A Comparative Study Between Extrovert and Introvert Student’s Achievement in English Conversation Course

Oktriani, Rieke Ayu; Damayanti, Indah; Hardiah, Mei

doi:10.33369/jeet.5.4.582-593

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Based on the background of the study, previous studies did not shed light on the differences between the language aptitude of extrovert and introvert Iranian EFL learners to the best of the researcher's knowledge. The results are similar to the findings of Oktriani, Damayanti and Hardiah [37] who discovered whether there was a significant difference in achievement scores amid extrovert and introvert language learners in speaking ability in the English conversation classes. They found that there were no significant differences between introvert and extrovert personalities in English conversation achievement scores.…”

Section: Discussion Of the Findingssupporting

confidence: 89%

Differential Study of Language Aptitude and Working Memory of Extrovert and Introvert Iranian EFL Learners

Karimzadeh¹,

Sabeki²

2022

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Interest and research in foreign language aptitude in the last three decades has portrayed a strong passion across various disciplines of applied linguistics, psycholinguistics and behavioral studies, especially concerning working memory. Moreover, extroversion and introversion as personality traits are among the most important personality dimensions that can affect language learning to a great extent. This study investigated the significance of differences between language aptitude and working memory of extrovert and introvert Iranian EFL learners. For this purpose, 47 ninth grade Iranian EFL learners were selected randomly from five different high schools in Sistan and Baluchestan province. The instruments used in this study were a LLAMA test for measuring language aptitude, an N-back test for measuring working memory, a Myers-Briggs Type Indicator for dividing participants into extrovert and introvert categories. In order to check the normality assumption of the obtained scores, Kolmogorov-Smirnov test was run. To answer the research questions both the Mann-Whitney U test and independent-samples t-test were used. The results depicted that there was not any significant difference between working memory of extrovert and introvert Iranian EFL learners. Furthermore, no statistical significant difference in the language aptitude of extrovert and introvert Iranian EFL learners was identified. Current research addresses some theoretical and practical insights for teachers and researchers especially interested in psycholinguistics research.

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Section: Discussion Of the Findingssupporting

confidence: 89%

Differential Study of Language Aptitude and Working Memory of Extrovert and Introvert Iranian EFL Learners

Karimzadeh¹,

Sabeki²

2022

CLS

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“…A study proved that extroverts outperformed introverts because one of the characteristics shows that they are outgoing in the communication (Gustriani, 2020). However, supporting the study by Rahmadina (2011, as cited in Oktriani et al, 2021), the mean scores result in the present study proves that introverts outperform extroverts, although there is only a slight difference in their mean scores based on their level of self-concept which is not significant. This indicates that both personalities possess an equal possibility of achieving higher English-speaking proficiency.…”

Section: Discussionsupporting

confidence: 83%

“…It proved that there was a difference between the linguistic skill of extroverts and introverts, but it was not significant (Istigfaroh, 2021). Furthermore, another relevant research for secondsemester English Department students also found that students' personality does not affect their speaking score (Oktriani et al, 2021;Nurmayasari & Rahmawati, 2016;Nurzani, 2012). Similarly, other researchers who conducted similar studies revealed that there is no significant relationship that personality traits can predict foreign language aptitude (Samand et al, 2019;Winarsih, 2019;Chen et al, 2015;Sharp, 2008) and also supported that extroverts and introverts students share no statistically significant difference in terms of lowering anxiety level (Kayaoglu, 2013).…”

Section: Discussionmentioning

confidence: 85%

The Comparison of the Self-Concept between Introvert and Extrovert Students in Improving Speaking Skills

