The Impact of Personality Types on Students’ Writing Ability

Abstract

Personality is considered one of the internal factors that have an impact on students’ ability in language learning. The present study investigated the impact of personality types on their ability in writing English. There are two types of personalities studied: Extrovert and Introvert. The research is quasi-experiment. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as samples (experimental class and control class). Students were given a personality questionnaire to recognize their personality types. Then, the writing test carries out in each class in order to know the student's ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-score is 0,00. Thus, the p-score is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, there is a significant impact on students’ personalities to their writing ability. Students with introvert personalities have better writing scores than students with extrovert personality.

Full text

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 75
The Impact of Personality Types on Students’ Writing Ability
Hermi Zaswita
*
, Rodiyal Ihsan
Program Studi Pendidikan Bahasa Inggris, STKIP Muhammadiyah Sungai Penuh, Indonesia
e-mail: zaswitahermi@gmail.com, rodiyal902@gmail.com
Abstract
Personality is considered one of the internal factors that have an impact on students’ ability in
language learning. The present study investigated the impact of personality types on their ability in
writing English. There are two types of personalities studied: Extrovert and Introvert. The research is
quasi-experiment. Students at grade XI Vocational School 1 Sungai Penuh engage in the study,
whereas only two classes selected as samples (experimental class and control class). Students were
given a personality questionnaire to recognize their personality types. Then, the writing test carries out
in each class in order to know the student's ability in writing. The data are analyzed by using t-test.
The finding of hypotheses testing proves that the p-score is 0,00. Thus, the p-score is lower than 0,05
(0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, there is a significant impact on
students’ personalities to their writing ability. Students with introvert personalities have better writing
scores than students with extrovert personality.
Keywords: Personality; Extrovert and Introvert; Vocational School Students; Writing Ability
1. Introduction
Writing as one of the skills in English must be learned by language learners, besides
listening, speaking, and reading. In the EFL classroom, the students not only wish to learn
writing as essential components of learning but also to apply to their academic and
professional life. Based on the Indonesian curriculum for Vocational High School, students
are targeted to attain the intermediate level in communicating verbally and in writing to
interrelate in the context of daily life, the occupation world, and the business world. However,
writing in English is not easy for the student, it entails a lot of practice, good vocabulary, and
high-quality grammar. It also requires more focus, cognition, and diligence (Dhanya &
Alamelu, 2019) Students as well for a time find it difficult to convey their ideas into text (Bilal,
H, Tariq, Din., Latif, & Anjum, 2013) and also lack vocabulary and difficulties in grammar and
syntax (Fareed, Ashraf, & Bilal, 2016)
The problem sometimes not only caused by students’ external factors but also
students’ internal factors like personality(Faisal, 2019; Fatimawati, 2015) Personality factors
within a person that contribute in some way to the success of language learning (Brown,
2000). Each student has the different type of personality that is not the same between
students each other so that it is often as an obstacle because it takes a different learning
result as between students (Dewaele, 2005).
Dealing with students’ personality, there are two types of personalities studied here:
extrovert and introvert because these two types are the most researched personality aspect
in L2 studies. Some studies about extrovert and Introvert personality types in writing ability
has been conducted by some researchers and showed different results (Boroujeni, Roohani,
& Hasanimanesh, 2015; Mansouri Nejad, Bijami, & Ahmadi, 2012; Zainuddin, 2016).
According to (Suryasubrata, 1995; Zabihi, 2011), extroverts are specifically influenced by the
objective world, the world outside themselves. The orientation is intended outside; mind. His
feelings and actions are determined by the environment both social and non-social. He
always has a positive attitude towards society, cares and, has good relatsions with others.
Introverts, on the other hand, are influenced by the subjective world; the world inside him.
*
Corresponding author.
Received 24 September 2019; Accepted 28 March 2020; Available online 31 March 2020
© 2020 JPI. All Rights Reserved

