Mingle Model for Increasing Productive Language Skills and Relationship with Student’s Personality Based on Jung Theory


Suci Ramadhanti Febriani(1*), Wildana Wargadinata(2), Syuhadak Syuhadak(3)

(1) Maualana Malik Ibrahim Malang, Indoensia, Indonesia
(2) UIN Maulana Malik Ibrahim Malang, Indonesia
(3) UIN Maulana Malik Ibrahim Malang, Indonesia
(*) Corresponding Author

Abstract


This study aims to find the effect of the implemetation of the Mingle Model on productive language skills and the relationship to the personality based on Carl Gustav Jung Theory in Arabic learning at MTsN Batu City, East Java. This research used a quantitative approach by combining the experimental and correlation methods, it was applying the Mingle Model to improve students' productive skills (speaking and writing) which have been divided into two groups; the Experiment and Control group and connected using the correlation method to extroverted and introverted students based on the theory of Carl Gustav Jung. Data collection through questionnaires, tests, and documentation. The results showed that there was a significant relationship to students' productive skills after applying the Mingle Model and there were no significant differences between extroverted and introverted students. This research recommend that the Mingle Model can be applied to improve students' productive skills. This study recommends further research to utilise more varied research methods with more diverse variables.


Full Text:

PDF

References


Aguilar, A. P. (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation. Profile Issues in Teachers’ Professional Development, 15(1), 109–124.

Alwisol. (2012). Psikologi Kepribadian. UMM Press.

Baharuddin. (2017). Psikologi Pendidikan. Arruz Media.

Binti Jasni, N. S., & Ardiansyah, A. A. (2020). Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 4(2), 122–137. https://doi.org/10.15575/jpba.v4i2.8601.

Borzova, E. (2014). Mingles in the Foreign Language Classroom.

C. George Boeree. (n.d.). Personality Theories. Psychology Department Shippensburg University.

Chaboki, S., Heidar, M., Journal, I., Education, E., & Published, O. A. (2019). Farzaneh Safari Chaboki 1 & Davood Mashhadi Heidar 1*. May, 61–72.

Darmayenti, D., & Nofiadri, N. (2015). Mingle Model for Teaching English Speaking Skill for College Students. AL-Ta Lim, 22(1), 1. https://doi.org/10.15548/jt.v22i1.115.

Davies, N. F. (1976). Receptive Versus Productive Skills in Foreign Language Learning. The Modern Language Journal, 60(8), 440–443. https://doi.org/10.1111/j.1540-4781.1976.tb03667.x.

Dewaele, J. M. (2019). Multilingualism and trait emotional intelligence: an exploratory investigation. International Journal of Multilingualism, 0(0), 1–15. https://doi.org/10.1080/14790718.2019.1571065.

Emily, P., & Mclaughlin, T. F. (2014). International Journal of English and Education. International Journal of English and Education, 3(2), 581–584.

Febriani, S. R., & Anasruddin, A. (2020). Technology for Four Skills Arabic in the Era Emergency of Covid-19 in Indonesia. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 4(1), 1–11. https://doi.org/10.15575/jpba.v4i1.8221.

Golkova, D., & Hubackova, S. (2014). Productive Skills in Second Language Learning. Procedia - Social and Behavioral Sciences, 143, 477–481. https://doi.org/10.1016/j.sbspro.2014.07.520.

Hogan, C. (n.d.). Productive Collaboration Through Teaching Of Personality Cath Hogan The Hutchins School, Tasmania, Australia.

Karim, N. A., Nur, S., & Mohd, D. (2016). Personality factors and second language acquisition: An islamic viewpoint. International Journal of Business, Economics and Law, 11(5), 12–19.

Leong, C. K., Shum, M. S. K., Tai, C. P., Ki, W. W., & Zhang, D. (2019). Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language. Reading and Writing, 32(2), 439–466. https://doi.org/10.1007/s11145-018-9873-2.

Mahmudi, A., Febriani, S. R., Hasanah, M., Arifa, Z., Islam, U., Maulana, N., Ibrahim, M., Malang, K., & Timur, J. (2019). Classroom Management And Arabic Learning Process Based On Multiple Arabiyât. 6(2), 222–237.

Mirhadizadeh, N. (2016). Internal and external factors in language change. Internal and External Factors in Language Learning, 1(5), 188–196.

Obralic, N., & Mulalic, A. (2017). Correlation between Personality Traits and Language Learning Strategies among IUS Students. Journal of Applied Linguistics and Language Research, 4(5), 76–84.

Prakash, S., Singh, A., & Yadav, S. K. (2016). Personality ( Introvert , And Extrovert ) and Professional Commitment Effect among B . Ed Teacher Educator Students. The International Journal of Indian Psychology, 3(2).

Prayitno, S. H., & Ayu, S. M. (2018). Hubungan Antara Kepribadian Introvert Dan Ekstrovert Dengan Speaking Skill Mahasiswa Prodi D III Keperawatan Tahun Akademik 2017/2018. Insight : Jurnal Pemikiran Dan Penelitian Psikologi, 14(1), 60. https://doi.org/10.32528/ins.v14i1.1077

Prihartini, Y., Buska, W., & Hasnah, N. (2019). Analysis of Test Item on the Final Test Semester Exam on Arabic Subjects. Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 6(1), 71–92. https://doi.org/10.15408/a.v6i1.10926.

Rahman, M. A. (2017). LET : Linguistics , Literature and English Teaching Journal A Review Of The Mingle Model As A New Technique In Teaching Speaking : Indonesian Context. 7(2), 181–194.

Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31.

Samand, S. M., Sailan, Z., & Lio, A. (2019). Analysis On The Relationship Of Extrovert-Introvert Personality And Students’ Speaking Performance In English Study Program Of Halu Oleo University. Journal of Language Education and Educational Technology (JLEET), 4(1). https://doi.org/10.33772/jleet.v4i1.6677.

Sharp, A. (2009). Personality and Second Language Learning. Asian Social Science, 4(11), 17–25. https://doi.org/10.5539/ass.v4n11p17.

Sirbu, A. (2015). Significance of Language as a Tool of Communication. Naval Academy Scientific Bulletin, XVIII(2), 405–406. https://doi.org/10.1080/08039480260242741.

Studies, L. (2014). Journal Of Language And Linguistic Studies Foreign language learners ’ views on the importance of learning the target language pronunciation. 10(1), 99–110.

WANG Jialing. (2019). The Relationship Between Learners’ Personality Traits and EFL Learning. Sino-US English Teaching, 16(4), 135–142. https://doi.org/10.17265/1539-8072/2019.04.001.

Yang, H. (2019). The nexus between pre-service teachers’ emotional experience and cognition during professional experience. Australian Educational Researcher, 46(5), 799–825. https://doi.org/10.1007/s13384-019-00320-8.

Zafar, S., Khan, Z. A., & Meenakshi, K. (2017). Extraversion-introversion tendencies and their relationship with ESL proficiency: A study of Chinese students in Vellore, India. Pertanika Journal of Social Sciences and Humanities, 25(2), 687–703.




DOI: https://doi.org/10.15575/jpba.v5i1.12184

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

EDITORIAL OFFICE

Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban

Jl. Soekarno-Hatta Kampus 2 UIN Sunan Gunung Djati Bandung, Gedung Fakultas Tarbiyah dan Keguruan, Kantor Prodi Pendidikan Bahasa Arab

Ta'lim al-'Arabiyyah: P-ISSN (2549-208X)- E-ISSN (2721-5237)

Email : jta.pba@uinsgd.ac.id



This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License