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THE CORRELATION BETWEEN STUDENTS'
PERSONALITY (EXTROVERT AND INTROVERT) AND
THEIR READING ACHIEVEMENT
(A Correlational Study at the Fifth Semester Students of the Department of
English Education of Syarif Hidayatullah State Islamic University)
By:
Umi Robi'atus Shalihah
1112014000053
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
ix
TABLE OF CONTENTS
APPROVAL ........................................................................................................ ii
ENDORSEMENT SHEET ................................................................................. iii
Surat Pernyataan Karya Sendiri ......................................................................... iv
ABSTRACT ......................................................................................................... v
ABSTRAK ............................................................................................................. vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENTS .................................................................................... ix
LIST OF TABLES .............................................................................................. xii
LIST OF FIGURES ............................................................................................ xiii
LIST OF APPENDICES .................................................................................... xiv
CHAPTER I : INTRODUCTION .................................................................. 1
A. Background of Study ......................................................... 1
B. Identification of the Problems ........................................... 3
C. Limitation of the Problem .................................................. 3
D. Formulation of the Problem ............................................... 3
E. Objective of the Study ....................................................... 3
F. Significance of the Study ................................................... 3
CHAPTER II : THEORETICAL FRAMEWORK ........................................ 4
A. Literature Review .............................................................. 4
1. Reading ........................................................................ 4
a. The Definition of Reading ..................................... 4
b. Types of Reading ................................................... 5
1) Intensive Reading ............................................ 5
2) Extensive Reading ........................................... 6
c. Purpose of Reading ................................................ 8
d. Definition of Reading Achievement ...................... 9
x
2. Personality ................................................................... 11
a. The Definition of Personality ................................ 11
b. Types of Personalities ............................................ 13
1) Extrovert .......................................................... 13
2) Introvert ........................................................... 14
3) The Differences between Extrovert
and Introvert..................................................... 15
B. The Relevant Study............................................................ 17
C. Conceptual Framework ...................................................... 18
D. Theoretical Hypothesis ...................................................... 19
CHAPTER III : RESEARCH METHODOLOGY .......................................... 20
A. Time and Place of Research .............................................. 20
B. Method of Study ................................................................ 20
C. Population and Sample ...................................................... 20
D. Instrument of the Research ................................................ 21
E. Technique of Data Collection ............................................ 21
1. Reading Achievement Test .......................................... 21
2. Personality Questionnaire ............................................ 22
a. Validity Instrument ................................................ 23
b. Reliability Test....................................................... 24
F. Technique of Data Analysis .............................................. 24
G. Statistical Hypothesis......................................................... 26
CHAPTER IV : RESEARCH FINDING .......................................................... 27
A. Data Description ................................................................ 27
1. The Correlation of Students' Extrovert Personality and
Reading Achievement ................................................. 27
2. The Correlation of Students' Introvert Personality and
Reading Achievement ................................................. 29
xi
B. Analysis of the Data........................................................... 31
1. Analysis of Linearity of Test ....................................... 31
2. Analysis of Normality of the Test ............................... 32
3. Analysis of Correlation Coefficient ............................. 33
4. Analysis of Determination of Coefficient.................... 36
5. Hypothesis testing ....................................................... 36
C. Discussion ......................................................................... 39
D. Limitations ........................................................................ 40
CHAPTER V : CONCLUSION AND SUGGESTIONS ............................... 42
A. Conclusion ......................................................................... 42
B. Suggestions ........................................................................ 42
BIBLIOGRAPHY ............................................................................................... 44
APPENDICES ..................................................................................................... 48
xii
LIST OF TABLES
Table 2.1 The Differences of Extrovert and Introvert ........................................ 14
Table 3.1 The Blue Print of Reading Achievement Test ................................... 22
Table 3.2 The Blue Print of Personality Questionnaire...................................... 23
Table 3.3 Personal Style Inventory Interpretation.............................................. 23
Table 3.4 The Result of Reliability Test ............................................................ 24
Table 3.5 The Interpretation of Pearson Correlation .......................................... 26
Table 4.1 The Score of Students' Extrovert Personality and Reading
Achievement Test ............................................................................... 27
Table 4.2 The Statistical Score of Extrovert Personality and Reading
Achievement ...................................................................................... 28
Table 4.3 Pearson Product Moment of Reading and Extrovert Personality ...... 29
Table 4.4 The Score of Students' Introvert Personality and Reading
Achievement Test .............................................................................. 29
Table 4.5 The Statistical Score of Introvert Personality and Reading
Achievement Test .............................................................................. 30
Table 4.6 Pearson Product Moment of Reading and Introvert Personality ....... 31
Table 4.7 The Linearity Test Results of the Data............................................... 32
Table 4.8 Test of Normality ............................................................................... 32
Table 4.9 The Statistic Calculation of the Pearson Product Moment ................ 33
Table 4.10 Pearson Product Moment ................................................................... 35
Table 4.11 The Interpretation of Coefficient Correlation of Value r ................... 38
xiii
LIST OF FIGURES
Figure 3.1 Research Design ................................................................................. 20
xiv
LIST OF APPENDICES
Appendix 1 Personality Questionnaire .............................................................. 49
Appendix 2 Reading Test .................................................................................. 50
Appendix 3 Personality Score ........................................................................... 55
Appendix 4 Reading Achievement Score ......................................................... 57
Appendix 5 Pearson Product Moment Table .................................................... 59
Appendix 6 List of Degrees of Freedom .......................................................... 61
Appendix 7 Surat Bimbingan Skripsi ................................................................ 62
Appendix 8 Surat Permohonan Izin Penelitian ................................................ 64
Appendix 9 Lembar Ujian Referensi ................................................................ 65
v
ABSTRACT
Umi Robi'atus Shalihah (1112014000053). The Correlation between
Students' Personality and Their Reading Achievement (A Correlational Study
at Fifth Semester Students of Syarif Hidayatullah State Islamic University),
Skripsi, Department of English Education, Faculty of Educational Sciences,
Syarif Hidayatullah State Islamic University, Jakarta, 2019.
Key Words: Reading, Personality, Introvert, Extrovert.
This study aimed to find out the correlation between students' personality
and their reading achievement at the fifth semester students of Syarif
Hidayatullah State Islamic University Jakarta. The method used in this study
was a quantitative research and the design was a correlational design. The
population of this research was 3 classes from the fifth semester students of
department of English education. 5A was taken to examine the validity of the
questionnaire while the others became the sample of the study. 5A consisted of
20 students and the sums of 5B and 5C were 40 students. The study was
conducted by distributing personality questionnaire and 25 multiple-choice
reading test.
The data collected were analyzed by using SPSS v.22, the correlation
formula by Pearson Product-Moment Correlation. After analyzing, the result of
this research showed that there was no correlation between students'
personality and reading achievement. According to the result of statistical
calculation, it could be seen that the correlation score was -0.162 smaller
compared to rtable at the significant degree 5% (0.312). Thus, the alternative
hypothesis (Ha) was rejected and null hypothesis (H0) was accepted. In
conclusion, students' personality did not influence their reading achievement.
vi
ABSTRAK
Umi Robi'atus Shalihah (1112014000053). Hubungan antara Kepribadian dan
Pencapaian Membaca Mahasiswa. (Sebuah Penelitian Hubungan pada
Mahasiswa Semester 5 Jurusan Pendidikan Bahasa Inggris di Universitas Islam
Negeri Syarif Hidayatullah Jakarta, 2018), Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2019.
Key Words: Membaca, Kepribadian, Introvert, Ekstrovert.
Tujuan penelitian ini adalah menemukan dan mendeskripsikan hubungan
antara kepribadian dan pencapaian membaca siswa. Populasi pada penelitian
ini adalah mahasiswa semester 5 Jurusan Pendidikan Bahasa Inggris,
Universitas Islam Negeri Syarif Hidayatullah Jakarta tahun 2018/2019.
Penelitian ini menggunakan metode kuantitatif dengan korelasi sebagai desain
penelitian. Sebanyak 40 orang menjadi sampel penelitian in yang diambil dari
kelas 5B dan 5C, dan 20 orang dari kelas 5A menjadi sampel untuk menguji
validitas instrumen. Instrumen yang digunakan untuk memperoleh data adalah
kuisioner kepribadian dan tes membaca yang terdiri dari 25 pilihan ganda.
Data yang diperoleh dihitung menggunakan korelasi Pearson Product
Moment menggunakan SPSS versi 22. Setelah dianalisa, hasil penelitian
menunjukkan bahwa ada hubungan yang rendah antara kepribadian dan
pencapaian membaca siswa. Berdasarkan hasil kalkulasi, didapatkan nilai
korelasi sebesar 0.026, dimana nilai korelasi lebih rendah dibandingkan dengan
nilai signifikasi 5% (0.312). Oleh karena itu, hipotesis alternatif (Ha) ditolak
sedangkan nol hipotesis (H0) diterima. Dapat disimpulkan bahwa tidak ada
hubungan yang signifikan antara kepribadian dengan pencapaian membaca
mahasiswa semester 5 Pendidikan Bahasa Inggris, Universitas Islam Negeri
Syarif Hidayatullah, Jakarta.
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praise be to Allah, the Lord of the worlds, who has given the mercy
and blessing upon the writer during completing this skripsi as the final assignment
in her study. Peace and salutation may always be upon the Prophet Muhammad,
the savior of the humankind, who has brought the light onto this world and turned
it into a better place.
The skripsi is a scientific paper that is presented as one of requirements for
the degree “S.Pd” in English Education. Completing this skripsi is long processes
and the writer would not have been able to complete it without help and support
of lecturers, institutions, family, and friends. Hence, on this occasion, the writer is
pleased to acknowledge the help and contributions by conveying her utmost
gratitude to them who have helped her in completing this skripsi.
