<![CDATA[Reading interest is an important factor in language learning and academic achievement, and it may vary according to individual characteristics such as introversion and extroversion. This study aimed to analyze the reading interest of introvert and extrovert eleventh-grade students at SMA Negeri 3 Pulau Morotai and to provide additional descriptive information about their oral reading performance. The research employed an ex post facto design. The participants were 26 eleventh-grade students, consisting of 13 introverts and 13 extroverts, classified using a personality questionnaire based on Eysenck’s theory. All 26 students completed the reading interest assessment, while 10 students selected through simple random sampling took the oral reading performance assessment. Data were collected using a reading interest questionnaire measuring motivation, experience, preference, and reading behaviour, and an oral reading test assessing pronunciation, intonation, fluency, and accuracy. The findings showed moderate to high reading interest, with higher mean scores in reading motivation and reading behaviour. In oral reading performance, the extrovert group obtained a slightly higher overall mean score, particularly in fluency, while the introvert group scored higher in pronunciation and intonation. Both groups obtained the same mean score in accuracy. These findings indicate descriptive group differences rather than causal effects because the study used an ex post facto design. Teachers may consider students’ individual characteristics when designing reading activities that develop reading interest and oral reading performance.]]>
