Submitted to Board of Examiners as partial Fulfillment of the Requirements for the Degree Sarjana Pendidikan (S.Pd) In English Educations Department of Teacher Training and Education Faculty State Institute For Islamic Studies (IAIN) Salatiga
A DESCRIPTIVE STUDY OF STUDENTS’ PERCEPTION ON ENGLISH TEACHERS’ POSITIVE PERSONALITY FACTORS AND TYPES (Study of the Second Grade Students at SMK Perintis 29 Ungaran) A GRADUATING PAPER Submitted to Board of Examiners as partial Fulfillment of the Requirements for the Degree Sarjana Pendidikan (S.Pd) In English Educations Department of Teacher Training and Education Faculty State Institute For Islamic Studies (IAIN) Salatiga By NUR ROFIAH 11310023 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN ) SALATIGA 2016
MOTTO
“Your Personality will be come more attractive not because you never fail, but because you fail many time but continue fighting until you win ”
Mario Teguh “Develop success from failures discouragement and failure are two of the surest stepping stores to success ”
Dale Carenegie
DEDICATION
The Graduating paper is dedicated for : 1.
Thanks my God, Allah SWT. Who alwaays blessing me every time and everywhere, who always care me, loved me and I cannot say Something except THANKS for all.
2. Thanks for my Parent, my beloved father ( Mr.Soib) and my beloved mother (Mrs.Sulasih), thanks for all support, trust, finance, encouragement, praying and I just can says thank you . I love you so much.
3. My beloved husband ( M.Muhsinul Asror) and my beloved son ( Fatih Al Khaifi Tsabit Qies) you are my spirit , I love you so much.
4. My beloved brother ( Dede Septian ) thanks your support, praying.
5. The students of TBI 2010 especially A class 2010 6.
All of my friends
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin , thanks to Allah because the writer could complete this research as one of the requirements for the getting Educational Islamic Studies ( S.Pd) in English Education Department Teacher Training and Education Faculty State Institute for Islamic Studies ( IAIN ) of Salatiga in 2016.
The research would not have been complete without support, guidance, advise, and help from individual’s institution. Therefore, the writer would like to express deep appreciation to: 1.
Rahmat Hariyadi, M.Pd., the Head of State Institute for Islamic Studies ( IAIN ) Salatiga ; 2. Suwardi, M.Pd., the Dean of Teacher Training and Education Fculty ; 3. Noor Malihah, Ph.D., the Head of English Education Department ; 4. Sari Famularsih, S.Pd.I., M.A., the consultant of this research. Thank you for suggestion and recommendation for this research from beginning until the end 5. All lecturers of English Department, the writer deeply thank you all for your advice, knowledge, and kindness
6. All of stafs who help the writer in processing the research administration 7.
All of the librarians who help the writer in finding references
th
Ungaran, August 1 2016 The writer
Nur Rofiah
ABSTRACT
Rofiah, Nur. 2016
“A Descriptive Study on English Teachers’ Positive Personality Factors and Types of Smk Perintis 29 Ungaran Semarang Regency, Central Java”Graduating paper of English Education Department State Institute for Islamic Studies (IAIN) Salatiga.
Consultant: Sari Famularsih, S.Pd.I.,M.A This research aimed to find out the English teachers’ positive personality factors and types of SMK Perintis 29 Ungaran. It was a descriptive research. The data were taken by interview and questionnaire, then analysed by qualitative approach. It used triangulation data technique. The findings of this research showed that positive personality factors of English teachers at SMK Perintis 29 Ungaran were generally trusting, inventive, cooperate with others, full of energy, preserves until the task finished, helpful and unselfish with others, considerate and kind to almost anyone, reliable worker, English teachers who are kind, discipline, firm and patient person, English teachers who can teach clearly and easy to be understood and English teachers who can give advice and handle for students.Positive personality types of English teachers at SMK Perintis 29 Ungaran were English teachers who can motivate the students, can be good model and figure for students, English teachers should give assignments for students after finish explain the lesson, English teachers are patient, kind, firm, charitable and discipline person or they are not being angry easily when students do mistakes, discipline which teachers have to punish the students who do not do homework and make noise in classroom, can explain lesson enjoy and relax and teachers follow the students’ way, know about students’ need, do not give rough statements for students.
