students extrovert-introvert personality and their …
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STUDENTS EXTROVERT-INTROVERT PERSONALITY AND THEIR
WRITING ACHIEVEMENT (AT ENGLISH DEPARTMENT OF STKIP
PGRI WEST SUMATERA IN ACADEMIC YEAR 2017/2018)
THESIS
Submitted in Partial Fulfillment of Requirement
for Getting Strata One (S1) Degree
NUR DIANA
14040046
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION
STKIP PGRI WEST SUMATERA
PADANG
2019
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ABSTRAK
NURDIANA, (NPM : 14040046), kepribadian extrovert – introvert siswa and
prestasi menulis mereka pada mahasiswa jurusan pendidikan bahasa
inggris, tahun akademik 2017/2018 di STKIP PGRI Sumatera Barat. Skripsi.
Program Studi Pendidikan Bahasa Inggris. STKIP PGRI Sumatera Barat,
padang, 2019.
Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan antara
kemampuan prestasi menulis mahasiswa yang berkepribadian extrovert dengan
siswa yang berkepribadian introvert. Penelitian ini merupakan penelitian
komparatif, dimana partisipannya adalah mahasiswa jurusan pendidikan bahasa
inggris tahun akademik 2017/2018 di STKIP PGRI Sumatera Barat. Teknik
pengambilan data adalah dengan cara Random Sampling. Dalam mengumpul data,
peneliti menggunakan 2 jenis penelitian, yaitu angket dan dokumen. Dalam
penelitian ini, peneliti mengambil data dengan cara memberikan lembaran angket
kepada mahasiswa khususnya di kelas 2017A, 2017B and 2017C yang berjumlah
83 mahasiswa untuk mengetahui siswa yang berkepribadian extrovert and
introvert. Dari 83 mahasiswa tersebut peneliti memperoleh 43 extrovert dan 21
introvert, tetapi peneliti hanya mengambil nilai yang tertinggi pada siswa yang
mengisi angket kepribadian extrovert dan introvert yang mana berkisar antara 14
sampai 19. Hasilnya Peneliti memperoleh 25 siswa yang extrovert dan 14 siswa
yang introvert. Setelah mengetahui siswa yang berkepribadian extrovert and
introvert, peneliti menghitung nilai kemampuan prestasi menulis siswa.
Berdasarkan hasil dari angket dan nilai prestasi menulis siswa menunjukkan
bahwa adanya perbedaan antara siswa yang berkepribadian extrovert dan siswa
yang berkepribadian introvert dalam prestasi menulis siswa. Hal ini dibuktikan
dengan hasil akhir dari 889,0hitungt lebih rendah dibandingkan dengan
68709,1tablet . Jadi dapat disimpulkan, pada penelitian ini, hipotesis null 0H
dapat diterima bahwa terdapat perbedaan yang tidak signifikan antara siswa yang
berkepribadian extrovert dan siswa yang berkepribadian introvert pada prestasi
menulis mereka.
Kata Kunci : Extrovert, Introvert, dan Prestasi Menulis
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ACKNOWLEDGEMENTS
Alhamdulillahirobbilal a‟lamin. Thanksgiving to Allah S.W.T the almighty
who has given the researcher strength to complete this thesis entitled “ Students
Extrovert and Introvert Personality and Their Writing Achievement (At English
Departement of STKIP PGRI West Sumatera in Academic Year 2017/2018)”. this
thesis is aimed as facilitating of the requirement for the S1 Degree of English
Department os STKIP PGRI West Sumatera.
Special thanks and appreciation from the deepest of the reseacher‟s heart to
the advisor, Dra. Riny Dwitya Sani, M.M.Pd as the first advisor and Astuti Pratiwi,
M.Pd as a second advisor. Once again thanks to both advisorswho have given
their times, suggestion, and support to the researcher in accomplishing this thesis
and correcting the draft until become a thesis. Then, the researcher‟s gratitude is
also presented to Hevriani sevrika, M.Pd, Sesmiyanti, S.S, M.Pd, and Elmiati,
M.Pd who have given the valuable contribution, times, and clarification for this
thesis. Then, the reseacher would like to thanks and appreciation to Edwar
Kemal,S.S., M.Hum as the reseacher‟s academic advisor who has given the advice,
time, and suggestion. Then, also special thanks for all lecturers of English
Department, especially for Syayid Sandi Sukandi, S.S., M.A. who had given his
times and helped the reseacher to be allowed to get the data for this thesis. The
last, thank you very much to Suryadi, M.Pd as the validator, he is a Bimbingan
Konseling (BK) lecturer, who had given his times, suggestion, and helped the
reseacher to be validated researcher questionnaire.
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Then, the researcher expresses the deepest gratitude to the reseacher‟s parents,
sisters, and brothers who has given their love, pray, support and motivation for the
reseacher to keep spirit to complete this thesis. Then, the researcher would like to
thanks to the English departement students of STKIP PGRI West Sumatera in
academic 2017/2018 who have given permit to get the data of this thesis. Finally,
the researcher realized that this thesis is not perfect yet; therefhore the reseacher
accepts the advices, critics, and suggestions in order to make this thesis better.
The reseacher hopes that this thesis will be useful for education.
Padang, February, 2019
The Researcher
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TABLE OF CONTENTS
ABSTRAK ...................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS ............................................................................... iv
LIST OF APPENDICES................................................................................ vi
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of the Problem........................................................... 1
B. Identification of the Problem ......................................................... 3
C. Limitation of the Problem........................................................ ..... 4
D. Formulation of the Problem .......................................................... 4
E. Hypothesis of the Research ........................................................... 5
F. Purpose of the Research ................................................................. 5
G. Significant of the Research ........................................................ 5
H. Definition of Key Terms ............................................................ 6
CHAPTER II REVIEW OF RELATED LITERATURE .......................... 7
A. Personality…………………………………………………….. ... 7
1. Definition of Personality ......................................................... 7
2. Types of Personality ................................................................ 7
a. Extrovert Personality. ......................................................... 9
b. Introvert Personality. .......................................................... 12
c. Ambivert Personality. ......................................................... 15
B. Writing Achievement. ................................................................... 17
1. Definition of Writing .......................................................... 17
2. Component of Writing ....................................................... 19
3. Defition of Writing Achievement ........................................... 23
C. Review of Related Finding ............................................................ 25
D. Conceptual Framework ................................................................. 27
CHAPTER III RESEARCH METHOD……………… .............................. 29
A. Research Desaign ……………………………………………… . 29
B. Population and Sample .................................................................. 29
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C. Instrumentation .............................................................................. 31
D. Technique of Data Colection......................................................... 33
E. Technique of Data Analysis........................................................... 34
F. Hypothesis Testing......................................................................... 38
CHAPTER IV REVIEW OF RELATED LITERATURE ......................... 40
A. Data Description ............................................................................ 40
B. Data Analysis................................................................................. 42
C. Hypothesis ..................................................................................... 48
D.Research Finding. ........................................................................... 49
E. Interpretation.................................................................................. 50
CHAPTER V RESEARCH METHOD ........................................................ 52
A. Conclution ................................................................................... 52
B. Sugestion ....................................................................................... 53
REFERENCES
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LIST OF APPENDICES
Appendix 1. Reseach Schedule .................................................................... 57
Appendix 2. Questionnaire........................................................................... 58
Appendix 3. Analytical Rubric........................................................ .............. 66
Appendix 4. The Tabulation of Students Personality Answer 2017A ........... 69
Appendix 5. The Tabulation of Students Personality Answer 2017B ........... 70
Appendix 6. The Tabulation of Students Personality Answer 2017C ........... 71
Appendix 7. Extrovert Students Achievement ............................................... 72
Appendix 8. Introvert Students Achievement ................................................ 73
Appendix 9. Steps to Make Data Analysis..................................................... 74
Appendix 10. T Table .................................................................................... 78
Appendix 11. Test of Homogeneity of Variance ........................................... 80
Appendix 12. F Table ..................................................................................... 81
Appendix 13 Surat Izin Validasi .................................................................. 89
Appendix 13 Surat Izin Penelitian Dari BAUK ........................................... 90
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CHAPTER I
INTRODUCTION
A. Background of the Research
Writing is one of four skills that have to be mastered by student those who
learn English. It is important to be mastered since writing is one of ways to
communicate effectively, as the main purpose of learning English. Writing is the
way to transfer our thought and ideas to the other person in written form. It can be
various form, such as diary, book, novel, stories, article, essaay and letter.
Through the writing people can communicate and share with the other people
although in difference area. Besides that, people could express their opinions, or
anything which people feel. Writing is very important in education, especially at
English Department because they must be know about basic knowlegde of writing.
Due to the importance of writing, the English Department student are expected to
be able to produce a good of writing.
Writing skill for English Department focusses on academic writing, such as
writing essays, papers, and thesis. These types of writing are not easy and simple
tasks, even it is a quite complicated task ; since the students have to think a lot of
ideas then organize and develop them into a good essay, paper or even a thesis. To
achieve the goal of writing, the student should learn and knowing basic
knowledge in organizing ideas, grammar, vocabulary, spelling and punctuation to
make a good writing.
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However, there are some problems occur in achieving the goal of writing. The
problems can be seen from the student them selves. They get many difficulties in
writing. The students are not interest in writing which they feel that writing is
boring activity. Consequenly, they are lazy to write, if the teacher asked them to
write. It seems that they have many difficulties in organizing idea, lack of
vocabulary about the text, and writing is a boring activity for them because they
like to be active in the classroom, are not able to produce a good piece of writing.
These conditions affect their ability in writen. On the other hand, the student who
feel more enjoyable and more comportable when sharing their ideas through
writing may have good ability in writing. It seems that the different learning style
of the student and their interest of a subject and an activity influence their ability
of a skill.
Regarding to the differences among students, people have different
characteristics which affect their life. They learn is influenced by these personal
characteristic. One reason for these different stable characteristics is related to
personality of individual. They are two personality variables that contribute to
individual diffrences; which are about extrovert and introvert. Extrovert are
characterized as sociable, active, risk-taking, infulsive, exprressive and they enjoy
participatingin groups while introvert tend to be quiet, introspective and reserved
except to intimate friends Nezhad (2014). Thus, extrovert and introvert
personality have different characteristics which would be influenced by their
psychological.
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However, Some of the teacher or lecturer focus on the extrovert student rather,
than introvert student because they believe that the extrovert are more active than
introvert. Nezhad (2014) states that introvert students have a better ability to
consolidate learning, their less distractibility and better study habits may help
them to obtain better result in learning than extrovert. He adds that introvert
personality is show a better performance at developing cognitive academic
language ability. So the reseacher wants to reveal whether extravert personality
are also active in writing classes than introvert personality. Then, it seems that in
writing activity the introvert is do not have to be active, even they usually sit
silently and have more time to think about an idea or a problem and deliver it into
words than extrovert
In discussing about the students‟ learning style and attitude, Personality is the
main point that influnces those things. Then, extraversion and introversion
personality type is an important point in the discussion about the active and
passive student who have different interest of an activity. Due to the arguments
and explanation above, it is very important to see how the extrovert and
introverts‟ personality affect „achievement in writing‟. Thus, this research was
conducted to see the influence of evtrovert- introvert personality on student
writing achievement.
B. Identification of the Problem
Based on the background above, the researcher found many problems occur
in the process of achieving good writing ability for the English Department
student. The problem are related to the students them selves. Some of the students
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are difficult to organize their ideas into a good piece of writing, some of the
students are unwilling to read many to read many books, some of the student are
not interested in writing activity, differents students have different interest of an
activity, and there are extrovert student who are active and introvert student who
are passive, and they like reading and writing.
