The Star New

CHAPTER I
INTRODUCTION
A. Background of the Problems
Learning English is needed as a tool which may connect people to the entire
world communicatively. In fact, for foreign language learners, learning English is not
easy. Most of them face challanges to academic achievement. Since, during learning a
new language-like English, learners need to learn characteristics and forms of English,
which are different from their own language. Therefore, to achieve their goals, they
need to learn complex skills of language under the guidance of their teachers.
In fact, based on the natural observation the researcher found that there were
many problems which are commonly faced by most learners when they learn English at
the Faculty of Economy, University of Muhammadiyah Tangerang during the language
learning process. Such as, the effect of daily language communication which may be
difficult for learners to develop the English materials they got, personality awareness
that learners do not realize well, strategy inventory for language learning which may
ease them to learn, lack of motivation and less confidence become obstacles to increase
their knowledge of English and invites anxiety, lack of practice and authentic materials
hinder the learners to develop their English, lack of vocabulary range which hinders
learners to express what they want to say, mother tongue of Indonesian that affects an
awkward to written and spoken English, English phonemes that learners do not know
and realize well before, and they do not have enough time to learn English as well.
But from those, the researcher have found the most two fundamental problems
which are greatly and basically affected to the process of English learning at the Faculty
of Economy, University of Muhammadiyah Tangerang. They are, personality awareness
of their feeling and mood which related to their inborn temperament characteristics and
the strategy inventory for language learning.
One of the problem that appears during the language learning process is that
mostly learners at the Faculty of Economy-University of Muhammadiyah Tangerang do
not have any idea of an appropriate strategies to lead success in learning English. In
fact, the role of learning strategies is very important to guide them as the foreign
language learners for achieving the triumph of language learning process. Since through
learning strategies, Brown says that in order to achieve the triumph of language learning
which consists of some complex skills to be acquired, learners should be able to create
and develop their individual pathways to manipulate difficulties during the language
learning process.1
Furthermore, Wenden in Griffiths argues that learning strategies is a helpful
problem-solving engine which may lead learners to be able in managing their own
learning to gain achievement.2 It is reasonable because through investigating learning
strategies may lead learners successful at learning according to Williams and Burden in
1 H.Douglas Brown. 2007. Teaching by Principles An Interactive Approach to Language
Pedagogy. 3rd Ed. Pearson: Longman. p.259.
2 Caroll Griffiths. 2003. Language learning strategy use and proficiency: The relationship
between patterns of reported language learning strategy (LLS) use by speakers of other
languages (SOL) and proficiency with implications for the teaching/ learning situation.
Copyright Act 1994-New Zealand. p:1.
Lee.3 It goes without saying, learning strategies become one of the most important
factors to be investigated in order to help foreign language learners to do a set of moves
to acquire the knowledge of language skills in the classroom setting or outside the
classroom setting in a way for achieving the successful language learning.
Another thing is that, in fact, foreign language classrooms consist of individuals
who have differences in personality. This condition shows the same situation at the
Faculty of Economy-University of Muhammadiyah Tangerang. Naturally, people were
born with their own unique temperaments of personality which is brought genetically
that makes each different from their own brains work according to Boeree. 4
Furthermore, Stern in Griffiths states considers that induvidual differences affects the
use of learning strategies of the foreign language learners. 5 Therefore, it is going to be a
problem for foreign language learners to succeed if they do not know how to facilitate
their own temperament characteristics of personality which is genetically-rooted with
the use of an appropriate strategies to controll their feeling and mood, react, and move
during the language learning process for achieving goals. In short, in the way to solve
the problem, those individual temperament characteristics of personality differences
3 Chien Kuo Lee. 2010. An Overview of Language Learning Strategies.

ARECLS. Vol.7. p:134.
4 George C. Boeree. 2009. Personality Theory: A Biosocial Approach.
Shippensburg University. p:1.
5 Caroll Griffiths. 2003. Language learning strategy use and proficiency: The relationship
between patterns of reported language learning strategy (LLS) use by speakers of other
languages (SOL) and proficiency with implications for the teaching/ learning situation.
Copyright Act 1994-New
Zealand. p:17.
need an approriate strategies to adopt pathways in managing the language learning

process which may lead to the achievement.
According to Oxford and Nyikos, successful language learners use strategies to

cover their personality which naturally consists of strengths and limitations to acquire
the complex language skills.6 Furthermore, Allaport in Boeree says, learners
characteristics differences will be equal to their perceptions, beliefs, feelings, and
actions which may differ from each other.7 Besides, Oxford and Nyikos also argue that
personality is one of the factors which may influence learners to choose an appropriate
language learning strategies they are comforatable with. 8 In short, those individual
temperament characteristics of personality differences as the innate device may affect
learners to use the most convenient strategies to pass stages of their own learning
process in order to let learners can successfully have the ability to use the language9.
6 Rebecca L. Oxford and M. Nyikos. 1989. Variables Affecting Choice of Language Learning
Strategies by University Students. The Modern Language Journal. Vol.3. The Modern Language
Journal. p:73
7 George C. Boeree. 2009. Personality Theory: A Biosocial Approach.

Shippensburg University. p:2.
Journal.p:73.
9 Michael Pittman Walker. 1999. Chiseling Competence: A Connection Revision of Chomskys

Language Acquisition Device. Department of Philosophy-Emory University. p:9.
On the other hand, all statements above are not in line with Skinner. According
to Skinner learning language does not depend on the genetic factors, but it depends on
the environment which may encourage learners behave on the language they are
learning.10 Then, according to Williams and Burden, learners need to behave through
pass the process of the incoming stimuli when learning languages, so, it may shape their
language capability whether it is increased or decreased.11
The overall statements above, there are two major different arguments whether
the achievement in language learning is as the result of learners behavior on the
environment along the process or it depends on their inborn personality. Those
arguments invites the researcher curiosity a lot. Through this essence, the researcher is
interested to see the relationships between learners temperaments characteristics of
personality and the strategy inventory for language learning.
B. Research Problems
1. Problem Identifications
Based on the observation which has been done by the researcher as mentioned
on the background of the study above, there are some problems that can be identified as
follows:
a. Daily Communication
One of the problems identified is that foreign language learners at the Faculty of
Economy, University of Muhammadiyah Tangerang never practice their English
10 Marion Williams and Robert L. Burden. 2007. Psychology for Language Teacher-A social
constructivist approach. Cambridge University Press. p: 9.
11 Ibid., 9.
during their daily communication. Since, sometimes they feel lazy and confused to
construct some words to be well-delivered.
b. Personality Awareness of Temperament Characteristics
The next problem is that most foreign language learners do not know their own
strengths and limitations based on their temperament characteristics. It leads them to
feel difficult to controll their feeling and mood, react, and move during the language
learning process. Beside, it makes learners not to have any idea to adopt pathways
for the learning achievement.
c. Strategy Inventory for Language Learning
The third problem which has been found is that during the teaching learning
process, learners do not know what kind of strategy which can guide them to walk
on the pathways in order to manipulate and solve their problems in achieving their
goals in language learning.
d. Experience
Most learners do not have any experience to listen to the authentic English
materials. So, it makes them difficult to acquire and imitate the characteristics of
spoken English.
e. Time
Then, another problem found is that learners do not have enough time to learn
English because of their daily activities.
f. Partner
Learners do not have any partner to develop their English skills to be well-practiced.
So, it makes their position as foreign language learners getting much in trouble.
g. Authentic Materials
After that, the problem which probably comes up from learners in language learning
is that they do not have any supporting authentic materials to facilitate self-driven
learning outside the language classroom setting.
h. Habit
Furthermore, the next problem is that during their language learning process,
especially outside the classroom setting, they do not set any daily habit of using
English.
i. Language Skills
Then, the problem which identified is that learners feel that English skills are very
complicated. It can be a barrier for them to set for the achievement of the language
learning.
j. English Phonemes
As the foreign language learners, they tend to face some different English phonemes
which is significantly not the same as Bahasa Indonesia. So, it takes time to learn
and need a good concentration to learn it well.
k. Self Confidence
When learners have to perform their English, spoken or written, they lack of
confidence with the English they got. They usually feel afraid of making mistake,
such as, pronunciation, grammar, and so on.
l. Motivation
Although learners have a great willingness to be able in English when they learn
English, it is not enough to develop their English without any serious concern and
drill. So, they become less motivated to drill and push their English by the teachers.
C. Limitation of the Study