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 76
The orientation tends to be inside; thoughts, feelings and, actions are determined by
subjective factors. Adaptation to the outside world is not very good; difficult to have
relationships with other people. (Machnicka, 2010) adds that an extrovert can get along; he
does more than just contemplate and has a motive that is coordinated by external activities.
An extrovert is easy to adapt to new environments and is usually energized with people and
interacts with them, and is able to think well if he is talking about his ideas with others. On
the other hand, introverts think for themselves by processing ideas in their own minds.
In language learning, extrovert and introvert students also have their strengths and
weaknesses. (Loewen & Reinders, 2007) states that extroversion can affect second
language learning because extroverts are more likely to look for opportunities to interact with
other speakers of the second language. Conversely, introverts may have fewer opportunities
to interact, because of their personality types. (Pritchard, 2014) recognizes that extrovert
students like: talking to understand new information and ideas; work in groups; try something
first and think later. Extroverts learn best when they can work with friends and learn by trying
something themselves instead of watching or listening to others. When they have difficulty
understanding, they can talk about their ideas with others. Meanwhile, introvert students like
self-study, listening to other people talk and think about information in private; think about
something first and try later; listen, observe, write and read; take time to complete the task.
Introverts do well when they can find quiet places to work and have enough time to reflect,
reformulate, and improve their work. Introverts often connect schoolwork and their personal
interests. (Shahila, Zafar, & Meenakshi, 2012) proposed that the introvert students’ in the
class can be also involved in language learning if teachers provide their students with a
sense of security and encourage them to voice their opinion. Once the students are not
afraid of being blamed and humiliated when they talk, they will take part in the class willingly
and do well in second language acquisition.
Furthermore, in speaking ability, the introverts have better pronunciation and good
vocabulary than the extroverts. It is found that extroverts are likely to try out a large amount
and variety of different word types with high speech rates and legible pronunciation.
Meanwhile, when the introvert students are asked to read out loud in the class, they are
reading slowly and carefully with good pronunciation but with low speech rates (Shrum,
Glisan, & W, 2010; Suliman, 2014; Wakamoto, 2000). Dealing with grammar mastery, the
introverts tend to have better grammar in speaking than the extroverts, since the introverts
will speak carefully with soft voices. They also consider grammar when confessing the idea
in speaking. This idea is supported by (Laney & Laney, 1987) which mention that the
introverts think before they act or speak, although when speaking they have soft voices,
appear calm, pause frequently may sound hesitant, and may hunt for words. Meanwhile, the
extroverts act first and think later.
On the contrary, the introverts have better comprehension in reading skills, while the
extroverts tend to comprehend in someone’s speaking. When someone speaks, extroverts
generally can comprehend it well. (Nicholson, 2015) mentions that the introverts have good
reading comprehension since they spend a lot of time by reading a book, magazine,
newspaper (spending time in the library) or consuming information in a different form. The
research findings from (Ahour & Haradasht, 2014) also state that introverts were generally
better readers than extroverts. This is very much understandable if the paradigm of
extroversion and introversion is put together in context: extroverts outweigh introverts in the
amount of speech but they do not necessarily gain more than introverts when it comes to
reading comprehension. Thus, related to comprehension aspect, both extroverts and
introverts also have equal ability.
Moreover, in writing ability, particularly some researchers find that there are also
differences result between extrovert personality and introvert personality. (Marwa & Thamrin,
2016) obtained that there was a positive correlation between extroversion personality and
students’ argumentative essay writing skills. The dominant level of extroversion personality
was fairly extrovert and the students who are included in fairly extroverted obtained the
argumentative essay score in the acceptable category than introvert one. In the contrary, a
study conducted by (Zainuddin, 2016) found that introvert EFL learners did better than