C. Limitation of the Problem
Considering the different type personality among those students, the reseacher
want to limit the problemof this researcher on the students‟ personality types by
analizing which one is extrovert students and and which one is introvert students.
Specially, the reseacher want to focus this reseacher on extrovert and introvert
students‟ personality in their writing achievement. By knowing their score, the
reseacher can see if is there ani significance differences of possible characteristics
between extrovert and introvert sudents on their writing achievement or not. If
there is any significance different characteristics, the reseacher can see which
personality that have better writing achievement.
D. Formulation of the Problem
Based on the limitation of the problem above, the problem of this research
formulate as follow: is there any significant difference between extrovert and
introvert students on their writing achievement?
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E. Hypothesis
Based on the formulation of the problem above, the reseacher formulate
problem of this reseacher with the following hypothesis:
H1 : There is significantly difference between evtrovert and introvert students‟
personality in writing achievement at the English Department of STKIP
PGRI West Sumatera in academic year 2017/2018.
H0 : There is no significantly difference between evtrovert and introvert
students‟ personality in writing achievement at the English Department of
STKIP PGRI West Sumatera in academic year 2017/2018.
F. Purpose of the Research
Based on formulation of the problem above, the purpose of this research is to
find out if there is any or not any significant difference between extrovert and
introvert students on their writing achievement.
G. Significance of the Research
By conducting this research, it is hoped that it can give many advantages
especially in english language teaching it gives information to the english lecturer
or teachers, and also the students about how personality effect the achievement of
writing. Furthermore, hopefully a teacher or a lecturer can match the teaching
style that is convenient for the extrovert so they will not feel boring in writing.
Then, the students also need to know about their personality so that they can
balance their personality.
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H. Definition of Key Terms.
The key term used in this research are defined as follow.
1. Personality : the way of students thinking, feeling, and behaving in learning
process which influence by their psychology factor.
2. Extrovert : someone in whom extraversion is dominant, so the one is
generally attractive, sociable, and gregarious.
3. Introvert : someone in whom introversion is dominant, so the one will be
generally taciturn, ruminative, and reserved.
4. Writing achievement : in the process of targeting writing achievement for
students
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Personality
1. Definition of Personality
Personality is the primary thing about human as individuals, the personlity is
someone can influence life style, sociability and the ways he/she solves problems.
One of fields of study, personality psychology, has discussed deeply about a man
and personality. Personality includes traits, attitudes, and behaviors of someone.
To get a clear definition of personality, it is needed to see several opinions from
the experts.
The first one is Derlega in Hamdi (2016:4) personality is the system of
induring, inner characteristic of individual that contributes to consistency in their
thoughts, feelings, and behavior. It can be assumed that the personality is the
characteristic of an individual can be determined by how an individual desire,
thought of something and behavior to others, and it can also he determined by an
individual‟s feeling about something. It means that personality that student have,
can influence their student such as how are they delivering their thought and their
feeling about something.
In addition, Marwa (2015) explain‟s that personality is the nature of human‟s
condition that reflects or shows the real of one self. It can be said that who a
person really is, and personality shows and influences everyting about one self. In
other word, Personality consists of the efforts of self adaptation which are
different for each individual. It means that personality influences the way people
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adapt to their environment, and personality is the reason why everyone is different.
They are exclusive and stable over time which would influence every aspectS of
their live.
Personality is one of the individual differences which is broadly established to
have and outcome on learning generally and second language acquisition
especially. Hajimohammadi (2011) states that personality traits have types of
result on the learners‟ language learning. Personality traits refers to the way of
some in behaving. In other word, many research project have shown that
corrective feedback in the classroom situation is a real need. It means that the
students have interest with a subject and own behave with an activity in learning.
Based on several definition above which come from differences come from
different experts, it can be concluded that personality is the most determinant
factors of someone, because personality involves the style of thought, behavior
and self adaptation. One of psycologists, Nezhad argue that proposes extroversion
and introversion as two major kinds of personality. One for the student,
personality influence their difference learning style and their interest toward a
subject. Then, to identify the personality type of someone, the researcher can use a
kind of personality test.
2. Types of Personality
People have different characteristics which affect their life, and they have
their own distinctive characteristics that make them different from each other. One
reason for having these different and stable characteristics is related to personality
types of individual. Personality is divided into two types. It is supported by
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Nezhad (2014) states that” they are some types of personality: extrovertion and
introvertion personality. Extrovertion is as active students and something to say:
main while introvertion is as passive students”. In other words, each individual
have those personality types in their whether she or he belongs to extrovert and
introvert personality types, and those personality types are different from each
other. Boroujeni (2015) describes that “extroversion and introversion personality
type refers“ to an individuals‟ characteristic pattern of thought, emotion, and
behavior, together with the psycological mechanisme, hidden or not, behind those
patterns”. It means that extrovertion and introversion student are contrast,
individuals‟ character wich influence of their emotion and behavior come from
their self.
a. Extrovert Personality
There are many things related to human and personality are discussed in
personality psychology, so here it will be discussed more specific. That is about
one of the two main divisions of personality which indicated the different
characteristics among people, that is the extrovert. Extoverts are active in the class
and they have impulsive characteristis. These are how the expert define about an
extrovert.
Boroujeni (2015) argues that “extrovertion is the way people prefer to attain
energy and focus their attention.” persons means somone in whom extrovertion is
extrovert prefer to get energy from outside sources or outer world. It can be said
that extrovert mainly focus their energy outward and tend to interact with things
and people. And then, he also say that extrovert criteria the person toward the
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external and objective world. In other words, the extrovert is outer experiences
(talking and acting) is so higly important for them that they often begin
performing tasks with little planing, then rely on trial and error to complite the
task. It means that the extrovert is someone prefer outer experience and more
focus to interact with people in their area.
Next, the defintion of the extrovert personality will be described through their
characteristics. The extrovert personality are the ones who perform best in social
life. In other words the extrovert like to communicate and interact with other
people. And the extroversion is the people who are socially out going. According
to Nezhad (2014) that” in studying, the extrovert personality students are
characterized as sociable, active, risk taking, impulsive, expressive and they enjoy
participating in groups.” It can be said extroverts are likely to be more fluent and
perceived as good learners who usually have something to say.
Usually, teachers admire sociable students, who always raise their hand to
answer the question. He also state that characterize the extrovertion with sociable,
gregarious active, assertive, passionate, and talkative, social, and like to appear in
public. So, the extrovert students usually have many friends, they usually much
talking or active in the clasroom and they can be included to those who are noise
makers in the classroom, and they also can enjoy speaking and performing in front
of the clase. It means that the extrovert are the active student in the classroom and
they have good sociability with the society around them.
In addition, Shekan in Jonson (2008:137) propose that there are two
characteristics of extrovert. Firstly, the extrovert is sociability who usually
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gregarious, people-orientation individuals. The second one is impulsivity. The
extrovert usually act on the spur of the moment and are prepared to take risks.
Based on the extrovertions it can be extrovert students like the activity where they
can explore them selves. They like to speak and to be active in the classroom.
They also like to work in group and usually have many friends. Furthermore, if
the second characteristic is related to the laerning activities, it seems the extrovert
student activities where the students are challenged to talk spontaneously without
too much thinking.
Moreover, Moini (2013) states that” extrovert as people being „sociable,
lively impulsive, seeking novelty and change, carefree, and emotionally
expressive.” It can be said that extrovert is “ lively, out going, sociable, sporty,
and adventurous in their general social behavior and tend to develop cooperative
skill. Then, the extrovert will be able to adapt well if they are asked to work with
other students and they are happy to talk with many people. The extrovert students
will be enthusiastic in the activities that require the students to be active, for
example in the speaking activities like a role play or drama and also debate, or the
activities where the students are expected to be expressive and communicative.
The extrovert students are usually prefer to join in a background noise activity
rather than just sit silenty and write something. From the explanation above, the
extrovert are cooperative learners and they will have result for group work. They
also seem like making many friends and have good relationship with many
people.
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Based on several statement above, the extrovert students are the students who
like to be active and like to talk much in the classroom; because the expert explain
the characteristics of the extrovert are sociable, prefer to more background noise
and social opportunities when studying. They also friendly, talkative, and like to
appear in public, sociability who usually gregarious people crierted individuals.
The extrovert usually act on the spur of the moment and are prepared to take risks.
They are able to adapt well if they are asked to work with other students and
happy to talk with many people.
b. Introvert Personality
Introversion is another kind of personality. Introvert is extremely different
from the extrovert, both of them have opposite characteristics. The extrovert
personality are talkative, while the introvert personality are usually quiet and shy.
Both of them are different, so the introvert students have their own ways of
learning and have diffrences for the subjects in which they are interested in. These
are scene explanations about the characteristics of the introverts.
According to Boroujeni (2015) introvert personality is mostly focus their
energy inward ; they tent to consider and contemplate. The way people prefer to
attain energy and focus their attention. Introvert personality prefer solidarity
activities and the inner world of ideas as the source of their energy. It can be said
that introvert is inner experience (reflecting and observing), they think most
clearly and develop more ideas in action or conversation. In other word, the
introvert personality is more cautions about the outer world; they anticipate and
reflect before becoming involved in action to avoid error. It means that introvert
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personality is more causion about the outer world. They are anticipation with
other people. And when they are alone and uninterrupted by people and incidents,
they think best and develop more ideas.
Introvert is another side of personality that is also proposed by Nezad
(2014) believe that the introverted person means someone in whom introversion is
slower but more pracise than extrovert. And then he believe that introverts‟ better
ability to consolidate learning, their less distractibility and better study habit may
help them to obtain better results in learning than extrovert. And then he say that
introvert are characterized by higher levels of activity than extrovert and so are
cronotically aroused than extravert. It means that introvert is slower than extrovert,
but they have been better ability to consilidate learning and they have a high level
of activity.
Introvert are also generally ruminative, reflective, they usually concern with
their inner world do not like to break out of their own minds into the word of
action and interchange with others. Jung in hall state that introvert as an attitude
that orients the person toward the inner, subjective world . Jung in Hall (2010:336)
it means that the introverts do not too often interact with the environment around
them and they usually more focus about them selves, their thoughts, and their
feeling. In other word, the introvert prefer to study in quiet place, with few
interruption since the introvert is usually passive. It means that they like to be
alone because studying in the background noise would distrub them a lot and
would break their concern action badly.
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Furthemore, Moini (2013) characterizes the introversion personality is as
people being “quiet, introspective, intelectual, well-ordered, emotionally
unexpressive, value-oriented as well as preferring amall groups of intimate friends
and planning weel ahead. It can be said that introvert is unlike extroverts, are
“careful, controled, quit and withdrawn and best when alone. In other word, it is
describe characteristic introvertion as a stable and heritable personality dimention
distinguised by an inclination to queit setting and for being alone, standing at the
opposite direction of extrovertion, and emphasize on the fact that introversion is
diffrent fro shyness, because anxiety and fear of social situation as predictors of
shiness, are absent in introversion. It means that introvert personality is as people
introspective, they don‟t like to be interactive with each other.
Then Skehan in Johnson (2008:137) suggest that the introvert tend to be
introsfective, reserved, and event distant, distrusting impulse and often planing a
head from the characteristics above, we can see that the introvert is very opposite
with the extrovert. It can be said The introvert like silence, they are not too
interested in speaking much and they do not like to express their ideas, their
thoughts, and their feeling to any people. It means that introvert like to spend their
time alone or just talking it one or two friends. It also will be easier for them if
he/she is asked to do an assigment alone without collaboration with many friends,
they usually just have one or two close friends.
