Extrovert Students Research Articles

Profile of Extrovert and Introvert Personality and The Implications in Problem Based History Learning

<p><em>This research is motivated by differences in personality types that caused by differences in thinking abilities which also have an impact on student learning outcomes. The purposes of this study was to identify and analyze the personality types of students and their implications for learning history at SMAS Pusaka 1 Jakarta. The personality types that used in this study are extrovert and introvert personality types according to Carl Gustaf Jung </em>(Arip et al., 2017)<em>. The subjects in this study were students of class XI IPS at SMAS Pusaka 1 Jakarta for the 2020/2021 school year. The method used in this research is descriptive qualitative using a questionnaire to collect data on student personality types and then analyzed descriptively. The results showed that extrovert students were more able to build work communication in groups so that they could find more information related to the problems given. However, the information managed by extrovert students is still superficial and less logical. Meanwhile, introverted students are able to use information in answering the problems given by in-depth analysis. The implication of this research is teachers must be able to better understand the personality types of students, both extrovert and introvert to generate more effective learning.</em></p>

Profil Berpikir Kreatif Siswa SMP dalam Menyelesaikan Masalah Matematika Kontekstual Berdasarkan Perbedaan Tipe Kepribadian Introvert dan Ekstrovert

<p>This research is a qualitative descriptive study. The research subjects consisted of female students with introverted personality and female students with extrovert personality. The instruments used in this study consisted of a personality test instrument, interview guidelines, and problem solving tasks (TPM). Data collection was carried out by means of contextual problem solving task-based interviews. The data validity test was conducted by means of time triangulation. The data analysis used refers to the 3 flows of data analysis from Milles & Huberman, namely data reduction, data presentation and conclusion drawing. The results of this study can be concluded as follows. Introverted students mentioned all the information contained in the questions correctly in a halting voice, while extrovert students mentioned all the information contained in the questions correctly and smoothly. The two students solved the questions in two ways even though the methods used were routine procedures that were commonly used by students. In re-examining the results obtained, the two students matched the results obtained with the steps in one method with another method.<strong></strong></p>

Effect of Personality on Speaking Skills of Language Departement in SMA Negeri 1 Sawan

This study aimed to know the effect of personality on speaking skills of Language Departement in SMA Negeri 1 Sawan. The population in this study were 106 students from 3 classes. Purposive Sampling was used as the sampling technique in this study. The number of samples in this study were 70 students, consisting of 30 introvert students and 40 students with extrovert personalities. The research method was Ex Post Facto research design. The data were analyzed by using T-test and the significance level was α = 0.005. The data were collected by using questionnaire and test. The results showed that there was an effect of personality on students’ speaking skills, with the significance value 0,000 less than 0.005 and it was seen from the average score of extrovert students’ speaking skills was 83.47 meanwhile the average score of introvert students’ speaking skills was 79.60. So, H0 is rejected and H1 is accepted.

Mathematics anxiety of senior high school students based on extrovert and introvert personality types

Mathematics is viewed by some students as a difficult subject, resulting them to be anxious when they are dealing with mathematics learning. Therefore, what and how mathematics anxiety have become an interesting issue to be studied. This study aims to describe mathematics anxiety profiles of senior high school students based on types of personality, which are extrovert and introvert. The study used qualitative method with triangulation strategy for collecting data in the forms of questionnaire regards extrovert and introvert personality types, MAS (Mathematics Anxiety Scale) questionnaire and interview. The subject of research were students from the 11th grade of one of high schools in Bandung. The result showed that: (1) extrovert students assume that mathematics is difficult so that they feel worried and are lack of enthusiasm when they are in the classroom, which the highest anxiety is when they are dealing with examination and assignment provided by their teacher, resulted that they feel scared, nervous, dizzy, and get stomach-ache; (2) introvert students assume mathematics as a complicated but interesting subject in the sense of they feel worried in classroom but they are calm and ease in facing examination but when they are appointed by teacher, they feel scared and not confidence.

