DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

. A Study of the Personality and Autonomy of Indonesian EFL Learners across Gender

Luluk Ahadiyah




Autonomy becomes an important aspect in learning which is believed as one of the factors that can create effective learning and promote lifelong learning. Personality as one of individual differences is assumed to influence the development of learner autonomy. This study focused to explore the relationship between personality and learner autonomy. It also aimed to reveal which among the five traits of personality is the best predictor of learner autonomy. Therefore, an explanatory correlational research design was used for the purpose of the study.

This study was conducted in SMA Negeri 1 Lumajang which involved 149 students. The instruments used were Big Five Inventory (BFI) questionnaire and Learner Autonomy questionnaire. The data was analyzed in two main stages. The first step deals with descriptive statistics. It included the analysis of means, standard deviation, minimum score and maximum score of all variables.The second stage deals with inferential statistics. This step was begun with normality and linearity testing. After that, Pearson product moment was implemented to know the significant correlation between learner’s personality traits and learner’s level of autonomy. After the significant correlation appeared between personality and learner autonomy, a multiple regression calculation was run using ANOVA to know the contribution of each trait to learner autonomy. Then, independent t-test was implemented to see the differences on the personality and autonomy of male and female learners.

The results showed that learner personality was positively and significantly correlated with learner autonomy. It was proven by the value of the correlation which was higher than .05. The correlation level was categorized into moderate since the degree of correlation was .466.Moreover, the results of regression showed that all five domains of personality which include extraversion, agreeableness, conscientiousness, neuroticism and openness to experience were correlated with the score of learner autonomy. According to the findings, extraversion, agreeableness, conscientiousness, openness to experience had positive relationships with learner autonomy with the degree of correlations of .190, .213, .372 and .530 respectively. Likewise, neuroticism was negatively correlated with learner autonomy with the degree of correlation of -.184. Among the five traits, openness to experience trait was the best predictor of learner autonomy. This study also found that there was no significant difference on learner personality regarding gender. The significant difference was only found in openness to experience traits as shown by p value of .014 which lower than .05. Lastly, this study found that there was a significant difference on the autonomy of male and female learners with 4.9 mean differences.

Several suggestions are addressed to English teachers as regards the importance of their role in enhancing learner’s autonomy. Lastly, the suggestions go to future researchers to conduct study on similar concern.