In short, it is clear that the introvert is very different from the extrovert
especially in their learning style. The introvert like to work individually, they are
not accustomed to talk much, and they are usually not active in the classroom. As
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what the experts explanation that the introverts are genally ruminative, reflective,
and they usually concern with their inner world they prefer tu study in quiet place,
with few interruption since the introvert is usually passive, queit, caution, and
reserved. They are also very shy, tacitum, like to be alone, very careful and
doesn‟t like appear in public. The introvert tend to be introspective, reserved and
even distant, distrusting impulse and oftenplanning a head they like to spend their
time alone or just talking with one or two friends and do not like to breakout their
own minds into the world of action and interchange with others. In the classroom
the introvert are belong to the passive students who are often queit studying and
prefer to listen while others talking in the classroom.
C. Ambivert Personality
Ambivert are defined as a people who are neither introverts nor extroverts, but
they are in the middle between the two extremes. They combine the qualities of
the extremes and in certain cases may have manifest introverted behavior, and in
other cases may have more extraverted behavior. These are scene explanation
about the characteristics of the ambivert.
According to Bernardo (2016) ambivert is kind of in the middle of the road. It
means that ambivert is a combination of both introvertion and extrovertion. While
ambivert is as a adapt. For example at a party, an ambivert engages in boisterous
coversation, fluttering from person to personall night, much like the extroverts at
the gathering. But that some ambivert also enjoys dinner an a movie alone.
Ambiverts are more strongly influenced by situational factors. Smith (2016)
states that the big advantage here is that this person is comportable in a much
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wider range of situation. It can be said ambivert know will love every social
situation and all alone time. Ambivert know when to be out going, such as at te
work happy hour; and when to be reflected, such as during and important meeting.
They don‟t feel drained by either situation.
Moreover, the ambivert is in the middle, Carducci (2013) believe that
sometimes, ambivert is going to be impulsive and run off the party when it should
study for exam; and sometimes it is going to make the other choice. It means that
ambivert would sometimes agree to go and something pass. Then, ambivert know
when to talk and when to listen. Usually, ambivert make the best sales people
because they understand when to make the pitch and when to pause.
Based on several above, the ambivert personality are kind of in the middle
“ introvert and extrovert”. Ambivert is in a social situation, they are going to
respond to it. Ambiverts will love every social situation and all alone time. For
example sometimes she is agree, impulsive, like to spend their time alone, and
sometimes they are asked to work with many people.
From the explanation of the four experts above there are some why the
students reason different characterictics within them selves. One reason for these
different stable characteristic is related to personality of individual. Some experts
say that there are two personality traits in individuals, wich extrovert and introvert
personality. The characteristics of the extrovert students are the student who like
to be active in the class, sociable, friendly, risk-taking, infulsive, prefers to work
in group, like to talk with many people, gregarious, talkative, easy going, tend to
think about and speak more listen. And the characteristics of the introvert students
17
are the student who like to be passive in the class, reserved and distant experct to
intimate friends, prefers to wolk alone, aloof, does not like in public, quiet, closed,
seriousness, crowds situation, tends to think very careful, need time to think and
listen more than speak. Based on the some expert above it can be concluded that
extrovert and introvert personality is influenced by their personal characteristic.
Then, extrovert and introvert personality have different characteristics wich
extrovert personality is active and sociable in the class. While inrovert personality
is passive and queit in the class.
B. Writing Achievement
1. Definition of writing
Writing is another skill taught in learning English having good writing ability
is also important in language learning since writing is another way to
communicative and to share information. Event most of information, knowledge,
and science are better served in written form, because they are important to be
known by many people and they will be used for a long time. So in the language
learning the student not only have to able in speaking but also they have to be able
in writing.
Writing is one of four basic communication skill whose learning can lead to
learning a second languge. According to Boroujeni (2015) Writing is a kind of
practice which help writer to store the material in long-term memory, in other
words, the vocabulary, grammar and patterns are more easly learned through
being carefully applied in a piece of writing. It can be said writing is increas
language acquisition because learners deal with word, sentence, and other
18
elements of writing to convey their ideas evectivelly and to einforce the grammer
and vocabulary they are learning in class. In other word, writing is as a skill,
production of a piece of writing which is coherent, fluent, and extended is
probably the most difficult task to do with language, even for e native speaker.
From the explanation above, writing is even native speakers feel difficulty in
showing a good comman of writing. And it is the most difficult skill for second
language learners to master.
In addition, Javed (2013) says that writing is characterized by monologue. In
other words, writing is one person speach but in written form. In writing the
learners do not need to interest with others, do not need to be active in the
classroom, but work and think individually about in ideas, opinion, throuhts and
deliver them into words. Based on some definitions of writing above, it can be
said that writing ability is the ability to share information, opinions, knowlege in
written form. In other word, writing ability is uniquelly personal form of
individual experssion. It means that writing is also expressing ideas, throught, and
feeling, just like speaking but in written formand using written language. So,
writing ability is ability to communicate with the process of delivering a message
into words.
Writing is a kind of complicated task because to develop a good writing, the
student should follow some process of writing. Fareed (2016) states that writing is
cognitive process that test memory, thinking ability and verbal command to
successfully express the ideas; because proficient composition of a text indicates
successful learning of a second language. In addition, He also states that proposes
19
the processes or the stage in writing, they are planning, drafting, editing
(reflecting/revising) and the last final version. The students should be able to
follow the processes so they can have good writing ability. Moreover, the student
should practice writing a lot to be better and better in writing by using english a
good piece of writing should have several criteria.
In conclusion, writing is the activity that does not demand from the students
to be active, because they will work with their own thoghts, idea, and opinion that
will be organized into a good piece of writing. Moreover, writing is quiet
complicated task because producing a good piece of writing is not easy. The
students should follow some process like planing, drafting, editing, before come
the final version. These stages of writing will help the students for they should
pay may attention to organization of their ideas, unity, coherence, conciseness,
clarity, grammer, punctuation, mechanics, spelling, and also usage as the criteria
which determine the quality of a piece of writing. The students should practice
writing a lot they could have good writing achievement.
2. Component of Writing
Writing involves encoding of a message that is the writer translates their
thoughts into language. This is a reasons for the writer to be focused in writing by
some components. There are three significant component of writing. According to
Bacha (2002:17), writing a text has general problems, because there are three
major sub skills of writing a text that emphasized in the text such as; language
(sentence structure, grammar, vocabulary, coherence, and mechanics),
organization (general statement, thesis statement, topic sentence, supporting
20
sentence and concluding sentence), and content (main, supporting ideas, logical
order of ideas).
Furthermore, supporting by Nunan (2003:94) there are three components of
writing: first contents describe of what will be excellent content. It means that,
content is the writer ideas from the writer think. Second, organization describes of
superior organization. It contains about how the ideas compose by the writer until
the writing has unity, coherence, and organized ideas. Last, grammar describes
level of grammatical accuracy expented. It means that the writer should consider
about the grammatical structure.
Moreover, Preszler (2006:6) states that there are six components of writing.
There are:
a) Ideas
Ideas are the beart of message, the contentof the piece, the main theme,
together with the details that enrichand develop that theme.
b) Organization
Organization is the internal structure, the thread of central meaning the logical
and some times instriguing pattern of the ideas within a piece of writing.
c) Voice
Voice is the heart and soul, the magic, the wit, along with the feeling and
conviction of the individual writer coming out through the words.
21
d) Word Choise
Word choise is the use of rich, colorful, precise language that moves and
enlightens the reader.
e) Sentence Fluency
Sentence influence is the rhythm and flow of the language, the sound of word
patterens, the way in which the writing plays to the ear, not just to the eye.
f) Conventions
Convention are like the mechanical correctness of the piece spelling,
paragraphing, grammar and usage, punctuation and use of capitals.
Furthemore, Jacob in Weigle (2002:116) state that there are five components
of writing. They are content, organization, vocabulary, language use, and
mechanic. There are as follows:
a. Content
Content of writing should be clear for the readers so that the readers can
understand the message conveyed and get information from it. In order to have a
good content of writing,the content should be well unified and complete. This
term is usually known as unity and completeness which become the
characteristics ot the good writing.
b. Organization
22
In organization, the writing concerns with the ways the writer to arrange and
organize the ideas or te messages in writing. Organizing the material in writing
involves coherences, order of importance, and general to specific, specific to
general, cronological order that happened from the begining to the end.
c. Vocabulary
The effective us of words will always result good writing both specific and
technical writing, the dictionary is very considerable vocabulary is one in writing.
To express ideas we always deal with vocabulary. The lack of vocabulary makes
it difficult to express ideas.
d. Language Use Mechanics
Language use is writing descripsion and other form of writing involves
correct language and point of grammar. And adequate grammar should be one that
is capable of producing grammar. We should not able to do anything more than
utter separate items of language function and also grammar can help the students
to improve the use of formal language.
e. Mechanics
There are at least two parts of mechanicin writing, namely punctuation and
capitalization. Punctuation is important as the way to clarify meaning in english
writing capital letters have participles. First they are used to distinguis between
particular and proper things. Second, it is used as first word in quotation, a formal
statement and proper adjective.
23
Based on explanation above, it can be concluded that the are some
components that shoud be in writing such as content, organization, vocabulary,
language use, and mechanicts. These components of writing can make the writing
understandable and well organize.
3. Definition of Writing Achievement
Achievement is the result of the success in doing something that can been
seen from their score. The students get score if they havedone accomplish a task
or assignment. Thus, writing achievement signed a score which students get from
their process writing until product present.
Brunswick (2008:2) recommends writing achievement make use of common
traits of quality writing and describe what students should be able to demonstrate
independently when completing a piece of writing. The six traits are identified as:
contents/ideas, organization, word choice, voice, sentence structure, and
convention. So, writing achievement will describe how well students complete the
writing task. The students have to consider their quality. It can be looked by way
of using the six traits. They should show content, organization, word, sentence
structure, and convention.
Lombardino (2012:59) describes that writing achievement is typically
determine by performance on a range task that may include essay composition for
quality and fluency, sentence level construction, editing, spelling, punctuation,
and hand writing. On the other hand, writing achievement is defining the criteria
24
of quality of writing. It consists of sentence level, spelling, the variation
punctuation that use, and hand writing.
Furthemore, Hatti and Eric (2013:338) state that writing achievement is
marked by the ability to product text that extends across a number paragraph taht
coheres sentence and paragraph are tied into meaningful whole, and that
accommodates the need of potential reader. It can be interpreted taht writing
achievement shows the position how able to make a sentence become good
paragraph.
Based on the theory above, the writer concludes that wrting achievement is
the result of their writing process which can be seen from their mark of score.
They get score based on their effort. In writing the writer should evaluate the
component in writing. It containe how well develop their idea, organize the
structure, choose appropriate word, the writer style in deliver their ideas, using
sentence structure-variety sentence, using correct spelling, and punctuation.
25
C. Review of Related Finding
In supporting the truth of this research, the researcher reviews some related
finding which discusses the same problems with this research.
The first finding is done by Nezhad (2014) “The Impact of Extraversion vs.
Introversion on Iranian EFL Learners’ Writing Ability”. The purpose of this
study was to investigated the influence of extrover and introvert student learners
on the writing achievement at English Department of STKIP PGRI West
Sumatera 2017/2018. The instrument use to collect the data in this research is
questionnaire. This study findings suggest that Distribution there was no
signifacant effect of differences extrovert introvert on their writing abilty.
The second finding is from Boroujeni (2015), the title is”The Impact of
Extroversion and Introverson Personality Types on EFL Learners’Writing
Ability”. the purpose of the research was to know the impact of extrovert and
introvert personality on student writing ability. Which male and female students
were selected among low intermediate participant in class english essay writing.
