A COMPARATIVE STUDY BETWEEN INTROVERT AND EXTROVERT STUDENTS IN LISTENING ACHIEVEMENT AT THE FIRST GRADE OF SMA KARTIKATAMA METRO

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A COMPARATIVE STUDY BETWEEN INTROVERT AND EXTROVERT STUDENTS IN LISTENING ACHIEVEMENT AT THE FIRST GRADE OF

SMA KARTIKATAMA METRO

Meta Listina Muharrami

English has become the most important skill to master nowadays. There are four basic of skills taught in almost all of education level in Indonesia. Yet, the students did not have equal achievement in mastering the language skills. Some students did better in certain skills whereas the rest were better in other skills. There were two objectives in this research. First, this research was done in order to investigate whether there is a difference between introvert and extrovert students in listening achievement. Second, the research was done in order to find out which one of the introvert and extrovert students that has better achievement in listening.

The research was conducted at SMA Kartikatama Metro. The participants of this research were the students of the first grade in the academic year 2012/2013. Two classes were taken as the sample. This research design was quantitative, namely factorial design. The data were taken from questionnaire and listening test, then they were analyzed by using Independent Group t-test to test the hypothesis. The data analysis showed that students’ achievement in listening differs between introvert and extrovert. The introvert students performed better than the extrovert ones. The mean score of pretest and postest of the extrovert students was 4.8 while the introvert students was 7.0.

In order to test the hypothesis whether it was accepted or not, the researcher used Independent Group t-test at the significance level (0.05). The computation showed that ratio was 2.076 and the table was 1.684. The ratio was higher than the t-table so, it can be concluded that the introvert students have better achievement in listening than the extrovert one.

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TABLE OF CONTENT

CURRICULUM VITAE ... i

DEDICATION ... ii

MOTTO ... iii

ACKNOWLEDGEMENTS ... iv

TABLE OF CONTENT ... vii

LIST OF APPENDICES ... ix

LIST OF TABLES ... x

LIST OF FIGURES ... xi

I. INTRODUCTION 1.1 Background of the Problems ... 1

1.2 Formulation of the Problems ... 4

1.3 Objectives of the Research ... 4

1.4 Uses of the Research ... 4

1.5 Scope of the Research ... 5

1.6 Definition of Terms ... 6

II. FRAME OF THEORIES 2.1 Theory of Personality ... 7

2.2 The Role of Personality in Language Learning ... 10

2.3 Extroversion/Introversion and Its Characteristics ... 12

2.4 Concept of Listening ... 17

2.5 Theoretical Assumption ... 19

2.6 Hypothesis ... 21

III. RESEARCH METHODS 3.1 Research Design ... 22

3.2 Population and Sample ... 24

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3.4 Research Instrument ... 27

3.5 Validity and Reliability of the Instrument ... 29

3.6 Level of Difficulty ... 33

3.7 Discrimination Power ... 34

3.9 Treatment of the Data ... 35

IV. RESULT AND DISCUSSIONS 4.1 Result of Data Analysis ... 39

4.2 Normality Test ... 45

4.3 Hypothesis Test ... 46

4.4 Discussion ... 47

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 56

5.2 Suggestions ... 57

REFERENCES ... 59

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I. INTRODUCTION

This chapter covers the reason of choosing the topic, formulation of the problem, objectives of the research, uses of the research, scopes of the research, and definition of terms; clarified as followings.

1.1 Background of the Problem

English, nowadays, has become an international language that is taught in almost all level of education in Indonesia. People realize that learning English is very important to compete in this modern era. English teaching and learning is aimed to improve students’ ability in using English as a means of communication. English as a means of communication has four basic language skills, i.e. listening, speaking, reading, and writing. They are classified into oral and written communication. The students have to master all the communication skills in order to communicate effectively. Yet, in the reality, the students have different achievement in those language skills. Some students have better achievement in a certain skill whereas other students are better in other skill.

Based on the writer’s experience during PPL program, there are many reasons which can influence the students achievement of certain language skills. It might be caused by the teacher and the students. The quality of the teacher, the teaching

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style, the performance of the teacher can give an impact on the students’ achievement. From the students’ side, there are some factors which influence the result of learning process, such as motivation, learning strategy, and personality of the students. Though, the focus of this research concerns only on personality factor.

There are a number of theories explaining that personality factors significantly influence the degree of success that individuals achieve in learning a second language (Gass & Selinker, 1994). This statement was based on the assumption that some features of the learner's personality might encourage or inhibit second language learning (Cook, 1996). In language learning, the factors which give impact most are cognitive and affective factors. Those two factors are very important in determining students’ learning achievement. The cognitive factor is related to the intellegency aspect of the students while the affective factor is related to psychological aspect of the students. According to Hilgard (1963:267), purely cognitive theories of learning will be rejected unless a role is assigned to affectivity. Brown in Rosita (1997:1) says that success in second language learning cannot be separated from individual psychological factors, i.e. affectivity. This factor has the equal influence as cognitive factor toward students’ achievment in second language learning.