Introvert – Extrovert Personality Types and Self-confidence- A Case Study from Philippines

<p>An introvert is said to be a kind of student who is quiet and doesn’t open easily. On the contrary, when a student is friendly, talkative and quickly makes friends, the student’s form of personality is extroverted. This study aimed to know the difference between the self-confidence of introvert students and extrovert students. Introverts and extroverts pick their preferences from different priorities. For them to enhance their confidence students should establish a strong belief for their selves. The development of self-confidence must be essential and allows students to demonstrate their expertise and talents. The study was a quantitative design that makes use of the research questionnaire. The researcher surveyed the Senior High School with a total of two hundred thirty-five respondents who are requested to answer the questionnaire. Quantitative data were processed using chi-square. The study has shown the students' self-confidence in terms of education, talents, socialization, and achievements. It shows that introvert students have a higher frequency than the extrovert students. Results also show that self-confidence implies that the extrovert respondents are not enough in expressing their personality. They need to re-build their personality types to gain some confidence. It can be inferred that there is no significant difference between the self-confidence of the introvert students and extrovert students.</p>

The comparative study on students’ speaking ability of analytical exposition text between students with extrovert and introvert personality through role-play technique

The objectives of the study were to find out the difference of speaking achievement of analytical exposition text between students with extrovert and introvert personalities who were taught through role-play technique and to find out extrovert and introvert students' perception toward role-play technique. The subject of the research was the second-grade students of Senior High School 1 Gedongtataan. XI Science 1 was chosen as the experimental class and there was no control class. A set of the questionnaire of personality was used to classify students into the introvert and extrovert groups. Independent group T-Test was applied in this research. The result indicated that there was no statistically significant difference in speaking achievement between students with introvert and extrovert students after being taught through role-play technique since the significant value was higher than 0,05 (0.799). It was assumed that personality was not the only factor that influences students' speaking achievement and role-play was a structured-task. Besides, a set of the questionnaire of students' perception was used to find out the students' perception toward the role-playing technique. It was found students' positive perception although there were some problems during the implementation of the role-play technique. Thus, it was suggested for English Teachers who wanted to implement a role-playing technique to make a setting like in the real-life and allow students to modify the task. Keywords: speaking achievement, analytical exposition text, extrovert and introvert students, role-play

Analysis On The Relationship Of Extrovert-Introvert Personality And Students’ Speaking Performance In English Study Program Of Halu Oleo University

Speaking is one of the productive skills in English competence which can help us to interact with other people. However, in a class, not all the students can make equal improvement in speaking skill even though they get the same treatment from the teacher. It happens because there are many factors that influence students’ speaking performance. One of the factors is affective factor that can be from students’ personality. In this category, personality can be classified into two types, they are extrovert and introvert. This present study investigates the correlation between extrovert personality and introvert personality and students’ speaking performance at the students in English Study Program of Halu Oleo University in the fourth semester. Total 35 students were selected as the sample and their personality type was determined by using Mark Parkinson Personality Questionnaire and their speaking score from the speaking test. The objective of the study is to examine, whether there is correlation between extrovert-introvert personality and students’ speaking performance or not and also to know which personalities have better achievement in speaking performance. This study applied descriptive quantitative design. The personality and the students score were correlated by using Pearson Product Moment Correlation. The result of correlation testing reveals that there is no significant correlation between extrovert personality and speaking performance (0,575 > 0,05) and also there is no correlation between introvert personality and speaking performance (0,505 > 0,05). Then, other result shows that introvert students have better achievement in speaking than extrovert students, which means score of introvert is 77,56 while mean score of extrovert is 75,56.

ANALYSIS OF MATHEMATICAL TROUBLESHOOTING ABILITY STUDENTS FROM INTROVERT � EXTROVERT PERSONALITY

This study aims to further analyze the ability to solve mathematical problems in terms of extrovert-introvert personality types. This research method is descriptive qualitative research. The number of schools and students used as samples from this study was taken with multistage sampling techniques. The problem solving analysis used is based on the steps of Krulik and Rudnik. The personality types of extrovert students and introverted students do have a different mindset so that even though in some steps using the same representation, the tendency or habit to represent solving a problem uses different forms of representation. While the extrovert type is close to true when compared to introverted students