First, the writer would like to express the deepest gratitude to her “great”
parents for their love, support, and moral encouragement in motivating the writer
to finish her study. Next, the writer would like to express the greatest honor and
deepest gratitude to her advisors, Dr. Alek, M.Pd and Drs. Nasifuddin Jalil, M.
Ag. for patiently guiding her and giving her the most valuable help, advice, and
support during completing this skripsi.
Moreover, the writer would like to express her gratitude and appreciation to:
1. Prof. Ahmad Thib Raya, M. A., as the Dean of Faculty of Educational
Sciences.
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anasy, M. Hum., as the secretary of Department of English
Education.
4. All lecturers, especially those of Department of English Education who
always give motivation and valuable knowledge during her study.
5. Her beloved parents, sisters and brother who always give motivation and
prayer to the writer.
viii
6. The students at the fifth semester of Syarif Hidayatullah Islamic
University who have given their willingness to be part of this research.
7. All her friends in Department of English Education 2012 especially for B
class for the friendship, knowledge, support, and time they have provided
unconditionally.
8. The people whose names cannot be mentioned one by one for their
contribution to the writer during completing her skripsi.
The last, the writer realizes that this skripsi is still far from being perfect.
Despite the help from the aforementioned people, there are weaknesses and
shortages in this skripsi that remain as the writer’s responsibility. She,
therefore, welcomes all kinds of correction and suggestion for a better writing.
Jakarta, December 28th
, 2018
Umi Robi’atus Shalihah
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Some people have already known that language is important as a tool to
communicate. There are so many languages in the world and English becomes
one of the languages mostly learned/used, knowing its position as an international
language of communication. In Indonesia, English has a very important position
as it has been adopted as the first foreign language to teach in secondary school
and even picked as one of national examination tests.
As other languages, English has four language skills which are listening,
speaking, reading, and writing, and those are divided into two categories,
productive and receptive skills. Productive skills involve language production
(encoding) while receptive skills involve receiving messages (decoding).1
Reading is classified as a receptive skill besides listening. Reading activity begins
when a reader tries to comprehend the meaning of the transferred message. It
helps students to improve their reading skill on decoding a written text. Like
listening, the process and a specific product of reading cannot be seen nor
observed. No one knows how the words from text are processed in the brain. The
only way one knows if reading is successful is by interferencing what one reads.2
Unfortunately, even though reading is considered as one of the important
skills which should be mastered in learning language, there are still some
problems faced by students to comprehend what they read. Those problems come
from external and internal factors. External factors involve what students need to
help their reading such as vocabulary and reading techniques, while internal
factors come from the students themselves such as motivation, intelligence,
interest, learning styles and personality.
1 Jeremy Harmer, The Practice of English Language Teaching 3rd Edition, (New York:
Longman, 1996), p. 16.
2 H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New
York: Longman, 2004), p. 186.
2
Learning is a long unlimited process which keep developing according to
ability and motivation coming from within or outside the individual. Every
student is different. Students' differences can be seen from two factors, vertical
and horizontal. Vertical difference concerns physical aspect such as shape, size,
strength, and endurance of body. Meanwhile, horizontal difference includes
psychological aspect such as intelligence, ability, interest, emotion, personality
and so on.3 Personality factors within a person can contribute in some ways to the
success of language learning. Students have distinctive personality characteristics
which make them prepared for having different worldviews, and thus behaving
differently in various social and educational settings. In general, personality is
classified into extrovert and introvert. Many have a wrong understanding between
the two. Extroverts are not always talkative, they need other people to feel whole
and good. On the other hand, introverts feel whole when they withdraw from
other people. Contrary to stereotypes, introverts can have an inner strength of
character that extroverts do not have.4
Many researchers tried to find out positive relationship between extroversion
and language learning. Extroversion is one of the five personality traits of the Big
Five personality theory. It includes extrovert and introvert characters. Robinson,
Gabriel and Katchan in a study found that extroversion and reading skills had a
positive correlation. Extroverts like to interact with people; they also tend to have
more exposure through social gatherings and active schedules, so they are more
expressive than the introverts who avoid such exposure.5
Based on the explanation above, the writer assumes that acknowledging
students' own personality has a correlation with reading achievement, therefore,
the writer wants to prove it by conducting a research with the tittle: The
Relationship between Students’ Personality and Their Reading Achievement.
3 M. Nur Ghufron, and Rini Risnawita, S., Gaya Belajar Kajian Teoretik, (Yogyakarta:
Pustaka Pelajar, 2014), p. 8.
4 H. Douglas Brown, Principles of Language Learning and Teaching 4th Edition, (New
York: Longman, 2000), p. 155.
5 Dilshat Bano, Dilshad Akber Ali, Personality Types and Reading: A Correlational Study,
Interdisciplinary Journal of Contemporary Research in Business, vol. 4, 2012, p. 260.
3
B. Identification of the Problem
Based on the explanation of background of the study, there were some
problems could be identified;
1. Many students did not know their own personality.
2. Many students had low reading achievement.
3. Many students lacked vocabulary and reading techniques.
4. Many students had no interest in reading.
C. Limitation of the Problem
In this study, the problem was limited to the correlation between students'
personality and their reading achievement.
D. Formulation of the Problem
Based on the limitation above, problem was formulated as follows “Is there
any correlation between students' personality and their reading achievement?”
E. Objective of the Study
The objective of the study in this skripsi was to find out whether there is any
correlation between students' personality and their reading achievement.
F. Significance of the Study
The finding of this study was expected to broaden the writer's understanding
of students' personality in particular and the readers in general. It was also
expected to be useful for students to identify and differentiate their own
personality. By acknowledging personality, students could adapt themselves in
learning process. This study could also inform teachers that students' personality
are important in the learning process. Teachers should teach using various
strategies in order to adjust to students' needs. In addition, it could be used as a
reference for further research focusing on the same or related study.
4
CHAPTER II
THEORETICAL FRAMEWORK
A. Literature Review
1. Reading
a. The Definition of Reading
Reading is a mental process. It is called mental process because it involves
brain to receive the message or information from print text while the eyes are
sending the information to the brain. Related to this, Gough, Hoover and Peterson
stated there are two parts of mental process: word recognition and
comprehension.1 It can be concluded that reading engage a cognitive process
because it needs the reader’s comprehension to get the meaning of text.
In addition, reading is not just a basic skill. Many people think that reading is
a basic skill that was taught in the first year of school. Most of teachers teach their
students reading based on their level and the vocabularies based on the content.
“Reading is a simple process: readers decode (figure out how to pronounce) each
word in a text and then automatically comprehend the meaning of the words, as
they do with their everyday spoken language. This is not our understanding of
reading”, said Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori
Hurwitz.2
Reading is a process for the reader and the text. When the reader reads a text,
the reader not only has to find the information, but also the reader has to work
together with the text. Working together with the text means that the reader has to
engage the meaning of the text and what the author want to say in the text with the
reader background knowledge. Hunt said that reading is a process that is formed
by text, reader’s background, and the situation that occurs.3 Related to the
1 David Colins, Ann Colins, Advancing Reading Achievement Becoming Effective Teachers
of Reading through Collective Study, South Florida: HTRA, 1998, p. 8. 2 Ruth Schoenbach, et al, What is Reading? An Excerpt from Reading for Understanding,
The Quarterly, 2000, 22(3), p. 38. 3 Julian Hermida, The Importance of Teaching Academic Reading Skills in First-Year
University Courses, The International Journal of Research and Review, Vol.3, 2009, p.23.
5
previous statements, Urquhart and Weir said that reading use the reader’s
cognitive ability so that both the reader and the text can interact well.4
In defining reading, it is important to pay attention in the reader external and
internal factors, both factors related to how the reading’s readability and
understanding. There are some factors involved both external and internal such as
reader’s intelligence, experience, and background knowledge, words, phrases,
sentences, and grammatical cues.5 So, like the previous statements, reading is a
process that involves all of reader attention to read the reading. When the reader
read the text, it will be better if the reader has good attention especially to both
factors.
So, the writer concludes that reading is all about the process such as mental
process, brain process, and the process how the reader can work with the text. In
reading, the reader who has background knowledge related to the text is better
than the reader who lacks background knowledge. It makes the reader understand
the content easily. Moreover, because of reading is a mental process that involves
brain to work with, the reader has to have ability to work with the written text in
order to get the meaning and main idea easily.
b. Types of Reading
In the reading activity, there are two types of reading which are usually done
by the students. They usually read a short text for getting detail information. In
addition, they usually read a longer text for getting the overall meaning of the
passage. The kinds of reading are intensive and extensive reading.
1) Intensive Reading
Intensive Reading is different from extensive reading. Intensive reading
involves the reader reads in detail and need specific aim and task. Brown explains
“intensive reading calls attention to grammatical forms, discourse markers, and
4 Feng Liu, Reading Abilities and Strategies: A Short Introduction, International Education
Studies, Vol.3, 2010, p. 153. 5 Seyyede Zahra Naghibi and Mahmud PourhassanMoghaddam, The Effect of Intensive Vs.
Extensive Reading on Iranian Intermediate EFL Learners’ Knowledge of Collocation, Modern
Jornal of Language Teaching Methods, Vol.3 (3), 2013, p. 51.
6
other surface structure details for the understanding literal meaning, implication,
rhetorical relationship, and the like.”6 In this type of reading they need to be more
focus on the text because this type of reading involves reader’s attention to read
the text for getting information. Intensive reading allowed the reader to read the
text that the reader likes in order to motivate in reading and the text also based on
the reader ability.
Hafiz and Tudor said that in intensive reading students given a short text to
get specific aspects of lexical, syntactic, or to provide the basis for targeted
reading strategy practice.7 So, to improve student achievement, they need to pay
attention of accuracy of reading regarding to the reading text, vocabulary, and
organization. The purpose of intensive reading is to help students to get the detail
meaning of the text, to develop their reading skill such as identifying main ideas,
recognizing text connectors, and the knowledge of grammar.8 So, it can be
concluded that intensive reading is kind of reading short text that needs
reader’attention to the spesific detail, have some aims to read and do more
attention to the structure of the text or language rules.