Keywords: English teachers, personality factors, personality types
TABLES OF CONTENTS
TITLE
............................................................................................................................................. i
DECLARATION ................................................................................................................ ii ATTENTIVE COUNSELOR NOTE .................................................................................. iii PAGE OF CERTIFICATION ............................................................................................. iv MOTTO .............................................................................................................................. v DEDICATION .................................................................................................................... vi ACKNOWLEGDEMENT .................................................................................................. vii ABSTRACT ........................................................................................................................ ix TABLE OF CONTENTS .................................................................................................... x LIST OF TABLE ................................................................................................................ ixv
CHAPTER I : INTRODUCTION A. Background of the Study ......................................................................................... 1 B. Statements of the Problem ...................................................................................... 3 C. Objective of the Study ............................................................................................. 3 D. Benefit of the Study ................................................................................................ 4 E. Definitions of Key Terms........................................................................................ 5 F. Limitation of the Problem ....................................................................................... 6 G. Graduating Paper Organization ............................................................................... 6 CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Previous Research.................................................................................. 7 B. Personality ............................................................................................................... 10 1. Definition of Personality ................................................................................... 10 2. Place of Personality in the History of Psychology ............................................ 12 3. Teory of Personality .......................................................................................... 13 4. Teachers’ Personality ........................................................................................ 17 5. The Personality Factors ..................................................................................... 19 6. Personality Type Theory ................................................................................... 22 C. English Teachers ..................................................................................................... 25 D. English Teachers Personality Factors ..................................................................... 26 CHAPTER III : RESEARCH OF METHODOLOGY A. The Method of Research ......................................................................................... 28 B. Place of Time of Research ...................................................................................... 28
C.
The Subject of Research.......................................................................................... 29 D. Procedure of Research............................................................................................. 31 E. Procedure of Collecting Data .................................................................................. 32 F. Tehnique of Data Analysis ...................................................................................... 33
CHAPTER IV : DATA ANALYSIS A. T
he English Teachers’ Positive Personality Factors of SMK Perintis 29 Ungaran ................................................................................................................... 36 B. The English Teachers’ Positive Personality Types of SMK Perintis 29 Ungaran ................................................................................................................... 46
CHAPTER V : CLOSURE A. Conclution ............................................................................................................... 50 1. Students Perception on English Teachers’ Positive Personality Factors .......... 50 2. Students Perception on English Teachers’ Positive Personality Types ............ 50 B. Suggestion ............................................................................................................... 51 REFERENCES APPENDIXES
LIST OF TABLE
Table 2.1. Myer-Briggs Characters’ Type ....................................................... 23
Table 3.1. The Schedule of Research ............................................................... 29Table 3.2. Subject of the Research of Accounting Program ............................ 30Table 3.3. Subject of the Research of Boutique Program ................................ 30Table 3.4. Subject of The Research of Hait Style Program ............................. 31Chart 4.1.Close questionnaire result of students’ perception on English Teacher’s personality factors and types ............................................................................ 42
Table 4.1. Close questionnaire result of Students’ Perception on English Teacher’sPositive Personality Factors ............................................................................. 43 Chart 4.2. Open Questionnaire result of Students’ Perception on English Teaacher’s Positive Personality Factors........................................................... 44 Chart 4.3. Open Questionnare result of Students’ Perception on English Teacher’s Positive Perrsonality Types .............................................................................. 47
Table 4.2. English Teacher’s Positive Personality type of SMK Perintis 29Ungaran ............................................................................................................ 48
CHAPTER I INTRODUCTION A. Background of the Study Teachers are a key factor in the successful implementation of
curriculum changes. Exceptional teacher can often compensate for the poor- quality resources and materials they have to work from. But in adequately trained teachers may not be able to make effective use of teaching materials not matter how well they are designed. In any institutions, teachers may vary in according to some dimensions. They are language proficiency, teaching experience, skill and expertise, training and qualifications, moral and motivation, teaching style, beliefs and principles (Richard, 2001:99).
