka. Pada penelitian ini ditemukan bahwa siswa yang berkepribadian introvert memiliki kemampuan berbicara lebih baik dibandingkan dengan siswa yang berkepribadian extrovert, hal ini dibuktikan dengan nilai rata rata kemampuan berbicara siswa yang berkepribadian introvert adalah 82,73, lebih tinggi daripada siswa yang berkepribadian extrovert dengan rata-rata nilai kemampuan berbicara 77,60.
Kata Kunci: Extrovert, Introvert, dan Kemampuan berbicara
INTRODUCTION
Speaking as a productive skill is really needed by the students to produce language orally. It is important to be learned by the students, especially for English department students for several reasons. Through speaking, the students can express their thought, ideas, and feelings. If the students want to express their thought, ideas, and feelings, they should be able to speak it well and fluent in speaking, thus the listeners can understand what they said. It is clear that having a good speaking ability will determine the students’ success in communicating and delivering their ideas and feelings to the listeners.
Besides that, personality is also an important factor in learning speaking. Personality is all possible characteristics that people may have. It is urgent in learning speaking because each student may have different characteristics of personality. Having different characteristics among the students make their learning style different from each other as well as to
their speaking ability. It is supported by Jung in Suryabrata (2012:112) who states that “there are some types of personality: extrovert and introvert personality. People who are an extrovert get their energy from their external world; meanwhile people who are an introvert get their energy by their internal world.” In other words, extrovert personality is the characteristics that an individual have who prefers their external world that means they like to do activities and be social one. Meanwhile, the introvert personality is the characteristic that an individual have who are mostly being shy and preferring their internal world.
The introvert students tend to be quite and nervous in speaking.
Based on the researcher’s pre- observation to the English department students of STKIP PGRI West Sumatera at 2016 B class on October 2016, the researcher found a phenomenon among the students who studied speaking 1 at that time. There were two different characteristics of students’ personality in teaching learning process in the classroom.
Some of the students tended to speak English fluently and expressed their ideas, feelings and thoughts that can be categorized as extrovert students, but some others liked to keep silent that can be categorized as introvert students. One thing that made researcher interested to study about these students’ personality was that when the lecturer asked the students who always kept silent during the lesson to practice English in front of the class. It became great phenomena that those students could perform their English well even though some of them could still not because they looked nervous and shy when practicing their English in front of classroom. Meanwhile, the students who usually had high motivation to speak English seemed not to face any difficulties to perform English in front of the classroom.
Extrovert is one of the personality types that an individual have in their self. According to Jung in Alizadeh (2015:22), “extrovert is defined as an attitude of the psyche characterized by an orientation
towards the external world and other people.” It can be said that extrovert as an attitude from personality type that is characterized by how an individual adaptation with other people. Then, extrovert people can be seen by how they are adaptation with other people in their environment.
There are some characteristics that can describe extrovert personality according to some experts. Based on Eysenck in George Boeree (2006: 6),
“a typical extrovert is a person who tends to be sociable, needs people to talk to, easy-going and optimistic.” It can be assumed that the students who have extrovert personality tend to do a lot interaction because they like to socialize, communication and also connected with other people. In addition, the students who have extrovert personality tend to be easy- going that means they have tolerant attitude in doing interaction with others. It can be said that extrovert students are optimistic that mean the extrovert students have high motivation in learning process, so that
they are not afraid or nervous when they have to face a particular situation.
Another personality type is introvert personality that is the opposite of extrovert personality.
Introvert personality is one of personality type that an individual have in their self. According to Jung in Alizadeh (2015: 22),” introversion is an attitude of the psyche characterized by an orientation towards one’s own thoughts and feelings.” It can be said that introvert as an attitude from personality type that is characterized by an individual thoughts and feeling about something. Therefore, introvert is the personality types of an individual that keeps their thoughts and feelings in their mind, and then they do not like to share their thoughts and feeling to other people.
There are some characteristics of introvert personality according to some experts. Eysenck in George Boeree (2006:6) explains that “a typical introvert is quiet, reserved, plans ahead, and dislikes excitement.”
It means that the introvert students tend not to socialize with others
because they prefer to be quiet and reserved. Then, the introvert students have detailed plan for doing something such as they think first before they speak to others. It can be said that in learning process the introvert students are not likely to be involved in a particular situation that needs them to speak up, and also they do not have enthusiasm to face a particular situation.
Speaking ability is one of four language skills that should be learned by the students, especially English department students. It is important to be learned by the students because speaking becomes a communication tool that is used to do interaction with others in daily life. It is supported by Huebner in Susanti (2007:6) who states that: “speaking is a ability that is used by someone in their daily life communication whether at school or outside.” It means that speaking is important ability that is should be mastered because people cannot be separated from speaking in their daily lives, it means that the students should be mastered speaking ability in order
to do communication with other people easily.
In addition, there are some components of speaking ability that is important to be concerned by the students. According to Brown (2004:172), there are some components of speaking ability; there are pronunciation, vocabulary, grammar, fluency, and comprehension.
The first component is the pronunciation. Pronunciation means that the students ‘clarity to speak. The second component of speaking is vocabulary. The students’ vocabulary that means the student uses the appropriate words to speak. The third one is grammar in which the students use to produce arranged words orally.