2) Extensive Reading
According to Carrell and Carson extensive reading is reading rapidly of large
material or reading long text for general comprehending and focus on the meaning
of the text than the language itself.9 Extensive reading occurs when the reader
read very easy enjoy the reading in order to build the reader’s reading speed or in
order to help them become better in that skill rather than reading to study about
language itself.
On the other hand, Davis defines that extensive reading is reading activity
which the reader is given the time and the materials to read pleasurably in the
6Maija MacLeod, Types of Reading, 2016, p.1,http://fis.ucalgary.ca/Brian/611/readingtype.
html#intensivereading. 7 Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners,
Journal of Language and Learning, Vol.5 (1), 2006, p. 66. 8 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (Cambridge: Cambridge Press University, 2002), p. 296. 9 Willy A. Renandya, The Power of Extensive Reading, SEAMEO Regional Language
Centre, Vol.38(2), 2007, p. 134.
7
reader’s level as many book as the reader can, without the pressures of testing.10
So, in extensive reading the reader can read so many books at the time which was
given without any worries for testing, this kind of reading shows a fun reading
activity. Moreover, there are some reasons why extensive reading is good for
language skills development:
a) Allows the reader learn about language in context naturally.
b) Extensive reading helps the reader to build new vocabularies. When the
reader read a lot and enjoy it, the reader will find new vocabularies that can
help him/her to find out what the vocabularies mean are then grammar may
come next.
c) Helps the reader to improve reading speed and reading fluency.
d) Builds confidence, enjoyment, and motivation to learn about language.
e) Extensive reading makes the reader read and listen a lot, so that they can
develop good reading and listening habits.
f) Helps the reader to get a sense of how grammatical patterns work in
context.11
Because extensive reading happens pleasurably, the readers does not feel
pressured, regarding the time or the details of what they read. It focuses the reader
to grasp the whole content of a book and motivates them to read more without
worrying it will be tested.
Extensive reading means that the reader can read as much as possible for the
reader’s own pleasure but this type of reading can help the reader to improve
his/her speed in reading. Nuttall said that an extensive reading activity is the
important way to improve both vocabulary and reading skill in general.12
Nuttall
statements supports that extensive reading is good for who wants to improve
his/her reading without any cognition about linguistic structure. So that the writer
10
Willy A. Renandya, The Power of Extensive Reading, SEAMEO Regional Language
Centre, Vol.38(2), 2007, p. 134.
11
ERFoundation, Extensive Reading Foundation, 2016, P.1,
http://erfoundation.org/ERF_Guide.pdf
12
Thomas N. Robb, Bernard Susser, Extensive Reading vs Skills Building in EFL context,
Reading in Foreign Language, Vol.5 (2), 1989, p. 1.
8
concluded that extensive reading is reading longer text than in intensive reading,
but the reader reading the text pleasurably without any kinds of reading tasks.
c. Purpose of Reading
In this era, people can read everything what they want every time and
everywhere. But, each person has different purpose of reading. Based on Grabe
and Stoller there are some purposes in reading, such as:13
a) Reading to search for simple information. In this purpose of reading, usually
the reader does scanning to get specific word or information.
b) Reading to skim quickly. The reader does skimming for the text in a short
time to find out the general information of the text.
c) Reading to learn from text. In this purpose, the reader learns the important
information from the text and relates the information to the reader’s
background knowledge.
d) Reading to integrate information. This purpose allows the reader to read and
decide what information they are going to pick.
e) Reading to write. Like reading to integrate information, this purpose of
reading requires the reader to read the text and get some information or
sources in order to develop writing.
f) Reading to critique text. In this purpose of reading, the readers need to select,
critique and compose the information of the text.
g) Reading for general information. Reading for general information is a
complex reading allows the reader to read words rapidly and build strong
skills in forming general meaning in representing of mind ideas which is
doing in short time.
These kind of purposes are likely emphasized for students. We will find them
become objectives given in syllabus or lesson plan. Each point indicates that
reading must be tested academically.
13 William Grabe, and Fredrica L. Stoller, Teaching and Researching Reading, (London:
Taylor & Francis Group, 2011), pp. 6-8.
9
Furthermore, reading can have three main purposes, such as:14
a) Reading for survival is how to be aware to the environment, to find an
information like street signs, advertising, or timetables.
b) Reading for learning is reading purpose that occurs in the classroom activity
and requires some goals.
c) Reading for pleasure is something does not have to be done.
Besides all those purposes, people read to gain information that can help them in
their daily life.
d. Definition of Reading Achievement
Reading achievement is the result of how readers comprehend a reading
material. High reading achievement indicates their high reading comprehension.
Carver states in his book, anytime the reading achievement of students increases,
it means students can comprehend all of the text they read efficiently. The
meaning of reading achievement and reading comprehension correlates to each
other.15
Therefore, reading comprehension affects reading achievement because
reader’s comprehension to the text will increase or decrease reader’s achievement
in reading. According to Kintsch reading comprehension is the result of process
produced while reading to make a mental production of the situation made by the
text, reffered to as a situation model.16
Moreover, reading comprehension is a process of concluding or produce
meaning from the text. The main goal of reading comprehension is to get whole
information from the text rather than to get meaning only from words or
sentences.17
So, it can be concluded that reading comprehension is the main focus
on reading activity to interact or to build up understanding with the text. Without
understanding in reading, the reader will get nothing from the text.
14
Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching of Reading, The
Reading Matrix, Vol. 6 (2), 2006, p. 61.
15
Ronald. P Carver, The Cause of High and Low Reading Achievement, (New York:
Lawrence Erlbaum Associates, Inc., 2000), p. 44. 16
Kristi L. Santi and Deborah K. Reed (ed.), Improving Reading Comprehension, Literacy
Studies, Vol. 10, 2015, p. 2. 17
Gary Woolley, Reading Comprhension; Assisting Children with Learning Difficulties,
(New York: Springer Science+Business Media, 2011), p. 15.
10
In addition, Gray divided reading understanding or comprehension in 3 kinds.
First, reading “the lines” is understanding of the text structure. Second, reading
“between the lines” is understanding about the text meaning. The last, reading
“beyond the lines” is understanding about how the reader critiques the text18
.
Reading is important skill taught in schools. Readers, especialy students, need to
comprehand the reading to achive good achievement. Comprehension requires the
reader put the meanings of words in reader’s memory until the reader’s can think
or interpret about the collective meaning.19
So that from those statements, the writer concluded that reading
comprehension is the reader’s way to understand how the text, structure, or
meaning then, the reader also can conclude the reading with his/her own statement
or opinion. In summary, reading comprehension is how the reader understand and
interpret the meaning of the reading text.
Improving reading achievement through reading comprehension can be
improved by mastering a lot of vocabularies and syntactic rules. On the other
hand, there are some ways to improve reading comprehension20
:
a) Develop a broad background
b) Know the structure of paragraph
c) Identify the type of reasoning
d) Anticipate and predict
e) Look for the method of organization
f) Create motivation and interest
g) Pay attention to supporting cues
h) Highlight, summarize, and review
i) Build a good vocabulary
j) Use a systematic reading technique
k) Monitor effectiveness
18
J. Charles Alderson, Assessing Reading, (Edinburgh: Cambridge University Press, 2001),
p. 8. 19
Collins, op. cit., p. 9. 20
Donald Martin, How To Be a Successful Student, ( United States of America: Martin Press,
1991), p. 7.
11
Apart from reading more sources, the readers should pay attention to the details of
the text or book they read. They should also find out the purpose of the text,
guessing what the text does not tell explicitly.
2. Personality
a. The Definition of Personality
The word personality comes from Latin word persona, which refers to a
masked used by the actors in theatrical performance. This mask has its own
character which must be played by the actors.21
But this definition is not
acceptable, the psychologists use the term of "personality", as the word refers to
something more than just behaviour and experiences. In Islamic perspectives,
personality is used interchangeably with the terms like one self, character, soul,
and particular behaviour of an individual.22
According to Schultz and Schultz, everybody has one personality as the most
important asset; to help them success in life. It helps their experiences. People's
achievement, expectations for the future and even health can be influenced by
their personality and others' in the interaction.23
Interaction of students in the learning process will affect their behaviour.
Through their choices and action, they can determine their own experience and
what kind of person they will become. It refers to personality. Personality is a
unique characteristic distinguishing individual from one another by cognitions,
motivations, and behaviour in variety of situations.24
Although personality concerns with the source of individual differences and
outcomes, it focuses on a wider image than the internal processes of people
themselves. Through their choices and actions, they can determine their own
21 Duane P. Schultz and Sydney E. Schultz, Theories of Personality 9th Edition, (Wadsworth:
Cengage Learning, 2009), p. 8.
22
Amber Haque and Yasien Mohamed, Psychology of Personality-Islamic Perspective,
(Malaysia: Art Printing Works Sdn Bhd, 2009), p. 257.
23
Schultz, op. cit., p. 3.
24
Jess Feist and Gregory J. Feist, Theories of Personality 6th Edition, (Singapore: McGraw-
Hill, 2006), p. 4.
12
experiences. They wonder why some people loves problem-solving physic or
math, while others find it difficult to understand.
Psychologists have argued for a long time on how to define personality.
Many definitions have been offered, but none is universally accepted. Personality
is in fact, something of an elusive concept. Understanding people's personality is
not only satisfying their curiosity but also gives control to their own lives.
From those definitions, it can be synthesized that personality is individual
produces an organized, dynamic, and unique set characteristics as combination of
behaviours, cognitions, motivations that comprise an individual human being.