The study compared extraverts and introverts student with their writing
performance on a composition test.
And The last finding is from Moini (2013) The Effect of Topic Bias on the
Writing Propiciency of Extrovert /Introvert EFL Learners. The purpose of the
study was to explore the relationship between the personality type of the student
and students writing. An analysis of data indicated a significant impact acroos
writing ability and the students personality. A questionnaire was use for data
collection. Data is analyze using descriptive and inferential statistical techniques.
26
The study findings suggest that there was no significant effect differences
extrovert introvert on their writing ability.
The similarity between this research and the review of related finding are they
deal with the students‟ problems on personality; extrovert and intovert on students
writing achievement by non native student. The differences between review of
related finding and this research are in this research, the research will be focused
on personality; extrovert and intovert on students writing achievement at English
Department of STKIP PGRI West Sumatera 2017/2018. It can discovering the
relationship between student writing and personality type of the student.
27
D. Conceptual Framework
To explain the process of the researcher makes the conceptual framework as
follow:
Student Personality
Introvert student
Extrovert student
Student Writing Achievement
Analysis
Finding
28
For explanation above, the researcher try to find the impact of extrovert introvert
personality on student writing ability. Students personality is one of the factor that
influence student ability. Personality of students are very important as the most
influential. Factor in which some student have active and passive characters in the
classroom. There was different types of personality that the student have in their
self. There is extrovert and introvert. It have personality type which are contrast
from each other.
The extrovert student tended to be active in the classroom. The introvert
student tended to be passive in the classroom. In this research, the researcher
wanted to find out the diffrences between extrovert and intovert student on their
writing ability. At first, the researcher find out the student personality types by
analyzing who were extrovert and introvert student. Next, the reseacher will find
out the student writing ability that was the student writing text scores of both
extrovert and introvert students. Then, the researcher see what any or not any
significance different between extrovert and introvert student. And The last the
researcher would see which personality that might better writing achievement at
English Department of STKIP PGRI West Sumatera 2017/2018.
29
CHAPTER III
RESEARCH METHOD
A. Research Design
In this research, the researcher used comparative research. According to
Arikunto (2006:267), “comparative study is the research that can find the
similarities and diffrences about things, a person, work procedures, ideas, and
criticism of the person or group.” It means that by doing the comparative research,
the reseacher can see the significance differences of some groups. Morever, Zainal
(2012:46) states that ”comparative study is a research design that use compare two
groups or more from certain variable.” in this research, the reseach used
comparative research in order to compare and find out if there was any or not any
significance difference between extrovert and introvert students on their writing
achievement or not.
B. Population and Sample
1. Population
The population of the research is the students at English Departement of
STKIP PGRI West Sumatera in academic year 2017/2018. According to Gay and
Airasian (2000:122), Populations are the group of interest to the reseacher, the
group to which she or he would like the results of the study to be generalizable. In
this research, to got the data the researcher has to consider the appropriate
participants. In this research, the population was the students at English
Departement of STKIP PGRI West Sumatera in academic year 2017/2018. There
are 3 classes of English Departement of STKIP PGRI West Sumatera in academic
30
year 2017/2018. There are 2017A class, 2017B class, and 2017C class. The total
number of 2017A, 2017B, and 2017C class of writing was 83 students. It can be
seen on the following table:
The Population of Sample
No Class Number of Student
1 A 31 students
2 B 18 students
3 C 34 students
Total 83 students
Sources : The English Essay Writing lecturer‟s in Academic year
2017/2018 of English Department of STKIP PGRI West Sumatera.
2. Sample
Gay and Airasian (2002:121) defines that sampling is the process of selecting
number of individuals for a study in such a way that they represent the larger
gruop from which they were selected. It means that the reseacher was selected the
some individual from the population as a sample. The sample in this reseach was
taked by random sampling. According to Gay and Airasian (2000:123), Random
sampling is the process of selecting a sample in such as a way that all individual
in the defined population have an equal and independent chance of being selected
for the sample. In this reseach, the reseacher selected the sample based on the
students‟ personality types that were extrovert and introvert personality. To get
sample in this research, the reseacher was divided the population into extrovert
students and introvert students by distributing and analyzing the personality
questionnaire of all the population of third classes of English Departement of
STKIP PGRI West Sumatera in academic year 2017/2018. After the respondent
filled the questionnaire, the resecher selected the equal size. The reseacher took all
31
of the population in this reseach was 83 students of 2017A class, 2017B class, and
2017C class of English Departement students at STKIP PGRI West Sumatera in
academic year 2017/2018.
C. Instrumentation
Instrumentation is a tool which is used by the researcher to get the data. Gay
and Airasian (2000:145) states that instrument is a tool or something that uses to
collect the data. In this research, the researcher used questionnaire, and writing
document as the instruments.
1. Questionnaire
Gay and Airasian (2011:388) Questionnaire is written collection of self-report
question to be answered by a selected group of research participants. Therefore,
the researcher gave that questionnaire to collect the data to the students in English
Department of STKIP PGRI West Sumatera 2017/2018. The questionnaire is
based on the personality types then reseacher analyzed which one is extrovert
students and which one is introvert students. Then, the reseacher used the
inventory technique. Based on expert theory Gay and Airasian (2000:159). They
define that “personality inventories present lists of questions or statements
describing behaviors characteristic of certain personality traits.” The individual
asked to indicate whether each statement describes him or her. The researcher
used the questionnaire that was based on characteristics of the students, then it
used to determine the personality types of an individual and it was more focus on
an individual‟s personality types extrovert and introvert. The questionnaire
consistes of 38 items. With the two option “yes or no” answer options of the
32
statement. Then, the students asked to checklist (√) the statement if it was describe
them, and cross (X) the statement if it was not describe them. The reseacher made
personality questionnaire based on indicator below:
Indicator of the Characteristics of Extrovert Introvert Student
Personality
NO
Indikator Sub -Indikator No Items Total
Numbe
r of
Items
Extrovert Introvert
1 Sociability a. Students are sociable
b. Student have many
friend
c. Students are easily
familiar with friends
1, 3, 5 ,9 2 ,4, 6, 10 8
2 Activity a. Students like to do
activity in the
classroom
b. Student likes to study
in groups
c. Students are active in
the class
d. Student ask if there is
any doubt
e. Student feel confident
when talking in front
of the class
7, 11, 13,
15
8, 12, 14,
16
8
3 Risk taking a. Student known to tallk
a lot
b. Student like to talk and
appear in front of the
class
c. Student not cafeful in
doing something
19, 21, 23 20, 22,24 6
4 Impulsivenes
s
a. Student talk about
problems with others
b. Student like to share
experiences with
others
27, 37 28, 38 4
5 Expressivene
ss
a. Student likes crowds
b. Students remain
17, 29 18, 30 4
33
focused on learning
even though the
situation is not
conducive
6 Reflectivenes
s
a. Students speak
excitedly
b. Student prefer to talk
than listen
c. Student fast in
makingdecisions
d. Students act more than
plan
e. Student use to think
quickly
31, 33, 25,
35, 39
32, 34,,
26, 36, 40
10
Total Items 20 20 40
2. Writing Document
The third in the process of collecting data is writing document. According to
Creswell (2012:223), documents consist of public and private records and they
can conclude newspaper, minutes of meeting, personal journal and letter. The
source of data in this research got from the document. In this research the writing
document used to gain the data students‟ writing score. The reseacher take the
students‟ writing score of mid term test, which has been assessed by the lecturer‟
English essay writing to determine students‟ writing achievement.
D. Technique of Data Collection
To get the data in the field, the researcher was do some steps. First the
researcher came to the respondents. Second is for the questionnaire section, the
researcher was prepare the questionnaires and do consultation with the validation
to create in appropriateness questionnaire. After that, the researcher distributed the
questionnaires to the respondents or the student that consisted of statements about
„personality types‟. Then, after the students finished filling the questionnaire, the
34
researcher collected all of the questionnaires to be analyze who were the extrovert
and introvert student and to get the results of the research so that the research
question can be answered.
Last step is the instrument that is used in this research is writing document
of students‟ writing score. It helped the researcher to got the result of this research.
It took from English Essay Writing lecturer‟ data. After got the data from the
lecturer, the reseacher verified the students‟ achievement score. Based on the
students writing score, the researcher analyzed the writing achievement of each
extrovert and introvert student
E. Technique of Data Analysis
After colecting the data, the reseacher analyzed the data. There were some
instruments in this reseach: the questionnaire about the students‟ personality
types, and the students‟ writing achievement.
1. Questionnaire
The first intrument that the researcher used is the questionnaire about the
students‟ personality type. Then the reseacher did the scoring after the
respondents or the students answer the questionnaire. In scoring the
personality types of extrovert and introvert questionnaire, the researcher used
Gutman scale by using two options that were “yes and no” options. Then, were
two types of the item in this questionnaire, there were extrovert items that
described the extrovert personality, also there were introvert items that
described their introvert personality.
35
In this case, if the students gave cheklist (√) to the “yes answer” option
then the point that they got is 1 point, mean while if the student gave cross (X)
to the “no answer” option then the point that they got is 0 point. Then, in
ordered to know the extrovert and introvert students, the reseacher also used
Gutman scale that is explain by Muri Yusuf (2012:311). First, the reseacher
arranged a chart with the number of extrovert items on the top and the name of
the students on the left. Next, after all the respondents‟ questionnaire have
been score, then the reseacher rearranged the chart based on the ranking where
based on the highest score that the students got.
Then, in order to know the introvert students, the reseacher also used
Gusman scale that has been explain by Mury Yusuf (2012:311). First, the
researcher arranged a chart with the number of introvert items on the top and
the name of the students on the left. Next, after all the respondents‟
questionnaire have been score, then the reseacher rearranged the chart based
on the ranking where based on the highest score that the students got.
2. Writing Achievement
After knowing which one extrovert and introvert students, the reseacher
collected mid test score of English subject of extrovert and introvert student
personality type. The data collected from English essay writing lecturer‟ data.
The reseacher compared achievement of extrovert and introvert students
personality. The reseacher is non-experimental research, it used data
information to measure the hypotheses. The researcher calculated the
academic achievement of extrovert and introvert students‟ personality.
36
Statistical package for the social sciences (SPSS) is used for analyzing
research two hypothees in this study. The SPSS is used to comparing
achievement of extrovert and introvert student personality type.
The researcher used formula from sudijono (2014, p. 346) as follow:
1. count the mean of variable X and Y
Mean of variable X M1= M‟ ＋
1
'
N
fxi
Mean of variable Y M2= M‟ ＋
2
'
N
fyi
Where:
'M -Median scores of extrovert/introvert student
i -Interval of extrovert/introvert studen
'fx -Surn scores achievement of extrovert students
N1 -Number of extrovert students
N2 -Number of introvert students
2. Count the standart deviation of variable X and Y
Standar Deviation of Variable X SD1 =
2
1
2
1
2
N
fx
N
fxf
Standar Deviation of Variable Y SD2 =
2
2
1
2
2
N
fy
N
fxf
Where:
i -Interval of extrovert/introvert students
37
fx1 -Sum scores writing achievement of extrovert students
fy1 -Sum scores writing achievement of introvert students
N1 -Number of extrovert students
N2 -Number of introvert students
3. Count the standar error mean of variable X and Y
Standar Error Mean of Variable X 11
1
1
N
SDSEM
Standar Error Mean of Variable Y 12
2
2
N
SDSEM
Where:
SD1 =Standars devition of variable x
SD2 =Standars devition of variable y
N1 =Number of extroevrt students
N2 =Number of introvert students
4. Count the standart error difference mean of variable X and mean of variable
Y
22
2121 MMMM SESESE
Where:
SEM12
= Standar error mean of variable x
SEM22
= Standar error mean of variable y
38
5. Consultation table t
221 NNDf
Where:
N1 = Number of extrovert students
N2 = Number of introvert students
df =Degree of freedoom
F. Hypothesis Testing
Gay and Ariasian (2000, p. 473) hypothesis testing is a process of making
result of study. The reseacher used formulation from sudijono (2014, p. 346)
to count hypothesis testing as follow:
Count the t0
21
210
MMSE
MMt
Where:
M1 =Mean of extrovert students
M2 =Mean of introvert students
SEM1-M2 =Standar Error diffrence Mean of Variable X and Mean of
Variable Y
In this study, there were two hypothesis testing as follow:
1. Ho = There is no significantly difference between extrovert and
introvert students‟ personality at English Department STKIP
PGRI West Sumatera academic year 2017/2018.
