Extroversion Versus Introversion, Instructional Strategies, and Reading Comprehension Performance in Multilingual EFL Classroom

Devi Hellystia

Abstract


This paper tries to investigate if there is any positive correlation between personality types (extrovert and introvert), instructional strategies (cooperative and individual learning), and the success of students’ performance in reading comprehension. This is a pilot study which was conducted in one of secondary school in Indonesia. This research employed experimental research. The subjects were forty students. The finding of this study shows that; (1) the success of students’ performance in reading comprehension which applied cooperative strategy is higher than those applied individual instruction. (2) There are no substantial differences in the success of students’ performance   be tween students who have extrovert type of personality and those who have introvert type of personality. (3) There is a positive interaction between instructional strategies and the type of personalities (extrovert and introvert)  on the success of students performance in reading comprehension. (4) The success of extrovert type students in their performance on reading comprehension which applied cooperative strategy is higher than those applied individual instruction. (5) The success of introvert type students in their performance on  reading comprehension which applied individual Instruction is higher than those applied cooperative instruction.


Full Text:

PDF

References


Bernstein, P., Clarke-Stewart, and Roy (2008). Psychology, 8th Edtion. Boston: MA Houghton Miffin Company.

Bloom, B.S. (1974). Taxonomy of Educational Objectives: The classification of Educational Goals. New York: David Mckay Company Inc.

Grabe, W., & Stoller, Fredricka L. (2002). Teaching and Research Reading. London: Longman.

Gagne, R.M. (1998). Essential of Learning for Instruction. New Jersey : Prentice Hall.

Gagne, R.M., Leslie, J.B., and Walter,W. (1992). Principle of Instructional Design. USA: Harcout Brace Javanovich.

Grinburg, H.P. (1989). Piaget’s Theory of Intellectual Development (3rd ed.). New Jersey: Prentice Hall.

Hall, C.S., Lindzey, G., and Campbell, J.B. (1998). Theories of Personality (4th ed). New York: John Wiley and Sons, Inc.

Hergenhahn, B.R., and Olson, M.H. (1993). An Introduction to Theories of Learning. Englewood Cliff, New Jersey: Prentice Hall Inc.

Januszewski, A. (2001). Educational Technology: The Development of a Concept. Englewood, Colorado: Libraries Unlimited, Inc.

Johnson, D.W and R.T. Johnson.(1999). What Makes Cooperative Learning Work. In Kluge, D., McGuire, S, Johnson, D.W and Johnson R.T., eds. Cooperative Learning. Tokyo: Japan Association for Language Teaching.

Larsen, D. (2000). Techniques and Priciples in Language Teaching. Second Edition. New York: Oxford.

Slavin, R. E. (1995). Cooperative Learning: Theory Research and Practice (2nd ed.) Boston, London: Allyn and Bacon.

Snelbecker,G.E. (1974). Learning Theory and Psycho Educational Design. New York: McGraw- Hill Book Company.

Nutall, Christine. (1996). Teaching Reading Skill in Foreign Language. Heinemann.

Woolfolk, AE. (1993). Educational Psychology (5th ed.) USA: Allyn &Bacon.




DOI: http://dx.doi.org/10.48181/jelts.v1i2.7738

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.  

Journal of English Language Teaching and Cultural Studies is published by English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia.

E-mail: jelts@untirta.ac.id

My Stats