According to Caprara and Cervone, many investigators agree on the three
general principles of personality described below:
a. People develop through interaction with the environment. As people develop,
their improved personal capabilities give them greater control over their
personal experiences. Not only in personality change, but also in internal
factors. The internal beliefs and standards through which people regulate their
behaviour are shaped by external factors such as observations of others'
behaviour and feedback from the environment.
b. Individual develops competencies, personal standards, and aspirations. They
play an increasingly proactive role in their own development.
c. There is coherence and continuity in personality, which can be fully
appreciated only by considering the person as a whole and by examining the
organization of personality rather than single acts reveal the underlying
structure of the personality system.
Humans as social beings cannot completely abstain from other people. What
differentiate them are how they interact with others, is it in a smaller or bigger
circle? Their personality can change along with the intensity of interaction. So
people cannot completely become introverts because they need each other to help
themselves going through life.
13
b. Types of Personalities
There are two major types of personalities; extrovert and introvert. These
terms are widely used today and generally understood as being opposite poles of
the same dimension. Extrovert and introvert have their own special dynamics, and
both of attitudes have progressive and regressive properties. Extrovert and
introvert can have both good and bad consequences for human development. Both
people's extrovert and introvert personality complement each other. Each person
has both extrovert and introvert aspects. If a person has two dominant side of one
of those types, either extrovert or introvert.
1) Extrovert
Extrovert is one of types of personality. According to Premuzic, extrovert is
individual's tendency to be talkative, outgoing, and energetic. Extrovert tends to
enjoy being with others and easy to express their feeling and emotions. They are
optimistic, outgoing and confident.25
In addition, extrovert tends to be talkative
and sociable, likes meeting new people, hates routines and reading books, and
gets bored easily.26
From those definitions, it can be concluded that extrovert is an attitude
influenced by one's surroundings characterized as outgoing, socially free and
interested in interacting with others. They will feel more comfortable in a group
setting or a discussion with some friends.
a) The Strengths of Extrovert
The points below are the strengths of extroverts which are derived from
Personal Style Inventory by Hogan and Champagne:
(1) Understanding the external
(2) Having good interactions with others
(3) Being open
(4) Acting, doing
(5) Being well understood
25 Tomas Chamorro-Premuzic, Personality and Individual Differences, (Victoria: Bps
Blackwell: 2007), p. 20.
26
Randy J. Larsen and David M. Buss, Personality Psychology: Domains of Knowledge
About Human Nature 3rd Edition, (New York: McGraw-Hill, 2008), p. 214.
14
b) The Weaknesses of Extrovert
The points below are the strengths of extroverts which are derived from
Personal Style Inventory by Hogan and Champagne:
(1) Being less independent
(2) Doing nothing without people
(3) Needing changes and variety
(4) Being impulsive
(5) Being impatient with routine27
Based on extroverts' strengths and weaknesses, being extroverts is needed to
become a leader, because they have a good way of communicating with others.
They have no problem talking openly in public and like to discuss every problem
occurs rather than keeping it to themselves. Their impulsiveness is not merely a
weakness because a leader sometimes has to make a quick decision regarding
what best for the group.
2) Introvert
Introvert is another type of personality. According to Premuzic, introvert is a
person who tends to be alone a lot and prefers solitary activities.28
When facing
stress, introvert tends to withdraw themselves. Introvert tends to spend quite time.
Introvert prefers schedules and routines.
According to Cain, introvert does the work with high concentrate carefully
and slowly. Hogan and Champagne mentioned some characteristics of introvert,
i.e. quite, diligent, working alone, and socially reserved.29
From those definitions, it can be concluded that introvert is an attitude
emphasized on subjective perceptions. It is characterized as quite, hard-working
alone and socially reserved.
27 R. Craig Hogan and David W. Champagne, Personal Style Inventory, University
Associates, 1980, p. 6.
28 Tomas Chamorro-Premuzic, Personality and Individual Differences, (Victoria: Bps
Blackwell: 2007), p. 20.
29 Hogan, op. cit., p. 4.
15
a) The Strengths of Introvert
Hogan and Champagne draw some strengths of Introvert people as follows:
(1) Being independent
(2) Working alone
(3) Being diligent
(4) Working with ideas
(5) Being careful before acting
b) The Weaknesses of Introvert
The points below are the weaknesses of introverts proposed by Hogan and
Champagne:
(1) Need quite atmosphere to work
(2) Misunderstanding the external
(3) Being secretive
(4) Avoiding other people
(5) Dislikes being interrupted
(6) Being lost opportunities to act
(7) Being misunderstood by others30
Based on introverts' strengths and weaknesses, their characteristics are needed
for jobs that require high concentration like accountant, paralegal, psychiatrist,
etc. They love reading and do things by their own because it is more comfortable.
They are likely being someone who works behind a curtain. Being introverts is
not always bad because they can be someone to be relied on because they are used
to being independent and keep secrets others tell like psychiatrists because it is a
part of their work ethics.
3) The Differences between Extrovert and Introvert
As described before, extrovert and introvert are opposite poles of the same
dimensions. Here are the differences of extrovert and introvert;31
30 R. Craig Hogan and David W. Champagne, Personal Style Inventory, University
Associates, 1980, p. 6.
16
Table 2.1
The Differences of Extrovert and Introvert
No Extroverts Introverts
1 Talkative and outgoing Quite and withdrawn
2 Like meeting new people Prefer being alone or with few
friends
3 Hate routine and monotony Prefer routine and schedules
4 Prefer unexpected things Prefer familiar thing
5 Need people to talk to Retiring sort of person
6 Do not like reading or studying
by themselves
Fond of books rather than people
7 Crave excitement Do not like excitement
8 Act on the spur of the moment Tend to plan ahead
9 Fond of practical jokes Reserved and distant except to
intimate friends
10 Their feelings are not kept under
tight control
Keep their feelings under close
control
11 Not always a reliable person Reliable person
12 Look for expanding routine jobs Have less need to find out
something new
13 Enjoy explicit sexual humours Prefer intellectual jokes
14 Easier to listen to advices Stubborn
Each personality has its own merits. Even though they are different in every
aspects, there is no judgement that says being extrovert is bad or vice versa.
Extroverts are good at socializing with other people, but they also have to set
aside time for themselves so they do not lose themselves. On the other hand,
introverts are good at handling problems by their own, but they need to learn how
the real world works by socializing not just from the book they enjoy.
31 M. Nur Ghufron, and Rini Risnawita, S., Gaya Belajar Kajian Teoretik, (Yogyakarta:
Pustaka Pelajar, 2014), p.55.
17
B. The Relevant Study
There are some relevant studies about personality and academic achievement.
The first study was conducted by Dilshat Bano and Dilshat Akber Ali, the paper
described the study which tried to explore the relationship between Reading skills
and Big-Five factors of personality (Extraversion, Agreeableness,
Conscientiousness, Neuroticism and Openness). The findings of the study
revealed that there was a slight significant relationship between Extraversion and
Reading skills. There was also a slight correlation between Agreeableness and
Reading skills and Conscientiousness and Reading Skills. There was an expected
negative correlation between Neuroticism and Reading skills. There was a slight
significant relationship between Openness and Reading skills. While this study
demonstrated the association between Reading skills and personality types, it
suggested the need for more research of similar nature to obtain significant
findings in future. Based on the analysis it was found that Reading skills were not
totally independent of personality types.32
The other study was conducted by Soraya Hakimi, Elaheh Hejazi, and
Masoud Gholamali Lavasani. The research aimed at studying the relationships
between personality traits and academic achievement among students. Participants
were 285 students (191 female and 94 male). Instruments used were NEO Big
Five Personality Factors and student’s GPA. Results revealed personality traits
were significantly related to academic achievement. Stepwise regression analysis
indicated personality characteristics accounted for 48 percent of variance in
academic achievement. Results also showed conscientious, which explained 39
percent of variance in academic achievement, was the most important predictor
variable. Finally MANOVA and t-test indicated there was no significant gender
differences in the personality characteristics and academic achievement.33
32 Dilshat Bano and Dilshad Akber Ali, Personality Types and Reading: A Correlational
Study, Interdisciplinary Journal of Contemporary Research in Business, vol. 4, 2012, p. 254.
33
Soraya Hakimi, Elaheh Hejazi, and Masoud Gholamali Lavasani, The Relationship
Between Personality Traits and Students' Reading Achievement, Procedia - Social and
Behavioral Sciences 29, 2011, p. 836.
18
There had been some studies conducted that showed personality related to
productive skills. Most of them examined all personalities existed like NEO Big-
Five and The Myers-Briggs Type Indicator. However, not many studies had
investigated personality correlated to receptive skills like reading. Moreover,
since there had been investigations that showed personality did not correlate to
reading achievement for EFL learners in other country, so this study will examine
the correlation between personality which only focus on extrovert and introvert
types, and reading achievement targeting college students, using Personality Style
Inventory to test their personality.
C. Conceptual Framework
Students’ personality has an important role in the teaching and learning
process. It is necessary to develop because it can influence the students in
learning. One of the skills that will be influenced by the students’ personality is
reading. Reading is one of English language skill that has an important role,
because we use to gain information from written source. As mentioned in the
theories about reading, reading is a mental process that involves the reader and the
reader’s brain is getting together with the text to get the meaning of the text. One
of the factors is about the students’ personality. According to Funda, the factor
that influence the students’ ability in learning English are divided into two. Funda
argue that these cognitive, social and affective aspects of individual differences
have been categorized by Ellis as external and internal factors. Ellis regards social
factors as external, and cognitive and affective factors as internal to the learner.
One of these affective factors is the personality of student, which has been
explored in terms of many different personal traits of an individual. The students’
personality that also influence the students’ reading skills are introversion and
extroversion personality.
19
D. Theoretical Hypothesis
Based on the theories discussed above, it can be proposed a theoretical
hypothesis that there is significant correlation between students’ personality and
reading achievement.
20
X Y
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of Research
This study was conducted for four months, from September to December
2018. The study was conducted for personality questionnaire and reading
achievement test. The place of the study was at Syarif Hidayatullah State Islamic
University of Jakarta which is located at Jl. Ir. Juanda No.95, Ciputat, Tangerang
Selatan. The consideration of conducting the study at this site was because of the
accessibility and familiarity of the situation and the participants.