There are three general categories of personality factors which are related to second language learning, namely egocentric factors, transactional factors, and motivational factors (Suparman, 2010:64). Furthermore, there are some variables which influence the transactional factor on language learning, such as empathy,

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extroversion, and aggression. Since the writer puts the focus on the personality of the students; extrovert and introvert personality, the analysis will need to be explained about extroversion. Extroversion itself actually represents the similiar item that are extrovert and introvert (Brown, 2000: 142-154).

Suparman (2010:68) says that in the western society, the extrovert people who are friendly, sociable, talkative tends to be held up as axiomatically desirable and ideal. This judgement applies also in the language classroom, even in Indonesia. Because of their open-minded characteristics, the extrovert people can build the communication better than the introvert ones. So, it can be concluded that the extrovert people is better than the introvert in oral communication, especially in speaking. They dominates the introvert people in this skill. This statement is supported by Kezwer (1987:49) that extrovert student best respond to reflect about the outer world. As one might expect, they are better talkers than writers and so do not go for keeping journal or preparing portofolios, where metacognitive processes are involved. But, not all of English skills are dominated by extrovert people. According to Herdawan (2012) some skills like writing skills are dominated by introvert people, they are good at it. This might be related to the characteristics of the introverts themselves who are better thinkers than better speaker.

Therefore, the writer investigates whether there is a significant differeces between the extrovert and introvert people in listening achievement at the first grade of senior high school. The writer chooses senior high school students because they

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have more capability in understanding their own personality so the research is more reliable. Furthermore, the teacher is also hoped to be able to make positive effort to prevent or reduce the students’ problem which is related to the personality traits especially in mastering listening subject.

1.2 Formulation of the Problem

1. Is there any differences between the students who are introvert and extrovert in their listening achievement?

2. Do the students with introvert personality have better achievement in listening than the extrovert ones?

1.3 Objective of the Research

Based on the formulation of the problems above, the objectives of the research are:

a. To compare the differences between the students who are introvert and extrovert in their listening achievement.

b. To find out which type of personality has better achievement in listening.

1.4 The Uses of the Research

The uses of the research are :

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b. Practically, The result of this research may give information of students’ type in language learning, especially listening learning process. It also may help the teacher to decide the techniques or method which are appropriate for the students and hopefully the teacher are able to make positive effort to prevent or reduce the students’ problem which is related to the personality traits especially in mastering listening subject.

1.5 Scope of the Research

In language learning, there are some variables which influence the students’ achievement. One of the variables is personality. Personality itself has several features which are different from one person to another, they are : self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion. But, the writer will put the focus on the extroversion only.

The writer conducted the research at SMA Kartikatama Metro for the first grade students as the population. The writer chose the senior high school students at the first grade because they have more capability in understanding their own personality so the research will be more reliable. The writer used Eysenck Personality Inventory which is the instrument to measure personality, then compares extrovert and introvert listening achievement.

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1.6 Definition of Terms

Personality

It refers to a factor consists of thought and emotion that is different from one person to another which make them unique.

Extrovert

It refers to a person who has the focus on the outer world. Introvert

It refers to a person who has the focus on their own activity. Listening

It refers to a process which make a person try to catch a message or information from other people orally.

Achievement

It refers to the measurement of the learner performance in learning some skills by giving them a test.

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II. FRAME OF THEORIES

This chapter presents theories underlying personality in general, on second language learning and listening skill. Since relation between personality and language learning has become interest for so many years, this chapter mentions some research and their findings as well.

2.1 Theory of Personality

Personality is one of the main topics in psychology. There have been many experts who propose the definition of the personality. However, there is no single definition agreed by all experts as the standard definition to explain the meaning of personality and each of them has his or her own different point of view.

Personality refers to psychological aspects which is defined as a dynamic organization from the psychophysics in individual, which can also determine his adaption uniquely toward his environment (Allport in Lester, 1995: 131). It includes many of the concepts most important to a contemporary understanding of personality. The notion of organization indicates that personality is not just a list of traits, but there is a coherent whole. This organized whole is dynamic, in that it is goal seeking, sensitive to context, and adaptive to the environment. Allport

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emphasizes on the reality that an individual’s personality always develops and changes even if there is a system ties and lays some components of personality. By emphasizing psychophysical system, Allport highlights the psychological nature of personality, while clearly recognizing that personality arises from biological process. In conclusions, the definition stresses that personality causes people to think, behave, and feel in relatively consistent ways over time.