7
Based on the problem identifications above, the researcher limited this study in
order to manage the most fundamental issues. Since it cannot be avoided that learners
should be aware of their temperament characteristics of personality which geneticallyrooted to be able in developing their strengths and to overcome their limitations to adopt
the pathways of strategy inventory for language learning for achieving their goals. So,
this study was under applied about the relationship between learners temperament
characteristics of personality and the strategy inventory for language learning.
D. Formulation Research Questions

Based on the limitation of the problems above, the following research questions
are formulated:
1. Is there any relationship between learners temperament characteristics of
personality and the strategy inventory for language learning?
2. What are language learning strategies used by learners based on their temperament
characteristics of personality as reported in Strategy Inventory for Language
Learning?
E. Objectives of the Study

In line with the formulation of the research questions above, the objective of the
research is
1. To identify whether there is any relationship between learners temperament

characteristics of personality and the strategy inventory for language learning or not.
2. To investigate what language learning strategies used by learners are based on their
temperament characteristics of personality as reported in Strategy Inventory for
Language Learning.
F. Significance of the Study
The findings of the study are expected to be beneficial both theoretically and
practically.
1. Theoretical Significance
Theoretically, the findings of the current research are hoped to be beneficial to
support the existing theories on the relationship between learners temperament
characteristics of personality and the strategy inventory for language learning language
in particular.
2. Practical Significance
a. For the lecturers
This study may be useful for the lecturers to provide the lessons which invite
learners to be guided to use of strategy inventory for language learning for the
pathways of the learning process. So, it may make learners well-motivated during
the language learning process and can be well-developed after the language learning
process. Besides, related to the learners temperament characteristics of personality,

lecturers can be more supported to motivate learners to controll their feeling and
mood, react, and move during the language learning process to handle the task in
hand effectivelly.
b. For the students
The advantages which can get by the learners after this research are; first, they have
an idea about the strategy inventory for language learning which is fit based on their
temperament characteristics of personality to accomodate their learning process in
getting the achievement.
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the researcher tells to review the result of the previous research
and related literature.
A. Review of Previous Research
10
There were so many studies that had been carried out related to temperament as
one of the factors which may indicate on language learning achievement. One of the
examples is the research that had been conducted by Nodoushan. He did a research
about the relationship between learners temperament and language achievement in
speaking to 139 intermediate level students from 552 population at Kish International
Campus of the University of Tehran in Iran. There were three instruments of this
research, they are the UT Proficiency Test, the Eysenck Personality Test, and the
IELTS-based structured interview.In his research, he classified learners based on their
temperament through delivering Eysenck Personality Test. The classification he got
from 139 was 32 sanguines, 30 cholerics, 35 melancholics, and 42 phlegmatics. Since
he wanted to know that learners speaking achievement based on their own
temperament, so that, he used an IELTS-based structured interview as the post test.
Then, the main findings were sanguine participants in the study outperformed the
choleric ones who in turn outperformed the melancholic participants and the weakest
results belonged to the phlegmatic participants.12
Basically, based on human bological differences in life and learning the research
above shows that temperament as the indicator of the language achievement (in this
case, speaking performance). But, the research mentioned above do not have any idea
about the choice of strategy inventory for language learning that makes sanguine
participants in the study outperformed the choleric ones who in turn outperformed the
melancholic participants. And the weakest results belonged to the phlegmatic
12 M. Ali Salmani Nodoushan. 2011. International Journal of Language Studies (IJLS), Vol.5(4).
Iran encyclopedia Compiling Foundation. p: 33-52.
11
participants. Meanwhile, as the human being, people were born with their own genetic
factors which may lead them to move, react and respond everything they learn based on
their own natural temperament characteristics of personality during the self-learning
context, and interactive learning context in formal classroom setting and outside
classroom setting to adopt pathways for achieving language learning.
As a research that was carried out by Sharp in 2008 to 100 voluntary college
students in Hongkong. He investigated personality differences by using Myers Briggs
Type Indicator and strategy use by using Strategy Inventory for language learning. But
the result shows that there is no relationship between personality differences and
strategy use.13 From Sharps research, the things that make there is no relationship
between personality differences and strategy use are, first the participants were only
small samples. It leads difficulties to see if consistent patterns become evident.
Secondly, there was no sampling technique to take the participants who may encourage
the research based on certain criteria.
Furthermore, Dughenbaugh, David, Lynda and Daniel in 2002 which tried to
investigate whether learners with their difference inborn personality types produce more
or less convenient with the given course. The research was done to 146 participants
college students of the College Education major at the University of South Alabama.
The result was there is no relationship between learners preferences with course given
and learners difference inborn personality.14
13 Alain Sharp. 2013. Exam Culture and Suicidal Behavior among Young People.
Vol.31.No.1.Education and Health. SHEU.Hongkong. p:1-5.
12
Another research that has been conducted in April 2014 by Safdarian, Ghyasi,
and Farsani to the English Foreign Language Learner in Tarbiat Moallem University,
Iran. It shows that there is a significant relationship between personality type and
language learning strategies. The extraversion/Introversion learners tend to use reading
strategies most when they learn better than Sensing/Intuition, Thinking/Feeling, and
Judging/Perceiving learners.15
Then, Fazeli did a research about the overall relationship between the use of
English language learning strategies and personality traits. In this case, he did the
research to 213 participants of the Department Linguistics at the University of Mysore,
Karnataka, India. His finding were there was a significant relationship between English
language learning strategies and personality traits in certain cases, and there was not any
significant relationship between English language learning strategies and personality
traits of other cases. 16
Another finding according to Fazelis second journal which still investigated
about the relationship between personality types and language learning strategies shows
14 Richard Daughenbaugh, David Ensminger, Lynda Frederick, and Daniel Surry. 2002. Does
Personality Type Effect Online Versus In-Class Course Satisfaction?. University of South
Alabama. EDR. p:1-12.
15 Safdarian, Ghyasi, and Farsani. 2014. How reading Strategy Use and Personality Types are
Related? Vol.14. No.1. The Reading Matrix.p:121-134.
16 Seyed Hossein Fazeli. The Overall Relationship between the Use of English Language
Learning Strategies and Personality Traits among the Female University Level Learners of
English Language as a University Major. Indian Journal Innovations Dev., Vol. 1, No. 7. p:523531.
13
that although personality types is not able to be the most influencing factors to the use
of Metacognitive English Language Learning Strategies, still, the result of his research
shows that there is a positive relationship between personality types and the use of
Metacognitive English Language Learning Strategies.17
Beside, Juanito and Victoria also did an investigation related to personality and
language learning strategies to 230 students of BS-Criminology at the Isabela State
University, Echague, Isabela, Philippines. The result of their research is found that there
is a significant relationship between personality traits and language learning strategies.18
Another investigation from Sottilare in 2006 had conducted a research about
modelling the influences of personality preferences on the selection of instructional
stratgies in intelligent tutoring systems to 147 participants in the Greater Orlando,
Florida area. And the result of the study shows that there is highly significant
correlation between the personality preferences and learning style preferences. 19
There are five cases which found that there is a relationship between personality
and the language learning strategies. Then, there are two case found that between
personality and language learning strategy have no relationship between each other.
17 Fazeli, S.H. 2012. Use of the Metacognitive English Language Learning Strategies Based on
Personality Traits-Theory and Practice in Language Studies.Vol.2. No.3. p:531-539.
18 Tandoc, J.P and Tandoc, V. 2014. Students Personality Traits and Language Learning
Strategies in English. Research World: Journal of Arts, Science and Commerce. Vol-V. Issue-3. p:1-10.
19 Robert. A Sottilare. 2006. Modelling the Influences of Personality Preferences on the