B. Method of Study
The method of this study was quantitative method. Meanwhile, the research
design of this study was correlational study. For the real design of the study is
represented as follows:
Figure 3.1
Research Design
From the figure above, this study investigated the correlation between two
variables. The variables were independent and dependent variables. The
independent variable is “reading achievement” which was known as X variable.
Dependent variable is “personality” which was known as Y variable.
C. Population and Sample
The population of the study was the 5th
semester students of Department of
English Education of “Syarif Hidayatullah” State Islamic University of Jakarta
which consisted of 3 classes; 5A, 5B, and 5C. Each class consisted of 5A: 20
students, 5B: 20 students, and 5C: 20 students. The total numbers of 3 classes
were 60 students. The target population of this study was chosen because they had
21
already been given all of reading materials. According to Cohen, taking the larger
sample is better to give greater reliability and facilitate more sophisticated
statistics to be used.1 Therefore, the study was considered to take sample for
collecting data consisted of 40 students which selected using purposive sampling
technique. The samples were derived from 5B and 5C classes. Meanwhile, the
other 20 students who were from 5A involved to be participants in testing validity
and reliability of the instrument of this study.
D. Instrument of the Research
In collecting the data, two instruments were used in this study. The first
instrument was the reading achievement test which given to the 5th
semester
students who had passed Reading 3 class. The aim of the class was to master
standardized test like TOEFL. Then, the second instrument was a Personality
Style Inventory2 questionnaire by R. Craig Hogan and David W. Champagne
using Likert type scale.
E. Technique of Data Collection
The instrument of this study was reading achievement test as variable X and
Personality Questionnaire score as Y variable.
1. Reading Achievement Test
In this study, reading achievement test was adopted from Longman Complete
Course for the TOEFL Test Preparation for the Computer and Paper Test. The
reason why the book chosen was because it consisted of test of the TOEFL paper-
based which required the materials from Reading 3 objective. In other words, the
tests were suitable for the participants of this study because they had learned and
passed all the materials in Reading 3. The main aspect of this test was
comprehending English passage. The test consisted of 25 questions in multiple
choice test. The participants had 25 minutes for answering the test. The writer
1 Louise Cohen, et al., Research Method in Education (6
th Ed.), (New York: Routledge,
2007), p. 101. 2 R. Craig Hogan and David W. Champagne, Personal Style Inventory, University Associates,
1980, p. 1.
22
analyzed the score by using ANATES program version 4.0. So, the reading test
score would be correlated with the personality questionnaire score in order to find
its significant relationship.
Table 3.1
The Blue Print of Reading Achievement Test
Indicator Item Number Total
Item
1. Main Idea and Topic 1, 11 2
2. Thinking in English 16, 20 2
3. Vocabulary Question 2, 3, 6, 9, 15, 17, 19, 25 8
4. Stated Detail Question 5, 8, 10, 18, 22, 24 6
5. Unstated Detail Question 7, 14 2
6. Pronoun Referent 13 1
7. Previewing, Predicting, and
Transition
21 1
8. Inferences 4, 12, 23 3
2. Personality Questionnaire
The writer distributed personality test which was taken partly from Personal
Style Inventory by Hogan and Champagne. It was questionnaire using a Likert-
type scale. The structure of the Personality Questionnaire consisted of general
characteristics of Introvert and Extrovert.
The Personality Questionnaire consisted of 16 sentence items which indicated
introvert and extrovert characteristics. The components of Personality
Questionnaire presented in Table 3.2. In the questionnaire section, the participants
were required to fill in scales 0 to 5 (0 = Negative, 1 = Strongly Disagree, 2 =
Disagree, 3 = Undecided, 4 = Agree, and 5 = Strongly Agree). The Personal Style
Inventary interpretation by Craig and Hogan could be seen in Table 3.3.3
3 R. Craig Hogan and David W. Champagne, Personal Style Inventory, University Associates,
1980, p. 5.
23
Table 3.2
The Blue Print of Personality Questionnaire
Indicator Item Number Total
Item
Extrovert 1b, 2b, 3b, 4b, 5b, 6b, 7b, 8b 8
Introvert 1a, 2a, 3a, 4a, 5a, 6a, 7a, 8a 8
Table 3.3
Personal Style Inventory Interpretation
Score Interpretation
20 - 21 Balance in the strengths of the dimensions.
22 - 24 Some strength in the dimensions; some
weakness in the other member of the pair.
25 - 29 Definite strength in the dimension; definite
weakness in the other of the pair.
30 - 40
Considerable strength in the dimension;
considerable weakness in the other member of
the pair.
a. Validity Instrument
Validation of the instrument was conducted to know whether the instrument
capable to collect data or not. The writer got the standard coefficient validity
minimum for this instrument with N = 20 and coefficient significance level 5%.
The coefficient validity is 0,444. To see the validity instrument, the writer did it
through SPSS statistics program version 22.0. There were 10 statements that the
writer conducted for validation.
24
b. Reliability Test
The writer used SPSS statistics program version 22.0 in order to get the
reliability of the questionnaire the result can be seen as below:
Table 3.4
The Result of Reliability Test
Cronbach's
Alpha N of Items
,721 16
From the result, it could be seen that rresult= 0,721. It was compared to rtable
with N = 20 and 5% significance, that was rtable = 0.444. It can be concluded that
this instrument is reliable because rresult> rtable = 0.721 > 0.444.
After getting the participants’ personality scores, it was devided into scoring
range that indicates their personality.
F. Technique of Data Analysis
For analyzing the data, the study used the correlation formula by Pearson
Product-Moment Correlation. Pearson product-moment correlation can be used to
analyze data which is collected from the result of the two variables measurement
in interval scale.4 The formula will be used for finding the number of correlation,
as follows:
In which:
rxy :The Correlation coefficient between Students' Personality and Their
Reading Achievement
4 Jonathan Sarwono, Metode Penelitan Kuantitatif dan Kualitatif, (Yogyakarta: Graha Ilmu,
2006), p. 149.
25
N = the number of respondent
X = the student’s score in reading achievement
Y = the student’s score in personality
ΣX = the sum of reading achievement scores
ΣY = the sum of personality scores
ΣX2
= the sum of squares of reading achievement scores
ΣY2
= the sum of squares of personality scores
(ΣX)2
= the squares of the sum of reading achievement scores
(ΣY)2
= the squares of the sum of personality score
ΣXY = the sum multiple of reading achievement scores and personality
score
Then, the contribution of the independent variable (x) towards the dependent
variable (y) is investigated through the determination coefficient (r2) as follows:
5
R = r2 x 100%
R = value of determinant coefficient
r2
= value of the squared correlation coefficient
Moreover, after getting the r score, the significance between two variables
will be tested to know the correlation between variable X and variable Y. The
formula of the significance test is:6
tcount =
to = t value
r = value of correlation coefficient
n = number of sample
The last is to interpret the index scores of r correlation, product moment (rxy)
usually used the interpretation such as bellow.7
5 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,
2010), p. 122. 6 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R & D, (Bandung: Alfabeta, 2013),
p. 187. 7 Jonathan Sarwono, Op. cit., p. 150.
26
Table 3.5
The Interpretation of Pearson Correlation
The score of “r”
product moment (rxy)
Interpretation
0.00—0.19 There is a relationship between X and Y, but the
correlation is very weak or little so it is ignored
or it is considered no correlation in this rating.
0.20—0.39 There is a relationship between X and Y, but it is
weak or little.
0.40—0.59 There is a relationship between X and Y. The
value is medium.
0.60—0.79 There is high relationship between X and Y.
0.80—1.00 There is a very high relationship between X and
Y.
G. Statistical Hypothesis
1. If ro>rt = Ha is accepted and Ho is rejected. It means that there is a
relationship between personality and reading achievement.
2. If ro<rt = Ha is rejected and Ho is accepted. It means that there is a no
relationship between personality and reading achievement.
27
CHAPTER IV
RESEARCH FINDING
A. Data Description
The research was conducted at ―Syarif Hidayatullah‖ State Islamic University
of Jakarta in which the 5th
semester students of Department of English Education
who had passed reading 3 were involved as the participants of the research. There
were two different tests conducted in this study; reading achievement test, and
personality (extrovert and introvert) questionnaire.
1. The Correlation of Students’ Extrovert Personality and Reading
Achievement
These are the score of students’ extrovert personality and reading
achievement tests which were gained from Personal Style Inventory questionnaire
and the reading test distributed by the researcher.
Table 4.1
The Score of Students’ Extrovert Personality and Reading Achievement Test
Participant Reading Score Personality Score Personality
1 64 24 Extrovert
4 56 28 Extrovert
11 68 23 Extrovert
12 72 23 Extrovert
15 72 25 Extrovert
16 64 30 Extrovert
19 72 29 Extrovert
20 64 27 Extrovert
23 68 23 Extrovert
25 72 30 Extrovert
27 72 23 Extrovert
28 76 32 Extrovert
29 84 22 Extrovert
31 64 30 Extrovert
32 80 22 Extrovert
33 60 40 Extrovert
36 72 21 Extrovert
37 68 21 Extrovert
28
Participant Reading Score Personality Score Personality
39 76 34 Extrovert
40 72 31 Extrovert
Furthermore, the statistical score of the reading achievement scores and
personality questionnaire were counted using Frequencies of Descriptive
Statistics in SPSS statistics program version 22.0 to know mean, mode, median,
and standard deviation score of the reading achievement test scores. It can be
described as follows:
Table 4.2
The Statistical Score of Extrovert Personality and Reading Achievement Test
Statistics
EXTROVERT READING
N Valid 20 20
Missing 0 0
Mean 26,90 69,80
Std. Error of Mean 1,135 1,493
Median 26,00 72,00
Mode 23 72
Std. Deviation 5,077 6,678
Variance 25,779 44,589
Range 19 28
Minimum 21 56
Maximum 40 84
Sum 538 1396
From the descriptive statistic above, the extrovert respondents of this study
were 20 students. The mean of the reading achievement test score was 69.80
which means that the average score obtained by the students. The median or the
middle score of reading acvhievement test was 72.00. Then, the mode score or the
score that appears the most was 72. It means that most of students obtained 72 in
the reading test. In addition, the highest score of the reading achievement test
score acquired by extrovert students was 84, whereas, the lowest score was 56.