Personality is one of the factors that influence second language learning. Gass & Selinker (1994) points out that a number of theories hold that personality factors significantly influence the degree of success that individuals achieve in learning a second language. This statement was based on the assumption that some features of the learner's personality might encourage or inhibit second language learning (Cook, 1996). In order to be successful in learning, students need to figure out his own style.

Personality is also defined as the sum total of an individual’s characteristics which make him unique (Qomaruddin:2010). From the definition above, it can be said that every individual is an unique creature. There is no one who has the same way to adapt himself toward his environment. Their individual personality consists of psycho and physics which represent body’s movement and soul that are united. Personality is called a factor which has determinant tendencies and play active roles in behavior of an individual.

Gazzaniga and Heatherton (2002) state that personality refers to an individual’s characteristics, emotional responses, thoughts, and behaviors that are relatively stable over time and across circumstances. In the daily life, Layman sometimes

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call personality as a particular character which is classified to the particular typed person, patient, aloof, emotional, etc. There are also aome psychologist who discuss personality in particular types. This method is known as classification through their thought of personality.

Eysenck divided personality of an individual through classification or typhology. According to Eysenck, there are two types of personality, they are extraversion and introversion. Eysenck saw an individual’s behavior as a simple thing, but he realized that an individual is not like an engine because he has uniqueness.

Brown (2000: 142-154) says that personality has several features which are different from one person to another; they are :

1. Self esteem : the way a person sees himself 2. Inhibition : to adapt the language ego

3. Risk-taking : how to ‘gamble’ in learning new language

4. Anxiety : associated with uneasiness, frustation, or worry 5. Empathy : relation between language and society

6. Extroversion

Since the extroversion exists in personality, extrovert and introvert become one of the important factors which indicates individual uniqueness. This uniqueness influences individual in learning language and makes the extrovert way in

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learning language is different with the introvert ones. It is necessary to know how the extrovert differs from the introvert in relation to their ability in language learning. By knowing personality, it can help the teacher to decide technique and method which are suitable for teaching listening.

2.2 The Role of Personality in Language Learning

Personality is considered as very important category of individual differences since the individual is often judged depending on her/his personality. Personality refers to the partially stable and long-lasting facets of an individual which distinguish him from other people, and form the basis of our predictions concerning his future behavior (Wright et al., 1970). According to Gass & Slinker (1994), there are number of theories holding that personality factors significantly influence the degree of success that individuals achieve in learning a second language. This statement was based on the assumption that some features of the learner’s personality might encourage or inhibit second language learning (Cook, 1996). It was by enhancing certain facets of language learning while impeding others (Larsen-Freeman & Long, 1991).

Language is a human phenomenon that cannot be separated from the whole person. As it was mentioned by Pike in Purwati (1997:9) who states that language is behavior that is a phase of human activity which must not be treated in essence as structurally divorced from the structure of non verbal human activity. The activity of a person constitutes a structural whole in such a way that it cannot be

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divided into “neat” parts, or level or “compartment” with language in behavioral compartment insulted in character, content, and organization from other behavior.

In second language learning, we have to see the domain which is important and has a big role in second language learning. It is called the affective domain (emotional). The affective domain includes many factors: empathy, self-esteem, extroversion, inhibition, anxiety, and attitudes. The development of affective or feeling involves a variety of personality factors, feeling about ourselves and about others with whom we come into contact (Brown cited in Purwati, 1997:8).

Moreover, it is very important to understand how human beings feel and respond. It is the aspect of the second language learning. Suparman (2010:64) states that there are three general categories of personality factors which are related to second language learning. The categories are as the following:

1. Egocentric factor : it is based on one view of self and its relevance to language learning.

2. Transactional factor : it is the self transacted to others.

3. Motivational factor : it is commonly thought as an inner drive, impulse, emotion, or desire that moves one to particular action.

In this case, the writer focuses on transactional factor because this personality factor is more related to the topic of extroversion. There are some variables which influence the transactional factor on language learning, such as empathy, extroversion, and aggression. But, the writer put the focus only on the extroversion. Extroversion itself actually represents the similiar item that are

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extrovert and introvert (Brown, 2000: 142-154). So, extroversion become one of factor which indicates the degree of success in language learning. In western society, the extrovert becomes the most desirable attitude, but it is not always the case that extrovert people are the best learner, in some cases the introvert people can be better in mastering certain skills.