39
2. H1 = There is significantly difference between extrovert and introvert
students‟ personality at English Department STKIP PGRI West
Sumatera academic year 2017/2018.
Gay and Ariasian (2000, p. 476) stated that the value testt is lower than
value of tablet at level significant 0.05, Ho is accepted and H1 is rejected.
It can be concluded that there is no significantly difference between extrovert
and introvert students‟ personality at English Department STKIP PGRI West
Sumatera academic year 2017/2018. On the other hand, if testt is higher than
tablet at a level of significant 0.05, H0 is rejected and 1H is accepted. It
can be concluded that there is significantly difference between extrover and
introvert students‟ personality at English Department STKIP PGRI West
Sumatera academic year 2017/2018.
The criteria of testing the hypothesis were :
If 0t is;
testt < tablet = 0H is accepted
It means that if testt lower that tablet0H is accepted and 1H rejected.
testt > tablet = 0H is rejected
It means that if testt higher that tablet0H is rejected and 1H accepted.
40
CHAPTER 1V
RESEARCH FINDING
A. Data Description
In this research, the reseacher provided the information about the description
of the research data such as the research schedule, place and the data that was
found in this reseach. The purpose of this reseach find out if there was any
significance difference between extrovert and introvert students on their writing
achievement or not. Thus, reseacher compared the students‟ writing achievement
score of both extrovert and introvert students. By comparing both students, the
reseacher would know which personality extrovert - introvert students who had
better writing achievement in this research. The researcher conducted this research
toward the English department students at 2017A class, 2017B class, and 2017C
class on English essay writing lecture in academic year 2017/2018 of STKIP
PGRI West Sumatera that is located in Gajah Mada street, Gunung Pangilun,
Padang West Sumetera.
Next, the reseacher did this research on Monday, Januari 7th
(Appendix 1,
Page 56). First, before the reseacher asked permission to the English essay writing
lecturer, researcher gave application letter and research letter from BAUK to the
lecture English essay writing, then researcher asked permission to the English
essay writing lecturer to be allowed to get the data of the students‟ writing test
score of 2017A class, 2017B class, and 2017C class of English department
students. Then the reseacher discussed about score of the students, then English
41
essay writing lecturer order to increase document writings‟ it. Then, in same days,
the reseacher distributed the extrovert and introvert personality questionnaire
sheets to the 2017A class of English department students at 13.30 p.m. Next, on
Wednesday, Januari, 9th
2019, the reseacher distributed the extrovert and introvert
personality questionnaire sheets to the 2017C class of English department students
at 11.00 am. And the last day, Thursday, Januari, 10th
2019 the reseacher
distributed the extrovert and introvert personality questionnaire sheets to the
2017B class of English department students at 10.30 am.
Then, the populations of 2017A class, 2017B class, and 2017C class of
English department students of STKIP PGRI West Sumatera who took English
essay writing lecture was 83 students, but extrovert and introvert personality
questionnaire that was given back to the reseacher only 70 questionnaire sheets
that were 26 questionnaire sheets for 2017A class, 14 questionnaire sheets for
2017B class, and 30 questionnaire sheets for 2017C class. Then, the reseacher
analyzed who were extrovert and who were introvert students third class.
Meanwhile, in order to know the students‟ writing achievement the reseacher took
the students‟ middle test score of English writing essay. Moreover, the reseacher
used the students‟ middle test score of English writing essay because it was the
real score of the students‟ writing achievement score without adding another
scores (Appendix 2, page 57), then type of writing achievement that lecturer used
was essay test and the scoring rubric that lecturer used analitycal rubric
( Appendix 3, page 65 )
42
B. Data Analysis
1. The Extrovert and Introvert Students Personality Questionnaire
In this Extrovert and Introvert Students Personality Questionnaire sheets, the
reseacher analyzed who were extrovert and introvert of 2017A class, 2017B class,
and 2017C class of English departement students of STKIP PGRI West Sumatera
in academic year 2017/2018. In this extrovert and introvert personality
questionnaire sheets, there where 40 statements of this questionnaire sheets, there
were 20 items that describing extrovert personality were the number of extrovert
items were 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37 and,
39. Then, there were also 20 items that describing introvert personality where the
number of introvert items were 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30,
32, 34, 36, 38, and 40. We know that the extrovert and introvert personality
differented characteristic which extrovert was active and introvert was passive.
Next, the researcher took all of the population, it was 31 students of 2017A
class, 18 students of 2017B, and 34 students 2017C class, so the total students of
the class of English department students of STKIP PGRI West Sumatera was 83
students. Each of statementwas given two optional answers, exactly checklist (√)
items if the statementsdescribe him/her and cross (X) items, it would be given
score 0. Then in order to know the extrovert students, the researcher count point
of the extrovert personality and introvert personality, if the highest number of
students‟gives checklist (√) items in odd numbers, students belong to extrovert
43
personality and if the highest number of students‟ gives checklist (√) items in even
numbers, students belong to introvert personality.
The researcher took all students from three classes which consist of 2017A
class, 2017B class, and 2017C class was 83 studens. The researcher distributed
personality questionnaire for all of students. After that researcher analyzing the
personality questionnaire which was given back to the researcher only 70 sheet.
Then, the researcher got 43 extrovert students, 21 introvert students, and 6
extrovert and introvert students‟ personality. All of the extrovert and introvert
personality point were obtained, the researcher took 25 extrovert students and 14
introvert students, because the resercher chose the students with the high score of
the students filled the extrovert and introvert personality questionnaire. The
students who became the sample of this research are taken at English department
students of STKIP PGRI West Sumatera.
The first class that researcher distributed the personality questionnaire was
2017A class which consists of 31 students and the personality questionnaire
which was back to the researcher only 26 sheet. In this class, the reseacher
analyzed there were 15 extrovert studens, 7 introvert students, and 4 extrovert and
introvert students (Ambivert). It can be identified that the student with extrovert
personality more dominant in this class than introvert personality and a little
students have extrovert and introvert personality. However, the researcher only
took the highes numbers of students answer for personality questionnaire to be
sampled in this researcher. The range score 14 to 19. At least, the researcher
identified 7 extrovert students and the highest number of introvert 4 students. The
44
distribution result of students answer personality questionnaire can be seen in
(Appendix 4 page 68 ).
Next class, the researcher continued to distribute the personality questionnaire
was 2017C class. The total students in this class was 34 students and the
personality questionnaire which was back to the researcher only 30 sheets. It is
found that there were 21 extrovert students, 11 introvert students, and 1 extrovert
and introvert students (Ambivert). The range score 14 to 19. So, the researcher
identified 11 extrovert students and the highest number of introvert students 8
introvert students. The distribution result of students answer personality
questionnaire can be seen in (Appendix 5 page 69 )
The last class that the researcher distributed personality questionnaire was
2017C class. This class consists of 18 students. The personality questionnaire was
given back to the researcher only 14 sheets. In this class the researcher found 10
extrovert students, 3 introvert students, and 1 extrovert and introvert students
(Ambivert). The researcher found students with highest number for extrovert
personality 7 students and 2 students with highest number for intovert personality.
It means that, the extrovert personality become dominant in the all class. The
further distribution of students result in answering the personality questionnaire
can be seen in (Appendix 6 page 70)
So, it can be conclude that there was 43 extrovert students and 21 introvert
students which have a high score of students extrovert 25 students and 14
introvert students. It were chosen by the researcher from their highest number on
45
students answer the personality questionnaire. The researcher took all of the
extrovert students and introvert students personality. Students from three classes
with consist of 2017A class, 2017B class, and 2017C class. For the extrovert
students who had chosen by the researcher can be seen in the following table:
Table 1.1. The Number of Extrovert Students and their Class
Class Total Extrovert Students
2017 A 7 students
2017 B 7 students
2017 C 11 students
Total 25 students
Next, for the introvert students who had chosen by the researcher such in the
following table:
Class Total Introvert Students
2017 A 4 students
2017 B 2 students
2017 C 8 students
Total 14 students
2. The Extrovert and Introvert Students Writing Achievement
Based on the table above, the reseacher got the 25 extrovert students
personality and 14 introvert students personality. After that, the researcher tried to
analyze the writing achievement of extrovert and introvert students‟ personality
by mid tests score of English Writing Achievement. The researcher analyzed the
extrovert students‟ writing achievement by mid - test score from lecturer. Thus,
the researcher ordered score of extrovert and introvert student personality and the
46
classification of the minimum score 63 and maximum score 84. It can be seen on
( page71 and page 72 ).
Then, the researcher count mean score of extrovert students personality
64,751 M and introvert students personality was 214,772 M . First step
was count the sum scores writing achievement of extrovert students 221fx
divided by the number of extrovert students 251 N and the sum scores
writing achievement of introvert students 152fx divided by the number of
introvert students 142 N . Interval of extrovert students and introvert students
was 3 point. After that plus by median score of extrovert students. It same with
count the mean of introvert students. After the researcher got mean score of
writing achievement extrovert and introvert students personality. The researcher
count the standart devition writing achievement of extrovert students personality
was 437,41 SD and introvert students‟ personality was 493,52 SD . It took
from the root of sum score writing achievement of extrovert student quadrate
divided by the number of extrovert students and minus by quadrate the sum score
writing achievement of extrovert student divided by the number of extrovert
students.
Next steps count standart error mean of writing achievement extrovert and
student personality. The standart error of mean of writing achievement extrovert
student personality was 905,01MSE and introvert students‟ personality was
523,12MSE . It took from the standart deviation of writing achievement
47
extrovert students personality divided by root the number of extrovert student and
next minus one. It was same ways to count standart error mean of introvert
students. Next count the standart error difference mean of writing achievement
extrovert and introvert students personality. The standart error difference mean of
writing achievement extrovert students personality was 819,02
1MSE and
introvert students‟ personality was 319,22
2MSE . It took from the root of
standart error mean of writing achievement extrovert quadrate plus by the standart
error mean of writing achievement introvert quadrate.
The last the researcher count consultation table t writing achievement of
extrovert and introvert student personality. The concultation table t achievement
of extrovert and introvert students personality was 68709,1tablet . It took from
number of extrovert and students 251 N plus by number of introvert student
142 N and after that minus two.
Based on the explanation above, it can be concluded from the data analysis,
the researcher found that the mean score of extrovert students personality
64,751 M and introvert student personaliy 214,772 M . Next, the standar
deviation writing achievement of extrovert student personality was 437,41 SD
and introvert students‟ personality was 493,52 SD . Then, the standar error
mean of writing achievement extrovert student personality was 905,01MSE
the standar error mean of writing achievement introvert student personality was
523,12MSE . The standar error difference mean of writing achievement
48
extrovert students personality was 819,02
1MSE and introvert student personality
was 319,22
2MSE . The last, the concultation table t writing achievement of
extrovert and introvert students personality was 68709,1tablet .