29
Therefore, the range score between the highest and the lowest score was 28. The
last, the standard deviation of the reading test was 6.678 with variance 44.589.
Table 4.3
Pearson Product Moment of Reading and Extrovert Personality
Correlations
EXTROVERT READING
EXTROVERT Pearson Correlation 1 -,305
Sig. (2-tailed) ,191
N 20 20
READING Pearson Correlation -,305 1
Sig. (2-tailed) ,191
N 20 20
The result showed that the correlation between extrovert and reading
achievement was -0.305 It meant there was no correlation because rxy < rtable
(-0.305 < 0.444).
2. The Correlation of Students’ Introvert Personality and Reading
Achievement
These are the score of students’ introvert personality and reading achievement
tests which were gained from Personal Style Inventory questionnaire and the
reading test distributed by the researcher.
Table 4.4
The Score of Students’ Introvert Personality and Reading Achievement Test
Participant Reading Score Personality Score Personality
2 26 68 Introvert
3 24 60 Introvert
5 28 80 Introvert
6 39 60 Introvert
7 30 68 Introvert
8 30 64 Introvert
9 22 68 Introvert
10 27 76 Introvert
13 32 52 Introvert
30
Participant Reading Score Personality Score Personality
14 23 76 Introvert
17 25 60 Introvert
18 28 52 Introvert
21 23 72 Introvert
22 25 64 Introvert
24 32 76 Introvert
26 22 60 Introvert
30 32 80 Introvert
34 21 64 Introvert
35 22 84 Introvert
38 32 80 Introvert
Furthermore, the statistical score of the reading achievement scores and
personality questionnaire were counted using Frequencies of Descriptive
Statistics in SPSS statistics program version 22.0 to know mean, mode, median,
and standard deviation score of the reading achievement test scores. It can be
described as follows:
Table 4.5
The Statistical Score of Introvert Personality and Reading Achievement Test
Statistics
READING INTROVERT
N Valid 20 20
Missing 0 0
Mean 27,15 68,20
Std. Error of Mean 1,057 2,122
Median 26,50 68,00
Mode 32 60
Std. Deviation 4,727 9,490
Variance 22,345 90,063
Range 18 32
Minimum 21 52
Maximum 39 84
Sum 543 1364
From the descriptive statistic above, the introvert respondents of this study
were 20 students. The mean of the reading achievement test score was 68.20
31
which means that the average score obtained by the students. The median or the
middle score of reading acvhievement test was 68.00. Then, the mode score or the
score that appeared the most was 60. It meant that most of students obtained 60 in
the reading test. In addition, the highest score of the reading achievement test
score acquired by extrovert students was 84, whereas, the lowest score was 52.
Therefore, the range score between the highest and the lowest score was 32. The
last, the standard deviation of the reading test was 4.727 with variance 22.345.
Table 4.6
Pearson Product Moment of Reading and Introvert Personality
Correlations
READING INTROVERT
READING Pearson Correlation 1 -,057
Sig. (2-tailed) ,811
N 20 20
INTROVERT Pearson Correlation -,057 1
Sig. (2-tailed) ,811
N 20 20
The result showed that the correlation between extrovert and reading
achievement was -0.057. It meant there was no correlation because rxy < rtable (-
0.057 < 0.444).
B. Analysis of the Data
1. Analysis of Linearity of Test
The Linearity of the test was checked in order to see whether the regression
of the relationship between two variables is linear or not. The data was analyzed
by using SPSS statistic program version 22.0 and presented by ANNOVA table.
The table was presented as follows:
32
Table 4.7
The Linearity Test Results of the Data
ANOVA Table
Sum of
Squares df
Mean
Square F Sig.
PERSONALITY
* READING
Between
Groups
(Combined) 259,039 8 32,380 1,455 ,217
Linearity 30,992 1 30,992 1,393 ,248
Deviation from
Linearity 228,047 7 32,578 1,464 ,219
Within Groups 645,304 29 22,252
Total 904,342 37
From the table above, it revealed that personality and reading achievement
had linear regression. The result of linearity is 0.248 and deviation from linearity
is 0.219 in which the data distribution is a good linear regression because the
significant of linearity is bigger than the significant of 5% (0.248 > 0.05) and
deviation of linearity is bigger than 0.05 (0.219 > 0.05).
2. Analysis of Normality of the Test
The normality of tests were checked by using SPSS statistic program in order
to see whether the data populations of personality and reading achievement were
normally distributed or not. The normality test used Shapiro-Wilk because the
respondents were lower than 50 people. The result of the analysis was represented
in the following table:
Table 4.8
Test of Normality
Tests of Normality
Shapiro-Wilk
Statistic df Sig.
PERSONALITY ,911 38 ,067
READING ,966 38 ,293
a. Lilliefors Significance Correction
33
From the result above, both personality and reading achievement were
normally distributed because the values of both score were higher than value of
5% or 0.05. The test result showed that the significant value of personality was
0.067, in which 0.067 > 0.05. Moreover, the significant value of reading
achievement was 0.293, in which 0.293 > 0.05. Since the data distribution was
normal and linear, the statistical analysis used parametric procedure, which was
Product Moment Correlation.
3. Analysis of Correlation Coefficient
In this study, the statistic calculation of the Pearson Product Moment formula
was used to analyze the data of personality and reading achievement. Before
doing the calculation, the data was described as follows:
Table 4.9
The Statistic Calculation of the Pearson Product Moment
Participant X Y XY X2
Y2
1 64 24 1536 4096 576
2 68 26 1768 4624 676
3 60 24 1440 3600 576
4 56 28 1568 3136 784
5 80 28 2240 6400 784
6 60 39 2340 3600 1521
7 68 30 2040 4624 900
8 64 30 1920 4096 900
9 68 22 1496 4624 484
10 76 27 2052 5776 729
11 68 23 1564 4624 529
12 72 23 1656 5184 529
13 52 32 1664 2704 1024
14 76 23 1748 5776 529
15 72 25 1800 5184 625
16 64 30 1920 4096 900
17 60 25 1500 3600 625
18 52 28 1456 2704 784
19 72 29 2088 5184 841
34
Participant X Y XY X2
Y2
20 64 27 1728 4096 729
21 72 23 1656 5184 529
22 64 25 1600 4096 625
23 68 23 1564 4624 529
24 76 32 2432 5776 1024
25 72 30 2160 5184 900
26 60 22 1320 3600 484
27 72 23 1656 5184 529
28 76 32 2432 5776 1024
29 84 22 1848 7056 484
30 80 32 2560 6400 1024
31 64 30 1920 4096 900
32 80 22 1760 6400 484
33 60 40 2400 3600 676
34 64 21 1344 4096 441
35 84 22 1848 7056 484
36 72 21 1512 5184 441
37 68 21 1428 4624 441
38 80 32 2560 6400 1024
39 76 34 2584 5776 1156
40 72 31 2232 5184 961
N = 40 ∑X=2760 ∑Y=1081 ∑XY=74340 ∑X2=193024 ∑Y
2=30129
After getting the results above, it was the time to calculate the equations to
Pearson Product Moment Formula:
Formula:
r =
Calculation:
N = 40
ƩX = 2760
ƩY = 1081
35
ƩXY = 74340
ƩX2 = 193024
ƩY2 = 30129
r =
=
=
=
=
=
ro =
To make sure the result of the calculation above, the Pearson Product
Moment in SPSS Program was used to know whether the calculation that the
writer did manually was correct or not and to make sure that there was no
mismatching calculation between scores that the writer counted. The calculation
of Pearson Product Moment was described as follows:
Table 4.10
Pearson Product Moment
Correlations
PERSONALITY READING
PERSONALITY Pearson Correlation 1 -,162
Sig. (2-tailed) ,318
N 40 40
READING Pearson Correlation -,162 1
Sig. (2-tailed) ,318
N 40 40
36
The results of those two calculations; manual calculation and calculation
using SPSS were equal, in which show the value of rxy or ro = -0.162. It meant that
there no mismatch in the process of calculating the data by calculating manually
or using SPSS program.
4. Analysis of Determination of Coefficient
The contribution of the independent variable (X), reading achievement
towards the dependent variable (Y), personality, was investigated through the
determination coefficient (r2). The result of r
2 can be found through this formula:
R = r2 x 100%
= (-0.162)2 x 100%
= 0.026 x 100%
= 0.026 x 100%
= 0.02%
Note:
R = Value of the determination coefficient.
r2 = Value of the squared correlation coefficient
Based on the result of determination coefficient, the students’ personality
contributed to students’ reading achievement as much 0.02% and the remaining
99.98% was given by other variables, for example reader’s knowledge,
motivation, reason, strategies, characteristics, etc.1
5. Hypothesis Testing
To test the hypothesis, the correlation coefficient from the calculation (rxy)
was compared to correlation coefficient from Product Moment table (rt). In the
term of the statistical hypotheses, these can be portrayed as follows:
1. If ro> rt = Ha is accepted. There is correlation between personality and reading
achievement.
1 J. Charles Alderson, Assessing Reading, (Edinburgh: Cambridge University Press,
2001), p. 33.
37
2. If ro< rt = Ha is rejected. There is no correlation between personality and
reading achievement.
