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All Journal JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan Sang Surya
Fahmi Room
Universitas Muhammadiyah Bulukumba
Education Languange, Linguistic, Communication & Media

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A COMPARATIVE STUDY BETWEEN EXTROVERT AND INTROVERT PERSONALITY OF STUDENTS SPEAKING PERFORMANCE OF UNIVERSITAS MUHAMMADIYAH BULUKUMBA Agus Kirana Isma; Fahmi Room; Nur Ina Syam
Jurnal Pendidikan Sang Surya Vol. 8 No. 1 (2022): Jurnal Pendidikan Sang Surya
Publisher : LPPM Universitas Muhammadiyah Bulukumba

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (478.794 KB) | DOI: 10.56959/jpss.v8i1.71

Abstract

The purpose of this research was to find out the significant difference on speaking performance between extrovert and introvert students at the sixth semester English Department of Universitas Muhammadiyah Bulukumba. The population of this study is one class in sixth semester consisting 26 students at English Department of Universitas Muhammadiyah Bulukumba. And the sample of this research were consist 5 students extrovert and 5 students introvert in 19.A class This research used quantitative approach and the type of this research was a causalcomparative. In collecting the data, the researcher distributed the questionnaire to the respondents in order to determine extrovert and introvert students, which consisted of 30 questions developed from indicators of extrovert and introvert and the questions adopted from Eysenck Personality Inventory. Then, the researcher used oral test to know students speaking performance. The researcher used analysis statistically to analyze the mean score. Then, the result of analysis statistically found that, the mean score of extrovert student is 8,2. And the mean score of introvert students is 4,8. it means that there is a significant difference on students speaking performance between extrovert and introvert students. The result showed that extrovert students outperformed than introvert students in speaking performance. Based on the finding above, it is concluded that speaking performance of extrovert students better than speaking performance of introvert students, in the sixth semseter of English Department of Universitas Muhammadiyah Bulukumba
Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions Nur Ina Syam; Ahmad Arkam Ramadhani; Sri Wahyuni Thamrin; Fahmi Room; Andi Yurni Ulfa; Suraiya Chapakiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18575

Abstract

The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
Co-Authors Agus Kirana Isma Ahmad Arkam Ramadhani Andi Yurni Ulfa Nur Ina Syam Sri Wahyuni Thamrin Suraiya Chapakiya