THE STUDENTS PERSONALITY BASED ON THE READING STRATEGY USED

The study attempts to analyze the students’ personality, the reading strategy that the students used in reading, and the correlation between the students personality and reading strategy used. The study took place at SMAN 6 Wajo where 3 classes were participated to represent their classes. The study employed descriptive method, where the data obtained through personality inventory questionnaire, reading strategy questionnaire and reading test. There are three points were found from this reserach. First, regarding with the students personality, mostly students in SMAN 6 Wajo are extrovert persons. The rest of students is dominated with introvert personality. Second, the reading strategy that the student most frequently used is Global Reading Strategy. It is followed with Problem Solving Strategy and Support Reading Strategy. Last, related with the relationship between reading strategy used and the students personality, there are three points we got from this study. Fisrt, Global Reading Strategy is commonly used by extrovert students. Second, Problem Solving Strategy is used by introvert students. Third, Support Reading Strategy is used by thinking students.

A COMPARATIVE STUDY ON INTROVERT AND EXTROVERT STUDENTS PERSONALITY IN ENGLISH LISTENING SCORES

The objectives of this research were to investigate whether there were any significant differences between introvert and extrovert students on their listening score and to find out which of the students who have better in English listening scores. This research was a descriptive comparative research. The samples of this research were 66 students consisting of 33 introvert students and 33 extrovert students at the fourth semester students of English education study program in Bengkulu University. The instruments of this research were personality questionnaire by Laney (2002) was used to determine the introvert and extrovert personality, and TOEIC Listening simulation was used to find out the students’ listening scores. The researcher used SPSS Independent Group t-test with significant level 0.05. The result of the analysis indicated that Sig. P (2-tailed) was 0.003 > 0.05. Furthermore, the computation showed that the mean score of introvert was 364.39, and the mean score of extrovert was 322.12. Therefore, the mean score of introvert group was higher than extrovert group. It could be concluded that the results of the research were: (1) There was significant difference between introvert and extrovert students on their English listening scores, (2) The introvert students have better in English listening score than the extrovert students.

Influence of Intervention and Intelligence Methods to Ability Centralization Attention Child ADHD in Inclusive Basic School

This study aims to find out empirical data about differences in focusing ability of ADHD children who get treatment with Back in Control method and Lovaas method by taking into account the intelligence of students in class, 1 and 2 of inclusive primary school of Tangerang. This research uses experimental method, 2x2 factorial design, and determination of sample using nonprobability sampling technique, with purposive sampling. The results of this study conclude that there is an influence of intervention methods on attention concentration ability of ADHD children, there is influence of intelligence level to focus attention ability of ADHD child, and there is interaction between intervention method and intelligence with focus ability of ADHD child attention. Based on the results of the third hypothesis testing proved to be the interaction between Back in Control intervention method, Lovaas and intelligence to focus attention ability of ADHD children it was concluded for that analysis continued with Tukey test, which concluded that children with high intelligence ADHD better ability attention when treated with Back in Control method compared with Lovaas method treatment. ADHD children, who have low intelligence better concentration ability by using treatment method of Lovaas, are compared to treatment with Back in Control method. There is a difference in focusing ability between high intelligence ADHD and low intelligence on the application of Back in Control method. High-intelligence ADHD children are better at focusing attention than low-intelligence ADHD children. There is a difference in focusing ability between ADHD children with high intelligence and low intelligence on the application of Lovaas method. Back in Control method is better applied to speak introverted extrovert students in the application for high-intelligence ADHD children.