2.3 Extraversion/Introversion and Its Characteristics

Extroversion/introversion is one factor which influence second language learning. It represents the similiar item that extrovert and introvert. Jung (1923) in his book “Psychological Types” states that extraversion refers to an attitude of interest outer world of people and things. The extravert is outgoing, talkative, friendly, and focused on the thing out side of the self, while introversion signifies a pre-occupation with the internal world of one’s own thought, feelings, and the experiences. The introvert is more likely to be contemplative, aloof, reserverd and focuses on self. One qualitative study in 1990 by Ehrman and Oxford worked with 20 Foreign Services Institue (FSI) students showed that some language learning advantage for introverts, intuitives, feelers, and perceivers (p.323). In a follow-up study in 1994 on 831 FSI students, Ehrman found that introverts, intuitives, and thinkers were better readers. Sensing types were disadvantaged for both reading and speaking. A subsequent study by Ehrman and Oxford (1995) suggested that extraverts are good candidates for good language learners as they speak out and interact.

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Eysenck divides personality into two types, they are extroversion and introversion. Each type has its own indication, such as sociality, activity, expansiveness, etc. Types of personality according to Eysenk are as follows: Figure 2.1 Types of Personality

The two dimensions, extroversion-introversion, and emotional stability-instability, define those four quadrants. These are made up of:

1. Stable extroverts (sanguine qualities such as – outgoing, talkative, responsive, easygoing, lively, carefree, leadership)

2. Unstable extroverts (choleric qualities such as – touchy, restless, excitable, changeable, impulsive, irresponsible)

3. Stable introverts (phlegmatic qualities such as – calm, even-tempered, reliable, controlled, peaceful, thoughtful, careful, passive)

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4. Unstable introverts (melancholic qualities such as – quiet, reserved, pessimistic, sober, rigid, anxious, and moody).

Based on the chart above, the extroverts and the introverts are classified into stable-unstable extroverts and stable-unstable introverts which have its own characteristics. It is divided based on the emotional stabiliy-instability. As mentioned on the previous paragraph, stable extroverts have sanguine qualities whereas the unstable extroverts have choleric qualities. Then, stable introverts have phlegmatic qualities, in the other hands unstable introverts have melancholic qualities. Actually, the stable-unstable extroverts and the the stable-unstable introverts have almost the same characteristics, it only differenciate by the emotionally stability. But, based on the emotionally stability the stable extroverts and introverts have more positive and dominant characteristics than the unstable extroverts and introverts.

Then Eysenck expresses that the four personality types are separated based on the continuum scale. Thus, the division always plays every individual to extreme position. Eysenck said that: “...it is implied that everyone must either a raving extrovert or withdrawn introvert, but nearly that away one can find on this particular continuum or dimension...”

Reffering to Eysenck’s statement, the degree of an individual in behaving is divided according to his position in that scale. There is no pure extraversion or intoversion of one’s personality. It can move from one pole into another one. We

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can only see what type is more dominant in the individual, whether the type is extroversion or introversion, so that we can classify the individual to the type of extraversion or introversion. Eysenck point out the characteristics of extravert and introvert on the table as follow:

Tabel 2.1 Characteristics of Extrovert and Introvert Personality

Extrovert Introvert

Leadership Carefree Lively Easy going Responsive Talkative Outgoing Sociable

Calm even tempered Reliable Controlled Peaceful Thoughtful Careful Passive

Source: Adapted from the Inequality of Man by H.J Eysenck 1975

From the table above, it can be seen that extraversion is the act , state or habit of being predominantly concerned with and obtaining gratification from what is outside the self. Extraverts tend to enjoy human interactions and are generally enthusiastic, talkative, assertive, and gregarious in social situations. Eysenck stated that the character of someone who is extraversion is easy to socialize, very comfortable in groups, does not like to read or study alone, and may be even happier as the center of attention.

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On the other hand, introversion is the state of or tendency toward being wholly or predominantly concerned with and interested in one’s own mental life. The character of a person who is introvert tends to be more reserved and less outspoken in larger groups. They like solitary activities such as reading, writing, listening music, watching movies, drawing, tinkering, and love monotonous work.

Moreover, Crow and Crow (1958: 187) state that extrovert people are usually fluent in speaking, free of feeling worry and not easily get ashamed and awkward, love to work with others, and good at adapting with their surroundings. Introvert people, in contrast, are more fluent in writing than speaking, tend to be serious and anxious, like working alone, often find difficulty in behaving and love to read.

However, there is no scholar who mention about ‘good’ or ‘better’ attitude. In case of social life, perhaps extrovert people are considered more desirable because of their open minded characteristics to communicate with many people; in parties, offices, neighborhood, etc. But, this does not signify that introvert people tend to be least person to converse with, since they are bad people for instance. It just the way they express themselves differ from the extrovert people.

Based on the previous statements, that kind of personality; extrovert and introvert has their own advantages and disadvantages. Each of them has special characteristics which influence the way they learn a language. The extroverts who are easy going might be good in some skills like speaking because of their ability to build communication with other people. In contrast, the introvert who tend to

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be more analytical are good in another skills like listening because of their capability to concentrate and pay attention to other people. So, there is no the best or the worst attitude since both of that kind of personality have their own superiority.