Selection of Instructional Strategies in Intelligent Tutoring Systems. B.S.E.E. University of
Central Florida.p:1-121
14
Those different result studies mentioned above are invited researchers interest
to find out whether there is a positive relationships between temperament characteristics
of personality from learners at the Faculty of Economy, University of Muhammadiyah
Tangerang in English classroom and strategy inventory use for language learning.
According to the researcher point of view, there are two reasons that make the
difference result of the studies above. According to Chomsky that naturally humans are
biologically conditioned to learn language20. Related to previous research and the
research that have been conducted, when learning languages learners the personality
characteristics or learners temperament characteristics may be the thing that force
learners in deciding the comfortable set of regulated learning rules.
On the other hand, according to Skinner and Watson are not in line with the
previous paragraph mentioned. They believe that learning is a set of process or stages
that learners should be passed and constructed well in order to get and develop their
understanding of knowledge from their learning environment.21 Hence, learning style
does not depend on the innate device of learners personal sense which may affect
learners choice of strategies in language learning but it depends on the environment
influence upon the language learning process 22, because learning language needs a kind
of development during the process to reach the achievement.
20 Chirstine Tanner. 2002. Language Production, Theory, and Acquisition.
p:3
21 Mary Anne Weegar and Dina Pacis. 2012. A Comparison of Two Theories of LearningBehaviorism and Constructivismn as Applied to Face-to-Face and Online Learning. National
University San Diego, USA. p:2.
22 Ibid., 2.
15
In short, in language learning context, deciding the comfortable sets of regulated

acts during the language learning process, learners social environment is an extremely
important force to encourage their development 23 of the language they learn. Through
this essence, in order to help learners for achieving success of the language learning,
this study which to investigate about the relationship between the temperament
characteristics of personality and the choice of strategy inventory for language learning
in foreign language acquisition should be done or investigated.
B. Review of Related Literature
a. Learning Strategies
In education field, learning process is the steps taken by learners which may
guide them for success. According to Williams and Burden, the nature of education is
helping learners to be aware of the worthwhile learning process and to gain skills from
self-directed learning24 although it consists of individual differences. Beside, Skinner
argues that learning is a kind of an environment which may lead learners to behave for
the achievement.25 It is because learning consists of elements that helped predict what
learners understand at different stages26 according to Piaget and Vygotsky.
23 Keenan. 2008. Theories of Development. p: 44
24 Marion Williams and Robert L. Burden.
Teachers.Cambridge: Cambridge University Press. p.147.
2007.
Psychology
for
Language
16
Many researchers try to investigate the classroom settings which mostly show
that some learners are able to manipulate the tasks in hand effectivelly and efficiently,
but, some of them are not. This condition invites some experts to find out what makes
that thing is happened. Another view comes from Oxford who says that learning
strategies is an awareness of having knowledge from learners about certain techniques
in their learning construction to mediate their cognitive change in achieving the goals. 27
From some definitions about learning strategies mentioned, Williams and Burden
concludes that learning strategies should be investigated28 because it may support
learners to understand the lesson, to complete the task, and to overcome problems they
face during the language learning process according to Bruner.29
Then, according to Brown, learning strategies are a set of goals-oriented ways
which should be obeyed by learners as a self-regulation in order to overcome a problem
during the learning process to achieve competency goals of learning. 30 Furthermore,
Williams and Burden argue that learning strategies are defined as a tactical factors
which may lead for achievement of learning, because it consists of learners awareness
27 Marianne Celce and Murcia. 2001. Teaching English as a Second or Foreign Language. 3 rd.
Ed. Heinle and Heinle. p: 280.
28 Marion Williams and Robert L. Burden.

Teachers.Cambridge: Cambridge University Press. p:145.
2007.
Psychology
for
Language
29 Ibid.,25.
30 H. Douglas Brown. 2000. Teaching by Principles An Interactive Approach to Language
Pedagogy. 2nd Ed.Pearson: Longman. p:210
17
and their ability to use comfortable regulated moves for effective and efficient foreign
language learning.31 It makes sense, since an awareness and action are needed,
especially for foreign language learners, during the language learning process that
learners must have an idea about their strengths and limitations as an awareness to
develop their language acquisition and to overcome their weaknesses in the way to gain
the language proficiency through some regulated acts, because when learners are aware
about strengths and limitations they have, they will look for the most convenient vehicle
to drive them to strive, move or do some regulated actions in the way for achieving
goals. This makes learning strategies are very important to be taught to learners,
especially for the foreign language learners.
For example, as found by Chamot who has already spent for about seven years
and she has written about the Cognitive Academic Language Learning Approach,
through knowing the appropriate learning strategies that lead success, learners are
more likely to plan how to proceed with the learning task, monitor their own
performance on an ongoing basis, find solutions to problems encountered, and evaluate
themselves upon task completion32. It goes without saying, Chamot considers that
giving learners an idea about learning strategies is very useful to help them to learn
more effectively and more efficiently.33
31 Kumaravadivelu, B. 2006. Understanding Language Teaching: from Method to
Porstmethod.ESL & Applied Linguistics Professional Series.Lawrence Erlbaum Associates PublishersLondon.
Mahwah-New Jersey. p:36.
32 Anna Uhl Chamot. 2008. Teaching Learning Strategies-Always

Learning.Pearson Education,Inc.p:1.
33 Ibid., 1.
18
Furthermore, Wenden also considers that learners can use the appropriate
strategies to make sense of their own learning through some regulated pathways during
the learning process for achieving goals. 34 Add, Oxford argues that learning strategies
is needed in language learning process as a set of self-regulation which may encourage
learners to effect on their performance as the result of their language learning.35 In short,
in order to achieve the purpose of learning, the use of language learning strategies is
necessary.
Furthermore, for accompolishing the mission of learning, strategies are
absolutely needed to be implemented through some certain procedures according to
Schemeck
36
, because strategies can engage learners to strive in encoding, acquiring,
and developing the variety of information or knowledge into performance according to

Rigney.37 Beside, Chamot states that the use of a set of moves for understanding and
comprehending, remembering, and using information and skill is very helpful to
overcome challanges faced by learners in learning. 38 Then, according to Richard and
Lockhart in Oxford, learners may be able to do and finish their individual task, and
34 Wenden, A. L. 1987a. Conceptual Background and Utility. In A. L. Wenden & J. Rubin
(Eds.). Learner Strategies in Language Learning.Englewood Cliffs, NJ: Prentice-Hall. p: 3-13.
35 Rebecca L. Oxford. 1999. Relationship between Second Language Learning strategies and
Language Proficiency in Context of Learners Autonomy and Self-Regulation. University of
Alabama. p:112.
36Schemeck, R. R. 1988. Learning strategies and learning styles. New York, NY: Plenum Press.
37 Rigney, J. W. 1978. Learning strategies: A theoretical perspective. In H. F. ONeil, Jr. Ed.,
38 Anna Uhl Chamot. 2008. Teaching Learning Strategies-Always Learning.

Pearson Education, Inc. p.2.
19
perform their language proficiency are the result of using language learning strategies. 39
In short, learning strategies is one of important factors which may lead learners to
succeed their learning process.
It goes without saying, in order to support learners seeking to master English,
especially for foreign language learners, learning strategies for language learning is
significant because learning strategies consists of the specific behaviors or thoughts
learners use to enhance their language learning40.
b. The Importance of Learning Strategies for Language Learning

In language learning process, learners should recognize well of learning
strategies they are comfortable with to ease them in acquiring new knowledge and
information. Learning strategies play the important role in language learning situation,
because it can drive learners to be directed on the pathways for achieving goals of
learning says Oxford.41 As noted by Griffiths, some writers, such as OMalley in 1987,
39 Rebecca L. Oxford. 1999. Relationship between Second Language Learning strategies and
Language Proficiency in Context of Learners Autonomy and Self-Regulation. University of
Alabama. p:109.
40 Marianne Celce and Murcia. 2001. Teaching English as a Second or Foreign Language. 3rd.
Ed. Heinle and Heinle. p: 359.
41 Rebecca L. Oxford. 1990. Language learning strategies: What every teacher should
know.Boston, MA: Heinle and Heinle Publishers.
20
Rebecca L. Oxford in 1990, Wenden in 1991, Cohen 1998, and Anna Uhl Chamot in
2001, have suggested that foreign language learners will be able to manipulate the
language learning process to gain acquisition effectively and efficiently by the use of
appropriate language learning strategies.42 It is reasonable, in fact, learners can not learn
and acquire all of the English materials in the classroom setting only, but they need to
be able to use certain strategies which may facilitate and accomodate their own learning
outside the classroom setting. In short, second or foreign language learners should be
familiarized by the teachers with the language learning strategies says OMalley and
Chamot.43
According to Scarcella and Oxford in Celce-Murcia, in language learning
context, learning strategies are defined as a set of controlled and regulated moves or
acts which tactically, regularly and conveniently done by learners during the language
learning process to manipulate the tasks in hand or respond to a certain learning
condition in acquiring the language input easier and more effective in order to achieve
or ultimate mastery of the language skills44 Add, Weinstein and Rogers in Oxford say
that learning strategies are kind of mental process and habitual actions taken by learners
42 Caroll Griffits. Language Learning Strategy Use and Proficiency. Research Space @
Auckland. The University of Auckland. p.14.
Strategies in English. Research World: Journal of Arts, Science and Commerce. Vol-V. Issue-3. p:10.
44 Marrianne Celce-Murcia. 2001.Teaching English as a Second or Foreign Language. 3rd. Ed.