Angraeni,

Mujiyanto,

2023

Int J Res Rev

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This study examines students’ speaking skills based on two psychological factors – self-concept and personality. Grounded in psychology's fundamental theories of the academic self-concept model (Shavelson & Bolus, 1982) and personality in second language learning (Dörnyei, 2005), the author investigates introvert and extrovert students’ speaking skills examined from their personality and self-concepts. The current quantitative research is conducted to address three main problems: (1) whether there is a significant difference between an introvert and extrovert students’ speaking skills; (2) whether there is a significant difference between extrovert and introvert students’ self-concepts in their speaking skills; and (3) whether there is an interaction between self-concept and personality toward speakings skills. It is predicted that both personality and self-concept contribute to speaking achievement. Thus, both are expected to show an interaction toward the result of speaking. The study is implemented in SMA Negeri 14 Semarang assessing 39 tenth graders’ English-speaking ability with four learning sessions of preparation before the speaking test. Initially, the participants filled in two reliable questionnaires: ASDQ II (Marsh, 1992) to reveal the students’ academic self-concepts, particularly in English subjects, and McCroskey Introversion Scale (McCroskey, 1997) to identify the students’ personality preferences. Statistical calculation processes the descriptive and inferential data using two-way ANOVA and T-tests to solve the mentioned predictions. The aftermath indicates no significant difference in students’ speaking mean scores based on personality preferences. It shows that the value obtained for personality effect on speaking skill is 0.271, more than 0.05. Additionally, there is no interaction between personality and self-concept towards the speaking skills in which data obtained 0.538, which is also more than 0.05. The heavy influence roots in the students’ self-concept toward their English-speaking ability significantly affected their speaking ability. The data shows 0.000 significance which is less than 0.05. This implies that the higher the self-concept, the higher the speaking score is. Further data also confirms that introverts’ English-speaking scores outweigh extroverts’ high and low self-concepts. Though many studies and assumptions regard personality as an essential factor influencing students’ language learning, this study has revealed that extrovert and introvert learners have the same chance of progressing their speaking performance despite individual differences. The conclusion is heavily inferred from accepting the second central hypothesis, which reveals that students’ self-concept significantly influences their speaking skills, not personality. This helps students turn their self-concept into a more positive self-evaluation toward enhancing their speaking ability. Keywords: self-concept, introversion, extraversion, speaking skills, psychological factors

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“…This approach, as described by Herwina (2021), acknowledges students' unique learning styles, interests, and experiences, emphasizing the need for teachers to create adaptive learning environments. Prior studies have explored the impact of personality types on students' academic performance, with mixed findings (Khodabandeh, 2021;Oktriani et al, 2021;Boroujeni et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

Yusuf,

Miolo

2024

Int J Res Rev

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This qualitative research aims to investigate the strategies employed by English teachers to enhance communication skills in both introverted and extroverted students within the context of the recently introduced Merdeka Curriculum in Indonesia. English teachers from junior and senior high schools were selected as research participants. The qualitative approach was chosen to explore the nuances of teaching strategies, utilizing non-cognitive diagnostic tools to discern students' learning styles. Data collection involved in-depth interviews with teachers, focusing on their awareness of students' personalities and the practical implementation of teaching strategies. Findings indicate that a significant majority of teachers, 28 out of 36, consciously consider students' personalities in their teaching strategies. Differentiated learning strategies, accommodating individual and group preferences, emerged as crucial approaches. Practical implementation included problem-based learning, varied group discussions, and personalized attention to individual students, particularly introverts. The observations of participants revealed a nuanced incorporation of the Merdeka Curriculum, emphasizing problem-based learning and differentiated teaching practices to foster communication skills in introverted and extroverted students. The research underscores the importance of tailored teaching approaches that acknowledge and embrace the diversity in students' personalities and learning preferences. While the findings provide valuable insights into effective strategies, limitations such as a relatively small sample size and reliance on self-reported data should be acknowledged. Further research with larger and more diverse samples is recommended to enhance the generalizability of the findings and contribute to a more comprehensive understanding of effective teaching strategies for communication skills. Keywords: Communication skills, teachers, differentiated learning, introverted students, extroverted students

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A Comparative Study Between Extrovert and Introvert Student’s Achievement in English Conversation Course

Cited by 3 publications

References 2 publications

Differential Study of Language Aptitude and Working Memory of Extrovert and Introvert Iranian EFL Learners

Differential Study of Language Aptitude and Working Memory of Extrovert and Introvert Iranian EFL Learners

The Comparison of the Self-Concept between Introvert and Extrovert Students in Improving Speaking Skills

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

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