The Correlation Between Extrovert-Introvert Students’ Personality And Their Reading Achievement

Wulandari, Risma (2025) The Correlation Between Extrovert-Introvert Students’ Personality And Their Reading Achievement. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Reading is one of the most important skills that need to be mastered by the students, it is important for students to be successful in all fields of study. However, many students struggle with reading comprehension since reading is complex process. The problem arises from both external and internal factor. One of them is students’ personality that influences the students reading performance. The purpose of this research was to find out the correlation between extrovert-introvert students’ personality and their reading achievement.This research used quantitative method with correlational research design. The population of this research was eighth students of MTsN 2 Kediri. The sample of this research was chosen based on cluster random sampling. The total of sample was 61 students. The data of this research were collected by using personality questionnaire test and reading test. Pearson Product Moment analysis was applied in this research to analyze the correlation of the data and to determine the relationship between the variables measured by the questionnaire and the test. This statistical analysis was used to assess the strength and direction of the correlation between the variables, providing insights into the nature of their relationship.This research found that the correlation between extrovert-introvert students’ personality and their reading achievement was -0.728, with a significance value of 0.000 smaller that 0.05 (0.000<0.05). It means that Ho is rejected and Ha is accepted. Thus, there was a correlation between students' personalities (extrovert and introvert) and their reading achievement in the eighth grade of MTsN 2 Kediri in the academic year 2024/2025. Then, the coefficient correlation between students' personality and their reading comprehension achievement was -0.728, which means that the correlation of both variables was strong and negative.

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