So, to found out the steps data analysis from the extrovert and introvert
students writing achievement, ( can be seen on Appendix 9 page 73) and on the
titik persentase df and titik persentase F ( can be seen on Appendix 10 page 77
and appendix 12 page 80)
C. Hypothesis
In this study, there were two hypothesis testing as follow:
1. Ho = There is no significantly difference between extrovert and introvert
students‟ personality at English Department STKIP PGRI West
Sumatera academic year 2017/2018.
2. H1 = There is significantly difference between extrovert and introvert
students‟ personality at English Department STKIP PGRI West
Sumatera academic year 2017/2018.
From the explanation data analysis above, the researcher testt 0889,
was lower than 68709,1tablet at level significance 0,05. Thus, the hypothesis
null 0H is accepted and 1H is rejected. It can concluded that comparative
study between extrovert students‟ personality and introvert students‟
personality, there is no significantly differences of introvert students‟
personality and introvert students‟ personality in writing achievement. But, it
49
can be seen for mean score of extrovert students‟ personality was (75,64)
lower than introvert students‟ personality was (77,214) English Department
STKIP PGRI West Sumatera academic year 2017/2018. The differences mean
score of extrovert students personality and introvert students personality is not
significantly. So it can be concluded that introvert student personality was
higher score of writing achievement than extrovert personality.
D. Research Finding
In this reseach, the reseacher analyzed data hyphotesis, the researcher found
several findings. They were:
1. The researcher found that the means score of writing achievement of extrovert
student personality was 64,75 . It was taken from the total score of extrovert
student personality 221 fx devided by the numbers extrovert student
personality 251 n . The researcher found that the means score of writing
achievement of introvert students personality 151 fy divided by the numbers
of introvert students personality 142 n . It can be concluded that the means
score of writing achievement of extrovert students personality (75,64) was lower
than the means score of writing achievement of introvert students personality
(77,214).
2. There is no significantly difference between extrovert students‟ personality and
introvert students‟ personality in writing achievement especially in English
department students of STKIP PGRI West Sumatera. It was proven by the value
of rhe result of standar deviation. From the table deviation with the frequence was
50
554,0F of extrovert and 416,0F of introvert personality F higher than 0,05 it
means that sample was homogen.( can be seen on Appendix 11 page 79 and
table F page 80 )
3. In this research, the sample was homogen, so that the researcher did test
hyphotesis used testt . The result of testt was the formula 889,00 t and
68709,1tablet . It means that 0,05 was 0t lower than tablet tableth 0 so that the
hypothesis is accepted. It can be concluded that there was not compare between
extrovert students‟ personality and introvert students‟ personality in writing
achievement at English department students of STKIP PGRI West Sumatera.
E. Interpretation
In this research, the reseacher has two interpretations about the writing
achievement of extrovert and introvert students. First there is no significance
difference of students achievement between extrovert and introvert of students
personality. Although based on the theory from some experts; Boroujeni (2015),
Nezad (2014), Moini (2013) and, Jonson (2008:137) which state that the
characteristics of extrovert students are sociable, active, impulsive, grerarious, and
expressive, but these characteristics of extrovert students personality not
determine she/he successful of writing achievement.
Next, the researcher found that the writing achievement of introvert students‟
personality better than extrovert students personality. It can be seen from the
means score of extrovert students personality and introvert students‟ personality.
51
The reseacher interpreted that not all introvert studens personality have bad score
in writing achievement. Based on theory from some experts Boroujeni (2015),
Nezad (2014), Moini (2013) and, Jonson (2008:137) which states that the
characteristics of introvert students tends to be more cautions about the outer
world, passive, quiet, closed, and seriousness. They needed time to think and
listen more than writing. But these characteristics of introvert students personality
not determine she/ he unsuccessful in writing achievement.
52
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUTION
In this chapter, the reseacher discussed the conclution of the research. We
know that, the extrovert and introvert personality which have different
characteristics which affect their life. They learn is influenced by these personal
characteristic. One reason for these different stable characteristics is related to
personality of individual. They are two personality variables that contribute to
individual diffrences; which were about extrovert and introvert. Extrovert are
characterized as active while introvert tend to be passive. In this reseach, The
reseacher focused on the introvert student rather, than extrovert students because
Nezhad (2014) states that introvert students have a better ability to consolidate
learning, their less distractibility and better study habits may help them to obtain
better result in learning than extrovert.
In this reseach, the reseacher did this research toward English department
students at 2017A class, 2017B class, and 2017C class of STKIP PGRI West
Sumatera in academic year 2017/2018. In this reseach, the researcher compared
the students‟ writing achievement between extrovert and introvert personality
student. To get the data about which one was of extrovert and introvert students,
the reseacher used personality type questionnaire that consisted of 40 items. After
knowing the extrovert and introvert students, then the reseacher compared writing
achievement score of both extrovert and introvert students on their writing
achievement of English department students at STKIP PGRI West Sumatera in
53
academic year 2017/2018. It was proven by the result that testt 889,0 was
lower than value of 68709,1tablet at level significance 0,05. Thus, the hypothesis
null 0H is accepted and 1H is rejected. It can conclude that comparative study
between extrovert students‟ personality and introvert students‟ personality, there
is no significantly differences of extrovert students and introvert students‟
personality in writing achievement. But it can be seen from mean score of
extrovert students‟ personality was 64,75 lower than introvert students‟
personality was 214,77 English department students at STKIP PGRI West
Sumatera in academic year 2017/2018. It is difference, but the difference mean
score of extrovert students personality and introvert students personality is not
significantly. So it can be concluded that introvert student personality was higher
score of writing achievement than extrovert personality.
B. SUGGESTION
This research is a comparative reseach which had the purpose to find out the
achievement English department students at STKIP PGRI West Sumatera in
academic year 2017/2018. There were three suggestion in this research:
1. The researcher suggested to the teachers and lecturers that every student has
different personality types, by knowing what types of personality that the students
might have extrovert or introvert personality, the teacher and lecturers can match
their learning style based on the personality types they have in order to improve
their writing achievement.
54
2. For the students, it was better for them to know what types of personality they
might have, because they were more know about their selves and they can also
match their learning style that they like based on their personality types in order to
improve their writing achievement.
3. In this reseach, the reseacher only focused on extrovert and introvert
personality. Then, the reseacher suggested for the further reseacher that there were
many another personality types besides of extrovert and introvert that might be
also affected the students‟ learning process especially affects the students‟ writing
achievement.
55
REFERENCES
Nezhad, Jahandar Et Al. 2014.The Impact of Evtrovertion Vs Introvertion on
Iranian Efl Learners’ Writing Ability.Vol.4. No.1. Iran : departement of
english language, science and reseach branch, islamic azad
university,Guilan.
Boroujeni, Roohani Et Al. 2015.The Impact of Extrovertion and Introvertion
Personality Types on Efl Learners’ Writing Ability .Vol.5. No.1. Iran :
University,Shahrekord.
Moini. 2013. The Effect of Topic Bias on the Writing Proficiency of
extrovert/introvert Efl learners.Vol.5.(1) Associate professor of Alzahra
University.
Javed, Juan Et Al. 2013. A Study of Students’ Assesment in Writing Skills of the
English Language. Vol.6 No.2. Doctoral (TESOL) Candidate, University
Sains Malaysia, Malaysia Muhammad.
[email protected],[email protected] lecturer, The Islamia
University of Bahawalfur, Pakistan.
Fareed. 2016. Esl Learners’ Writing Ability: Problems, Factors and Suggestions.
NED University of Engineering and T ecnology, Karachi.
Gay, L.R And Pater Airasian. 2000. Educational Research: Competencies For
Analysis And Application. New Jersey: Prentice-Hall, Inc.
Tuan. 2010. Enhancing Efl learners’Writing Skill Via Journal Writing. National
University of Ho Chi Minh city.
Hajimohammadi. 2012.Impact of Self-Correction on Extrovert and Introvert
Students in the Efl Writing Progress. Vol.4.No.2. Professor JayakaraA/L
A.P.Mukundan,PhD, faculty:Educational Studies.
Hall. 2010. Correlation Between Extrovertion Personality and English
Writing Skill. Faculty of Humanities Diponegoro University Semarang.
Jonhson. 2008. An Introduction to Foreight Language Learning and Teaching:
Learning about Language. New York.
Hamdi. 2016. Analisis Inventori Minat dan Kepribadian. Jakarta:Rineka Cipta.
Marwa, Thamrin.2016. Extrovert Personality and Its Impact on Students’
Argumentative Essay Writing Skill. Departement of English Education,
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Nunand, David.2003. Practical English Language Teaching. methodology. New
York: The Mc Graw-Hill Companies,Inc.
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Bacha, Nahla Nola. 2002. Testing Writing in the EFL Classroom: student
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Yusuf, Muri. 2012. Metodologi Penelitian. Dasar-Dasar Penyelidikan Ilmiah.
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Brunswick, 2016. Relationship Between Personality Type and Academic
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57
APPENDIX 1
Research Schedule
A. Schedule of Distributing Students’ Personality Test.
No Days / Date Time Class
1 Monday/ Januari, 7th
2019 13.30-14.00 2017 A
2 Wednesday/ Januari, 9th
2019 11.00-11.30 2017 B
3 Thursday/ Januari, 10th
2019 10.30-11.00 2017 C
B. Schedule of Collect Writing Achievement
No Day / Date Time Location
1 Thursday/Januari, 10th
2019 08.45-10.30 English Departement of
STKIP PGRI West Sumatera
58
APPENDIX 2
KUESIONER TIPE KEPRIBADIAN
Nama :
NPM :
Sesi :
Petunjuk Pengisian:
Berikan tanda checklist (√) pada butir pretanyaan yang sesuai dengan diri anda
dan berilah tanda silang (X) pada butir pertanyaan yang tidak sesuai dengan diri
anda dalam kolom yang telah disediakan!
