ESTD PERPUSTAKAAN UNTAD
ESTD PERPUSTAKAAN UNTAD
| JudulANALISIS INDIKATOR DIKOTOMI TIPE MYERS BRIGGS DAN PRESTASI BERBICARA MAHASISWA TADRIS BAHASA INGGRIS DI UNIVERSITAS ISLAM NEGERI DATOKARAMA |
| Nama: NABILAH FAIRUZ. R |
| Tahun: 2024 |
| Abstrak ABSTRACT Nabilah Fairuz. R (A 122 22 014). This Thesis Entitled An Analysis of Myers Briggs Type Indicator Dichotomies and Speaking Achievement of English Tadris Students' at Datokarama Islamic University. English Education Study Program, Postgraduate, Faculty of Teacher Training and Education, Tadulako University, under the supervision of Aminah and Mukrim. This study aims to know whether there is a difference between the MBTI dichotomies on students' speaking achievement and how the variety of MBTI dichotomies influences students' speaking achievement. This study was conducted using mixed methods with an explanatory sequential design. The sampling technique used was non-probability sampling; purposive sampling. The sample was Tadris English students' class of 2022 of UIN Datokarama Palu. The research sample consisted of 29 students, 8 of them were informants for the interview. The quantitative data as the core data were analyzed using SPSS, precisely the One Way ANOVA test, revealing that there is no difference in students' speaking achievement between extrovert-introvert, sensing-intuition, thinking-feeling, and judging-perception. Moreover, the absence of differences in results influences the MBTI varieties, indicating that MBTI dichotomies do not influence students' speaking achievement. In addition, based on the findings per trait, there is no influence on students' Extrovert, Introvert, Thinking, and Feeling beliefs in the speaking class; the assessment focused on students' activeness in speaking. Meanwhile, students Sensing, Intuiting, Judging, and Perceiving stated that the evaluation was based on the answers presented in speaking class and the demands of the answer in the form of the question to be answered. Therefore, the study assumed that students' personalities changed in speaking performance. Thus, there was no difference and no influence on speaking achievement based on the MBTI dichotomies because several factors influenced these changes. The factors are the demands of the goals, the precision of answers based on context, and the demands for activeness in speaking class. These findings have significant implications for English language education and psychology, challenging the traditional belief in the influence of MBTI dichotomies on students' speaking achievement. Keywords: Mix Method, MBTI, Speaking Achievement |