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 77
extrovert EFL learners in constructing sentences (syntax). (Boroujeni et al., 2015) also
gained if introverts significantly outperformed extroverts in all subsets of writing components
except organization. This may be due to some of the introverts’ personal characteristics that
the extroverts lack, such as being careful, having more concentration in their solitude, and
ability to generate many more ideas.
The present study focused on the impact of personality types (extrovert and introvert)
on students’ writing ability, especially in writing a business letters, as one of the writing
material learned in Vocational School.
2. Method
This study is quasi-experimental research. Two classes of grade XI Vocational School
1 Sungai Penuh were chosen as the sample. The chosen two classes aimed to compare and
ensure that whether there is a significant impact of personality on students’ writing ability or
not, XI Accounting 1 as an experimental class, and XI Accounting 2 as a control class. There
were 32 students involved in the study. The instrument applied in collecting data in this study
were a personality questionnaire that used to get the data about students’ personality and
writing test in order to get data about students' writing ability. Questionnaire constructed from
International Item Pool (IIP) indicators (Mastuti, 2005) which consists of 25 items.
Afterward, the data must be validated to the normality and homogeneity. Normality
testing intended to see if the data obtained from research with normal distribution, analyze by
using the Anderson Darling test with SPSS. Homogeneity testing strived to perceive whether
the data from both samples which have homogeneous variance or not. In homogeneity
testing used F-test with SPSS. After the confirmation of normality and homogeneity of the
data, the hypothesis testing was conducted. Hypothesis examined by t-test analysis in
measuring the significant of the mean difference. The calculation was executed via SPSS.
The hypotheses in the study are as follow:
H1: There is a significant impact of students’ personalities on students’ writing ability.
H0: There is no significant impact of students’ personalities on students’ writing ability.
3. Result and Discussion
3.1 Result
This study groups students' personalities into two categories, students with extrovert
personalities and introvert students. To determine whether students are extrovert
and introvert individuals, (Arikunto, 2008) suggests taking 27% of the top questionnaire
scores asextrovert personality students and 27% of the lowest scores of questionnaires
as introvert personality students. For this reason, 4 students from the top scores were taken
as students with an extrovert personality and 4 students from the lowest scores were taken
as students with an introvert personality. It applies both in the control class and in the
experimental class because the number of students is the same in both classes. Description
of student personality data can be seen in the following table:
Table 1. Student Personality Data in the Experiment Class and Control Class
Class
N
Mean
Med
Max
Min
Variance
SD
Total
Experimental
16
78.5
82, 5
1 08
5 0
344,8
18.6
1 256
Control
16
79.3
82
110
53
360.4
19
1270
It is shown that the minimum personality scores of control class students were 53 and
50 in the experimental class. The maximum scores of students in the control class were 110
and 108 in the experimental class. And the average score in the control class was 79.3 and
in the experimental class 78.5. Then to test whether the student personality data from the
control class and the experimental class were normally distributed, Anderson Darling's test
was performed using SPSS. Provided that if P-value > 0.05 then H0 is accepted and if P-
score <0.05 then H0 is rejected. The experimental class is normally distributed because the
P-value is 0.205, so H0 is accepted. As seen in the following image.

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 78
Figure 1. Normality Testing of Personality in Experimental Class
And the personality of students from the control class is also normally distributed
because the P-value is 0.251, so H0 is accepted. As seen in the following image:
Figure 2. Normality Testing of Personality in Control Class
To find out whether the personality data of students from the control and experimental
class is homogeneous, then the homogeneity of the data is tested using the F-Test
via SPSS. Homogeneity test serves to find out that two or more groups of data are taken
from populations that have the same variance. The homogeneity test provisions are by
looking at the P score if> 0.05 then both groups have the same or homogeneous variance
based on the F-Test formula. The results obtained using the F-Test formula of 0.933 so that
both class groups are declared homogeneous. Can be seen in the following figure:

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 79
Figure 3. Homogeneity Testing of Student Personality Data in Experimental and Control
Class
Furthermore, student personality data is divided into 2 groups, namely groups of
students with an extrovert personality and students with an introvert personality. As has been
explained at the outset that the 4 highest scoring students and the 4 lowest scoring students
were taken to be grouped according to personality. The following is a summary of student
personality grouping data:
Table 2. Grouping Students Based on Personality in the Experiment Class and Control Class
Class
Personality
Student
N
Mean
Max
Min
Variance
SD
Total
Experimental
Extrovert
4
99.7
108
95
32.9
5.7
399
Introvert
4
55
60
50
19.3
4,3
220
Control
Extrovert
4
102
110
95
46
6.7
408
Introvert
4
56.2
60
53
8.9
2,9
225
The table above shows that the scores of students with extrovert personality in the
experimental class had an interval of 95-108, an average score of 99.7, and a variance of
32.9. Scores of students with introvert personality in the experimental class had 50-60
intervals, an average score of 55, and a variance of 19.3. In the control class, students are
also grouped into extroverts and introverts. Extrovert students have an interval of 95-110, an
average score of 102, and a variant of 46. Meanwhile, introvert students have an interval of
53-60, an average score of 56.2, and a variance of 8.9.
In getting the data of students' writing ability, a test is done which is a business letter
writing test. Student writing ability data can be seen in the following table:
Table 3. Data on Students' Writing Ability in the Experimental Class and Control Class
Class
N
Mean
SD
Variance
Max
Min
Experimental
16
82.5
7.6
57.3
96
72
Control
16
67.5
11.8
138.4
88
48
To get the writing score, the score of the rubric of the score multiplied by 4 so that the
highest score of students is 100. From the table above it is known that there are 16 students
in the experimental class. The highest score is 96 and the lowest score is 72. The average
score of students is 82.5 with a variance of 57.3. In the control class, there are also 16
students. The highest score is 88 and the lowest score is 48. The average score of students
is 67.5 with a variance of 138.4. This shows that there is a significant difference between
students' writing ability in the experimental class and students in the control class. After