No Pernyataan √/x
1 Saya mempunyai banyak teman
2 Saya dikenal orang yang pendiam
3 Saya mudah akrab dengan teman
4 Saya merasa nyaman dengan kesunyian
5 Saya mudah bergaul di dalam kelas
6 Saya lebih banyak diam dikelas
7 Saya suka belajar di dalam kelompok
8 Saya suka belajar sendirian
9 Saya merasa nyaman berkumpul dengan teman-teman
10 Saya sulit memiliki komunikasi dengan orang yang baru di kenal
11 Saya aktif belajar di kelas
12 Saya menjawab apa yang di tanyakan oleh orang baru di kenal
13 Saya bertanya jika ada yang di ragukan
14 Saya tidak berani bertanya kepada guru
15 Saya merasa percaya diri ketika berbicara di depan kelas
16 Saya merasa malu ketika berbicara di dalam kelas
17 Saya suka keramaian
18 Saya menghindari suasana keramaian pada saat belajar
19 Saya di kenal orang banyak berbicara
20 Saya malas berbagi pengalaman dengan orang lain
21 saya suka berbicara dan tampil di depan kelas
22 Saya tidak suka bercanda
23 Saya kurang teliti dalam mengerjakan sesuatu
24 Saya sangat teliti dalam mengerjakan sesuatu
25 Saya cepat dalam mengambil keputusan
26 Saya berfikir dan bertindak dengan hati-hati
27 Saya membicarakan masalah kepada orang lain
28 Saya membicarakan permasalahan hanya dengan orang yang di kenal
59
29 Saya tetap fokus belajar walaupun situasi sekitar kurang kondusif
30 Saya mudah hilang konsentrasi ketika suasana ribut
31 Saya berbicara dengan penuh semangat
32 Saya berbicara dengan suara yang pelan
33 Saya lebih suka berbicara dari pada mendengar
34 Saya dikenal tertutup
35 Saya lebih banyak bertindak dari pada merencanakan
36 Saya lebih banyak berencana dari pada bertindak
37 Saya suka berbagi pengalaman dengan orang lain
38 Saya kurang suka berbagi pengalaman dengan orang lain
39 Saya terbiasa berfikir dengan cepat
40 saya memikirkan kata-kata yang akan di ucapkan
60
61
62
63
64
65
66
Appendix 3
67
68
69
APPENDIX 4
Tabulation of Students’ Personality Answer
English Department of STKIP PGRI West Sumatera
Session : A
NO NAMA 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 T 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 T KETERANGAN
1 AFDANIL HAQ 0 0 1 0 1 1 1 1 0 0 1 1 0 0 0 1 1 1 0 0 10 1 0 0 1 0 1 0 0 1 1 0 0 1 1 1 0 0 0 1 1 10 EXTROVERT/INTROVERT
2 DAVID APDI WIRANATA 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 0 1 1 1 1 8 0 0 0 0 1 0 1 0 1 1 1 0 1 1 1 1 0 1 0 1 11 INTROVERT
3 HENI LIZIA 1 1 1 0 1 0 1 0 1 0 0 0 1 0 1 0 0 0 1 1 10 1 0 1 1 1 1 0 1 1 0 0 0 0 1 1 1 0 1 0 1 12 EXTROVERT
4 MELANI OKTAVIANI 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 17 0 0 0 1 0 1 0 0 0 0 0 0 0 1 1 0 0 0 0 1 5 EXTROVERT
5 BHIMA ALDHIZA 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 16 0 0 0 1 0 1 0 0 1 0 0 1 1 1 0 0 0 0 0 1 7 EXTROVERT
6 DEVITA ESA DEWI SAPUTRI 1 1 1 0 0 1 1 0 1 1 1 0 1 0 0 1 1 1 0 0 12 0 1 0 1 0 1 0 0 1 0 0 0 0 0 1 0 0 1 1 0 7 EXTROVERT
7 FILZA HASANAH 1 0 1 1 1 1 1 1 1 0 1 0 0 0 0 1 1 0 1 0 12 0 0 0 1 1 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 6 EXTROVERT
8 NURUL HUDA 1 1 1 1 1 1 1 0 1 1 1 0 0 0 0 1 1 1 1 0 14 0 1 0 0 0 1 0 1 1 1 0 1 1 1 1 0 1 0 0 1 11 EXTROVERT
9 RINA ANGGI.P 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 17 0 0 0 0 0 1 0 0 1 1 0 0 0 1 1 0 0 0 0 0 5 EXTROVERT
10 LUQIANA HUMAIRA 1 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 0 1 0 1 12 1 1 0 1 1 0 0 0 0 1 0 0 0 1 1 0 1 1 0 1 10 EXTROVERT
11 PUTRI RIMA SURYANDI 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 17 0 0 0 1 0 1 0 0 1 0 0 1 1 1 1 0 0 1 0 1 9 EXTROVERT
12 ALYA AINAYAH 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 19 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 1 3 EXTROVERT
13 RISA OKTAVIANI 1 0 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 4 1 1 0 1 1 0 0 1 1 0 0 0 1 1 1 0 1 1 1 1 13 INTROVERT
14 WILDRAYANTI 1 1 0 1 1 1 0 0 0 0 0 0 1 1 1 1 0 0 1 0 10 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 1 1 1 1 1 13 INTROVERT
15 ULFA RAHMI 0 0 1 1 1 1 1 0 1 1 0 1 1 0 0 1 0 1 1 0 12 0 0 1 0 0 1 0 0 0 0 0 1 1 1 1 1 0 0 1 1 9 EXTROVERT
16 YELI SAFITRI 1 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 7 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 4 EXTROVERT
17 INDRE KAULA 1 0 1 0 1 0 1 0 0 0 0 0 1 0 0 0 1 1 1 1 9 0 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 0 1 1 15 INTROVERT
18 RUBBYANTI ZULFA 1 1 1 1 1 0 1 0 0 0 0 1 1 0 1 0 0 0 1 1 11 1 1 1 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 1 15 INTROVERT
19 LARA ZANURA 0 1 0 1 1 1 0 1 0 1 1 1 0 1 0 1 0 1 1 0 12 1 1 1 0 1 1 0 1 1 0 0 0 1 1 1 0 1 0 0 1 8 EXTROVERT
20 KURNIA PINGKAN 1 1 1 0 1 1 1 1 0 0 1 1 0 1 0 1 1 0 1 0 13 1 1 0 1 1 1 0 0 1 1 0 1 1 1 1 0 1 1 0 1 14 INTROVERT
21 TAZKIA RIZALMI 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 16 0 0 0 0 1 1 0 0 1 0 0 0 0 1 0 1 0 0 0 1 6 EXTROVERT
22 SARAH KHAIRANI 1 1 1 0 1 1 1 1 0 0 1 1 0 0 0 1 0 1 1 0 12 1 1 1 1 0 1 1 0 1 0 0 0 1 1 1 0 1 0 0 1 12 EXTROVERT/INTROVERT
23 LYONI NAVINCI 1 0 0 1 1 0 1 1 1 1 0 1 0 1 0 1 0 1 0 1 12 1 1 1 1 0 1 0 0 1 1 0 0 1 1 1 0 0 0 1 1 12 EXTROVERT/INTROVERT
24 WIDYA WARDA 1 0 1 0 1 1 1 1 0 1 1 1 0 0 0 1 0 0 0 0 10 0 0 0 0 0 1 0 0 1 0 0 0 0 1 1 0 1 1 1 1 8 EXTROVERT
25 VIOLA YUNIAR 1 1 0 0 0 1 0 0 0 0 1 1 0 1 1 1 0 0 1 1 10 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 0 1 15 INTROVERT
26 NEVIA ANORA 1 0 0 1 1 1 1 0 0 1 0 1 1 1 0 0 0 1 1 0 11 0 1 1 0 0 1 0 0 1 0 0 1 1 1 1 1 0 1 0 1 11 EXTROVERT/INTROVERT
70
NO NAMA 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 T 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 T KETERANGAN
1 POPPY PUSPITA 1 0 1 1 1 1 1 0 0 0 0 0 0 0 1 1 0 1 1 1 11 1 1 0 1 1 0 0 1 1 0 0 1 1 1 0 1 1 1 0 1 13 INTROVERT
2 MIRA SARTIKA 1 1 1 1 1 1 1 0 1 1 0 0 0 0 0 1 0 1 1 1 13 0 0 0 1 0 1 0 0 0 0 0 1 1 1 1 1 0 0 0 1 8 EXTROVERT
3 YESI SUSANTI 1 1 1 0 1 0 1 0 1 0 1 1 0 0 1 1 0 1 1 0 12 1 0 1 0 0 1 0 0 1 0 0 0 0 1 1 0 0 1 0 1 8 EXTROVERT
4 ATIKA YARSI UTAMI 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 17 1 0 1 0 0 1 0 0 0 0 0 1 1 1 1 0 0 0 0 1 8 EXTROVERT
5 TRY RAHMITASARI 1 1 1 0 1 1 1 0 0 0 0 1 1 0 1 0 1 1 0 1 12 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 0 1 0 14 INTROVERT
6 WIRAHMI IZATI 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 O 1 1 1 15 1 0 0 1 0 1 0 0 0 0 0 1 1 1 1 0 1 0 0 1 9 EXTROVERT
7 ANISA PUTRI 1 1 1 1 1 0 1 0 1 1 0 1 1 0 0 1 1 1 1 0 14 0 1 0 0 0 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 7 EXTROVERT
8 DARMASRURA 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 1 14 1 0 1 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 0 1 14 EXTROVERT/INTROVERT
9 SHERLY ADHARI 1 1 0 1 1 0 1 0 1 0 1 1 0 0 0 0 0 0 1 0 9 0 1 0 1 0 1 0 0 0 0 0 0 1 1 1 1 0 1 0 0 8 EXTROVERT
10 RAHMA FRI OKTARI 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 15 1 0 0 1 0 1 0 0 0 0 0 1 1 0 0 1 0 1 1 1 9 EXTROVERT
11 HAFIZA 1 1 1 0 1 0 1 1 0 0 0 1 0 1 0 0 0 0 0 0 8 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 0 15 INTROVERT
12 SHALMA PUTI NAWAFI 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 18 0 0 0 1 0 1 0 0 0 0 0 1 1 1 1 0 0 0 0 1 7 EXTROVERT
13 ALYA MEIRANTI 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 0 1 1 1 15 0 1 0 0 0 1 0 0 1 0 0 0 0 1 1 0 0 0 0 0 5 EXTROVERT
14 DESTIA EKA KRISDAYANTI 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 19 1 1 1 1 0 1 0 0 1 1 0 1 1 0 1 1 1 1 1 1 15 EXTROVERT
APPENDIX 5
Tabulation of Students’ Personality Answer
English Department of STKIP PGRI West Sumatera
Session : B
APPENDIX 5
Tabulation of Students’ Personality Answer
English Department of STKIP PGRI West Sumatera
Session : B
71
APPENDIX 6
Tabulation of Students’ Personality Answer
English Department of STKIP PGRI West Sumatera
Session : C
NO NAMA 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 T 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 T KETERANGAN
1 SERLI PERMATA SARI 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 1 0 1 1 0 5 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 0 1 14 INTROVERT
2 MUTIA RAHMADONA 1 0 0 0 1 1 1 1 0 0 0 0 1 0 1 0 0 0 1 1 9 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 16 INTROVERT
3 DEFITTA ARDIMAN PUTRI 0 0 0 0 0 1 0 1 0 0 1 1 1 0 1 1 0 0 0 0 7 1 1 1 1 1 1 0 0 1 0 1 0 1 1 1 0 1 1 1 1 15 INTROVERT
4 GHEA INTANIA RIADI 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 17 0 1 0 1 1 0 0 0 1 0 0 1 1 1 1 0 0 1 0 1 10 EXTROVERT5 ASMIJA 1 0 0 1 0 0 1 0 1 0 0 1 1 1 0 0 0 0 0 1 8 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 17 INTROVERT6 RATIH TRI NADIA 1 1 1 0 0 1 0 0 1 0 0 0 1 0 0 0 0 1 1 0 8 0 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 15 INTROVERT
7 ERMITA ROZA 1 1 1 1 1 0 1 0 1 0 0 1 1 0 0 0 1 1 1 1 13 0 1 1 0 1 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 9 EXTROVERT
8 RISKA YOVITA 1 1 0 1 1 0 1 0 1 1 0 1 1 0 0 0 0 1 1 1 12 0 1 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 0 0 1 6 EXTROVERT
9 ENDANG AYU TRI ASTUTI 1 1 1 0 0 1 1 1 0 0 1 1 0 0 0 0 1 1 1 1 12 1 1 0 1 0 1 1 0 1 0 0 0 1 1 1 0 0 0 0 1 10 EXTROVERT
10 YUNI MARTINUS SATOLEURU 1 1 1 1 1 1 1 0 0 0 0 1 0 1 0 0 0 0 1 1 11 0 0 0 1 1 1 1 1 0 0 0 0 1 0 1 1 0 1 0 1 10 EXTROVERT
11 RESQI WAHYU ABEHTY 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 18 0 0 0 1 0 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 7 EXTROVERT
12 KARNIDA 1 1 0 1 1 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 9 0 1 0 1 0 1 0 1 1 0 0 1 1 1 1 0 1 1 0 1 12 INTROVERT
13 CINDI AURORA 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 18 0 0 0 1 0 1 0 0 1 0 0 1 1 1 1 0 0 1 0 1 9 EXTROVERT
14 YULIA RAHMA SABRIANI 0 0 0 0 1 0 1 0 0 0 0 1 0 0 1 0 0 0 0 1 5 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 16 INTROVERT
15 DWI YUNIARTI 0 0 0 1 1 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 5 1 1 1 0 1 1 1 1 0 0 0 0 0 1 1 0 1 1 0 1 12 INTROVERT
16 ARMANDO PRADITIYO 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 17 0 1 0 0 0 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 7 EXTROVERT
