AN ANALYSIS OF EXTROVERT AND INTROVERT STUDENTS IN THEIR SPEAKING ACHIEVEMENT
(A study at the first year students of English Department of STKIP PGRI West Sumatera)
Oleh:
Widia Siska *)
**) Sesmiyanti dan **) Rika Afriyanti Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Kepribadian merupakan salah satu aspek yang berpengaruh terhadap tingkah laku siswa dalam belajar.
Tingkah laku ini menjadi salah satu hal yang penting dalam proses belajar mengajar. Ada dua tipe kepribadian siswa yang berpengaruh terhadap tingkah laku siswa dalam belajar, yaitu kepribadian terbuka dan tertutup. Siswa yang berkepribadian terbuka memiliki sifat ramah, memiliki banyak teman, suka berbicara dan mereka juga cenderung suka bekerja sama dengan teman sekelas. Sedangkan siswa yang berkepribadian tertutup memiliki sifat pendiam, pemalu dan juga cenderung penyendiri. Penelitian ini bertujuan untuk melihat bagaimana nilai speaking siswa yang berkepribadian terbuka dan tertutup. Sample dari penelitian ini adalah 36 siswa semester pertama Pendidikan Bahasa Inggris di STKIP PGRI Sumatera Barat pada tahun pelajaran 2014/2015 yang terdiri dari 18 siswa yang berkepribadian terbuka dan 18 siswa yang berkepribadian tertutup yang diambil menggunakan teknik stratified random sampling. Dalam mengumpulkan data, peneliti menggunakan 2 jenis instrument penelitian. Pertama adalah tes kepribadian. Tes kepribadian bertujuan untuk menemukan tipe kepribadian siswa antara terbuka dan tertutup.
Kedua adalah tes speaking dimana bertujuan untuk menemukan nilai speaking siswa. Dari hasil penelitian ditemukan bahwa siswa yang berkepribadian terbuka memperoleh nilai speaking cukup (60, 88) dan siswa yang berkepribadian tertutup memperoleh nilai speaking kurang (49,55).
Keywords: Extrovert personality, Introvert personality, Speaking Achievement
*) Penulis
**) Pembimbing
INTRODUCTION
Speaking is one of tools in communication. It can help someone to express their ideas, feeling, and thinking by using expression in order to make the listener understand what the speaker says. Without good speaking skill, someone will be difficult to communicate effectively and it can cause misunderstanding. Moreover, speaking also becomes the most important skill in education, especially in university level. Speaking skill should be learned and mastered by English department students. The purpose of English department students learning speaking is they can speak English well. In teaching speaking, the lecturers should encourage the students to practice their speaking skill. The students should be active to speak English in learning process. It can motivate them to improve their ability in speaking achievement. In other word, the successful of teaching learning process can support the successful of students speaking achievement.
Based on the researcher pre-observation at the first year students of English Department of STKIP PGRI West Sumatera, especially in speaking class, the researcher found two elements that influence the successful teaching and learning process are the lecturer and students. The researcher observed them one by one. First, from the lecturer, the researcher found that the lecturer who teaches at the class is good. It can be seen when the lecturer delivering material, she speaks English well. Besides, the lecturer also used media and good strategy that can motivate students to speak English in the classroom. Second, from the students, the researcher found that the students have two characters behavior in learning process; students who active and passive in learning process.
Some students were active in learning process, they interested in speaking activity, they were active to respond or answer the lecturer questions, and active to perform in front of class.
On other hand, some students were passive in leraning process and they did not interest in speaking activity. They chose to be silent and listened to what teacher taught. This differences characters of students’ behavior in learning process influenced by their personality.
Personality is psychology factor that affects the way of students thinking, feeling and behaving.
The major personality types that related with the behavior of someone are extrovert and introvert.
Johnson (2008, p. 137) states “the characteristics of extrovert are gregarious, talkative, sociable, and appear in public. Then, the characteristics introvert are reserved, shy, like to be alone, very careful, often planning ahead and does not appear in public.” The students who active to speak in learning process categorized as extrovert personality and the students who passive to speak in learning process categorized as introvert personality.