2.4 Concept of Listening

Listening is an active process recquiring participation on the part of listener. According to Margaret (1988:19) listening is an active process in which the listener plays a very active part in constructing the overall message that is actually exchanged between the listener and speaker. The idea above indicates that the listeners are usually playing an active role because they should have ability to digest the message of the speaker. Underwood (1985:1) states that listening is the activity of paying attention to and trying to get meaning from something we hear, also states that the essence of listening is the listener; the listener should be encouraged to engage in active process of listening for meaning.

Moreover, Nation (1985:17) adds that listening is not only the way of learning language that can give the learner information from which to build up the knowledge necessary for using the language but also the way to get information or to understand the sense of communication which will be sent in oral. The importance of listening can be seen from the statement of Adler. et al. (2001) that we spent about 9 percent of our communication time writing, 16 percent reading, 30 percent speaking, and 45 percent listening. Referring to the statement above, it

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can be concluded that listening has the largest proportion in communication than another skills.

According to Brown (2007: 308) there are two skills required in listening process, they are; macro and micro skills. Macro skills would be directly related to candidates needs or to course objective, and might include: (1) listening for specific information, (2) obtaining gist of what is being said, (3) following directions. Micro skills might include: (1) interpretation of intonation patterns (recognition of sarcasm, etc), (2) recognition of function of structures (such as interrogative as request, for example, Could you pass the salt?).

As mentioned on the paragraph above, there are some types of macro skill in listening. Listening for specific information means that the students try to find a clear information from the source. For example, the students try to get information about weather from the weather forecast in the television. Then, listening of gist refers to understanding what the speaker said in a general way. For example, the students try to find the main topic of what the speaker had said. Listening by following directions means that the students should listen spoken direction from the source. For example, the students listen to the native speaker then they should do the activity based on the direction from the native speaker. Moreover, there are also some types of micro skill in listening. Interpretation of intonation patterns means that the students try to understand the meaning of the speaker said based on the intonation whether it is normal conversation or it is a sarcasm. Then, recognition of function structures means that the students have to identify what

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the speaker said based on the function of structures. In this case, the writer choose to put more focus on macro skill since it is not really difficult to understand and it also more appropriate for the level of senior high school students.

Concerning the explanation above it reveals that listening in main skills is not easy since the listener should seriously pay attention, interpret, and able to understand what the speaker said. Listening effectively to others can be the most fundamental and powerful communication tool of all. When someone is willing to stop talking or thinking and begin truly listening to others, all of their interactions become easier, and communication problem can be eliminated.

2.5 Theoretical Assumption

Listening has the largest proportion in communication than another skills. This is supported by the findings of the research by Adler. et al. (2001) that we spent 45 percent of our communication for listening compared to 30% speaking, 16% reading and 9% writing. While personality is the sum total of an individual’s characteristics which make him unique (Hollander, 1971) and those relatively stable and enduring aspects of individuals which distinguish them from other people, making them unique, but which at the same time allow people to be compared with each other (Gross, 1996). From the statement above, it can be seen that every individual is unique. They are different from one another depending on the way they perceive the world. In fact, personality also affects the way individual learn. Researchers have proposed an understanding personality type (how we interact with the world and where we direct our energy, the kind of

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information we naturally notice, how we make decisions) can help explain why we learn differently (Erhman & Oxford, 1990).

On the basis of previous paragraph, the writer assumes that analyzing students’ personality in learning must be given a great emphasized by the English teacher in teaching learning process in the purposes of learning. By knowing the possible way experienced by the students, the teacher is hoped to be able to make a possible effort to prevent or to reduce the students’ problem which is related to the personality traits especially in mastering the listening subject.

Listening seems to be one of those skills that needs so much concentration and attention. This is might be the reason why the introverts are so good at it. They tend to be more comfortable in listening than speaking. It is also suggested by the statement of Eysenck (1975) who said that introverts characteristics are thouhgtful, careful, and peaceful. While the extroverts characteristics are talkative, lively, and easy going.

From the previous definition and theory, the writer draws the assumption that the introvert students will be better and comprehensible in listening skill. On the other hand, the extrovert students tend to less than the introvert but still comprehensible while the process of learning.

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2.6 Hypothesis

Referring to related literature presented earlier, the writer stated the hypothesis as follows:

“There is significant differences between students’personality type (extrovert and introvert) and English listening ability of the first grade students of SMA Kartikatama Metro”.

“Introvert students’ personality is better in listening ability than extrovert students’ personality of the first grade students of SMA Kartikatama Metro”.

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III. RESEARCH METHOD

This chapter illustrates how the research was done; what design of the research was, who the population and the sample were, and how the data were gathered. It also covers the validity and realibility of the instrument, treatment of the data, and data analysis.