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 80
getting data, the writing ability of students from both classes is grouped according to
personality types. As in the following table:
Table 4. Students' Writing Ability Based on Personality in Experimental Class
No
Students with Extrovert Personality
Students with introvert Personality
Score
Score
Personality
Writing Ability
Personality
Writing Ability
1
108
92
60
92
2
99
76
57
76
3
97
88
53
96
4
95
72
50
76
Total
399
328
220
340
Mean
99.7
82
55
85
Variance
32.9
90.6
19.3
110, 6
The table shows the average score of students with extrovert personality in the
experimental class is 99.7 with an average writing score of 82. The average score of
students with introvert personalities is 55 and their average writing score is 85. While in the
control group, the average score of students with an extrovert personality is 102, and writing
ability is 64. The average score of students with introvert personality is 56.2 and the writing
ability is 71. Thus, students with introvert personality tend to have better writing scores than
extrovert ones in both classes (experimental and control).
Table 5. Students' Writing Ability Based on Personality in Control
No
Students with Extrovert Personality
Students with introvert Personality
Score
Score
Personality
Writing Ability
Personality
Writing Ability
1
110
56
60
88
2
105
64
57
48
3
98
64
55
68
4
95
72
53
80
Total
408
256
225
284
Mean
102
64
56.2
71
Variance
46
42.6
8.9
302
Hypothesis in this study are:
H1: There is a significant impact of students’ personalities on students’ writing ability.
H0: There is no significant impact of students’ personalities on students’ writing ability.
The hypothesis analyzed by using a t-test. From the results obtained, the P-
value interpretation is done with the test criteria is reject H0 or accept H1 if P- value < α and
vice versa accept H0 or reject H1 if P- value > α, with α = 0.05. Based on calculations using
SPSS, the p-score is 0.00 <0.05. So the p-score obtained is smaller than 0.05 so H0 is
rejected and H1 is accepted so there is a significant impact of students’ personality t on
students’ writing ability. As shown in the following picture:

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 81
Figure 4. Hypothesis Testing
3.2 Discussion
Regarding the finding of the research, it can be known that in writing a business
letters, students with introvert personalities have better writing scores than students with
extrovert personalities in both classes (experimental and control). This result in line with
(Ellis, 2008; Sanjaya & Mokhtar, 2015) who found that introvert students perform better
writing ability than extrovert students. (H, 2001) also found evidently observed that some
Indonesian EFL teachers and students have this assumption that introverts may perform
better in conceptual tasks (i.e., writing) than extroverts when there is no requirement of oral
performance and interactions. Moreover, (Ellis, 2008) found that introvert students are better
at developing cognitive academic language proficiency (CALP) than extroverts because
many introvert students spit up more time for reading, writing, and trying to produce accurate
language. CALP is the students’ ability to understand and express in both written and oral
modes, concepts, and ideas that are relevant to success (Cummins, 2008). Thus, it can be
known that introvert is better to construct the writing. And then, the present study is not the
same as the previous research finding of (Wakamoto, 2000) who conveys that extroverts are
better than introverts in language learning. and (Marefat, 2006; Nezhad & Jahandar, S.
Khodabandehlou, 2014) who mention that there is no significant difference between
extroverts and introverts in language learning. The introvert and extrovert personalities show
that they both have advantages and disadvantages in learning language skills. In writing
skills, particularly in this study, it was found that apparently written products of students with
introverted personalities showed better results.
Previous studies also found that introverts students have their strength in some
aspects of language learning. In his study, (Boroujeni et al., 2015) find that introverts are
usually in search of the best vocabulary choice; for this reason, they probably experience
more difficulty in speaking an L2 fluently than extroverts. But the same reason has made
their writing much more professional. Moreover, (Qanwal & Ghani, 2019) exposed that
introverts are better learners of ESL writing skills as compared to the extrovert especially in
vocabulary, expression, and content. It is maybe because of the character of introvert
students who think best themselves and processing ideas in their own mind well (Machnicka,
2010). A study from (Altunel, 2015) and (Carrell, P., Prince & Astika, 1996) indicates that
introverts would get higher scores than extroverts in Use of English (Grammatical forms,
form, and meaning, etc.) after receiving input-based instruction. The use of English section is
designed to measure how much learners know about grammatical forms and their meanings,
and assesses students’ knowledge of grammatical forms, knowledge of explicit and implicit
(vocabulary) meaning, and both grammatical forms and meaning together. It has been
reported that introverts generally listen to language by focusing on each individual meaning
of a new word, and they distinguish grammatical differences in language (Kezwer, 1987).