To find rxy or ro, the degree of freedom must be determined with the formula:
df = N – nr
= 40 – 2
= 38
Note:
df = Degree of Freedom
N = Number of Cases (respondents)
nr = number of variables
In the table of significance, it showed that the rt of a two tailed test in the
significance of 5% and the df of 38 was found to be 0.320. Based on the score of
r0 –0.162, it indicated that the score of r0 was smaller than rt, in which –0.162 <
0.320. It meant that Ha was rejected; or in the other words there was no correlation
between personality and reading achievement.
Moreover, the result of tcount or t0was compared to ttable in order to find the
significance of variables. The formula of getting rcount was presented as followed:
Formula:
rcount =
Description of the formula:
tcount = rvalue
r = –0.162
n = 40
Calculation:
tcount =
=
38
=
=
=
=
=
The formulation of test:
a. If to > ttable, it means that the null hypothesis is rejected and there is significant
relationship.
b. If to < ttable, it means the null hypothesis is accepted and there is no significant
relationship.
From the table of significance, it was obtained that ttable of 5% and df = 38
was 1.68. It indicated that to < ttable, in which -0.985 < 1.68. Therefore, the
alternative hypothesis (Ha) was rejected. In other words, there was no significant
relationship between personality and reading achievement.
According to the result of the calculation of Pearson Product Moment above,
the value of correlation coefficient (ro) was -0.162. To interpret the gravity of -
0.162, the table of ―r‖ product moment shows that the correlation value was on the
very weak/low level, in which between 0.00 – 0.19. The very weak/low
correlation meant that the relationship tended to the negative relationship. The
table of ―r‖ interpretation was adopted from Jonathan Sarwono’s theory.
Table 4.11
The Interpretation of Coefficient Correlation of Value r
Coefficient Interval Degrees of Correlation
0.00—0.19 Very weak/low
0.20—0.39 Weak/low
0.40—0.59 Strong enough
0.60—0.79 Strong
39
Coefficient Interval Degrees of Correlation
0.80—1.00 Very Strong
B. Discussion
Based on the data description of reading achievement, it was found that the
score was medium. It was indicated by the average score of the reading
achievement of the fifth semester students of Department of English Education
found 69.00 and the mode score was 72.00. In addition, most of the students got
score upper than the mean score obtained 69.00. Therefore, most of fifth semester
students of Department of English Education had low score in reading
achievement test.
Meanwhile, from the data description of personality, it was found that the
fifth semester students of Department of English Education commonly had the
same personality 50% introverts and 50% extroverts.
In addition, the finding revealed that there was no significant relationship
between personality and reading achievement. It was indicated that the value of
correlation coefficient (rxy) was smaller than the score of rtable (rt). In this case, the
correlation coefficient was -0.162, and the value was compared with rt at the level
of significance 0.05 obtained respectively 0.320, in which r0 = -0.162 < rt = 0.320.
Similarly, based on the calculation of rcount above, the value of rcount was smaller
than the value of ttable at the level of significance 0.05, in which tcount = -0.985 <
ttable = 1.68. Since r0 and tcount were smaller than rt and ttable, it meant that the
alternative hypothesis Ha was rejected and null hypothesis (H0) was accepted. In
other words, there was no significant correlation between personality and reading
achievement at the fifth semester students of Department of English Education of
Syarif Hidayatullah Jakarta State Islamic University in academic year 2018/2019.
Therefore, students who had introvert personality were not always good at
reading.
Additionally, based on the determination of coefficient (r2) = 0.02 obtained,
personality was considered to have contribution of 0.02% towards reading
achievement. In other words, the reading achievement of the fifth semester
40
students of Department of English Education of State Islamic University of
Jakarta in academic year 2018/2019 was 0.02% influenced by their personality
and there were 99.98% as the remaining. The remains indicated that there were
other factors which influence their reading achievement.
To sum up, the data interpretation showed a finding that introverts had a
higher correlation score than extroverts'. The finding was in line with what some
researchers found which concluded introverted learners were more successful than
their opposite type (Dunnsmore, 2005).2 It could be because introverts had a
higher concentration level than extroverts who were impulsive at solving
problems and easily distracted. But in general, extrovert and introvert
personalities had no relation with students' reading achievement. It meant that
students’ reading achievement was not based on their personality.
C. Limitations
In conducting this study, there were some challenges that led this study to
some limitations. First, finding about spesific personality references was difficult
since the research about the personality were limited in Indonesia. Personality
workbooks were also limited. However the writer tried to find from other
universities in Jakarta. As a result, the writer got some challenges in finding those
books.
Second, in order to find the result of the correlation between personality and
reading achievement, the writer had to find valid questionnaire for measuring the
students' personality. The writer tried to find to psychology institution to find the
questionnaire. But then, the writer decided to adopt the questionnaire from a
Personal Style Inventory, only extrovert and introvert parts were taken.
Last, the writer found limited access to look for the relevant studies needed.
The reason was there were few researchers in Indonesia who studied about the
personality. There was limited skripsi about personality in UIN that could be an
2 Soraya Hakimi, Elaheh Hejazi, and Masoud Gholamali Lavasani, The Relationship
Between Personality Traits and Students' Reading Achievement, Procedia - Social and
Behavioral Sciences 29, 2011, p. 843.
41
example for the writer for her skripsi. As a result, most of the similar studies
discussing the variables were found from other countries.
42
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings in the previous chapter, it could be concluded
that there was no significant correlation between personality (neither extrovert nor
introvert) and reading achievement of the fifth semester students of Department of
English Education of Syarif Hidayatullah State University of Jakarta in academic
year 2018/2019. The correlation between the two variables was found at the 95%
level of confidence (p < 0.05) with the value of r = -0.162. The finding revealed
that the correlation between the variables was in the weak or lowlevel. Similarly,
the significance r contribution revealed that the result was not significance. The
score of tcount was smaller than ttable. The score of significance tcount was -0.985.
Meanwhile, the Df = 38 indicated significant score of 5% was 1.68 . It meant Ha
was rejected. Therefore, it could be summarized that personality had weak/no
correlation to reading achievement.
B. Suggestions
Education plays a great role in a person's personality development. The
education provided in the professional educational institutions should help an
individual's personality development. Many factors interfere within a classroom
situation e.g. student's attitude, parents' attitude, peer group, classroom
environment, teachers' attitude, gender differences and students' individual
personality factors. All these factors have their role in language learning process.
Hence, a student who is self-disciplined, curious, helpful, socially skilled, and
driven to succeed is most likely to acquire better language skills. Based on the
conclusion above, it can be delivered some suggestions that go to:
1. Teachers
For teachers, acknowledging students' personality will also have beneficial
effects. It will help in selection of methodological choices, also aid in the
recognition of individual differences and improve teacher-student understanding.
43
Therefore, teaching with based on students' personality will help them get good
achievement.
2. Students
For students especially as language learners, a knowledge and awareness of
personality type on the part of students will allow the development of natural
strengths and predispositions, and will provide information about their strong
language skills. The more they have knowledge about their dominant personality,
the better they will increase their achievement by using suitable learning style
based on their personality.
3. The Next Researchers
Future research could extend the finding by including other individual
difference variables such as learning or thinking styles, self-efficacy, or need for
cognition in explaining students‟ language proficiency. This research takes the
crucial step of documenting relationships between personality and reading skills.
It provides a good foundation for additional research on these issues, by taking
students' personality influences into account. It can be concluded that this research
can be an important base for the next researchers who want to see the effects of
personality on language acquisition skills of students.
44
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48
APPENDICES
49
Appendix 1
Personality Questionnaire
Name :
Class :
Are you an Extrovert or Introvert?
The following items are arranged in pairs (a and b) and each member of the pair
represents a preference you may or may not hold. Rate your preference for each
item by giving it a score of 0 to 5 (0 meaning you really feel negative about it or
strongly about the other member of the pair. 5 meaning you strongly prefer it or
do not prefer the other member of the pair). The scores for a and b MUST ADD
UP TO 5 (0 and 5, 1 and 4, 2 and 3, etc.) Do not use fractions such as 2 1/2.
1. a. Making decisions without consulting others.
b. Making decisions after finding out what others think.
2. a. Quiet, thoughtful time alone.
b. Active, energetic time with people.
3. a. Talking awhile and then thinking to myself about the subject.
b. Talking freely for extended period and thinking to myself at a later
time.
4. a. Inner thoughts and feelings others cannot see.
b. Activities and occurrences in which others join.
5. a. Communicating little of my inner thinking and feelings.
b. Communicating freely of my inner thinking and feelings.
6. a. Being alone or with one person I know well.
b. Meeting new people.
7. a. Puzzling out issues in my mind, then sharing the results with
another person.
b. Discussing a new, unconsidered issue at length in a group.
8. a. Being reserved.
b. Being the center of attention.
50
Appendix 2
Reading Achievement Test
Nama :
Kelas :
Nim :
Question 1-10
People are often surprised to learn just how long some varieties of trees
can live. If asked to estimate the age of the oldest living trees on Earth, they often
come up with guesses in the neighborhood of two or perhaps three hundred years.
The real answer is considerably larger than that, more than five thousand years.
The tree that wins the prize for its considerable maturity is the bristlecone
pine of California. This venerable pine predates wonders of the ancient world
such as pyramids of Egypt, the Hanging Gardens of Babylon, and the Colossus of
Rhodes. It is not nearly as tall as the giant redwood trees, often little more than
five meters in height. This relatively short height may be one of the factors that
aid the bristlecone pine in living to a ripe old age-high winds and inclement
weather cannot easily reach the shorter trees and cause damage. An additional
factor that contributes to the long life of the bristlecone pine is that this type of
tree has a high percentage of resin, which prevents rot from developing in the tree
trunk and branches.