Heinle & Heinle-Thompson Learning. p:359.
21
to facilitate them in processing new knowledge and information to be acquired. 45 It is to

say that learning strategies are a set of steps which taken by learners that show the way
they behave and think in order to fulfill the needs of learning according to O Malley,
Russo, and Chamot.46
After having some ideas about what learning strategies are, in order to succeed
or to achieve the objectives or goals of the language learning, it is important to have
knowledge of significance or importance of learning strategies which may help learners
to be more supported and motivated during the language learning process. In Griffiths,
O Malley, J. Michael, Gloria Stewner-Manzanares, Lisa Kupper, Rocco P. Russo and
Anna Uhl Chamot argue that language learning strategies are the most powerful tool
which may bring learners to succeed47 through a set of actions which have been
prepared by teachers and consist of learning steps and new information of language
learning or learning materials in a way to help learners during the language learning
process are in progress.48
45 Rebecca L. Oxford.1987.Development and Psychometric Testing of the Strategy Inventory

for Language Learning (SILL).Instructional Technology Systems Technical Area-Training
Research Laboratory.- US.ARMY Research Institute for the Behavioral and Social
Scinces.Kinton.Inc. p.1-2.
46 Ibid., 1-2.
47 Griffits, C. Language Learning Strategy Use and Proficiency.
Research Space @ Auckland. The University of Auckland.p:4.
48 Ibid.,1-2.
22
Another explanations about the significance of learning strategies are mentioned

by Wenden in Oxford. He provides four importance of learning strategies. They are,
first, learning strategies may encourage learners to be self-driven learners. Second,
learning strategies can be a good vehicle to show pathways of self-driven learners.
Third, learning strategies are the ways out of some difficulties that learners face during
the language learning process for achieving goals. The last, it makes teachers design the
language learning based on learners need analysis. 49 Therefore, from some experts
explanations about the importance of learning strategies in language learning, it is going
to say that it is a fact that the use of the appropriate strategies should be applied to
foreign language learners to ultimate success of the language learning.
According to Chamot who also considers that through the use of approriate
strategies they are comfortable with may facilitate and encourage learners linguistics
information acquisition.50 In short, Richard claims that foreign language learners in the
way to achieve the language learning goals successfully to manipulate the difficult tasks
in hand or respond to a certain learning condition through the use of appropriate
language learning strategies.51
49 Rebecca L. Oxford. 1987.Development and Psychometric Testing of the Strategy Inventory
for Language Learning (SILL).Instructional Technology Systems Technical Area-Training
Research Laboratory.- US.ARMY Research Institute for the Behavioral and Social
Scinces.Kinton.Inc. p.1-2.
50 Anna Uhl Chamot. 1987. The learning strategies of ESL students. In A. Wenden & J.Rubin (Eds.),
Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall. p. 71-83
51 Jack C. Richard. 1994. Reflective Teaching in Second Language Classroom. New York:
Cambridge University Press.
23
In Browns view, based on the research and practice in English language

teaching, there are four skills that learners should master, they are, listening, speaking,
reading, and writing.52 Add, Brown notes that those four integrated skills are uniquely
separated because it gives an opportunities for learners to create their own greater
behavior for each principles or skills and to enrich their efforts to the language
acquisition in more meaningful language tasks in hand.53 Those skills are connected
between each other. For example, when a teacher finds difficulties in teaching speaking
to the learners because of the characteristics of English which is different from their
own language and the way how natives speak and because of difficulties in constructing
sentences grammatically which commonly face by learners, so, listening to the
authentic materials is really helpful to encourage learners speaking skill. On the other
hand, an appropriate language learning strategies to overcome some problems during
the listening process should be considered well, such as, planning, predicting, selecting
information, inferencing, taking notes, and summarizing..
So, in order to get success of the language learning in achieving language
complex skills (listening, speaking, reading, and writing) as the objectives, teachers
need to pay attention as much as possible about each individual learners of their own

Pedagogy. 3rd Ed.Pearson: Longman. p:284.
53 Ibid., 285.
24
strategic investment which Kumaravadivelu says, potentially leads the useful input for
the linguistic needs and activating necessary cognitive process.54
c. Strategic Investment
Strategic investment is very important during the learning process, especially for
foreign language learners who learn a different characteristics of language from their
own. According to Brown, there are three categories of principles in language teaching,
they are, cognitive principles, affective principles, and linguistic principles. 55 In fact,
language is a set of complex skill which need strategic investment to develop strategies
of learners to acquire language into their brain.56 Strategic investment is involved into
one of the important cognitive principles in language teaching says Brown. 57 So it make
the role of learners during the foreign language learning must have a great attention.
Since in foreign language classroom, it consits of individual differences mentally and
intellectually which lead differences in their own learning process. This unique
individual invites the sense of what successful language learners do to achieve 58
should be fulfilled.
54 Kumaravadivelu, B. 2006. Understanding Language Teaching: from Method to
Porstmethod.ESL and Applied Linguistics Professional Series.Lawrence Erlbaum Associates PublishersLondon.Mahwah-New Jersey. p:38.
55 H.Douglas. Brown. 2001. Teaching by Principles An Interactive Approach to Language

Pedagogy. 2nd Ed. Addison-Wesley, Inc. p.208.
56 Ibid., 208.
57 Ibid., 208.
25
According to Brown, the present of learners ways in handling difficulties during

the language learning process is as important as the use of certain methods, strategies,
and book references.59 Since there are two major pedagogical considerations why the
role of learners should be recognized well in foreign language classroom setting. They
are, each separate individual differences which always consists in the language
classroom setting and the significance of recognizing and dealing with variety of
learners own personal characteristics and strategies.60 For example, by delivering
questionnaires to learners who are naturally different between each other, may provide
an idea to prepare what learners need during the language learning process based on
their own strategic investment preference. So, Brown asserts that
learners own
personal investment of time, effort, and attention to the second or foreign language in
the form of an individualized battery of strategies for comprehending and producing the
language61 need to be provided by the certain system of language learning strategy
adds Brown62 to make the language learning process more effective in the form of

59 Ibid., 68.
61 Ibid.,69.
62 H.Douglas Brown.. 2007. Teaching by Principles An Interactive Approach to Language
Pedagogy. 3rd Ed.Pearson: Longman.p.262.
26
strategy inventory for developing and succeeding language learning as a valuable

reference guide of self report assesment says Oxford.63
d. Strategy Inventory for Language Learning
The inventory of strategies for foreign language learners is very helpful to
encourage the language learning process. In order to get complex skills like foreign
language according to Brown64, an appropriate strategies to get the acquisition, storage,
and retrieval of information
65
is needed because Green and Oxford argued that
strategies can be used to assist their own achievement to reach language proficiency. 66
There are six learning strategies according to Rebbeca L. Oxford, they are; cognitive
strategies, metacognitive strategies, memory-related strategies, social strategies,
affective strategies, and compensation strategies.67 Those strategies probably connect
with the certain personality types which may encourage learners to achieve the language
learning objectives. Since as cited by Leavell and Hong-Nam from Rubin, strategies can
give a great contribution to develop the construction of the language system and can
give a postive effect to learners directly of their learning process. 68 Here are the
following strategies that have been developed by Rebecca L. Oxford as the inventory
for the language learning;
63 Rebecca L. Oxford. 1990. Language Learning Strategies: What Every Teacher Should Know.
Boston: Heinle & Heinle.
64 H. Douglas Brown. 2007. Teaching by Principles An Interactive Approach to Language

