A STUDY OF STUDENTS’ SPEAKING STRATEGIES AND THEIR ACHIEVEMENT: THE INFLUENCE OF PERSONALITY FACTORS

Lola Nurbaiti

Abstract


Abstract: Speaking strategies are one of the ways students learn English, especially in the speaking aspect. The use of appropriate speaking strategies during the learning process can affect students' speaking achievement. In addition, sometimes the speaking strategies used between students are not the same. The objectives of this study include several things; 1) to find out whether there are differences in speaking strategies between extroverted and introverted students, 2) to find out whether there are differences in speaking achievement between extroverted and introverted students, 3) to find out whether there is a relationship between speaking strategies and speaking achievement. This study uses a quantitative approach with causal-comparative and correlation research designs. This study used a sample of 39 third-semester students in the English Education department at one of the private universities in Malang using a convenience sampling technique. This study used speaking strategies questionnaires, Eysenck Personality Inventory, and speaking tests as instruments. Speaking strategies questionnaire was adopted from Zuhairi and Mistar (2023), Eysenck Personality Inventory was adopted from Sudibyo (2011). The speaking test was assessed use scoring rubric that adopted from Harris (1974). The results showed that there was no significant difference in the speaking strategies of extroverted and introverted students. In addition, there is no significant difference in their speaking achievement. It means, personality differences in students are not determining factor in the success of students’ higher achievement. The same result was also obtained from the correlation between speaking strategies and speaking achievement which was not significantly correlated.

 

Key Words: speaking strategies, speaking achievement, personality factors


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References


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