Briefly, the extrovert and introvert personality type become the main point that will influence the difference characters of students’ behavior when learning. There are active and passive students who have different interest of an activity. Thus, it is important to see how the speaking achievement of extrovert and introvert students.
REVIEW OF THE RELATED LITERATURE
Definition of Personality
Weiten, et all (2012, p. 31) states a simple definition of “personality as individual unique constellation behavioral traits”. Behavioral traits is refers to the way of someone in behaving. The characteristics of a person in behaving which each person can behave are similar or different others make them becomes a unique individual’s. It means that this personality influences students’ behavior in learning.
Carducci (2009, p. 70) defines that
“personality is something that does something.” There are two words here, namely, something and does something.
Something refers to the content of personality. The basic content of personality is psychology factor. Does something refer to the process of personality. Process here determines the way of individual thoughts, feelings, and behavior. The content and process of personality is interrelated. It can
be assumed that personality is influences by psychology factor that will be related the way of individual thoughts, feelings, and behavior.It can be concluded that personality is everything characteristics which influences by her/his psychology factor include the way of someone in thinking, feeling, and behaving.
Extrovert Personality
Eysenk in Wakamoto (2009, p. 20) states that there are five characteristic behaviors of extrovert. The first characteristic is the behaviors of extrovert in their sociability or interactions.
The second characteristic is the excitement of extrovert personality. The extrovert craves excitement and act on the spur of the moment.
The third characteristic is the expenditure of energies of extrovert personality. The extrovert are easy going, optimistic, like to laugh and marry, all of their feelings are not kept under control. The fourth characteristic is the planning of extrovert personality. The last characteristic is an interesting activity of extrovert. The extrovert students do not like reading and studying alone.
Then, Mitchellete (2008, p. 66) explains the characteristics of extrovert personality. The characteristics of extrovert personality are recharge by interaction with others, enjoy the center of attention in group activities, tends to think out loud with others, share personal information freely, talks more than listens, communicates with enthusiasm, and prefer many friends to a few friends and shallow relationships. Beside of that, Dornyei (2005, p.
15) proposes that the characteristics of extrovert are sociable, gregarious, active, assertive, passionate, and talkative. In other word, extrovert students are usually having many friends. They are usually sociable with people around them. They also much talk and active in the classroom. They are brave and have high self confidence to speak or perform in front of the class.
In conclusion, there are several characteristics of students who have extrovert personality. First, extrovert students are sociable, friendly and have many friends.
Second, extrovert students refer to work in group and gregarious. Third, they are active,
talkative, like to talk with many people and like parties. Fourth, they are easy going, share personal information freely and like to laugh.
Fifth, they tends to think aloud, talk first and think later, impulsive, brave take a risk and act spur of the moment. Last, they are speaking more than listen and communicate with enthusiasm.
Introvert Personality
Introvert is another kind of personality.
Introvert extremely different with extrovert, they both have opposite characteristics. Eysenk in Wakamoto (2009, p. 20) explains that there are five characteristic behaviors of introvert personality. The first characteristic is the behaviors of introvert in their sociability or interactions. The ways of introvert in sociability or interactions are reserved and distant except to intimate friends. They are quiet students and like to be alone and just have one or two close friends. The second characteristic is the excitement of introvert personality. The introvert do not like excitement and distrust the impulse of the moment. The third characteristic is the expenditure of energies of introvert personality.
The extrovert are reliable, take matters of everyday life with proper seriousness, pessimistic; quiet, retiring sort of person, and introspective. The fourth characteristic is the planning of introvert personality. The planning of introvert is generally just plan a head. The last characteristic is an interesting activity of introvert. The introvert students are like fond of books rather than people.
In addition, Mitchellete (2008, p. 66) proposes that the characteristic of introvert personality are recharges through time alone, avoids being the center of attention, thinks in their head, very personal, listens more than speaks, hides enthusiasm, and prefers quality over quantity friendships. Moreover, Dornyei (2005, p. 20) suggests that “the introvert is passive, quiet, reserved, withdrawn, sober, aloof, and restrained.” It means that introvert is types of students who like silence. They are passive students in the classroom. They like to be alone because they not too interested making many friends. They also like study serious in quiet place.