Web‐mediated problem‐based learning and computer programming: Effects of thinking style on academic achievement and attitude

AbstractThe present study aims to investigate the effect of the thinking styles on students’ attitudes toward problem based learning, web based learning and academic achievement within an online problem‐based learning environment. In this study, a single‐factor, pre‐test post‐test single group and semi empirical pattern was utilized. The study was conducted on 41 students from a public university in Turkey. To implement problem‐based learning activities, a teaching environment was designed with the Moodle platform, allowing for group work and discussions. Six status of the problems were prepared exclusively for the 10‐week application period so that students could make suggestions about how to solve them. In the data collection phase, the Scale of Thinking Styles, the Attitude toward Problem Based Learning Scale, the Attitude toward Web Based Learning Scale, and the Academic Achievement Test were employed. T‐test and covariance analyses were carried out in the statistical analysis phase. According to the findings of the present study, the Elaborator, and the Extrovert students have a more positive view of problem based learning than the Integrator and the Introvert students. Furthermore, the Elaborator and the Innovative students have a more positive view of web based learning than the Integrator and the Traditionalist students. Moreover, it was determined that the Elaborator and the Innovative students were more successful than the Integrator and the Traditionalist students. As a result, students’ thinking styles are related to attitude and academic achievement.

The Realization of Communication Strategies Used by Extrovert and Introvert Students in Conversation

This research aimed to analyse and explain the realization of communication strategies by extrovert and introvert students in conversation. The subject was the fourth semester students in Walisongo State Islamic University. This research employed the descriptive qualitative. I used questionnaire to determine the students’ personality. Recording is needed to obtain the data then followed by transcribing and analyzing the data. The result reveals that extrovert students realized four kinds of communication strategies and do introvert. The similarities were found in the percentage rating of realization which stalling or time-gaining strategies was most used in the conversation. Students tended to use this strategy to maintain the conversation. The next similarity was the way of their realization of communication strategies. They also used those strategies for the same purpose and function. For the differences between extrovert and introvert students, it was found that frequency of the realization was different. The extrovert students tended to more dominant in all strategies than introvert. It showed that extrovert students often used achievement strategies, stalling or time-gaining strategies, and self-monitoring strategies than introvert. In interactional strategies, the introvert tended to use interactional strategies more often than extrovert.

The Comparative Study of Reading Comprehension Achievement between Students with Extrovert and Introvert Personality

The current research was aimed at investigating the differences of reading comprehension between the students with extrovert and introvert personalities. Those applied Expost Facto research design or Criterion Group Study. The subjects of this research were 30 students of SMAN 14 Bandar Lampung. Questionnaire and reading test were used to collect the data. The data were analyzed by using Independent T-Test. The results showed that there was a statistically significant difference of reading achievement between introvert and extrovert students in with the significant level <0.05. This suggests that personalities play important roles in reading comprehension achievement. That is, the students with introvert personality perform better in reading comprehension rather than the students with extrovert personality.

The Effect of Roundtable and Clustering Teaching Techniques and Students’ Personal Traits on Students’ Achievement in Descriptive Writing

The Objectives of this paper as an experimental research was to investigate the effect of Roundtable and Clustering teaching techniques and students’ personal traits on students’ achievement in descriptive writing. The students in grade ix of SMP Negeri 2 Pancurbatu 2016/2017 school academic year were chose as the population of this research.. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group was treated by using Roundtable teaching technique and control group was treated by using Clustering teaching technique. The students are classified into the introvert and extrovert personal traits by conducting the questionnaire and the students’ achievement in descriptive writing was measured by using writing test, namely ‘Analytic Scoring’ by Weigle. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α = 0.05. The result reveals that (1) students’ achievement in descriptive writing taught by using Roundtable teaching technique was higher than that taught by Clustering teaching technique, with Fobs = 4.59>Ftab=3.97, (2) students’ achievement in descriptive writing with introvert personal trait was higher than that with extrovert personal traits with Fobs=4.90 Ftable=3.97, (3) there is interaction between teaching techniques and personal traits on students’ achievement in descriptive writing with Fobs =6,58 Ftable=3.97. After computing the Tuckey-Test, the result showed that introvert students got higher achievement if they were taught by using Roundtable teaching technique while extrovert students got higher achievement if they were taught by using Clustering teaching technique.

Extrovert versus Introvert Students: What EFL Learning Strategy do They Use?