3.1 Research Design

This research was quantitative design. The writer used factorial research design. A factor was a discrete variable used to classify experimental units. In this case, there were two factors; they were extrovert and introvert. A factorial design was the most common way to study the effect of two or more independent variables, although it would focus on designs that had only two independent variables for simplicity. The design of this research was as follow:

Personality Pretest Postest Gain of Listening Achievement Introvert

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It compared the variable with the score which was got by the pretest and posttest. The design was as follow:

T1 X T2

Where :

T1 : Pretest X : Treatment T2 : Postest

(Setiyadi, 2006:131)

There were two variables that were organized in this research: they were dependent and independent variables. It was a “product” as a result of interaction between variable involved in that particular research while independent variable was the variable whose function was to influence the dependent variable (Setiyadi, 2006:107). From the explanation above, the writer determined the variables as follow:

1. The introvert students were as independent variable. (x1) 2. The extrovert students were as independent variable. (x2)

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In order to find students who pose the independent variables, questionnaire was given to the students to be answered. Based on the result of the questionnaire, the writer classified the students into three groups; introvert, mediocre, and extrovert. The introvert and the extrovert groups were taken as the independent variable. Meanwhile, the dependent variable of the research was obtained from the students’ result of listening test.

There would be a pre-test before teaching listening and post-test after teaching listening to see the gain of listening score. The reason of choosing pre-test and post-test was in order to get primary data which were more reliable than just conducting listening test in one meeting. The writer assumed that conducting test in one meeting without any treatment was not really reliable because the result of the test might be influenced by other factors at that time. But, by conducting the pre-test, treatment and post-test the score was more reliable.

3.2 Population and Sample

The population of this research was students in the first grade of SMA Kartikatama Metro. The writer decided to take two classes that have same characteristics as the sample of the research. It was called purposive sample. The sample class was selected based on the purpose of study. To know whether the class had the same characteristics or not, the writer would took the data of students’ score at the first semester from the teacher.

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3.3 Research Procedure

The procedures of the research was as follows:

1. Determining the Population and Selecting the Samples

The population of this research was the first grade students of SMA Kartikatama Metro in the 2012/2013 learning year. The sample class was selected using purposive sampling. It means the sample class was selected based on the purpose of the study. It was two classes as the sample which had the same characteristics. To determine the class was the sample class, the writer took the data of students’ score at the first semester of the first grade in the 2012/2013 learning year.

2. Selecting Listening Test

In selecting the listening test, the writer took a look at the syllabus used by the teacher of the sample class. Any material being taught which was corresponding with listening could be taken into the listening test to see their gain in listening skill.

3. Distributing Questionnaire

The writer gave the students questionnaire to the students to be answered. Students were given 10 minutes to answer the questionnaire. The result of this questionnaire was used to group the students based on their type of personality.

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4. Conducting Try-out

After distributing questionnaire, the writer decided to conduct try out test to examine whether the item test were good enough and appropriate for the students.

5. Conducting Pre-test

The next step was administering the pre-test to the students to see their score before getting treatment from the researcher.

6. Teaching Listening

After conducting pre-test, the researcher gave treatment to the students by teaching listening. The researcher taught listening based on the syllabus that used by the teacher of sample class. The writer decided to choose listening to narrative text because it refered to the macro skills which become the focus of the research.

7. Conducting Post-test

After giving treatment to the students, the researcher conducted post-test to see the students’ achievement after getting treatment from the researcher.

8. Analyzing, Interpreting and Conclusing the Data

After collecting the data, the analyzing, interpreting, and concluding the data gained was done. First, the data gained from the test were tabulated and calculated. Next, the data were divided into two group based on the

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students type of personality. Independent group t-test was then used to see if the hypothesis were accepted or rejected.

3.4 Research Instrument

The instrument used for collecting data were as follows: 1. Questionnaire

In order to collect the data, the writer used questionnaire as the tool of measurement. Questionnaire was an instrument which was very effective to measure aspects and variables in associated with personality, psychology aspect or sociology (Setiyadi, 2006). The questionnaire for personality test was taken from the test that was used many times to measure personality. There was no doubt of this test because it was taken from the expert namely Eysenck Personality Inventory (EPI). The questionnaire was taken and translated into Bahasa Indonesia in order to minimize the mwasinterpretation by the students. The questionnaire consisted of 20 items which has 4 options in each question. The scoring system will be : a = 4, b = 3, c = 2, d = 1

Further, the following table was a table of specification of questionnaire items.