Pedagogy. 3rd Ed. Pearson: Longman. p:261.
65 Rebecca L. Oxford. & Nyikos, M. 1989. The Modern Language Journal. Vol.73. (iii). The
Modern Language Journal.
27
1. Memory Strategies
Memory strategies are a kind of language learning strategies that is usually
related to the making of association and reviewing information that have been stored to
be retrieved as the need of communication. Language learners usually use memory
strategies when they learn language at the first time because they need to memorize and
store words or phrases of the new language they learn. Sometimes, for the second or
foreign language learners need to use the visual image of the words or phrases they are
going to store in their mind or remembering the way of the words or phrases are
pronounced for communication need.69
Memory strategies are very important as the first set of regulated ways for the second or
foreign language learners to guide learners to the achievement. Since, the second or
foreign language should store as many vocabularies as possible in order to encourage
their communication. For example, when the English second or foreign language
learners get the phrase are you with me? which ask about someones agreement. They
need to store in their mind about what does the phrase mean or the point of view of the
66 Rebecca L. Oxford and M. Ehrman. 1995. Adults Language Learning Strategies in an
Intensive Foreign Language Program in the United States. System 23 (3).p: 359386.
67 Marianne Celce-Murcia. 2001. Teaching English as a Second or Foreign Language. Heinle &
Heinle-Thomson Learning. p.363-365.
68 Hong-Nam, Kyungsim & Leavell, G. Alexandra. 2006. Language Learning Strategy Use of
ESL Students in an Instensive English Learning Context. Department of Teacher Education and
Administration, University of North Texas, Denton, TX 76203. USA. p:2.
69 Deepak. K. Samida. Language Learning Strategies. p:2.
28
phrase are you with me? mean, not the meaning of the phrases word-by-word
translation. It takes a little bit process to drill their mind to set learners memory of that
phrase.
2. Cognitive Strategies
Cognitive strategies are very famous and familiar with the second or foreign
language learners. The process of using cognitive strategies in language learning is
doing a lot of practice as much as possible to develop learners mind to encourage
learners achieve the targeted materials of their language learning. According to Samida
in using cognitive strategies,
Practicing is the most important in this group which can be achieved by
repeating, working with sounds and writing, and using patterns. The tools of
receiving and sending messages are used when learners try to find the main idea
through skimming and scanning. It is not necessary to check every word. The
adult learners commonly use analyzing and reasoning strategies. These are used
to understand the meaning and expression of the target language. These are also
used to make new expressions.70
It is going to say that, in using cognitive strategies second or foreign language
learners take some steps to achieve the aim of their learning. They are keep on
practicing the knowledge they get contextually. Then, learners should analyze and do
summarizing. In the end of the development, learners should creating the materials they
have got and have analyzed and summarized through making or creating the new one as
the result of their language learning after they use cognitive strategies.
3. Compensation Strategies
70 Deepak. K. Samida. Language Learning Strategies. p:2-3.
29
In learning second or foreign language, most learners love to use compensation

strategies to ease and encourage them for the communication purpose. Since,
compensation are a set of regulated pathways which ignore the rules of the grammatical
of the language. It means that compensation strategies are aimed for the communication
purpose. For example, when second or foreign language learners do not get the
complete sentence of what other person are saying, they do not need to be confused as
long as they know what the person mean or the message of the sentence he or she talks.
Then, in order to say or respond it, learners do not need to express it in complete
sentence anyway, because they will change some expressions that they do not know
with other expressions that may be understood by others, of course the deficiency of
grammar is happened.
4. Metacognitive Strategies
5. Affective Strategies
6. Social Strategies
The previous paragraph shows the choice of learning stategies may be different
between one student with others. So, in order to assess the frequency of use of various
foreign language learning strategies, SILL is a useful tool in the way of self-report
survey.71 According to Rebecca L. Oxford, there are seven advantages of SILL in
practical uses for a variety of individuals, they are:
71 Rebecca L Oxford.1987.Development and Psychometric Testing of the Strategy Inventory for

Language Learning (SILL). Instructional Technology Systems Technical Area-Training Research
Laboratory.- US.ARMY Research Institute for the Behavioral and Social Scinces.Kinton.Inc.p:2.
30
1. Learners can employ the SILL to assess their own use of second or foreign language
strategies and to determine whether the strategies they are using are the most
appropriate for their own language learning goals and requirements.
2. Instructors or teachers, whom studies show to be generally unaware of their
learners learning strategies, can use strategies to heighten their awareness of
learning strategies of learners.
3. Instructors or teachers, can use SILL results to counsel learners to assess the
appropriateness of their learners strategies, by individual or by class.
4. On that basis, instructors or teachers can plan and present instruction to teach
improved use of strategies.
5. Counselors can use SILL results to counsel learners who are having trouble in
language classes.
6. Curriculum designers and language program administrators can refer to to
aggregated SILL result while doing long-term planning which integrates learning
strategies.
7. Researchers can continue to employ the SILL as a research tool in universities,
schools, business, the military, and other settings.72
In short, because learning strategies can be affected directly to learners
practically, in order to achieve success of the language learning, the use of strategy
inventory for language learning (SILL) as a self-report tool can be effectively used to
survey an appropriate strategy will be greatly deal with their own personality.73
72 Rebecca L Oxford.1987.Development and Psychometric Testing of the Strategy Inventory for

Laboratory.- US.ARMY Research Institute for the Behavioral and Social Scinces.Kinton.Inc.p:2.
73 Rebecca L. Oxford and M. Nyikos. 1989. The Modern Language Journal. Vol.73. (iii). The
31
On the other hand, Williams and Burden say that strategies can be cognitive
which include the mental processing in responding to particular problem to enhance
successful in learning74 Although the use of an appropriate strategy may give a direct
impact to learners achievement in language learning, a great consideration of individual
differences which point to learners learning style should be done. Since, strategy will
never be able to walk alone in a way to get the achievement in foreign language
learning according to Grenfell and Harris.75 Add, as considered by Li who argues that
learning styles can be linked directly to the use of certain strategies. 76 For example, the
excessive reflectiveness/ caution is a problem which commonly come to some learners
in the language class who are perfectionists. They do not want to make any mistake on
the task in hand. So, it makes them pause too long to produce or respond the questions
orally or written because they want to they want to give their best and the perfect one.
e. Learning Styles
In the language classroom which consits of learners varieties, there must be
different strategies that are used by learners characteristically. Since strategies will
never be able to walk alone in a way to get success in foreign language learning
74 Marion Williams and Robert L. Burden. 2007. Psychology for Language Teachers.
Cambridge: Cambridge University Press. p.148-149
75 Grenfell, M and Harris, V. 1999. Modern Languages and Learning Strategies in Theory and
Practice. London: Routledge.
76 Li Jie and Qin Xiaoqing. 2006. Language Learning Styles and Learning Strategies of
Tertiary-Level English Learners in China. Regional Language Center Journal, 37. p: 367-390.
32
according to Grenfell and Harris,77 learning styles become a major concern to dealing
with language learning strategies more effective to be used. According to Claxton and
Ralston consider that learners learning styles will drive learners to do some consistent
moves of learning process.78 Furthermore, Keefe states that in order to be a part of
learning environment, learning styles can be a stable indicator as the engine key for
achieving goals of language learning.79 Some experts have already investigated about
the relationship between learning style and learning strategy, such as Ehrman and
Oxford in 1990 and Myers and McCaulley in 1985 which show that learners learning
style is closely related to the choice of learning strategies during the language learning
process as cited by Changju Shi.80
The definition of learning styles according to Reid are learners variations to use
a certain ways in solving some problems which may come up during the language
learning process.81 Kinsella in Brown argues that learning styles are an individual
77 Grenfell, M and Harris, V. 1999. Modern Languages and Learning Strategies in Theory and
Practice. London: Routledge.
78 Claxton, C., & Ralston, Y. 1978. Learning Styles: Their Impact on Teaching and
Administration. AAHE-ERIC/ Higher Education Research Report No. 10. Washington, DC:
American Association for the study of higher Education. p. 1-74.
79 Keefe, J. W. 1979. Learning style: An Overview. In J. W. Keefe (Ed.) Student Learning

