THE STUDENTS PERSONALITY BASED ON THE READING STRATEGY USED

Nurteteng Syaid

Abstract


The study attempts to analyze the students’ personality, the reading strategy that the students used in reading, and the correlation between the students personality and reading strategy used. The study took place at SMAN 6 Wajo where 3 classes were participated to represent their classes. The study employed descriptive method, where the data obtained through personality inventory questionnaire, reading strategy questionnaire and reading test. There are three points were found from this reserach. First, regarding with the students personality, mostly students in SMAN 6 Wajo are extrovert persons. The rest of students is dominated with introvert personality. Second, the reading strategy that the student most frequently used is Global Reading Strategy. It is followed with Problem Solving Strategy and Support Reading Strategy. Last, related with the relationship between reading strategy used and the students personality, there are three points we got from this study. Fisrt, Global Reading Strategy is commonly used by extrovert students. Second, Problem Solving Strategy is used by introvert students. Third, Support Reading Strategy is used by thinking students.


Keywords


Reciprocal Teaching Method; Reading Comprehension; Interest

Full Text:

PDF

References


Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Ed.), Handbook of reading research (Vol. 1, pp. 353-394). New York: Longman.

Berens, L.V. (1999). Dynamics of personality type: Understanding and Applying Jung’s Cognitive Process. Huntington Beach. CA: Telos Publications.

Blachowicz, C., & Ogle, D. (2008). Reading comprehension: Strategies for independen learners (2nd ed.). New York, NY: The Guilford Press.

Brantmeier, C. (2002). The effects of passage content on second language reading comprehension by gender across instruction levels. In J. Hammadou Sullivan (Ed.), Research in second language learning: Literacy and the second language learner. (pp. 149–176). Greenwich, CT: Information Age Publishing.

Chamot, A.U., & Kupper. L. (1989): Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.

Devine, J. (1993). The role of metacognitive in second language reading and writing. In J. S. Carson & L. Leki (Eds), Reading in composition classroom: Second languageperspective (pp. 105-127). Boston, MA: Heinle & Heinle.

Farhadi, H. (2005). Techniques for Effective Reading. Iran: Iran University of Science and Technology.

Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills. New York: Academic PressGrellet, F. (1987). Developing Reading Skills. Cambridge: Cambridge University Press.

Grellet, F. (1987). Developing Reading Skills. Cambridge: Cambridge University Press.

Hirsh, S., & Kummerow, J. (1997). Life types: Understanding yourself and make the most of who you are. New York, NY: Warner Books.

Jung, C. G. (1971). Psychological types. In H. Read, M. Fordham, G. Adler, & W. McGuire (Eds.), The collected works of C. G. Jung. (Vol. 6) (pp. 231-311). Princeton, NJ: Princeton University Press.

MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate: Antecedents and consequences. Communication Quarterly, 47, 215-229.

Mokhtari, K., & Reichard, C. (2002). Assessing students„ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259.

Mokhtari, K., & Richard, C. (2004). Investigating the strategic readingprocess of first and second language readers in two different cultural context. System, 32 (4), 379-394.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

Oxford, L. (1994, October). Language learning strategies: An update. Retrieved from www.cal.org/resources/digest/oxford01.html.

Pervin, L., & John. O. (2001). Personality: Theory and research (8th ed.). New York: John Wiley and Sons.

Richards, Jack C and Richard Schmidt. (2002). Longman Dictionary of Language Teaching and Applied Linguistics, 3rd Ed., London: Pearson Education Limited.

Rushton, S., Morgan, J., & Jackson, M. (2007). Teacher’s Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23, 432-441.

Safdarian, Z., Ghasyi, M., Farzani, A.M. (2014). How Reading Strategy Use and Personality Types are Related?. Reading Matrix, 14 (1), 121-135.

Sadhegi, N. (2012). Learning Styles, Personality Style, and Reading Perfomance. Journal of English Language Teaching, 5 (4).

Sprague, M. M. (1997). Personality type matching and student teacher evaluation. Contemporary Education, 69, 54–57.

Vahdat, S. (2016). The Relationshiop between Personality Traits and Metacognitive Strategies in Reading Comprehension. International Journal of Language Learning and Applied Linguistic World, 11 (2).

Winstead, L. (2004). Increasing academic motivation and cognition in reading, writing, andmathematics: Meaning-making strategies. Educational Research Quarterly, 28(2), 30-49.




DOI: https://doi.org/10.26618/exposure.v7i2.1704

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS

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

© All rights reserved 2023. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris (ISSN Print: 2252-7818), (ISSN Online: 2502-3543)

Creative Commons License

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