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Table 3.1 Table of specification (Questionnaire)

Items number Personality Items Percentage

Introversion Extroversion

Melancholic Phlegmatic Choleric Sanguine

1,2,3,4,5 x 5 25%

6,7,8,9,10 x 5 25%

11,12,13,14,15 x 5 25%

16,17,18,19,20 x 5 25%

By using the result of the questionnaire, the writer classified the students personality. Since the items of introvert were 10 items and the items of extrovert were 10 items, the score would be compare. If the score of introvert items were higher and the score of extrovert items were lower, the participants would be classified as introvert group. If the score of introvert items were lower and the score of extrovert items were higher, the participants would be classified as extrovert group. If the score of introvert as higher as extrovert, the participants would be classified as mediocre group.

2. Listening Test

The writer decided to administer listening test in order to get primary data from the students. The test was in the form of pre-test before the researcher gave treatment to the students and post-test after the researcher gave treatment to the students. The material to be tested was listening to the narrative text.

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In scoring student’s test, Arikunto’s formula was used. The ideal high score was 100. So, the formula which will be used was as follow :

Where :

S : The score of the test

R : The total of the right answer N : The total items

(Arikunto, 1996: 212)

The writer decided to conduct pre-test and post-test because it was more reliable than simply conducting listening test once in one meeting because the result of the test might be influenced by other factors at that time. If the test conducted two times, it would be more reliable.

3.5 Validity and Realibility of the Instrument

1. Validity of the Instrument

 Validity of Questionnaire

Validity was a matter of relevance; it means that the test measures what was claimed to measure. To measure whether the test has a good validity,

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it could be analyzed from its content validity and construct validity. Content validity was concerned whether the test was sufficiently representative for the rest of the test or not. While construct validity focuses on the relationship between indicators within the test. Since purpose of the test was to measure as well as to investigate students’ personality, the writer applied a test that deals with the students’ personality test developed by Eysenck (1961) namely Eysenck Personality Inventory. This was used to measure or classify the respondent to the type of extrovert and introvert. There was no doubt feeling to this standard test, because it was already constructed by the expert and it measured about personality which had been tested many times. To measure the validity of questionnaire, the researcher used inter-rater reliability where there were 3 raters or judgers to make sure that the questionnaire was valid.

 Validity of Listening Test

As well as for listening test, to claim it was valid, the writer took the topic from the syllabus that had been taught to the sample class, in this case the writer took the topic of narrative text. Then, to ensure that the test was valid the test items should fulfill the construct validity. The table below was table of specification of listening test.

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Tabel 3.2 Table of Specification (Listening Test)

No. Macro aspects of listening Item Percentage

1 Determing main idea 7 23.33%

2 Finding specific information 14 46.67%

3 Inference 6 20%

4 Vocabulary 3 10%

Total 30 100%

Since the writer put focus on macro skills, the item test would be the macro aspects of listening which consisted of determining main idea, finding specific information, inference, and vocabulary.

2. Reliability of the Instrument

 Reliability of Questionnaire

Reliability refers to the consistency of the measure. A test was defined to be reliable if its scores remain relatively stable from one adminwastration to another (Hatch and Farhady, 1982:144). First of all, the result of the questionnaire was scores based on Likert scale with range of score was 1 to 4. In order to measure the conswastency of items in the questionnaire, the writer used Cronbach Alpha Coefficient since it was the most commonly used one. The alpha ranges between 0 and 1.

 Reliability of Listening Test

For the listening test, reliability of the test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). Pearson Product Moment formula that was used as follows:

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rl=

 

_



_



y x

Where:

rl: Coefficient of reliability between odd and even numbers items x: Odd number

y: Even number

x2: Total score of odd number items y2: Total score of even number items xy: Total number of odd and even numbers

The criteria of reliability were: 0.80 – 1.00 = very high 0.50 −0.79 = moderate 0.00 – 0.49 = low

(Hatch and Farhady, 1982: 247) To know the coefficient correlation of whole items, “Spearmen Brown`s prophecy formula” was used. The formula was as follows:

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Where:

rk: The reliability of the whole test

: The reliability of the half test

(Hatch and Farhady, 1982:246)

3.6 Level of Difficulty

Level of difficulty was related to how easy or difficult the item was from point of view of the students who take the test. To know the level of difficulty, the

researcher used the following formula:

LD = _N

Where:

LD: Level of difficulty

R: The number of students who answer correctly N: The total number of students following the test

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The criteria were:

<0.30 = difficult 0.30-0.70 = average <0.70 = easy

3.7 Discrimination Power

The discrimination power refers to the extent to which the item differentiates between high and low level students on the test. A good item according to the criteria was one which good students will do well and bad students will fail. To know the discrimination power of the test, the formula that was used:

DP = N

L U

2 1



Where:

DP: Discrimination power

U: The proportion of upper group students L: The proportion of lower group students N: Total number of the students

