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All Journal Satya Widya Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal ELTIES (English Language Teaching for EFL Learners)
Isnaeni Wahab
Universitas Muslim Maros
Education Languange, Linguistic, Communication & Media

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The Correlation between Pre-service EFL Teachers’ Extroversion and English Speaking Skills Heriyanti Tahang; Anthoneta Mirino; Taslim Taslim; Isnaeni Wahab; Sitti Aisyah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 7 No 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2498

Abstract

This study examines the relationship between extroversion and speaking proficiency among 27 pre-service English teachers at Universitas Muhammadiyah Sorong. Using a correlational research design, data were collected through the Revised-Short Form Eysenck Personality Questionnaire (EPQR-S) and a speaking skills test using a rubric by O'Malley (1996). The data were analysed using SPSS version 27 and Pearson product-moment correlation techniques. The results reveal an insignificant negative correlation (r = -0.108, p > 0.05) between extroversion and speaking skills, indicating no substantial link between these variables. Most students displayed moderate extroversion, but their speaking scores predominantly fell into the "enough" and "poor" categories. Highly extroverted students could have consistently achieved better speaking proficiency. Personalized teaching strategies are recommended to address students' diverse needs. Extroverted learners benefit from group discussions and collaborative projects, while introverted students perform better in quieter settings, such as one-on-one discussions or recorded tasks. These tailored approaches can enhance confidence and improve speaking skills across personality types. Further research is needed to explore other factors influencing pre-service teachers’ speaking skills.
THE USE OF TPR METHOD FOR DISABLE STUDENTS WITH DIFFERENT LEARNING STYLES IN ENGLISH VOCABULARY DEVELOPMENT Zul Astri; Isnaeni Wahab
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 2 No. 2 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v2i2.336

Abstract

Teaching English as a foreign language to mentally retarded persons is much more complicated than normal EFL students, and it requires specific techniques and methods. The aims of the research are to find out the profile of disabled students’ learning style and to elaborate on how well Total Physical response meets the needs of disabled students with different learning styles. This research applied pre-experimental design which used to see the result of applying the TPR Method for disable students with different learning styles in vocabulary development and the data were obtained from the questionnaire, interview, and classroom observation. The research result shows that there are 3 types of learning styles in the classroom, namely visual learning, auditory and kinesthetic learning style. The data revealed that the average pre-test results of students before being given teaching material using the TPR method is 5% while the results obtained by students after giving teaching material using the TPR method is 77%. 100% of visual learners have improved the result of the post-test after being given the material. 100% of auditory learners also have an increase in the result of the post-test after the provision of teaching materials using the TPR method. However, only 50 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials using the TPR method. There are many factors that can influence the result of the student’s test. It can be in the form of internal factors that can stimulate the concentration and the motivation of students in learning English
Co-Authors Aisyah, Sitti Anthoneta Mirino Haspia Latauga Lena Lena Nuraeni Nuraeni Nurul Fachrunnisa Syahira Syahira Tahang, Heriyanti Tanasy, Novalia Taslim Taslim Zul Astri