According to Calderhead (2005:1), educational thinkers and writers have variously emphasized different aspects of the teaching role —the teacher as expert in their subject; the teacher as facilitator of learning; the teacher as a motivator and source of inspiration; the teacher as upholder of moral standards.
In Education Law number 16 in 2007 about Teacher‘s Standard Competencies, it states that teachers should have four standard competencies.
They are pedagogical, personal, social and professional competency. Pedagogical competency of teacher relates to maste ry of students‘ characteristic, learning theories understanding, curriculum development, educating the students and using technology in teaching. Besides, teacher should be able to facilitate students in improving their potential, communicating effectively, empathy and respecting for the students, evaluating and reflecting to improve the teaching. Then, personality competency means teacher‘s working based on law and honest. Teacher should be a model for students. He or she is adult, wise person and proud to be a teacher. Teacher should show high work ethic, confidence and uphold the ethic code of the teacher profession.
To teach language, teachers are not only transfering language knowledge but also know about learners‘ need. Teachers should choose right strategy, technique and approach in teaching language, because language is not only to be undestood but also can be practised. Students need teachers who are able to teach language well and understand about students.
English language in Indonesia is a foreign language. It is not second or mother language. It needs teachers who always maintain their knowlege, teaching strategy and personality. Teachers‘ personality is important in teaching learning English. If students are interested to their teachers, they will have good motivation in studying English, because students always interact with their teachers. English teachers should have positive personality to be good figure for students, it will influence students‘ interest in studying English language.
Everyone has different personality factors and types; there are positive and negative. It is a must without exception, includes teacher. Because teachers as good model for students their personality; ie. involves personality factors and types will affect in lear ning process. Thus, english teachers‘ personality factors and types have important role in teaching learning achievement. Base on these consideration, the writer interested in conducting about teachers‘ positive personality factors and types of SMK Perintis 29 entitled
“A DESCRIPTIVE STUDY OF STUDENTS’ PERCEPTION ON
ENGLISH TEACHERS’ POSITIVE PERSONALITY FACTORS AND
TYPES (Study of the Second Grade Students at SMK Perintis 29
Ungaran )”.B. Statement of the Problems
Statement of the problems of the research are as follows: 1. What are the students‘ perception on English teachers‘ positive personality factors of the second grade students at SMK Perintis 29 Ungaran?
2. How are students‘ perception on English teachers‘ positive personality types of the second grade students at SMK Perintis 29 Ungaran?
C. Objectives of the Study
According to the statement of the problems, objective of the study are as follows:
1. To find out the students‘ perception on English teachers‘ positive personality factors of the second grade students at SMK Perintis 29 Ungaran.
2. To find out the students‘ perception on English teachers‘ positive personality types of the second grade at SMK Perintis 29 Ungaran
D. Benefits of the Study
From the research can get many benefits, it has benefits to: 1. Theoretically This research will useful to the readers who are interested in language teacher especially in English teachers‘ positive personality factors and types. For the other researchers, this research can be used as one of literature review in their study.
2. Practically
This study will give some benefits, such as: a.
To help the researcher and readers in giving description about English teachers‘ positive personality factors and types for the first, second and third grade of vocational high school b. To increase the researcher and the readers‘ knowledge in English teachers‘ positive personality factors and types.
E. Definition of Key Terms
The researcher explains the meaning of key terms in the title in order to make easy and understandable by the readers. They are as follows:
1. Personality Personality derived from the Latin word persona, which refers to a mask used by actors in a play. It is easy to see how persona came to refer to outward appearance, the public face we display to the people around us. Based on its derivation, then, we might conclude that personality refers to our external and visible characteristics, those aspects of us that other people can see. Our personality would then be defined in terms of the impression we make on others
—that is, what we appear to be. One definition of personality in a standard dictionary agrees with this reasoning. It states that personality is the visible aspect of one‘s characters, as it impreeses others. (Scultz P, 2005:9).