<em>Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ > 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.</em>

THE EFFECT OF ROLE PLAY TECHNIQUE AND PERSONALITY TYPES ON THE SPEAKING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF S WIRA HARAPAN TEGALJAYA

This research aimed at investigating the effect of role play technique and personality types on the speaking competency. Particulary, this research aimed at investigating whether or not between students who are taught by using role play and those who are taught by conventional technique there is (a) a significant difference in speaking competency; (b) a significant difference of speaking competency between extrovert students and introvert students; (c) an interactional effect of the implementation of teaching techniques and students’ personality types in speaking competency ; (d) a significant difference in speaking competency between extrovert students and (e) a significant difference in speaking competency between introvert students. This study was conducted at the eleventh grade students of SMK Wira Harapan Tegaljaya. To answer the research problems, 2x2 factorial designs was implemented. The collected data were analyzed descriptively and inferentially by using IBM SPSS Statistics. From the result of the study, it can be concluded that: (1) There is a significant difference of speaking competency between students who are taught by using role play technique and who are taught by using conventional technique, (2) there is a significant difference of speaking competency between extrovert students and introvert students, (3) there is no interaction effect between students personality and role play technique on students speaking competency. (4) there is a significant difference of speaking competency between extrovert students who are taught by using role play technique and those who are taught by using conventional technique and (5) there is a significant difference in speaking competency between introvert students who are taught by using role play technique and those who are taught by using conventional technique. These findings are expected to have important contribution to EFL speaking classroom in Indonesia especially for eleventh grade students in SMK Wira Harapan Tegaljaya.

How Introversion and Extroversion Affect Students’ Independence in L2 Writing Tasks: Students’ Perceptions

Continuous and never-ending research is being done on the areas of the four skills of English, speaking, reading, writing, and listening. Teachers as well as researchers of English everywhere are trying to improve the quality and methods of teaching in the hope that learners of English will be helped improve their language skills. One of the areas explored continuously is writing. In this paper, I want to describe how Academic Writing students in Semester II, 2015-2016 Academic Year responded to the fifth and sixth stages of Reading to Learn, which are individual reconstruction and individual construction/ writing. Respondents are 10 students of Academic Writing E, at the English Department of Satya Wacana Christian University Salatiga, Central Java, Indonesia. Purposive sampling was used to find the respondents. They were selected based on the questionnaires they filled in, and 4 types of students were selected: introvert, extrovert, visual, and auditory. However, due to the limitation of time and space, only 10 students’ opinions were analyzed in this paper. There were 5 introvert and 6 extrovert students altogether. Data were mainly derived from the students’ journals submitted after they passed through a stage. Findings show that both introvert and extrovert students’ perceptions varied, not depending on their personality types. Most of the students liked working individually in doing writing tasks.

EXTROVERT PERSONALITY AND ITS IMPACT ON STUDENTS’ ARGUMENTATIVE ESSAY WRITING SKILL

This research aims at finding the positive correlation between extroversion personality and students’ argumentative essay writing skill. The objective of this research is to know the correlation between extroversion personality and students’ argumentative essay of sophomore English Department students in University of Kuningan. The population in this research was all sophomore English Department students with total 60 students. A convenience purposive sampling was applied to get the sample students. The samples of this research were 12 extrovert students. From the results of statistical tests to test the correlation between two variables, this research used Pearson product moment. As the result of the calculation, it was found that robserved (0,778) > ttables (0, 532). Then, based on the hypothesis test with two tail test, the result of hypothesis test obtained tobserved (3, 917) > ttables (1, 782). Thus, it can be concluded that Ha was accepted and there was a correlation between extroversion personality and students’ argumentative essay writing skill.Keywords: extroversion personality, argumentative essay, writing, Eysenk personality inventory

SYNTAX ERRORS ON THE ESSAY WRITINGS OF EXTROVERT AND INTROVERT EFL LEARNERS

The main purpose of this study was to investigate syntactic errors on extrovert and introvert EFL learners’ essay writing. The data were collected by classification technique from 20 essay writings of EFL learners (10 extroversions and 10 introversions) in Universitas Negeri Medan, Indonesia. The data were analyzed by using X-Bar Theory. The findings of this study indicated that there was a difference between extrovert and introvert in the number of syntax errors. In addition, the extrovert students made 10 types of errors with quantity of 108 while the introvert students only made 8 types of errors with quantity of 60. Keywords: Writing, Syntax, Extrovert and Introvert.