THE CORRELATION BETWEEN STUDENTS' PERSONALITY...

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


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


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


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


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


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


N 20 20

INTROVERT Pearson Correlation -,057 1


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


N 40 40

READING Pearson Correlation -,162 1


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


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

























56















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

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