Personality is an individual‘s characteristic style of behaving, thinking, and feeling (Daniel, et al 2009:468). Personality is a collection of consistently displayed characteristics which are unique to the individual and separate him/her from other individuals (Yilmaz, 2014:743)
2. Personality factors
Personality factors are relatively stable styles of thinking, feeling and acting (Biedron, 2009:469).
3. Personality types Personality types is a category of human functioning into which humans can be sorted according to any of a number of theories including Carl
Jung‘s theories of mental orientation and functions, Richard Sheldon‘s physique types, or Erich Fromm‘s character orientations (Matsumoto, 2009:375).
F. Limitation of the Problem
The researcher is limited by the researcher on English teachers' positive personality factors and types of SMK Perintis 29 Ungaran in the academic year 2015/2016. They are two teachers.
G. Graduating Paper Organization
Chapter I will discuss Introduction. It consists of background of the study, statement of the problems, objectives of the study, benefits of the study, definition of key terms, limitation of the problem, graduating paper organization. Chapter II is review related literature, they are review of previous research and personality factors and personality types. Chapter III consists of research methodology. Chapter IV is analysis and research finding, it consists of students‘ percption on English teachers‘ positive personality factore and types at SMK Perintis 29 Ungaran. Chapter V is closure that consists of the conclusion and suggestion.
CHAPTER II REVIEW OF RELATED LITERATURE H. Review of Previous Research The first of previous study is from Guhlemann, Mareike (2011). The
title of the research thesis is Personality, Motivation and Communication
Strategy Use: Individual Differences in the Language Classroom A Study of Language Students and Language Teachers . This thesis aimed to investigate
individual differences of Swedish students enrolled in a German course in 2011 and addressed the issue of stability and correlation, in terms of personality, motivation/attitude and communication strategy use. Furthermore, teachers‘ perception of their students‘ individual differences, as well the enhancement of ID factors in the language classroom were determined. The method of research used to survey. The results, however, have not proven to be coherent. The results could not verify recent criticism on previous individual difference research, since ID factors analyzed proved to be stable and to be highly correlated with each other. Especially the correlation between anxiety and extroversion, as well as communication strategy use proved to be interesting. Furthermore, a correlation between teaching practices and students‘ individual differences could be found.
The second is Baldwin, Beatrice, Edith Slaton, Martha Head and Jeanne Burns (1990), entitle Personality Factors of Elementary and
Secondary Pre-Service Teachers . This study uses the 16 PF to examine the personality profiles of education majors during the latter half of their training. The study also compares the personality profiles of elementary and secondary education majors. The method of collecting data used survey. The result of the t-test analyses indicated that elementary and secondary pre-service teachers differ on personality attributes related to interpersonal: skills and to perceptions of self. The attributes of Assertiveness, Emotional stability, Imagination, and Self-sufficiency were significantly different. Secondary teachers tend to be less emotionally stable, more assertive, less imaginative, and more self-sufficient.
The third is Irfan Arif, Muhammad, Aqeela Rashid, Syeda Samina Tahira and Mahnaz Akhter (2012) entitle Personality and Teaching: An
Investigation into Prospective Teachers’ Personality. The purpose of this
study was to measure and compare the Big five personality traits of prospective teachers at teacher education institutes of Punjab Pakistan. The research methodology used descriptive survey research design. The findings of this study show that means score of prospective teachers on four personality traits (Extroversion, Agreeableness, Conscientiousness, and Neuroticism) is nearly same, but the mean score on Openness personality trait is greater. It means that the openness personality trait of prospective teachers is more dominant as compared to remaining four Big Five personality traits. There is a significant difference between the male and female prospective teachers on Extroversion trait of their personality.
The fourth is Binti Othman, Fauziah (2009). The title of the research is A Study On Personality That Influences Teaching Effectiveness. This study attempts to examine the relationship between personality and teaching effectiveness. The sample of respondents is 391 of permanent teachers from Secondary Schools in Northern Region of Malaysia, Perlis, Kedah, Pulau Pinang and Perak. Technique of collecting data use questionnaire. The finding shows that there is significant relationship between extrovert, agreeableness and conscientiousness with teaching effectiveness, while the neuroticism and openness have no significant relationship.