Then, the students’ fluency to produce language orally that means the students can speak accurately. The last component is comprehension that means the students’ understanding about the content of what are they said or people say to them. It can be said that the components of speaking ability that students have can be seen
whether the students have good speaking ability or not.
RESEARCH METHOD
The type in this research was a comparative research. According to Arikunto (2006: 267), “comparative study is the research that can find the similarities and differences about things, a person, work procedures, ideas, and criticism of the person or group.” It means that by doing the comparative research, the researcher can see the significance differences of some groups.
Then, the population was the students at English Department of STKIP PGRI West Sumatera in academic year 2016/2017. There were 3 classes of English Department of STKIP PGRI West Sumatera in academic year 2016/2017, there were 2016 A class, 2016 B class, and 2016 C class. Then, the researcher would like to do this research in 2016 A class and 2016 B class where the researcher took the pre-observation in speaking 1 lecture before, and the total
number of 2016 A class and 2016 B class of speaking 1 was 75 students.
In selecting the sample, the researcher used purposive sampling to get the sample, because it is used in the certain purpose. According to Gay and Airasian (2000:138), “in purposive sampling, it is referred to as judgment sampling, the researcher selects a sample based on his or her experience or knowledge of the group to be sampled.” In this research, the researcher selected the sample based on the students’ personality types that were extrovert and introvert personality.
In addition, the researcher divided the population into extrovert students and introvert students by distributing and analyzing the personality questionnaire sheets of all the populations of 2016 A class and 2016 B of English department students at STKIP PGRI West Sumatra in academic year 2016/2017. After the respondents filled the questionnaire sheets, then the researcher selected the equal size. The researcher took 30 students from both classes to be the
sample in this research which could be divided into 15 extrovert students and 15 introvert students.
After knowing who were the extrovert and introvert students, the researcher analyzed the students’
speaking test score by the data that was gotten from speaking 1 lecturer in order to know the students’ speaking ability. Then, the researcher counted the mean score of extrovert students’
speaking test score, and the mean score of introvert students’ speaking test score. Moreover, to know the hypothesis of this research and to determine if there is any significant different between extrovert and introvert students on their speaking ability, the researcher compared both means score by using t – test formula by Iskandar (2009:114), as follow:
t =
2 1
2 2 2 1
2 1
n n
sd sd
X - X
In addition, In this research, there were two hypotheses as follow;
1) H1 was accepted, if the ttable > tcount
then, the hypothesis was there was
significant difference between extrovert and introvert students on their speaking ability. 2) H0 was accepted, if the tcount < ttable then, the hypothesis was there was no significant difference between extrovert and introvert students on their speaking ability.
FINDINGS AND DISCUSSION In this research, the researcher found several finding. First, the researcher found that the speaking score of extrovert and introvert students were quiet different. The sum score of introvert students’ speaking score was 2490, meanwhile the sum score of extrovert students’ speaking score was 2335, and the different point both of them was 155. Then, the mean score of introvert students in speaking was 82,73, meanwhile the mean score of extrovert students’ speaking score was 77,60, and the different point both of them was 5,13. The extrovert and introvert students’ mean score of speaking 1 can be seen on the following table.
No. Personality Types
Mean Score
1. Introvert Students
X 1 =
1 1 n
X = 15 1241= 82,73
2. Extrovert Students
X 2 =
2 2 n
X = 15 1164= 77,60
Finally, the variant of introvert students’ speaking score was 43,20, meanwhile the variant of introvert students’ speaking score was 42,25 and the different point both of them was 0,95. It can be said that, the introvert students had better speaking ability that they had higher score in speaking rather than the extrovert students of English department students at STKIP PGRI West Sumatra in academic year 2016/2017.
Next, in this research, the sample data was homogen. It was proven by the value of the result of standard deviation. From the standard deviation with the frequencies was 0,95 or 0,05 and n1 = (14,14) could get the result Ftable was 2,46, meanwhile
Fcount was 1,02. Then, Ftable was higher than Fcount.
Finally, in this research, researcher found out that the ttable was 1,70 and tcount 2,15 at the significance level 0,05. In this case, the ttable was lower than tcount that means H1 was accepted and H0 was rejected. It can be concluded that tcount > ttable, then the hypothesis of this research was there was significant difference between extrovert and introvert students on their speaking ability of English department students at STKIP PGRI West Sumatra in academic year 2016/2017.
Then, it can be interpreted that although the introvert students were known as passive students that had been explained by Jung in Geyer (2012:7) that the introvert students were quiet, reserved, and shy, prefer to work alone than working in a group, and do not like to do many interactions and tend not to express their self. It became great phenomena that those students could perform their English well. Moreover, it can be said that even though the introvert students
were known as passive students it does not mean that they had bad speaking ability; it depends on each student’s effort in their learning process to achieve a good speaking ability.
CONCLUSION
In this research, the researcher compared the students’ speaking ability between extrovert and introvert students. To get the data about which one was of extrovert and introvert students, the researcher used personality type questionnaire that consisted of 30 items. After knowing the extrovert and introvert students, then the researcher compared speaking test score of both extrovert and introvert students. Finally, by using the t – test formula, the researcher found that there was significant difference between extrovert and introvert students on their speaking ability. It was proven by the result that ttable = 1,70 was lower than tcount = 2,15 that means the hypothesis null (H0) was rejected. It can be said that introvert students had better speaking ability than extrovert students of English
department students at STKIP PGRI West Sumatra in academic year 2016/2017.
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