Styles: Diagnosing and Prescribing Programs. Reston, VA: National Association of Secondary
School Principals. p.1-17.
80 Shi, C. 2011. A Study of the Relationship Between Cognitive Styles and Learning Strategies.
School of Foreign Language and Cultures.Nanjing Normal University. 122 Ninghai Road, Nan Jing
210097.China.
33
naturals ways of processing to get knowledge and experience.82 Furthermore, Wang

argues that learning styles are characterized learners habit in processing new
information to the acquisition.83 For example, some learners are tend to be extroverted
or right brain-oriented, as opposed to being introverted or left-brain oriented.84 In short,
learning styles are characterization of learners which related how they behave for an
appropriate preference in solving problems of a specific learning context according to
Brown.85
The previous paragrpah, shows that the terms of learning styles is to broad and it
needs to be classified to enhance language learning proficiency. Through this essence,
some experts categorized learning styles into some dimensions.
According to Reid there are eight dimensions of learning styles. 86 They are,
learning styles based on The Seven Multiple Intelligences, Perceptual Learning Styles,
81 Reid, J. M. 1987. The Learning Style Preferences of ESL Students. TESOL Quarterly,21 (1). p: 87111.
82 Kinsella, K.1995. Understanding and Empowering Diverse Learners in the ESL
Classroom.In J. Reid (Ed), Learning Styles in the ESL/ EFL Classroom. Boston: Heinle and
Heinle. p: 170-195.
83 Wang Mingli. 2008. Learning styles and English Teaching. US-China Foreign Language, 6. p: 30.
84 Brown, H.Douglas. 2007. Teaching by Principles An Interactive Approach to Language
Pedagogy. 3rd Ed. Pearson: Longman. p:260.
85 Ibid., 260.
86 Reid , J. M. (Ed.). (1995). Preface. In J. Reid (Ed.). Learning styles in the ESL/EFL
classroom. New York: Heinle and Heinle Publishers.p: 8-17.
34
Sensitive Learning Styles, Analytic-Global Learning Styles, Reflective-Impulsive

Learning Styles, Kolb Experiential Learning Styles, Myers-Briggs Type Indicator, and
Right-Left Brained Learning Styles.
1. The Seven Multiple Intelligences
Learning Styles based on the Seven Multiple Intelligences are categorized as verbal/
linguistic, musical, logical/ mathematical, spatial/ visual, bodily/ kinaesthetic,
interpersonal moods and intentions, and interpersonal strengths and weaknesses.
2. Perceptual Learning Styles
Then, learning styles according to Perceptual Learning Styles are classified as
visual, auditory, tactile, kinaesthetic, group, and individual.
3. Sensitive Learning Styles
After that, the dimension of learning styles to the sensitive learning styles are named
as field independent and field dependent.
4. Analytic-Global Learning Styles
And according to analytic-global dimension, learning styles are divided into analytic
learning style and global learning style.
5. Reflective-Impulsive Learning Styles
Besides, based on Reflective-Impulsive Learning Styles, learning styles are
categorized into two, they are reflective learning style and impulsive learning style.
6. Kolb Experiential Learning Styles
Other classifications of learning styles is Kolb Experiential Learning Styles which
characterized learners as converger, diverger, assimilator, and accomodator.
7. Myers-Briggs Type Indicator
In order to classify the learning styles which may affect to the use of language
learning strategies, Myers-Briggs Type Indicator have mentioned the learners
differences as extraverted, introverted, sensing, intuition, thinking, feeling, judging,
and perceiving.
8. Right-Left Brained Learning Styles.
35
And the last classification of learning styles that Reid categorized is Right-Left
Brained Learning Styles. In this classification, learners are divided into two types,
they are right-brained learning style and left-brained learning style.
Meanwhile, according to Keith Willing in Harmer says that there are four
categories of learners, they are convergers, conformists, concrete learners, and
communicative learners.87 Those dimensions of learning styles show clearly the
differences of each learner in choosing the language learning strategies to reach their
objectives in language learning through learners personal sense.
Discussing about personal sense of learners, it can be two possible things which
may lead them come. According to Oxford and Nyikos also argue that personality is one
of the factors which may influence learners to choose an appropriate language learning
strategies they are comforatable with.88 In short, those individual temperament
characteristics of personality differences as the innate device may affect learners to use
the most convenient strategies to pass stages of their own learning process in order to let
learners can successfully have the ability to use the language89. In short, learners
learning styles are characterized by learners own personality which may differ between
each other in many ways of processing the foreign language acquisition.
87 Harmer, J. 2007. The Practice of English Language Teaching..4th Ed. Pearson Education LtdLongman. p:88.
Journal.p:73.
89 Michael Pittman Walker. 1999. Chiseling Competence: A Connection Revision of Chomskys
Language Acquisition Device. Department of Philosophy-Emory University. p:9.
36
In order to avoid the overboard explanation about the learning styles which may
affect to the language development and acquisition. So, there is a point of view
according to Kumaravadivelu that individually, each learner does not only have to focus
on the use of the most comfortable learning strategies to learn foreign language
effectivelly, but he or she needs to choose the best learning strategies which may cover
their strenghts and limitations based on their personality90, because learning styles are
related to ones personality traits and characterized how learners genereally behave. 91
On the other hand, personality may interfere learning behavior specifically according to
Vygotsky.92
f. Personality Traits
Personality traits are an important consideration to help learners in choosing
pathways for achieving goals of learning. Personality traits are the basic thing for
people to achieve the objective in certain situation or condition of a language learning. 93
Because, Caligiuri states that in learning process, through realizing, knowing and
90 Kumaravadivelu, B. 2006. Understanding Language Teaching: from Method to Porstmethod.
ESL and Applied Linguistics Professional Series.Lawrence Erlbaum Associates PublishersLondon.Mahwah-New Jersey. p:37.

Pedagogy. 2nd Ed. Addison-Wesley, Inc

Pedagogy. 4th. Ed.Addison-Wesley Longman, Inc. p.142.
37
understanding personality traits is beneficial to facilitate learners learning habits in

achieving the specific aim.94 Add, according to Carrel et.al, personality is one of a great
importance that should be considered by the language teacher in order to achieve
learners achievement based on their needs.95 In short, Brown considers that personality
may be one of the fundamental factors to encourage the language learning process and
to make a great understanding for the improvement its designs.96
On the other hand, personality characteristics are not stable but fluctuate
according to situational factors.97 However, these individual differences can be useful as
a control and safety precaution to be more preventive in manipulating the task in hand
during the language learning process.98
In order to avoid a boarder explanation about personality, so, the researcher will
characterize personality based on learners temperament types in a way to discover
more about what learners do or behave to learn foreign language successfully as an

Pedagogy. 4th. Ed.Addison-Wesley Longman, Inc. p.143.
97 E. Scott Geller, Ph. D. The Big Five Personality Traits:Genetic and Inherited Determinants of
Behavior. Safety Performance Solutions. p:1
98 E. Scott Geller, Ph. D. The Big Five Personality Traits:Genetic and Inherited Determinants of
Behavior. Safety Performance Solutions. p:1
38
inborn tendency which may encourage learners to experience their learning according to
their needs and values as well as the talents they are more likely to be drawn to develop.
It should be, because Dornyei says that personality which overlaps with temperament
may lead to a stable tendency to the choice of learners language learning strategies. 99
Beside, in learning English as a foreign language, teachers should understand learners
differences of temperaments to make them can be in tune to any situation of language
learning according to Allison.100 For example, Choleric will focus on what needs to
happen and Melancholy will tend to think about how things happen. So that, an
awareness of learners temperament may lead a worthwhile learning in a way for its
achievement because each person has a customized design that produces the
behaviors.101
g. Temperaments
Temperament is characterized each person to others. This term is related to
mood and emotion because temperament is a genetically-rooted thing that personally
encourage to the way of someone moves and respond to something. Individuals
possess an innate drive towards mastery, which differs from the need to achieve
according to William and Burden.102 Since, naturally the unique thing of a human being
99 Gregersen, T. & Mac.Intyre. 2012.a. Capitalizing on Language Learners Individuality: From

Premise to Practice. p.221.
100 Allison, J. 2014. Boys Alive! Bring Out Their Best. Grey Media. p:1.
101 Green, Z.2014.Individuality Empowerment Advocate & Resilience
Expert. p:1.
39
is related to the possibility of human being acts. 103 From the cognitive perspective, the
innate drive which is owned by each individual becomes an important thing to them in
making choices about how they behave and control their actions in the way of set the
objectives during the language learning process.104 Its psychological phenomenon is
controlled by genetic-individual brain in conditioning the learning situation which leads
the way learners approach and react based on their sensitivity or emotion.
The term emotion is closely related to temperament which may identify learners
strengths and limitations to behave and control the language learning situation. In
learning English as a foreign language, it is important for teachers to know well about
learners temperament differences to help them to express preferences in choosing the
language learning strategies which may achieve their goals in language learning through
behaving naturally and responding the language learning situation easily, effectivelly,
and efficiently according to Allard and Hunter.105
102 Williams, M. & Burden, R. 1997. Psychology for Language Teachers. Cambridge:
Cambridge University Press. P:129.
103 Jung.2001.Philosophy 302: Ethics-Jungs Psychological Types.