The fifth is Paul Wong, Yau-ho and Zhang Li-fang (2013) entitle
Personality Types of Hong Kong Kindergarten Teachers: Implications for
Teacher Education . This research adopted a survey method. This research
was the first to investigate Hong K ong kindergarten teachers‘ personality types using the Myers-Briggs Type Indicator (MBTI). Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling- judging personality types, characterized by being realistic, conventional, and considerate to others‘ feelings. In addition, principals and head teachers in kindergartens tended to be extraverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers‘ personality types might be field-bound. Implications of these findings in relation to teacher education are discussed.
Based on the previous researches above, the researcher found some differences from the previous studies. The first previous study conducted reseach on the st udents‘ personality but this research conducted the teachers‘ personality. The second previous study examined the personality profiles. The third previous study measured and compared the Big five personality traits of prospective teacher. The fourth previous study examined the relationship between personality and teaching effectiveness but this research examined teachers‘ personality factors and types. The fourth previous study examined teachers‘ personality types using the Myers-Briggs Type Indicator (MBTI) but this reasearch used The Big Five Inventory (BFI). The researcher is interested to conduct of research about students‘ perception on English teachers‘ positive personality factor of SMK Perintis 29 Ungaran in the second grade in the academic year 2015/2015.
I. Personality 1. Definition of Personality
Richards and Schmidt (2002) in Sadeghi (2012:118) define personality as ―those aspects of an individual‘s behavior, attitude, beliefs, thoughts, actions and feelings which are seen as typical and distinctive of that person and recognized as such by that person and others‖. Allport (1961) in Chi, 2013 proposed that personality is a dynamic organization inside of an individual psychological system which can decide the uniqueness of his or her thinking and behavior. Helmreich (1984) in Chi,
2013 also commented that personality has a long-lasting feature which is not easily affected by the external interferences (Chi, 2013:134).
Personality may be viewed as the dynamic organization of those traits and characteristic patterns of behavior that are unique to the individual (Callahan, 1966) in Irfan, 2012. Some social psychologists express that personality is entirely a matter of social awareness - which is pointless to talk about anyone's personality separated from the particular people who intermingle with him, get impersonation about him, and use trait terms in unfolding him (Holt, 1971), (Irfan, 2012:.161).
According to P.Scultz (2005:9-10) definition of personality as follows:
a. As Others See Us
Personality refers to our external and visible characteristics, those aspects of us that other people can see. Our personality would then be defined in terms of the impression we make on others
—that is, what we appear to be. Our personality may be the mask we wear when we face the outside world.
b. Enduring Characteristics
Personality is relatively stable and predictable. Although we recognize, for example, that a friend may be calm much of the time, we know that he or she can become excitable, nervous, or panicky at other times. Thus, our personality can vary with the situation. Yet although it is not rigid, it is generally resistant to sudden changes.
c. Unique Characteristics
The definition of personality may also include the idea of human uniqueness. We see similarities among people, yet we sense that each of us possesses special properties that distinguish us from all others. Thus, we may suggest that personality is an enduring and unique cluster of characteristics that may change in response to different situations. From the three definitions personality above, P.Scultz (2005:10) states that personality is the unique, relatively enduring internal and external aspects of a person‘s character that influence behavior in different situations.
2. Place of Personality in the History of Psychology
Because the study of personality is so central to an understanding of human nature, we might assume it has always occupied a prominent position in psychology. To study personality need to study of consciousness, behaviour and unconcious.
3. Theory of Personality
According to P.Scultz (2005) theory of personality is in the following: a.
Psychoanalytic Approach
The earliest approach to the formal study of personality was psychoanalysis, the creation of Sigmund Freud, who began his work in the closing years of the 19th century. Psychoanalysis as Freud conceived it emphasized unconscious forces, biologically based drives of sex and aggression, and unavoidable conflicts in early childhood. These were considered the rulers and shapers of our personality.