From explanation above, it can be concluded that there are several points which characterize students who have introvert personality. First, introvert students are reserved and distant except to intimate friends’. Second, introvert students refers to work alone and aloof.
Third, they tend to passive, shy, does not like appear in public, avoid noise and crowds situations and quite. Fourth, they are very personal, closed, and seriousness. Fifth, they tend to think very careful, need time to think and talk later, planning in their head. Last, they are listening more than speak and hides enthusiasm.
Definition of Speaking
According to Richards and Renandya (2002, p. 210), “speaking is one the central elements of communication.”centralelements of communication.” It means that speaking is very important element that can be used by someone to communicate with other. When someone speaks, he or she communicates by expressing his or her ideas, feeling and thought. Through speaking, he or she also can share information to other. Whatever kinds of communication need speaking skill. It is impossible that the communication will run well if there is no
speaking each other.
In addition, Nunan (2003, p. 48) suggests that “speaking is productive aural or oral skill. It consists of producing systematic verbal utterance to convey meaning.” In other word, speaking is oral communication which producing systematic word in order to make easy the speaker in delivering the meaning and the listener can understand what speaker means.
By always practice speaking skill, someone can get much information, knowledge and it can increase her or his speaking skill to be good.
Without good speaking skill, someone will be difficult to communicate effectively and causes misunderstanding.
Furthermore, Luoma (2004, p. 9) states that “speaking as interaction, and speaking as an social and situation based-activity.” It can be pointed that speaking is an activity that used by someone to creates a social interaction to another people. In addition, speaking is become part of daily activities. By speaking, someone
can interact to other people to make good relationship in social life.
Components of Speaking
Brown (2004, p. 172) classifies the components of speaking into five categories.
They are grammar, vocabulary, comprehension, fluency, and pronunciation. All of the components above are very important in speaking. The first component is grammar. The students must mastery grammar. It because of grammar is a needed for students to arrange correct sentence in a conversation. There are sixteen tenses and every tense have different situation and time. The second component is vocabulary. The students must have much vocabulary in order to communicate effectively.
If the students have limited vocabulary how can the express their ideas to communicate with other. The third is comprehension.
Comprehension is about how the students able to deliver the content of information when speaking. Next, fluency is about the ability of students to speak fluently and the make the listeners will able to understand the message.
Finally is pronunciation. The students should know and articulate the words clearly in order to keep communication successfully and avoid misunderstanding.
Speaking Achievement
In teaching speaking, the lecturer should assess students’ speaking achievement. The lecturer can give speaking test by asking their students to speak up in front of the class. Then, the lecturer can give students speaking score by attending the components of speaking. Omalley and Pierce in Yanan (2001, p. 5) states that there are two scoring rubric in assessing speaking components; hosticallity and analytical scoring rubric. In hostically, lecturer will assess students speaking achievement in overall components score as speaking achievement. Then, in analytical, lecturer will use rating scales of each component and sum them as totally speaking achievement. It means that in assessing students speaking achievement, the lecturer should be attended to components of speaking that will be assessed. Then, the lecturer should decide the
scoring rubric that will be used, hosticallity or analytical scoring rubric. The lecturer can choose one of the scoring rubrics that more effective for giving the students speaking score.
Finally, the lecturer can give students speaking score. These students speaking score called as students speaking achievement.
RESEARCH METHOD
This research conducted by using descriptive research. The researcher used descriptive research because this research describes the phenomenon that happened in the field. Gay and Airasian (2000, p. 275), states that “descriptive research determines and describes the way things are.” It means that descriptive research is a way of research to describe the phenomena, issues or educational topic. Iskandar (2009, p. 60) also says that
“descriptive study is a research method that gives descriptions of phenomena that is investigated by describing the value of either one independent variable or more variables.”