Phylosophy.lander.edu
Cambridge University Press. p: 119.
105 Allard, Lindsey T & Hunter, Amy. 2010. Understanding Temperament in Infants and
Toddlers. Center on the Social and emotional Foundation for Early Learning.-The Graphics Core
of the Vanderbilt Kennedy Center. Vanderbilt University.
40
Temperaments are personality which owned and brought by people since they
were born according to Culpepper.106 Then, David Keirsey has defined
that
temperament is the aspect of personality concerned with emotional dispositions and

reactions and their speed and intensity; the term often is used to refer to the prevailing
mood or mood pattern of a person.107 Besides, Kagan argues that temperament refers to
stable behavioral and emotional reactions that appear early and are influenced in part
by genetic constitution.108 For example, learners who are task-oriented, they will
always focus on how things happen. So, they do not mind to pay attention to listen to
the speech which is delivered by teachers without feeling bored. But, it is going to be a
problem to learners whose characteristics is looking for the fun on their learning
process. They will get bored easily with that method.
In short, Boeroee states that temperaments are a set of recognizable and
genetically rooted personality traits of people which show characteristics differences
between each other on their behaviour.109
106 Culpepper, S. 1994. The Temperament Trap: Recognizing and Accomodating Childrens
Personalities. Early Childhoodnews. p:2.
107 Keirsey, D. 1998. Please Understand Me II . Del Mar, CA: Prometheus

Nemesis, p: 26.
108 Kagan, J. 1994. Galen's Prophecy: Temperament in Human Nature. Basic
Books. p: 40.
109 Boeree, George. C. 2009. Personality Theory: A Biosocial Approach. Psychology
Department-Shippensburg University. p:2.
41
In fact, learners temperaments differences are linked to the learners individual

differences in language acquisition according to Dixon and Salley.110 Since, Chess and
Thomas consider that temperament refers to individual differences psychologically in
giving respond to something at the certain situation. 111 Furthermore, Wilwers argues that
temperamet is the most fundamental thing which absolutely related to the individual
soul which can be easily seen by others through acts or responses or reactions of each
person whenever an impression is made upon the mind, be that impression caused by
thought which may come up because of by thinking about something or by
representation through the imagination or by external stimuli.112
So, Oxford and Ehrman in William and Burden say that in order to create an
effective learning in a way to achive the successfull of the foreign language learning,
learners individual differences of their temperaments should be identified and wellcomprehended as the important consideration.113
h. The Four Temperaments
110 Palmer, M.Q. 2007. Temperamental and Joint Attentional Predictors of Language
Development. Wayne State University Press.
111 Chess, F and Thomas, A. 1987.Know Your Child. New York, NY: Basic
Books.
112 Wilwers, Nicholas.M.& Hock, C.1934. The Four Temperaments.The Pllottine Fathers, Inc.
Milwaukee, Wis.53208.
Cambridge University Press. p:88.
42
Individual differences is a common view in the language learning classroom

setting. So, there must be differences of ways of thinking to respond the language
learning condition. Each individual brains work may respond differently to a certain
stimulus.114 In short, in order to achieve the goal of the language learning, an inborn
effective system which may encourage learners to feel comfortable during the language
learning process and to increase their self-knowledge awareness in order to ease them to
adapt to any situation in language learning and to adopt the new information from their
language learning is needed.
The four temperaments; (1) sanguine, (2) choleric, (3) phlegmatic, and (4)
melancholic are keys which may facilitate learners to solve the problems in language
learning according to Allison.115 It is because, the four temperement types may support
learners to be aware of their strengths and weaknesses deeper to adapt the language
learning situation nicely and wisely to respond the language learning actively says
Rudolf Steiner in Allison.116 Furthermore, according to Zara Green, Hippocrates found
that specified behaviors were consistent with each particular body fluid and that each
persons fluids were consistent.117 For example, the typical of Choleric learners will
always compete with the circumstances around to be the best because they are typical of
114 Harmer, J. 2007. The Practice of English Language Teaching..4th Ed.Pearson Education
Ltd-Longman. p: 89.
115 Allison, J. 2014. Boys Alive! Bring Out Their Best. Grey Media. p.1.
116 Ibid., 1
117 Green, Z.2014.Individuality Empowerment Advocate & Resilience
Expert.p.1.
43
the goal-oriented one. But, it will not happen to the Phlegmatic one, because they are
typical of not goal-oriented one, they will be a little careless to the circumstances
around them. Here are the following explanations about the four temperaments:
1.
2.
3.
4.
i.
Sanguine
Choleric
Melancholic
Phlegmatic
The Importance of Temperament for Language Learning
Temperament is the individual basic way of thinking that lead to do certain
actions to be responded. Learners must be have their own preferences about how to
behave and to respond according to Culpepper.118 So, Aldridge and Cowles argue that its
unique differences lead to develop their cognitive, physical, social, and emotional to
achieve the objective of the language learning process successfully.119
Through knowing the four temperament characteristics, it gives an
understanding between one people to each other. In language learning context, knowing
the learners temperament may view learner accordingly in giving a certain method to
reach the achievement of language learning. Beside, by having an idea about learners
temperaments, teacher also may be able to drive learners to set their mind to be more
focus into their learning. In language learning context, if the teachers can view learners
accordingly, it is possible to set the condition in the classroom to be more
Personalities. Early Childhoodnews. p.1.
119 Aldridge, J. & Cowles, M. 1990.The Development of Significance in Students through the
Acceptance of Personality, Cognitive, and Language Differences. Education, 110 (3). p: 323-325.
44
communicative and may set the learning circumstance is able to overcome learners
weaknesses into an improvement of their learning behavior.120
In language learning context, foreign language learners should respond the
lessons actively to gain success on language acquisition. Naturally, during the language
learning process, each learner will respond the lesson differently between each other.
Thus, the main consideration of the importance temperament in language learning
according to William and Burden, is not only talking about individual differences, but
also it may encourage learners to strive their learning, enable learners to control their
learning situation, take control of their language learning outcomes, and help them to
become autonomous learner in case of inside and outside of the classroom setting.121
In short, Culpepper says that temperament is very important concept to be
investigated to analyze the choice of language learning strategies because it takes role
as a vital and a basic tool to thrive and develop and it may lead learners to achieve the
language learning successfully.122 In short, having an idea about temperament may
facilitate learners learning needs to support their strenghts and to overcome their
weaknesses in responding the information during the language learning context. It
120 Martin and Deidre Bobgan. 1992. Four Temperaments, Astrology and Personality Testing.
EastGate Publisher. Santa Barbara, California.p:3-5
Cambridge University Press. p: 108 109.
Personalities. Early Childhoodnews.
45
makes the field of education is constantly searching for techniques to efficiently select
effective instructional strategies in order to differentiate instruction for students.
Since personality is a preference for behaviors rather than a cause of behavior,
the instructor can use categorized instructional strategy types to increase the
breadth of instructional choices. Using a wider variety of strategy types
statistically improves the chance of finding a strategy to meet the needs of each
student.123
For example, Sanguine learners will always find the way out of a difficult task
not only from the task oriented like Melancholy learners do, but they will always try
to figure out from other sources which are comfortable with them to do or complete it.
j. The Relationship Between Temperaments and the Choice of Strategy Inventory
for Language Learning
Temperament can be called as a special character which specify of each person.
Temperament is a part of personality which is owned naturally and brought to the world
since people were born says Susan Culpepper.124 Related to the education field,
recognizing the way of learners unique behavior which are different between each
other during the language learning process takes an important role to accept their unique
according to Aldridge.125 Since, Chess and Thomas say that learners will behave or
123 Matthew D Herrick. 2011. "Personality Temperament's Influence on Instructional Strategy

Type Selection by Nebraska and Iowa High School Band Directors in a Concert Band Setting"
(January 1, 2011). ETD collection for University of Nebraska - Lincoln. Paper AAI3465168. p.2.
Personalities. Early Childhoodnews.
125 Aldridge, J. 1993.Self-Esteem: Loving yourself at every age.