Freud‘s original conception divided personality into three levels: the conscious, the preconscious, and the unconscious. The conscious, as Freud defined the term, corresponds to its ordinary everyday meaning. It includes all the sensations and experiences of which we are aware at any given moment. As you read these words, for example, you may be conscious of the feel of your pen, the sight of the page, the idea you are trying to grasp, and a dog barking in the distance. the unconscious, that larger, invisible portion below the surface. This is the focus of psychoanalytic theory. Its vast, dark depths are the home of the instincts, those wishes and desires that direct our behavior. The unconscious contains the major driving power behind all behaviors and is the repository of forces we cannot see or control. Between these two levels is the preconscious. This is the storehouse of memories, perceptions, and thoughts of which we are not consciously aware at the moment but that we can easily summon into consciousness. For example, if your mind strays from this page and you begin to think about a friend or about what you did last night, you would be summoning up material from your preconscious into your conscious.We often find our attention shifting back and forth from experiences of the moment to events and memories in the preconscious.
b. Neopsychoanalytic Approach
Neopsychoanalytic theorists differ from one another on a number of points but are grouped together here because of their shared opposition to two major points: Freud‘s emphasis on instincts as the primary motivators of human behavior and his deterministic view of personality. The neopsychoanalytic theorists present a more optimistic and flattering picture of human nature. Their work shows how quickly the field of personality diversified within a decade after it formally began. It was by Carl Jung. He combined ideas from history, mythology, anthropology, and religion to form his image of human nature.
c. Life-Span Approach
The life-span approach, represented here by the work of Erik Erikson, focuses on the development of the personality over the entire course of life. Erikson‘s theory attempts to explain human behavior and growth through eight stages, from birth to death. Erikson believed that all aspects of personality could be explained in terms of turning points, or crises, we must meet and resolve at each developmental stage.
d. Trait Approach: The Genetics of Personality
In the 1940s, American physician William Sheldon (1899 –1977) offered another constitutionally based personality typology, based on body build. He proposed three body types, each associated with a different temperament (Sheldon, 1942). Like the approach taken by Hippocrates, Sheldon‘s work considers personality traits or characteristics to be largely fixed, that is, constant and unvarying regardless of the situations in which we find ourselves.
e. Humanistic Approach
Humanism is a system of thought in which human interests and values are of primary importance. The humanistic approach to personality is part of the humanistic movement in psychology that flourished in the 1960s and 1970s and continues to influence psychology today. The goal of the proponents of this movement was to alter psychology‘s methods and subject matter. Humanistic psychologists objected to psychoanalysis and to behaviorism, then the two major forces in American psychology, arguing that these systems presented too limited and demeaning an image of human nature. The term humanistic psychology was first used by Gordon Allport in 1930.
f. Cognitive Approach
The cognitive approach to personality focuses on the ways in which people come to know their environment and themselves, how they perceive, evaluate, learn, think, make decisions, and solve problems. This is a truly psychological approach to personality because it focuses exclusively on conscious mental activities. George Kelly‘s cognitive theory of personality is that Kelly attempted to describe all aspects of personality, including its emotional components, in terms of cognitive processes.
g. Behavioral Approach
The behavioral approach to personality is represented here by the work of B. F. Skinner, whose ideas follow the Watsonian tradition.
Skinner rejected as irrelevant any alleged internal forces or processes. His sole concern was with overt behavior and the external stimuli that shape it. Skinner attempted to understand what we call ―personality‖through laboratory research with rats and pigeons rather than clinical work with patients. His ideas have proved immensely useful in the clinical setting, however, through the application of behavior modification techniques.
h. Social-Learning Approach
The social-learning approach to personality, represented in this section by the work of Albert Bandura, is an outgrowth of Skinner‘s behaviorist approach. Like Skinner, Bandura focuses on overt behavior rather than on needs, traits, drives, or defense mechanisms.
Unlike Skinner, Bandura allows for internal cognitive variables that mediate between stimulus and response. Cognitive variables have no place in Skinner‘s system.