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The criteria were: 0.00 – 0.20 = poor 0.21 – 0.40 = satisfied 0.41 – 0.70 = good 0.71 – 1.00 = excellent

(Negative) = bad items (should be omitted)

(Heaton, 1991: 182)

3.8 Treatment of the Data

There were three underlying assumptions that need to be fulfilled if we were going to use Independent Group T-test, namely :

1. The data was interval or ratio

2. The data was taken from random sample in a population 3. The data was distributed normally

(Setiyadi, 2006:170)

Although the sample were not taken by randomly, the Independent group t-test was able to use in order to see whether the hypothesis were accepted or rejected as long as the data was distributed normally. If the data was not distributed normally, the Mann-Whitney U Test would be used to see whether the hypothesis were accepted or rejected.

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Therefore, the writer used the following procedures to treat the data:

1. Normality Test

The normality test was used to measure whether the data from students score were normally dwastributed or not. The writer used SPSS 17 to analyze the data. The hypothesis for the normality test were as follow:

H0 : the data was not distributed normally H1 : the data was distributed normally

The criteria for the hypothesis was H1 was accepted if sign > α, with the level of significance 0.05.

2. Hypothesis Test

Last, the writer tested the hypothesis whether it was accepted or rejected. First, the writer analyzed the data from questionnaire to categorize the students into three groups. Two groups (Introvert and Extrovert) were analyzed further. Their data from the listening test was analyzed to find out if the hypothesis was accepted or rejected by using the statistical analysis t-test with the level of significance α = 0.05.

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√ With :

x1 : the arithmetical mean of the introvert group x2 : the arithmetical mean of extrovert group S : standard deviation

n1 : the number of students in extrovert group n2 : the number of students in introvert group

The proposed hypothesis were:

H0 : Students with introvert personality do not have better achievement in listening than the extrovert ones.

H1 : Students with introvert personality have better achievement in listening than the introvert ones.

The writer used one-tailed t-test formula in SPSS 17 to make it easier in doing the calculation, with the level significant 0.05.

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The criteria were:

If the t-ratio was higher than t-table : H1 was accepted If the t-ratio was lower than t-table : H0 was accepted

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V. CONCLUSION AND SUGGESTION

This chapter offers the conclusion and suggestion based on the finding and discussion of the data analysis.

5.1 Conclusions

Based on the discussion of the research in the previous chapter, the writer comes to this following conclusion :

1. There is a difference between introvert and extrovert students personality in listening achievement especially in macro skill listening by using narrative text. The difference is significant enough which can be seen from the gain of the mean score of pretest and postest in each group. In introvert group, the mean score of pretest was 65.60 while the postest was 72.60. Then, in extrovert group the mean score of pretest was 64.20 while the postest was 69.

2. There is also a difference between introvert and extrovert students which can be seen from the aspects of macro skill including main idea, specific information, inference and vocabulary. The mean score of main idea aspect of introvert group was 2.70 while the extrovert was 2.62. Then, the mean score of specific information aspect of introvert group was 5.40

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while the extrovert group was 5.18. The next aspect, inference, was 3.22 in introvert group while the extrovert group was 3.16. The last aspect, vocabulary, was 2.42 in introvert group while the extrovert group was 2.36. From, the data, it can be concluded that among all of the aspects, the aspects of specific information has the highest mean score.

3. Introvert students have better achievement in listening than the extrovert ones. The result of the mean score of pretest and postest showed that the introvert students got higher mean score than the extrovert students. From the four aspects of macro skill in listening, the introvert students have higher mean score than the extrovert students so the writer draws a conclusion that the introvert students have better achievement in listening. Their characteristics as an introvert shows that they are thoughtful, careful, and passive contribute positive effect in their listening achievement than the extroverts’ do.

5.2 Suggestions

In reference with the conclusion above, the writer gives some suggestions as follow :

5.2.1 Suggestions for the Teacher

a. English teacher are suggested to pay more attention to their students in term of their personality types. English teacher should not judge their students since every student is unique. They have different type of

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personality which make different way on learning and it influence their learning achievement. So, one important thing that the teacher should do is to help the students who face the difficulty in learning some skills without judging their students.

b. English teacher should give more attention to the extrovert students in teaching listening. When teaching listening, the teacher can ask more questions related to the listening topics to the extrovert students. It trains them to have more concentration, so their listening achievement will be better.

5.2.2 Suggestions for Further Research

a. This research focused in one of four English skills. It is better for further research to try to apply it in different English skills.

b. This research focused on macro skill by using narrative text. For the next research, focusing on micro skill or choosing other type of text might be better. It can also be great to compare two types of the text in the research.

c. In this research, the writer used questionnaire as the instrument to measure personality. For further research, modifying or using other type of questionnaire and using other instruments such as interview can be a good idea.

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