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 82
(Boroujeni et al., 2015) also gained if introverts significantly outperformed extroverts in all
subsets of writing components except organization. This may be due to some of the
introverts’ personal characteristics that the extroverts lack, such as being careful, having
more concentration in their solitude, and ability to generate many more ideas. It also the
teachers because of teacher can group students based on their personality traits and give
them appropriate communicative tasks to develop their writing skills (Ahmadian & Yadegari,
2011). However, present study finds introvert has a better score in all aspects of writing such
as content, mechanics, vocabulary, organization, and grammar based on students’ writing
result on a business letter. Despite, the difference of scores in each aspect are not really
huge but mostly introvert get a better score than extrovert ones.
4. Conclusion and Suggestion
Students have different personalities in language learning, some students tend to be
extrovert and the others and introvert. It can have an impact on students’ ability in mastering
English. This study focus on writing ability. Based on the result of the finding, it can be known
that there is a significant impact of personality types on students’ writing ability. Students with
Introvert personality have better writing scores in all writing aspects than students with
extrovert personalities in both classes (experimental and control). Therefore, personality can
be one of consideration for the teacher in solving the studens learning problem, because the
teacher is not also demanded to know students’ abilities from external factors but also the
internal factors such as personality.
This study was funded by The Ministry of Research, Technology, and Higher Education
(Kemenristekdikti) of Indonesia. For that, researchers would like to say thank to Directorate
of Research and Society Dedication (DRPM) in the Novice Lecturer Research (PDP) scheme
and LPPM STKIP Muhammadiyah Sungai Penuh who managed research grants for us. We
also thank all parties who supported and participated in the accomplishment of the research
and article.
References
Ahmadian, M., & Yadegari, H. (2011). The relationship between extraversion/introversion
and the use of strategic competence in oral referential communication. Journal of
English Language Teaching and Learning, 22(7), 1–26.
Ahour, T., & Haradasht, P. N. (2014). The Comparative Effect of Using Competitive and
Cooperative Learning on the Reading Comprehension of Introvert and Extrovert EFL
Learners. Journal Advances in Language and Literary Studies, 5(4), 33–39.
Altunel, V. (2015). The Impact of Extroversion and Introversion on Language Learning In An
Input-Based EFL Setting. University Of Kansas.
Arikunto, S. (2008). Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi). Jakarta: Bumi Aksara.
Bilal, H, A., Tariq, A. R., Din., Latif, H., & Anjum, M. N. (2013). Investigating the Problems
Faced by the Teachers in Developing English Writing Skills. Asian Journal of Social
Science and Humanities, 2(3), 238–244.
Boroujeni, A. A. J., Roohani, A., & Hasanimanesh, A. (2015). The Impact of Extroversion and
Introversion Personality Types on EFL Learners’ Writing Ability. Theory and Practice in
Language Studies, 5(1), 212. https://doi.org/10.17507/tpls.0501.29
Brown, H. D. (2000). Principles of Language Learning and Teaching (Fourth). New York:
Addison Wesley Longman, Inc.
Carrell, P., Prince, M., & Astika, G. (1996). Personality Types and Language Learning in an
EFL Context. Language Learning, 46(1), 75–99.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction.
Encyclopedia of Language and Education, 2(2), 71–83.
Dewaele, J. M. (2005). Investigating the psychological and emotional dimensions in
instructed language learning: Obstacles and possibilities. Modern Language Journal,
89(3), 367–380. https://doi.org/10.1111/j.1540-4781.2005.00311.x