4. Teachers’ Personality
Educational thinkers and writers have variously emphasized different aspects of the teaching role —the teacher as expert in their subject; the teacher as facilitator of learning; the teacher as a motivator and source of inspiration; the teacher as upholder of moral standards (Calderhead, James and Susan B. Shorrock, 1997:1) .
Stronge (2007: 116-117) said that t he teacher‘s personality is one of the first sets of characteristics to look for in an effective teacher. Many aspects of effective teaching can be cultivated, but it is difficult to effect change in an individual‘s personality. The teachers‘ Positive Qualities are below: a.
Assumes ownership for the classroom and students‘ success b.
Uses personal experiences to provide real-world examples in teaching c.
Understands students‘ feelings d.
Admits mistakes and corrects them immediately e. Thinks about and reflects on practice f. Displays a sense of humor g.
Dresses appropriately for the position h. Maintains confidential trust and respect i. Is structured, yet flexible and spontaneous j. Is responsive to situations and students‘ needs k.
Enjoys teaching and expects students to enjoy learning l. Finds the win-win solution in conflict situations m.
Listens attentively to student questions, comments, and concerns n. Responds to students with respect, even in difficult situations o. Communicates high expectations consistently p. Conducts one-on-one conversations with students q. Treats students equally and fairly r.
Engages in positive dialogue and interaction with students outside the classroom s.
Invests time with single students or small groups of students outside the classroom t.
Maintains a professional manner at all times u.
Addresses students by name v. Speaks in an appropriate tone and volume w.
Works actively with students x. Provides tutoring to students before and after school 5.
The Personality Factors
According to Brown (2007: 152-166) consideration of specific affective factors in human behavior and how related to second language acquisition is as below: a.
Self-esteem
Self-esteem is probably the most pervasive of any human behavior. It could easily be claimed that no successful cognitive or affective activity can be carried out without some degree of self-esteem, self- confidence, knowledge of yourself and self-efficiency- belief in your own capabilities to successfully perform that activity.
b. Attribution theory and self-efficacy
Attribution theory (Weiner, 1980, 1992) is probably the most influential contemporary theory with implications for academic motivation. It incorporates behavior modification in the sense that it emphasizes the idea that learners are strongly motivated by the pleasant outcome of being able to feel good about themselves. It incorporates self-efficacy theory in the sense that it emphasizes that learners' current self-perceptions will strongly influence the ways in which they will interpret the success or failure of their current efforts and hence their future tendency to perform these same behaviors.
c. Willingness to Communicate
The willingness to communicate may be defined as an underlying continuum representing the predisposition toward or away from communicating, given the choice (MacIntyre et al., 2002, p. 538) or more simply put ―the intention to initiate communication, given a choice (MacIntyre et al., 2001, p.369).
d. Inhibition
All human beings, in their understanding of themselves, built sets of defences to protect the ego. The new born baby has no concept of its own self; gradually it learns to identify a self that is distinct from others. In childhood, the growing degrees of awareness, responding and valuing begin to create a system of affective traits that individuals identify with themselves. In adolescence, the physical, emotional, and cognitive changes of the preteenager and teenager bring on mounting defensive inhibitions to protect a fragile ego, to ward off ideas, experiences and feelings that threaten to dismantle the organization of values and beliefs on which appraisals of self-esteem have been founded.
e. Risk taking
Risk Taking is an important characteristic of successful learning of a second language. According to Brown, ―The key to risk-taking as a peak performance strategy is not simply in taking the risks. It is in learning from your
‗failures‘. When you risk a new technique in the classroom, try a new approach to a difficult student, or make a frank comment to a supervisor, you must be willing to accept possible ‗failure‘ in your attempt. Then, you assess all the facets of that failure and turn it into an experience that teaches you something about how to calculate the next risk‖ (2001, P.428). In this case, it is essential to accept the fiasco and internalize it as the learning experience.
