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The Research Question is “Is there any Correlation between Students’ Extraversion Personality and their writing skill of the Muhammadiyah University of Makassar? “The Researcher used Descriptive Study; the aims of the thus research are to find out the correlation between students’ Extraversion Personality and their writing skill. The result of the...
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This research aims to investigate: firstly, whether there is the effect of videos as the authentic materials on the student’s achievement writing recount paragraph between two groups. Secondly, conducted to know whether there is different in the achievement writing recount paragraph of students’ introvert and extrovert and the thirdly, the basic in...
Citations
... Wolfradt & Pretz, 2001), writing in general (e.g. Sangkala, 2012), argumentative essay writing (e.g. Marwa & Thamrin, 2016) or such components of writing as lexical diversity (e.g. ...
The article attempts to present the results of a pilot study conducted in January–June 2020 among Polish high school students. The main aim of the study was to investigate the relationship between students’ personality type and thei rchoices concerning writing in English as a foreign language. The study consisted of two stages – in the first stage students took an online personality test (MBTI), in the second - they filled in a questionnaire to express their views concerning writing skill. The first, theoretical, part of the article depicts different definitions of personality from the perspective of psychological types and psychological traits and summarises basic information connected with writing skill. In the second part the results of the study are presented and some conclusions are drawn, focusing on what implications the knowledge of students’ personality types can have on teaching writing.
... Different personality types tend to have varying degrees of success in writing, according to several studies. According to Sangkala, (2012), Students' Extraversion personality trait correlates significantly with their writing ability in the second semester of university. Research from Aquariza & Authar (2020) demonstrated that introverted student tends to write chronologically and in-depth, whereas extroverted student tends to write concisely and expressively. ...
This study seeks to examine whether university students' personalities and writing skills are correlated. This study used correlational research as its methodology. The researchers examined two variables, university students' personality and writing skills, to establish a statistical correlation between them. This study's respondent sample consists of 38 students majoring in English education. This study was conducted in the English Education Department of Universitas Tidar's Faculty of Teacher Training and Education. Using an International Personality Item Pool (IPIP) questionnaire makes it simple to ascertain the personality scores of each respondent, regardless of whether they are high-extroversion or low-extroversion learners. In addition, the participants' writing skills were shown by their mid-semester essay writing course test scores. Quantitative data exists for both extroversion and writing scores. Therefore, Pearson product-moment and SPSS were used to analyze the data. Based on the results of this study, the researchers conclude that there is only a weak correlation between university students' personalities and their mastery of writing skills. Because the findings of this study contrast with those of other studies, it is hoped that further research will be conducted to provide a more nuanced and comprehensive understanding.
... Even the relationship between personality and the learning process has become a big consideration (Safdarian et al. 2014). The personality of extraversion typically regarded as a personality trait associated with success in second language learning (Zang 2008;Spolsky 1989;Calder 2004in Sangkala 2012. It is in line with Brown (2000) which stated the successful language learning as well influenced by the learner's personality. ...
Reading is one of the skills that becomes crucial to be mastered by English learners in Indonesia. However, the researchers in this present study found that the mid-semester average score for a professional reading course at a state university in Central Java showed less than optimal numbers. In connection with that, previous studies have shown that there is a relationship between student personality and student learning outcomes. On the other hand, only a number of studies showed different results regarding the relation between students' personality and students' reading mastery. To give more understanding on this problem, the researchers in this study are interested to see whether there is a relationship between EFL students' extraversion and their mastery of reading skills. Hence, correlational research was the methodology employed in this study. The participants consist of 38 students majoring in English education. Using an International Personality Item Pool (IPIP) questionnaire, makes it simple to ascertain the personality of each respondent, regardless of whether they are high-extraversion or low-extraversion learners. The results of the participants' mid-semester tests for the professional reading course also provided evidence of their mastery of reading skills. Both reading and extraversion scores include quantitative data. Hence, in order to analyse the data, SPSS and Pearson product-moment regression were also employed. The study's results convinced the researchers that there is no connection between extraversion and EFL students' reading mastery.
... Writing encourages thinking and learning. It motivates communication and makes thought available for reflection (Sangkala, 2012). ...
Writing is a difficult skill for the students at SMPN 26 Makassar. It could be seen from the result of a diagnostic test which showed the ability of the second year students of SMPN 26 Makassar in writing paragraphs was still poor. The students were unable to express their ideas well in making descriptive texts. The research used Classroom Action Research that consisted of planning, action, observation, and reflection. It conducted in two cycles in which each cycle comprised four meetings. The subjects of this research were 28 students of the second year students of SMPN 26 Makassar.The findings indicated that the students’ ability to write descriptive text in cycle 1 has not reached the score target because the mean score of the students was 66.52 that classified as “fairly good” whereas, In cycle 2 the students’ mean score was 75.26. It indicated that the score target has been reached and classified as “Good”. Therefore, the researcher suggested the English teacher apply Four Square Writing Method as one of the alternative ways of teaching writing subject in the classroom especially in teaching the descriptive text.
This bidirectional study¹ investigates the willingness to communicate² (WTC) by first language (L1) Japanese learners of English as the foreign language (EFL) (n = 27) and L1 English learners of Japanese as the foreign language (JFL) learners (n = 12). Previous studies [e.g., 8, 25] have found that Japanese university students still struggled to improve their willingness to speak English, despite several years of oral communication classes. The goal of this study is to identify what makes Japanese EFL learners less willing to speak English, by comparing them with English JFL learners. This study examines 1) which factor affects the two learner groups' WTC in their second language (L2) more, actual or self-perceived linguistic competence; 2) whether speaking an L1 or L2 affects the WTC and self-perceived competence. A total of five linguistic tasks were administered to the two groups (age range 18–22) to measure their actual linguistic competence. An online questionnaire explored the group differences in WTC and self-perceived linguistic competence in L1 and L2 speaking contexts. Only the Japanese EFL group showed that self-perceived linguistic competence could have more impact on L2 WTC than actual linguistic competence. Both EFL and JFL groups showed higher WTC with individual and situational factors and self-perceived linguistic competence in the L1 speaking context than the L2 speaking context.