The population of this research was the first year English Department students of STKIP PGRI Sumatera Barat in academic year 2014/2015. The researcher chose the first year students as population for this research because these students had learned speaking I. It consisted of five classes from A to E. The total populations were 184 students. In selecting sample, the researcher used stratified random sampling. She used stratified random sampling because she took the sample based on subgroups or strata of the students’ personality types, such as extrovert and introvert. Furthermore, the researcher firstly distributed personality test to the all population in order to get the subgroups of extrovert and introvert students. After that, the researcher selected equal-sized random samples from the subgroups of extrovert and introvert students. According to Gay and Airasian (2000: 134), the sample of descriptive research is common 10 to 20% of the population. The researcher chose 20% samples from the total population to get the result of the study generalize and representative to the population. Thus, the researcher took 36 students as samples which could be divided randomly into 18 extrovert students and 18
introvert students and then she analyzed their speaking achievement.
RESEARCH FINDINGS
This research used two instruments to collect the data, they were personality test and speaking test. The purpose of this research was to find out the speaking achievement of extrovert and introvert students’ personality. To know the result of this research, the researcher analyzed the students’ personality types first.
The researcher identified which one student has extrovert personality and which one student has introvert personality by giving personality test.
Then, to know the speaking achievement of extrovert and introvert students, the researcher gave speaking test. These two results had answered the research question of this research.
First, the researcher found that the means score of speaking achievement of extrovert students personality was 60, 88. It took from the total score of extrovert students (∑ = 1096) devided by the numbers of extrovert students ( = 18). It means that the speaking achievement of extrovert students was C
“sufficient”. From data analysis, the extrovert students dominantly got score 3 in all components; grammar, vocabulary, comprehension, fluency and pronunciation. It can be said that extrovert students was enough in each component of speaking.
Second, the researcher found that the means score of speaking achievement of introvert students personality was 49, 55. It took from the total score of introvert students (∑ = 892) devided by the numbers of introvert students ( = 18). It means that the speaking achievement of introvert students was D“Less”.
It can be assumed that introvert students was disable in their speaking achievement. From data analysis, the researcher found that the introvert students dominantly got score 2 in their grammar and vocabulary. In their comprehension and pronunciation, introvert students dominantly got score 3. Then, in fluency, the researcher identified the same numbers of introvert students which got score 2 and 3.
CONCLUSION AND SUGGESTION Conclusion
The extrovert and introvert personality types influenced the students’ behavior in learning. There were differences character behavior of students in learning process;
students who active to speak and students who passive to speak in learning process. In this research, the researcher wanted to know the speaking achievement of extrovert and introvert students personality at first year English Department Students of STKIP PGRI West Sumatera in academic year 2014/ 2015.
Based on the research finding, the researcher found that the means score of speaking achievement of extrovert students personality was 60, 88. It means that the speaking achievement of extrovert students was C “sufficient”. The extrovert students dominantly got score 3 in all components;
grammar, vocabulary, comprehension, fluency and pronunciation. Thus, it can be concluded that characteristics of extrovert personality not determine the successful of students speaking achievement in English Foreign Language.
On other hand, the means score of speaking achievement of introvert students personality was 49, 55. It means that the speaking achievement of introvert students was D “Less”. The introvert students dominantly got score 2 in their grammar and vocabulary. In their comprehension and pronunciation, introvert students dominantly got score 3. Then, in fluency, the researcher identified the same numbers of introvert students which got score 2 and 3. It assumed that the characteristics of introvert students appropriate with the result which the speaking achievement of introvert students was less.
Suggestion
Based on the result of this research, the speaking achievement of extrovert students was sufficient, whereas the speaking achievement of introvert students was less. There are two suggestions in this research; 1) for all students English Department of STKIP PGRI West Sumatera in academic year 2014/2015 where by knowing their own personality, they can
consider about their own learning in speaking class in order to improve their speaking achievement. The students also should comprehend the components of speaking itself, so they can get good score in their speaking achievement. 2) For further research, this research found that extrovert students got less score in their speaking achievement, so they can do a research about the another factors that influence it. This researcher only focused on extrovert and introvert personality, meanwhile there are three pairs another personality that can be done by the next researcher. They are sensing and intuitive, thinking and feeling and judging and perceiving. The further researchers can find out a research about other types of students’
personality and their ability in another subject.
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