Afterward, language learners can master that language gradually.
f. Anxiety
Intricately interviewed with self-esteem, self-efficacy, inhibition, and risk taking, the construct of anxiety plays major affective role in second language acquisition. Spielberger (1983, p.1) in Brown (2007:
161) defined anxiety as ―the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system‖ more simply put, anxiety is associated with feeling of uneasiness, frustration, self-doubt, apprehension, or worry (Scovel,1978, p. 134).
g. Empathy
In common terminology, empathy is the process of ―putting yourself into someone else‘s shoes‖ of reaching beyond the self to understand what another person is feeling. It is probably the major factor in the harmonious coexistence of individuals in society. Language is one of the primary means of empathizing but nonverbal communication facilities the process of emphasizing and must not be overlooked.
h. Extroversion/ Introversion
Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from
other people as opposed to receiving that affirmation within oneself.
Introversion is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people. Contrary to our stereotype, introverts can have an inner strength of character that extroverts do not have.
4. Personality Type Theory
The personality theory of Jung (1971) assumes that people are dissimilar from each other in realistic types consisting of pairs of opposites. The first pair describes the way people gain their energy. Some people are thrilled by interacting with others and are tuned to the outer world of measures. Others are more thoughtful with the inner self and are thrilled by their own judgment and thoughts. These two boundaries are termed Extraversion (E) and Introversion (I). The second pair in Jung‘s theory relates to the way individuals recognize and acquire information. These avenues of gaining are termed Sensing (S) and Intuition (N) ( Irfan, 2012:162). Type is not normative: there is no‖ normal‖ or ―best‖ score to obtain or type to be (Quenk, 1993: 11).
Borrowing from some of Carl Jung‘s (1923),‖types‖ the ―Myer- Briggs team tested four dichotomous styles of functioning in the Myer- Briggs test : (1) introversion vs. introversion (2) sensing vs. intuition (3) thinking vs. feeling and (4) judging vs. perceiving. The table of characters‘ type in the following (Brown, 2000:177-178)
Table 2.1 Myer-Briggs Characters‘ Type Extroversion (E) Introversion (I) Sociability Territoriality Interaction Concentration External Internal Breadth Depth Extensive Intensive Multiplicity of relationship Limited relationship Expenditure of energies Interest of external events
Conservation of energies Interest in internal reaction
Sensing (S) Intuition (N) Experience Past Realistic Perspiration Actual Down to earth Utility Fact Practicality Sensible
Hunches Future Speculative Inspiration Possible Head in clouds Fantasy Fiction Ingenuity Imaginative
Thinking (T) Feeling (F) Objective Principles Policy Laws Criterion Firmness Impersonal Justice Categories Standard Critique Analysis Allocation
Subjective Values Social values Extenuating circumstances Intimacy Persuasion Personal Humane Harmony Good or bad Appreciative Sympathy Devotion
Judging(J) Perceiving (P) Settled Decided Fixed Plan ahead Run one‘s life Closure Decision-making Planned Completed Decisive Wrap it up Urgency Deadline!
Pending Gather more data Flexible Adapt as you go Let life happen Open options Treasure hunting Open ended Emergent Tentative Something will turn up There‘s plenty of time What deadline? Get the show on the road Lets‘ wait and see…
Introversion, writes Jung, "is normally characterized by a hesitant, reflective, retiring nature that keeps itself to itself, shrinks from objects
Ex
[and] is always slightly on the defensive. traversion "is normally characterized by an outgoing, candid, and accommodating nature that adapts easily to a given situation, quickly forms attachments, and, setting aside any possible misgivings, will often venture forth with careless confidence into unknown situations. Extraverts like to travel, meet new people, see new places. They are the typical adventurers, the life of the party, open and friendly. The introvert is essentially conservative, preferring the familiar surroundings of home, intimate times with a few close friends. The function of thinking refers to the process of cognitive thought, sensation is perception by means of the physical sense organs,
feeling is the function of subjective judgment or valuation, and intuition
refers to perception by way of the unconscious (e.g., receptivity to unconscious contents). Thinking, as a function of logical discrimination, is rational (judging). So is feeling, which as a way of evaluating our likes and dislikes can be quite as discriminating as thinking. ( Sharp, 1987:12- 16).