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Abstract

This study attempted to find out (1) the most dominant personality of students at English Diploma III Study Program, (2) the most dominant grammar learning strategies applied by Sanguine, Choleric, Melancholic and Phlegmatic students at English Diploma III Study Program. Descriptive quantitative design was used in the study. In this study, the researcher used two questionnaires as the instrument. The instrument in the research was questionnaire. The first questionnaire adapted from Yusup (2013) to identify the students personality. The second one, the researcher used SILL version 7.0 adapted from Bayou’s research (2015) to know the use of grammar learning strategies at English Diploma III students.The result of present study shown that the most dominant personality was phlegmatic types. Then finding also  indicate that, Sanguine students preferred to use the social strategy. Followed by the Choleric students preferred to use the memory strategy. The Melancholic students  as well as the Phlegmatic students, these two types preferred to use the metacognitive strategy as their strategy when they learnt Grammar.

Keywords

Grammar Learning Strategy Personality Type.

Article Details

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Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
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Putri, D. D., ., M., & Damayanti, I. (2017). DESCRIPTIVE STUDY OF GRAMMAR LEARNING APPLIED BY STUDENTS OF ENGLISH DIPLOMA III STUDY PROGRAM ON THEIR PERSONALITY TYPES. Journal of English Education and Teaching, 1(1), 74–85. https://doi.org/10.33369/jeet.1.1.74-85
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References

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  37. Sarjono dan Julianita. (2013). SPSS vs LISREL: Sebuah Penegantar, Aplikasi untuk Riset, Cetakan Kedua, Salemba Empat, Jakarta
  38. Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 1-15.
  39. Sugiyono (2016). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
  40. Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. International Review of Applied Linguistics, 38 (1), 71-81.
  41. Yusuf, M (2013). A Comparative Analysis on Sanguine and Phlegmatic Students Concerning Their English Speaking Skill (A Comparative Study At The Second Year Student Of SMP Wijayakusuma. Syarif Hidayatullah State Islamic University Jakarta
  43. Bakker,S. (2011). “Personality Styles and Language Learning Strategies of Chinese and Dutch Learners”. University of Groningen.
  44. Bayou, Y (2015). Grammar Learning Strategies Use Of Grade 11 Students At Medhanealem Preparatory School: Gender In Focus. Addis Ababa University.
  45. Chain, S. (2012). Quiet: the power of introvert in a world that cann’t stop talking. New York: Crown Publisher.
  46. Debata, P. (2013). The Importance of Grammar in English Language Teaching- A Reassessment. Retrieved at: Language in India www.languageinindia.com 13(5), 482-486.
  47. Ellis, R. (2008). The study of second language acqusition. (2nd Ed), oxford: Oxford University Press
  48. Ehrman, M. & Oxford, R. (1988). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 72, 253 – 265
  49. Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intense training setting. Modern Language Journal, 74, 311 -327.
  50. Littaure , F. (1997). Personality Plus, Michigan: Fleming H, Revell.
  51. Liyanage, I. J. B. (2004). An exploration of language leraning strategies and learner variable of srilanka learners of english as a second language with special reference to their personality, Griffith University. Australia.
  52. Moody, R. (1998). Personality preference and foreign language learning. Modern Language Journal, 72, 389- 401.v
  53. Nikoopour, J. and Farsani, M. A (2010). “On The Relationship between Language Learning Strategies and Personality Types among Iranian EFL Learners”. Journal, 1(1), 81-101.
  54. Oxford, R, L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publisher.
  55. Oxford. R. L., Rang, L. K. and Park, G. (2007). L2 grammar strategies: The Second Cinderella and Beyond.
  56. Pawlak, M. (2009). Grammar Learning Strategies and Language Atteinment: Seeking a Relationship. Research in language, 7, 43-60
  57. Rubin, J. (1975). What the ‘Good Language Learner’ can teach us. TESOL Quarterly
  58. Sarjono dan Julianita. (2013). SPSS vs LISREL: Sebuah Penegantar, Aplikasi untuk Riset, Cetakan Kedua, Salemba Empat, Jakarta
  59. Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 1-15.
  60. Sugiyono (2016). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
  61. Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. International Review of Applied Linguistics, 38 (1), 71-81.
  62. Yusuf, M (2013). A Comparative Analysis on Sanguine and Phlegmatic Students Concerning Their English Speaking Skill (A Comparative Study At The Second Year Student Of SMP Wijayakusuma. Syarif Hidayatullah State Islamic University Jakarta
  64. Bakker,S. (2011). “Personality Styles and Language Learning Strategies of Chinese and Dutch Learners”. University of Groningen.
  65. Bayou, Y (2015). Grammar Learning Strategies Use Of Grade 11 Students At Medhanealem Preparatory School: Gender In Focus. Addis Ababa University.
  66. Chain, S. (2012). Quiet: the power of introvert in a world that cann’t stop talking. New York: Crown Publisher.
  67. Debata, P. (2013). The Importance of Grammar in English Language Teaching- A Reassessment. Retrieved at: Language in India www.languageinindia.com 13(5), 482-486.
  68. Ellis, R. (2008). The study of second language acqusition. (2nd Ed), oxford: Oxford University Press
  69. Ehrman, M. & Oxford, R. (1988). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 72, 253 – 265
  70. Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intense training setting. Modern Language Journal, 74, 311 -327.
  71. Littaure , F. (1997). Personality Plus, Michigan: Fleming H, Revell.
  72. Liyanage, I. J. B. (2004). An exploration of language leraning strategies and learner variable of srilanka learners of english as a second language with special reference to their personality, Griffith University. Australia.
  73. Moody, R. (1998). Personality preference and foreign language learning. Modern Language Journal, 72, 389- 401.v
  74. Nikoopour, J. and Farsani, M. A (2010). “On The Relationship between Language Learning Strategies and Personality Types among Iranian EFL Learners”. Journal, 1(1), 81-101.
  75. Oxford, R, L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publisher.
  76. Oxford. R. L., Rang, L. K. and Park, G. (2007). L2 grammar strategies: The Second Cinderella and Beyond.
  77. Pawlak, M. (2009). Grammar Learning Strategies and Language Atteinment: Seeking a Relationship. Research in language, 7, 43-60
  78. Rubin, J. (1975). What the ‘Good Language Learner’ can teach us. TESOL Quarterly
  79. Sarjono dan Julianita. (2013). SPSS vs LISREL: Sebuah Penegantar, Aplikasi untuk Riset, Cetakan Kedua, Salemba Empat, Jakarta
  80. Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4(11), 1-15.
  81. Sugiyono (2016). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
  82. Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extroversion and introversion. International Review of Applied Linguistics, 38 (1), 71-81.
  83. Yusuf, M (2013). A Comparative Analysis on Sanguine and Phlegmatic Students Concerning Their English Speaking Skill (A Comparative Study At The Second Year Student Of SMP Wijayakusuma. Syarif Hidayatullah State Islamic University Jakarta