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 83
Dhanya, M., & Alamelu, C. (2019). Factors influencing the acquisition of writing skills.
International Journal of Innovative Technology and Exploring Engineering, 8(7C2),
259–263.
Ellis, R. (2008). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Faisal, R. A. (2019). Influence of Personality and Learning Styles in English Language
Achievement. Open Journal of Social Sciences, 07(08), 304–324.
https://doi.org/10.4236/jss.2019.78022
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors
and Suggestions. Journal of Education & Social Sciences, 4(2), 83–94.
https://doi.org/10.20547/jess0421604201
Fatimawati, I. (2015). Irrelated Influence of Internal and External Factors on Malaysian
Learners’ Self-concept in Academic Writing. The Journal of Asia TEFL, 12(1), 79–115.
H, K. (2001). Extraversion-Introversion and grammatical knowledge. Tehran.
Kezwer, P. (1987). The extrovert vs. the introvert personality and second language learning.
TESL Canada Journal, 5(1), 45–58.
Laney, M. O., & Laney, M. L. (1987). The introvert and Extrovert in Love: Making it Work
When Opposites Attract. Ontario: New Harbinger Publications, Inc.
Loewen, S., & Reinders, H. (2007). Key Concepts in Second Language. New York: Palgrave
Macmillan.
Machnicka, J. (2010). The Role of Personality Variables of Introversion and Extroversion and
Language Aptitude in the Proficiency of EFL. EFL Journal, 6(3).
Mansouri Nejad, A., Bijami, M., & Ahmadi, M. R. (2012). Do Personality Traits Predict
Academic Writing Ability? An EFL Case Study. English Linguistics Research, 1(2),
145–152. https://doi.org/10.5430/elr.v1n2p145
Marefat, F. (2006). Student writing, personality type of the student and the rater: Any
interrelationship? Reading Matrix: An International Online Journal, 6(2), 116–124.
Marwa, W. S., & Thamrin, N. R. (2016). Extrovert Personality and Its Impact on Students’
Argumentative Essay Writing Skill. English Review: Journal of English Education, 4(2),
267. https://doi.org/10.25134/erjee.v4i2.340
Mastuti, E. (2005). Analisis Faktor Alat Ukur Kepribadian Big Five (Adaptasi dari IPIP) pada
Mahasiswa Suku Jawa. Jurnal INSAN, 7(3).
Nezhad, S. H., & Jahandar, S. Khodabandehlou, M. (2014). The Impact of Extroversion Vs.
Introversion on Iranian EFL Learners’ Writing Ability. Indian Journal of Fundamental
and Applied Life Sciences, 4(1), 119–128.
Nicholson, N. (2015). How to Make Friends as an Introvert: Discover Introvert-Friendly Ways
to Meet New People, Improve Your Social Skills, and Make New Friends. New York:
Blue Sky Publishing.
Pritchard, A. (2014). Ways of Learning: Learning Theories and Learning Styles in the
Classroom (Third). New York: Routledge.
Qanwal, S., & Ghani, M. (2019). Relationship Between Introversion/Extroversion Personality
Trait and Proficiency in ESL Writing Skills. International Journal of English Linguistics,
9(4), 107. https://doi.org/10.5539/ijel.v9n4p107
Sanjaya, D., & Mokhtar, A. A. S. (2015). Relationship between Introversion/Extroversion
Personality Trait and Proficiency in ESL Writing Skill. Asian EFL Journal Professional
Teaching Articles, (87), 4–16.
Shahila, Zafar, & Meenakshi, K. (2012). A Study on the Relationship Between Extroversion-
Introversion and Risk-Taking in the Context of Second Language Acquisition.
International Journal of Research Studies in Language Learning, 1(1), 33–44.
Shrum, J., Glisan, L. and, & W, E. (2010). Teacher’s Handbook Contextualized Language
Instruction (5th Ed) (Fifth). Boston: Cengage Learning.
Suliman, F. H. A. (2014). The Role of Extrovert and Introvert Personality in Second
Language Acquisition. Proceedings of SOCIOINT14- International Conference on
Social Sciences and Humanities.
Suryasubrata, S. (1995). Psikologi Kepribadian. Jakarta: PT Raja Grafindo Persada.

JPI, Vol. 9 No. 1, March 2020
p-ISSN: 2303-288X, e-ISSN: 2541-7207 DOI: 10.23887/jpi-undiksha.v9i1.21101
Jurnal Pendidikan Indonesia (JPI) | 84
Wakamoto, N. (2000). Extroversion/Introversion in Foreign Language Learning:Interactions
With Learner Strategy Use. IRAL. International Review of Applied Linguistics in
Language Teaching, 38(1), 71–81.
Zabihi, R. (2011). Personality in English Proficiency and Achievement Continental. Education
Research, 4(1), 1–6.
Zainuddin, Z. (2016). The Impact of Personality: Extrovert vs. Introvert on the Ability in
Syntax in Essay Writing. Studies in English Language and Education, 3(2), 162.
https://doi.org/10.24815/siele.v3i2.4963