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A COMPARATIVE STUDY BETWEEN EXTROVERT AND INTROVERT

STUDENTS ON THEIR SPEAKING ABILITY

Papper

YUFEBRI RAHMADINA
18178040

Lecturer:
DR. ZUL AMRI, M.ED

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF LANGUAGES AND ARTS

UNIVERSITAS NEGERI PADANG

2019

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A COMPARATIVE STUDY BETWEEN EXTROVERT AND INTROVERT
STUDENTS ON THEIR SPEAKING ABILITY

Yufebri Rahmadina
18178040
Language and Arts Faculty, Universitas Negeri Padang
yufebrirahmadina9@gmail.com

ABSTRACT

This study is aimed to know whether there is a significant difference between


extrovert and introvert students on their speaking ability. This study was comparative
study where the participants were English department students at STKIP PGRI West
Sumatra in academic year 2016/2017. The technique of collecting data of this study
used Purposive Sampling where the researcher took the data by distributing the
questionnaire sheets to the 75 students in the class 2016A and 2016B in order to
know which one is extrovert and introvert students. Then, the researcher analyzed the
extrovert and introvert students’ speaking score. Therefore, based on the result of the
questionnaire sheets and the students’ speaking score, it found that there were
significant differences between extrovert and introvert students on their speaking
skill. It was found that tcount (2,15) is higher than ttable (1,70). Then, it can be said that
the null hypothesis (H0) was rejected that means there was significant difference
between extrovert and introvert students on their speaking ability. In this study, it was
found that the introvert students have better speaking ability rather than the extrovert
students. It can be seen from their speaking score where the mean score of introvert
students were 82,73 that was higher than extrovert students that were 77,60.

Kata Kunci: Extrovert, Introvert, dan Speaking Skill

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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.
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

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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.
Additionally, 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

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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.
Therefore, 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.
Related with the characteristics of extrovert and introvert students above, it
can be said that the extrovert students are more likely influential in speaking ability
than introvert students. The extrovert students like to be involved in speaking activity
such as doing conversation in classroom and discussion in which they tend to speak
out. Meanwhile, the introverts students are more likely to listen and understand what
others are said without express their thoughts orally. It is supported by Brown
(2000:142) who states that “the successful in language classes, where oral participant
is highly valued is due to an extrovert factor who active in oral participants.” In other
word, the extrovert students are possible to have good speaking ability because they
have high motivation in speaking which can possibly make their speaking ability
better than the introvert students.
Unfortunately, the experts’ theories are sometimes different from reality.
Based on researcher’s pre-observation to English department students at STKIP PGRI
West Sumatera, researcher found a phenomenon among the students who studied

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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.
Based on the problem above, the researcher concluded that the different
characteristics of personality that the students have in learning process specifically in
speaking become a factor that might affect their speaking ability. Because of this
phenomena, the researcher interested to study the differences of speaking ability
between extrovert and introvert students, and which personality who have better
speaking ability of English department students of STKIP PGRI West Sumatra.

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
2016A class, 2016B class, and 2016C class. Then, the researcher would like to do this
research in 2016A class and 2016B class where the researcher took the pre-

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observation in speaking 1 lecture before, and the total number of 2016A class and
2016B 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 2016A class and 2016B 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:

X1 - X 2
t =
sd 1  sd 2
2 2

n1  n 2
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) H0was accepted,

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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 Mean Score
Types

X 1=  X1 =
1241
= 82,73
1. Introvert n1 15
Students

X 2 =  X 2 = 1164 = 77,60
2. Extrovert n2 15
Students

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.

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Finally, in this research, researcher found out that the ttable was 1,70 and
tcount2,15 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 althoughthe 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.

INTERPRETATION
Based on this research finding, the researcher found that there was significance
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 means that the speaking ability of extrovert and
introvert were quite different. In addition, according to Brown (2000:142) who states
that “the succesful in language classes, where oral participant is highly valued is due
to an extrovert factor who active in oral participants.” In other word, based on the
expert’s theory above the extrovert students are possible to have good speaking
ability because they have high motivation in speaking which can possibly make their
speaking ability better than the introvert students.
Unfortunately, the experts’ theories are sometimes different from reality. Thus,
in this research the researcher found that the introvert students had better speaking
ability rather than the extrovert students. It can be seen by the mean score of the

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introvert students’ speaking ability 82,73 that was more higher rather than the mean
score of extrovert students’ speaking ability that was 77,60.
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. Then, 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.

SUGGESTIONS
The researcher suggested to the teachers and lecturers that every student has
different personality types, by knowing what types of personality that the students
might have extrovert or introvert personality, the teachers and lecturers can match
their learning style based on the personality types they have in order to improve their
speaking ability.

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For the students, it is better for them to know what types of personality they
might have, because they will be more know about their self and they can also match
their learning style that they like based on their personality types in order to improve
their speaking ability.
In this research, the researcher only focused on extrovert and introvert
personality types. Then, the researcher suggested for the further researcher that there
are many another personality types besides of extrovert and introvert that might be
also affected the students’ learning process especially affects the students’ speaking
ability.

REFERENCES

Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka


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Alizadeh, S. (2015).The Influence of Demographic and Personality Characteristics on


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Brown, H.D. (2004:172), Brown, H. Douglas (2004). Language assessment:


Principles and classroom practices. White Plains, NY: Pearson Education.

Eysenck, H.J., Barrett, P, Wilson, G., & Jackson, C. (1992).Primary trait


measurement of the 21 components of the P-E-N system.European Journal of
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Gay and Airasian, Peter and L. R. Gay. (2000). Educational research: Competence
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Iskandar.(2008). Metodologi Penelitian Pendidikan dan Sosial (Kualitatif dan


Kuantitatif).Jakarta :GaungPersada Press. IsbandiRukminto.

Susanti, D. (2007). Using Roleplay in Teaching Speaking. Retrieved from


http://repository.uinjkt.ac.id/

Suryabrata, S. (2012).Psikologi Pendidikan. Yogyakarta: RajawaliPers.

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