1. The best title for this passage would be
a) The Size of Bristlecone Pine
b) Three-Hundred-Year-Old Forests
c) The Wonders of the Ancient World
d) An Amazing Enduring Tree
2. The word "estimate" in line 2 is closest in meaning to
a) measure
b) approximate
c) evaluate
d) view
3. The expression "in the neighborhood of" in line 3 could best be replaced by
a) of approximately
b) on the same block as
c) with the friendliness of
d) located close to
4. It can be inferred from the passage that most people
a) are quite accurate in their estimates of the ages of trees
b) have two to three hundred trees in their neighborhoods
c) do not really have any idea how old the oldest trees on Earth are
51
d) can name some three-hundred-year-old trees
5. According to the passage, approximately how old are the oldest trees on
Earth?
a) Two hundred years old
b) Three hundred years old
c) Five hundred years old
d) Five thousand years old
6. The world "venerable" in line 6 is closest in meaning to which of the
following?
a) Ancient
b) Incredible
c) Towering
d) Unrecognizable
7. The author mentions the Egyptian pyramids as an example of something that
is
a) far away
b) believed t be strong
c) extremely tall
d) known to be old
8. Which of the following is true about the bristlecone pine?
a) It is as tall as the great pyramids.
b) It is never more than five meters in height.
c) It is short in comparison to many other trees.
d) It can be two to three hundred feet tall.
9. The word "inclement" in line 10 could be replaced by
a) sunny
b) bad
c) unusual
d) strong
10. The passage states that resin
a) assists the tree trunks to develop
b) is found only in the bristlecone pine
c) flows from the branches to the tree trunk
d) helps stop rot from starting
Question 11-20 The hippopotamus is the third largest land animal, smaller only than the
elephant and the rhinoceros. Its name comes from two Greek words which mean
52
"river horse." The long name of this animal is often shortened to the easier to the
handle term "hippo."
The hippo has a natural affinity for the water. It does not float on top of
the water; instead, it can easily walk along the bottom of a body of water. The
hippo commonly remains underwater for three to five minutes and has been
known to stay under for up to half an hour before coming up for air.
In spite of its name, the hippo has relatively little in common with the
horse and instead has a number of interesting similarities in common with the
whale. When a hippo comes up after a stay at the bottom of a lake or river, it
releases or through a blowhole, just like a whale. In addition, the hippo resembles
the whale in that they both have thick layers of blubber for protection and they are
almost completely hairless.
11. The topic of this passage is
a) the largest land animals
b) the derivations of animal names
c) the characteristics of the hippo
d) the relation between the hippo and the whale
12. It can be inferred from the passage that the rhinoceros is
a) smaller than the hippo
b) equal in size to the elephant
c) a hybrid of the hippo and the elephant
d) one of the two largest types of land animals
13. The possessive "Its" in line 2 refers to
a) hippopotamus
b) elephant
c) rhinoceros
d) horse
14. It can be inferred from the passage that the hippopotamus is commonly called
a hippo because the word "hippo" is
a) simpler to pronounce
b) scientifically more accurate
c) the original name
d) easier for the animal to recognize
15. The word "float" in line 5 is closest in meaning to
a) sink
b) drift
c) eat
d) flap
16. According to the passage, what is the maximum time that hippos have been
known to stay underwater?
53
a) Three minutes
b) Five minutes
c) Thirty minutes
d) Ninety minutes
17. The expression "has relatively little in common" in line 9 could best be
replaced by
a) has few interactions
b) is not normally found
c) has minimal experience
d) shares few similarities
18. The passage states that one way in which a hippo is similar to a whale is that
a. they both live on the bottoms of rivers
b. they both have blowholes
c. they are both named after horses
d. they both breathe underwater
19. The word "bubbler" in line 13 is closest in meaning to
a) fat
b) metal
c) water
d) skin
20. The passage states that the hippo does not
a) like water
b) resemble the whale
c) have a protection coating
d) have much hair
Question 21-25
Schizophrenia is often confused with multiple personality disorder yet is
quite distinct from it. Schizophrenia is one of the more common mental disorders,
considerably more common than multiple personality disorder. The term
"schizophrenia is composed of roots which mean "a splitting of the mind," but it
does not refer to a division into separate and distinct personalities, as occurs in
multiple personality disorder. Instead, schizophrenia behavior is generally
characterized by illogical thought patterns and withdrawal from reality.
Schizophrenia often live in a fantasy world where they hear voices that others
cannot hear, often voices of famous people. Schizophrenics tend to withdraw from
families and friends and communicate mainly with the "voices" that they hear in
their minds.
It is common for the symptoms of schizophrenia to develop during the late
teen years or early twenties, but causes of schizophrenia are not well understood.
It is believed that heredity may play a part in the onset of schizophrenia. In
54
addition, abnormal brain chemistry also seems to have a role; certain brain
chemicals, called neurotransmitters, have been found to be at abnormal level in
some schizophrenia
21. The paragraph preceding the passage most probably discusses
a) the causes of schizophrenia
b) multiple personality disorder
c) the most common mental disorder
d) possible cures for schizophrenia
22. Which of the following is true about schizophrenia and multiple personality
disorder?
a) They are relatively similar.
b) One is a psychological disorder, while the other is not.
c) Many people mistake one for the other.
d) Multiple personality disorder occurs more often than schizophrenia.
23. It can be inferred from the passage that a "schism" is
a) a division into factions
b) a mental disease
c) a personality trait
d) a part of the brain
24. According to the passage, how do schizophrenia generally relate to their
families?
a) They are quite friendly with their families.
b) They become remote from their families.
c) They have an enhanced ability to understand their families.
d) They communicate openly with their families.
25. The word "abnormal" in line 15 is closest in meaning to
a) unstable
b) unregulated
c) uncharted
d) unusual
55
Appendix 3
The Personality Score
The Result of Students’ Personality Test
Participants Personality Score Personality
Student 1 24 Extrovert
Student 2 26 Introvert
Student 3 24 Introvert
Student 4 28 Extrovert
Student 5 28 Introvert
Student 6 39 Introvert
Student 7 30 Introvert
Student 8 30 Introvert
Student 9 22 Introvert
Student 10 27 Introvert
Student 11 23 Extrovert
Student 12 23 Extrovert
Student 13 32 Introvert
Student 14 23 Introvert
Student 15 25 Extrovert
Student 16 30 Extrovert
Student 17 25 Introvert
Student 18 28 Introvert
Student 19 29 Extrovert
Student 20 27 Extrovert
Student 21 23 Introvert
Student 22 25 Introvert
Student 23 23 Extrovert
Student 24 32 Introvert
Student 25 30 Extrovert
Student 26 22 Introvert
56
Student 27 23 Extrovert
Student 28 32 Extrovert
Student 29 22 Extrovert
Student 30 32 Introvert
Student 31 30 Extrovert
Student 32 22 Extrovert
Student 33 40 Extrovert
Student 34 21 Introvert
Student 35 22 Introvert
Student 36 21 Extrovert
Student 37 21 Extrovert
Student 38 32 Introvert
Student 39 34 Extrovert
Student 40 31 Extrovert
57
Appendix 4
The Reading Achievement Score
The Score of Students’ Reading Achievement Test
Participants Reading Achievement Score
Student 1 64
Student 2 68
Student 3 60
Student 4 56
Student 5 80
Student 6 60
Student 7 68
Student 8 64
Student 9 68
Student 10 76
Student 11 68
Student 12 72
Student 13 52
Student 14 76
Student 15 72
Student 16 64
Student 17 60
Student 18 52
Student 19 72
Student 20 64
Student 21 72
Student 22 64
Student 23 68
Student 24 76
Student 25 72
Student 26 60
58
Student 27 72
Student 28 76
Student 29 84
Student 30 80
Student 31 64
Student 32 80
Student 33 60
Student 34 64
Student 35 84
Student 36 72
Student 37 68
Student 38 80
Student 39 76
Student 40 72
59
Appendix 5
Pearson Product Moment Table in Significance Level 5% and 1%
N The Level of Significance N The Level of Significance
5% 1% 5% 1%
3 0.997 0.999 38 0.320 0.413
4 0.950 0.990 39 0.316 0.408
5 0.878 0.959 40 0.312 0.403
6 0.811 0.917 41 0.308 0.398
7 0.754 0.874 42 0.304 0.393
8 0.707 0.834 43 0.301 0.389
9 0.666 0.798 44 0.297 0.384
10 0.632 0.765 45 0.294 0.380
11 0.602 0.735 46 0.291 0.376
12 0.576 0.708 47 0.288 0.372
13 0.553 0.684 48 0.284 0.368
14 0.532 0.661 49 0.281 0.364
15 0.514 0.641 50 0.279 0.361
16 0.497 0.623 55 0.266 0.345
17 0.482 0.606 60 0.254 0.330
18 0.468 0.590 65 0.244 0.317
19 0.456 0.575 70 0.235 0.306
20 0.444 0.561 75 0.227 0.296
21 0.433 0.549 80 0.220 0.286
22 0.432 0.537 85 0.213 0.278
60
23 0.413 0.526 90 0.207 0.267
24 0.404 0.515 95 0.202 0.263
25 0.396 0.505 100 0.195 0.256
26 0.388 0.496 125 0.176 0.230
27 0.381 0.487 150 0.159 0.210
28 0.374 0.478 175 0.148 0.194
29 0.367 0.470 200 0.138 0.181
30 0.361 0.463 300 0.113 0.148
31 0.355 0.456 400 0.098 0.128
32 0.349 0.449 500 0.088 0.115
33 0.344 0.442 600 0.080 0.105
34 0.339 0.436 700 0.074 0.097
35 0.334 0.430 800 0.070 0.091
36 0.329 0.424 900 0.065 0.086
37 0.325 0.418 1000 0.062 0.081
61
Appendix 6
List of Degrees of Freedom
Pr df
0.25 0.10 0.05 0.025 0.01 0.005 0.001 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 318.3088 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 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 41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127 42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595 43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089 44 0.68011 1.30109 1.68023 2.01537 2.41413 2.69228 3.28607 45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148
62
Appendix 7
Surat Bimbingan Skripsi
63
64
Appendix 8
Surat Permohonan Izin Penelitian
65
Appendix 9
Lembar Ujian Referensi
66
67
68