17 ELLA MELASARI 1 1 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 0 14 0 0 1 1 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 1 8 EXTROVERT
18 RIKA AMELIA MARBUN 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 17 0 1 0 1 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 6 EXTROVERT
19 SRI ANINA 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 1 0 1 0 0 6 0 1 0 1 0 1 0 1 1 1 0 0 0 1 1 0 1 0 0 1 10 INTROVERT
20 BARIQI ALZAHABI BAHIRAAN 1 1 1 0 1 1 0 1 1 1 0 1 0 1 0 1 1 1 1 0 14 1 0 0 0 0 1 0 1 0 0 0 1 1 1 1 1 0 0 0 1 9 EXTROVERT
21 NOVERINA ASHARI 1 1 0 1 0 0 1 0 1 0 1 0 0 1 1 0 0 1 1 1 11 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 0 1 1 14 INTROVERT
22 MARDIYAH.KS 1 0 0 0 1 1 1 1 0 0 0 1 0 0 1 1 0 1 1 0 10 0 1 0 1 1 1 0 1 1 0 0 0 1 1 1 0 0 0 0 1 10 EXTROVERT/INTROVERT
23 MARISCA DWI UTAMI 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0 1 0 0 0 0 5 1 1 1 1 1 1 0 0 1 0 1 0 1 1 1 0 1 1 1 1 15 INTROVERT
24 RISKA ASHARI 1 1 0 1 1 1 1 1 0 0 0 0 0 0 0 1 1 1 1 1 12 0 1 0 1 1 0 0 0 1 0 0 1 1 1 0 0 0 0 1 1 9 EXTROVERT
25 SASKIA SILVANA PUTRI 1 1 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 16 0 0 0 1 1 1 0 0 1 0 1 0 1 1 1 0 0 0 0 1 9 EXTROVERT
26 ALREVINA TRI AZHARI 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 0 1 0 13 1 0 0 0 1 1 0 0 1 1 0 0 1 1 1 0 0 1 0 1 10 EXTROVERT
27 SANDA ANGGARA 1 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 0 14 0 0 1 0 0 1 0 1 0 0 1 0 1 1 1 0 1 1 0 1 11 EXTROVERT
28 CHINDY RAHAYU PUTRI 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 0 16 0 0 1 0 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 1 6 EXTROVERT
29 RESKA AFIARAHMA 1 1 1 1 1 0 1 0 0 1 0 0 1 1 1 1 1 0 1 0 13 0 0 1 0 1 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 10 EXTROVERT
30 SYAWAL FAK IZIN 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 18 0 1 0 0 0 1 0 1 0 0 0 0 1 1 1 0 0 0 0 1 7 EXTROVERT
72
APPENDIX 7
HASIL UJIAN MID SEMESTER GANJIL TAHUN AJARAN 2017/2018
A, B DAN C SESSION ENGLISH DEPARTMENT
EXTROVERT STUDENTS PERSONALITY
NO NAMA NILAI
1 PUTRI RIMA SURYANDI 77
2 MELANI OKTAVIANI 78
3 BHIMA ALDHIZA 76
4 TAZKIA RIZALMI 79
5 NURUL HUDA 77
6 RINA ANGGI.P 73
7 ALYA AINAYAH 78
8 ATIKA YARSI UTAMI 79
9 WIRAHMI IZATI 79
10 ANISA PUTRI 83
11 RAHMA FRI OKTARI 79
12 DESTIA EKA KRISDAYANTI 77
13 ALYA MEIRANTI 77
14 SHALMA PUTI NAWAFI 82
15 SYAWAL FAK IZIN 70
16 CINDI AURORA 80
17 GHEA INTANIA RIADI 77
18 RESQI WAHYU ABEHTY 80
19 ARMANDO PRADITIYO 70
20 RIKA AMELIA MARBUN 71
21 SASKIA SILVANA PUTRI 78
22 BARIQI ALZAHABI BAHIRAAN 56
23 CHINDY RAHAYU PUTRI 76
24 SANDA ANGGARA 74
25 ELLA MELASARI 77
72
73
APPENDIX 8
HASIL UJIAN MID SEMESTER GANJIL TAHUN AJARAN 2017/2018
A, B DAN C SESSION ENGLISH DEPARTMENT
INTROVERT STUDENTS PERSONALITY
NO NAMA PESERTA NILAI
1 INDRE KAULA 81
2 RUBBYANTI ZULFA 79
3 KURNIA PINGKAN 78
4 VIOLA YUNIAR 81
5 TRY RAHMITASARI 78
6 HAFIZA 83
7 NOVERINA AZHARI 79
8 SERLI PERMATA SARI 73
9 ASMIJA 64
10 DEFITTA ARDIMAN PUTRI 76
11 RATIH TRI NADIA 82
12 MUTIA RAHMADONA 80
13 YULIA RAHMA SABRINA 79
14 MARISCA DWI UTAMI 81
74
APPENDIX 9
STEPS TO MAKE DATA ANALYSIS
1. Count of Mean, Standar Devition, and Standar Error.
A. Count the mean of Variable X (Extrovert) and Y (Introvert)
Variable X (Extrovert)
1
''
1N
fxiMM
=
25
22373
=73 + 2,64 = 75,64
Variable Y (Introvert)
2
1'
2N
fyiMM
=
14
15374
=74 + 3, 214 = 77,214
B. Count the Standart Deviation of Variable X (extrovert)and Y (introvert)
Variable X (extrovert)
2
1
12'
1
N
fx
N
fxSD
=2
25
22
25
743
774,096,23
186,23
75
479,13
437.4
Variable Y (introvert)
2
2
12'
2
N
fY
N
fYSD
=2
14
15
14
633
147,15,43
353,33
831,13
493,5
C. Count the Standar Error Mean of Variable X and Y
Variable X (extrovert)
1
1 11
SD
NSEM
437.4
125
437.4
24
899,4
437.4
905,0
Variable Y (introvert)
2
2 12
SD
NSEM
76
493,5
114
493,5
13
605,3
493,5
523,1
2. Count the Standart Error Difference mean of Variable X and mean of variable Y
22
2121 MMMM SESESESE
22523,1905,0
319,2819,0
138,3
771,1
2. Count of t or “ t ” 0t :
21
210
MMSE
MMt
771,1
214,7764,75
771,1
574,1
889,0
3. Giving Interpretation "" 0t
df or db 221 NN
77
= 25 + 14 - 2
= 37
Df or db of 37 = 1,68709( tablet )
=-0,889 ( 0t )
78
APPENDIX 10
Titik Persentase Distribusi t (df = 1 – 40)
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
Df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884
2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712
3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453
4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318
5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343
6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529
8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681
10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370
11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963
13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198
14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739
15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283
16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615
17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048
19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940
20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715
22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496
24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678
25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019
26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500
27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103
79
28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816
29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624
30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518
31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490
32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531
33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634
34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793
35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005
36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262
37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279
40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688
80
APPENDIX 11
Test of Homogeneity of Variance
(EXTROVERT)
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1
Regression 35,568 2 17,784 ,607 ,554b
Residual 645,072 22 29,321
Total 680,640 24
a. Dependent Variable: Achievement
b. Predictors: (Constant), Introvert, Extrovert
Test of Homogeneity of Variance
(INTROVERT)
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1
Regression 44,176 2 22,088 ,951 ,416b
Residual 255,539 11 23,231
Total 299,714 13
a. Dependent Variable: Achievement
b. Predictors: (Constant), Introvert, Extrovert
81
APPENDIX 12
Titik Persentase Distribusi F = 0,05
df untuk
df untuk pembilang (N1)
penyebut
(N2) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 161 199 216 225 230 234 237 239 241 242 243 244 245 245 246
2 18.51 19.00 19.16 19.25 19.30 19.33 19.35 19.37 19.38 19.40 19.40 19.41 19.42 19.42 19.43
3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.70
4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.86
5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.62
6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.94
7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.51
8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.22
9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01
10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.85
11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.72
12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.62
13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.53
14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.46
15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.40
16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.35
17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.31
18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.27
19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.23
20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.22 2.20
21 4.32 3.47 3.07 2.84 2.68 2.57 2.49 2.42 2.37 2.32 2.28 2.25 2.22 2.20 2.18
22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.15
23 4.28 3.42 3.03 2.80 2.64 2.53 2.44 2.37 2.32 2.27 2.24 2.20 2.18 2.15 2.13
24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.11
82
25 4.24 3.39 2.99 2.76 2.60 2.49 2.40 2.34 2.28 2.24 2.20 2.16 2.14 2.11 2.09
26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.07
27 4.21 3.35 2.96 2.73 2.57 2.46 2.37 2.31 2.25 2.20 2.17 2.13 2.10 2.08 2.06
28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.04
29 4.18 3.33 2.93 2.70 2.55 2.43 2.35 2.28 2.22 2.18 2.14 2.10 2.08 2.05 2.03
30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.01
31 4.16 3.30 2.91 2.68 2.52 2.41 2.32 2.25 2.20 2.15 2.11 2.08 2.05 2.03 2.00
32 4.15 3.29 2.90 2.67 2.51 2.40 2.31 2.24 2.19 2.14 2.10 2.07 2.04 2.01 1.99
33 4.14 3.28 2.89 2.66 2.50 2.39 2.30 2.23 2.18 2.13 2.09 2.06 2.03 2.00 1.98
34 4.13 3.28 2.88 2.65 2.49 2.38 2.29 2.23 2.17 2.12 2.08 2.05 2.02 1.99 1.97
35 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.07 2.04 2.01 1.99 1.96
36 4.11 3.26 2.87 2.63 2.48 2.36 2.28 2.21 2.15 2.11 2.07 2.03 2.00 1.98 1.95
37 4.11 3.25 2.86 2.63 2.47 2.36 2.27 2.20 2.14 2.10 2.06 2.02 2.00 1.97 1.95
38 4.10 3.24 2.85 2.62 2.46 2.35 2.26 2.19 2.14 2.09 2.05 2.02 1.99 1.96 1.94
39 4.09 3.24 2.85 2.61 2.46 2.34 2.26 2.19 2.13 2.08 2.04 2.01 1.98 1.95 1.93
40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.04 2.00 1.97 1.95 1.92
41 4.08 3.23 2.83 2.60 2.44 2.33 2.24 2.17 2.12 2.07 2.03 2.00 1.97 1.94 1.92
42 4.07 3.22 2.83 2.59 2.44 2.32 2.24 2.17 2.11 2.06 2.03 1.99 1.96 1.94 1.91
43 4.07 3.21 2.82 2.59 2.43 2.32 2.23 2.16 2.11 2.06 2.02 1.99 1.96 1.93 1.91
44 4.06 3.21 2.82 2.58 2.43 2.31 2.23 2.16 2.10 2.05 2.01 1.98 1.95 1.92 1.90
45 4.06 3.20 2.81 2.58 2.42 2.31 2.22 2.15 2.10 2.05 2.01 1.97 1.94 1.92 1.89
83
Document Writing of Students’ Writing Score
84
85
86
Research Pictures
87
88
89
90