Birmingham, AL: Doxa.
46
respond emotionally to the new knowledge and information with the certain language
learning strategies based on their own temperament.126
Beside, Thomas and Chess argue that learners will be easier for achieving their
objectives as the result of language learning process, if learners temperament and
environment run altogether.127 Furthermore, McClowry, Snow, and Tamis-LeMonda
consider that the applied strategy inventory for language learning will be effectivelly
and efficiently suit to learners own temperament. 128 For example, Sanguine learners
will get a trouble in memorizing the text, speech, or a conversation to be practiced or to
be performed, but it will not happen to Melancholy learners who are typical of taskoriented one. It is to say that achieving success of the language learning will be based
on learners own temperament which may guide them to choose a fit strategy inventory
for language learning they prefer and they are convenient emosionally.
According to Ehrman, the choice of learning strategies during the language
learning process can be seen from their own styles which includes temperament
characteristics of personality in it. 129 Oxford considers that learning strategies can be
effectively used conveniently for the learning process with the particular learners
126 Chess, F. and Thomas, A. 1987.Know your child. New York, NY: Basic
Books.
127 Thomas, A., & Chess, S. 1977.Temperament and development. New York:
Brunner/Mazel.The Temperament Trap: Recognizing and Accommodating Children's Personalities.
128McClowry, S. G., Snow, D. L, and Tamis-LeMonda, C. S. (2005). An evaluation of the

effects of INSIGHTS on the behavior of inner-city primary school children. Journal of Primary
Prevention, 26. with kind permission from Springer Science and Business Media. p: 567-584.
47
temperament characteristics of personality awareness.130 Since, the choice of learning

strategies are highly individulized and personalized. 131 It goes without saying, learners
temperament characteristics of personality and strategy inventory for language learning
are mutualism to gain success in language learning. Since for the foreign language
learners, by having knowledge and being aware of their strengths and weaknesses and
having awareness of language learning strategies which are the most relevant to an
individuals own set of foreign or second language needs 132 says Oxford, may bridge
learners for achieving the objectives of the language learning.
C. Conceptual Framework
There are many problems are faced by foreign language learners to acquire the
targeted language-like English. Most of them do not have any basic idea how to solve
those problems. Although they have a great willingness to learn language, still, if they
do not know their strengths and weaknesses, the strategy use of language learning
strategies, it is going to be difficult for them to reach the goal of the targeted language
129 Ehrman, M.E. et.al. 2003. A Brief Overview of Individual Differences in Second Language
Learning. Foreign Service Institute, US Department of States. Pergamon: Washingtonn DC,
USA. Elsevier Ltd. p: 315.
130 Ibid, 315.

131 Oxford, R.L.1987.Development and Psychometric Testing of the Strategy Inventory for
Laboratory.-US.ARMY Research Institute for the Behavioral and Social Scinces.Kinton.Inc. p:2.
132 Oxford, R.L.1987.Development and Psychometric Testing of the Strategy Inventory for
Laboratory.-US.ARMY Research Institute for the Behavioral and Social Scinces.Kinton.Inc. p:2.
48
easily. In language learning classroom, the fact that should be realized and recognized
well that individual differences are always exist. It means that learners mood in doing a
set of behaviors may be different between each other. So, it makes the process and
inventory of learners in acquiring language related to the way how they move, do, react,
and respond must be different between each other. It is to say that the way on behaving
during the language learning process are based on individuals brains work which
genetically-rooted.
From the previous paragraph, in language learning context, it is important that
learners need to recognize their inborn temperament characteristics or personality which
may influence to their mood to be matched with the use of an appropriate strategies
inventory for language learning they are comfortable with in manipulating task in hand
during the language learning process for achieving objectives of language learning. It is
reasonable, since a learners with a certain inborn characteristics will move, react and
respond naturally of their own. In short, in language learning context, learners with
different temperament characteristics will choose different strategies inventory for
language learning that may ease them for achieving goals.
Through this essence, this research is going to investigate both learners
temperament characteristics of personality and the strategy inventory for language
learning, preferences and to reveal whether there is any relationship between learners
temperament characteristics of personality and the strategy inventory for language
learning or not.
D. Hypothesis
49
Based on the theoretical framework, the hypothess of this research are:

Ho: There is no relationship between learners temperament characteristics of
personality and the the choice of strategy inventory for language learning preferences.
Ha: There is relationship between learners temperament characteristics of personality
and the choice of strategy inventory for language learning, preferences.
CHAPTER III
METHOD OF THE RESEARCH
In this chapter, the researcher shows the research method which consists of the
setting of the study which involve place and time of the research, research design,
population and sample, data collecting technique, research instruments, data analyzing
technique, and the statistical hypothesis.
A. Setting of the Research
50
In this part, the researcher discussed about the place where the researcher did the
research and the time when the researcher did the research.
1. Place of the Research
This research was carried out at the Muhammadiyah University of Tangerang at
Jl. Perintis Kemerdekaan I, No. 33 Cikokol Kota Tangerang. The University of
Muhammadiyah Tangerang was chosen because there were many students who learn
English but they still did not have any idea about the language learning strategies which
were appropriate for maintaining their strengths and overcoming their weaknesses based
on their temperament characteristics of personality. Beside, most of learners are workers
who sometimes and usually need English at the workplace.
2. Time of the Research

Then, this research is going to be conducted during the first semester in 2014/
2015 academic year. Then, it is predicted during the first semester of the course and it
will be in November.
N
O
ACTIVITIES
JULY
OCTOBER
NOVEMBE
R
DECEMBE
R
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Revising the thesis proposal
Sampling Process and deciding
51
3
4
5
6
7
8
9
10
11
12
the participants of the research

Informing the students which
will be the participants of the
research
Preparing the questionnaires of
the research
Getting
agreement
from
advisors and examiners to start
to run the research
Planning and preparing to test
the validity and reliability of
research instruments
Delivering the Temperament
Characteristics of Personality
and SILL Questionnaires
Calculating the validity and the
reliability of the Instruments
Planning and preparing to do the
research
Doing the research through
delivering the Temperament
and SILL questionnaires
Identify the result of the
questionnaires
Calculating the data of the
research
B. Research Design
Basically, this research is a kind of a quantitative research. Since, this research is
going to establish relationship between learners temperament characteristics of
personality and strategy inventory for language learning. In order to run this research
smoothly in a way to find out the answer of the research questions, random sampling is
going to be used by researcher to select a particular samples to be representative from
the population in random at the Faculty of Economy, University of Muhammadiyah
Tangerang.
52
As mentioned at the previous chapter that temperament characteristics and

learning strategies are two fundamental factors to lead success of learning, so, the
researcher is going to use two questionnaires as the instruments of the research to be
delivered. First, Personality Questionnaires which was adapted from Florence Littauer
will be used by the researcher to consider learners temperament characteristic.
The personality questionnaire from Florence Littauer was adopted because the
researcher would like to ease the participants in choosing the temperament
characteristics of their own personality. It is adopted with the way of giving the
translation in Indonesia. In this context, the highest total number of each column is
considered as the temperament characteristics of the participants personality whether
they are Sanguine, Choleric, Melancholy, or Phlegmatic.
Then, the second instrument is Strategy Inventory for Language Learning
(SILL) Questionnaires developed by Oxford. It is going to be used to see what
strategies are used and fit to certain learners temperaments. Those instruments are
going to be used because both validity and reliability have been examined and both
questionnaires also have already used by many researchers around the world. Still, in
this research, the researcher also will calculate the validity and the reliability of the
Strategy Inventory for Language Learning.
The Strategy Inventory for Language Learning was adopted based on the
original one that belongs to Rebecca L. Oxford. The result of the questionnaire can
show the most dominant strategies that commonly used and fit to a certain temperament
characteristics of personality during the language learning process whether Sanguine or
53
Choleric or Melancholy or Phlegmatic are dominantly used and fit to Memory

Strategies, Cognitive Strategies, Compensation Strategies, Metacognitive Strategies,
Affective Strategies, or Social Strategies.
After that, the researcher is going to calculate the hypothesis test which is
carried out in order to see if there is any relationship between learners personality
based on their temperament and the choice of the strategy inventory for language
learning, by using the Chi-squared (2) test. The pattern of relationships among
variables in this research can be depicted as follows:
C. Population and Sample

1. Population
The population of the research are the students at the Faculty of Economy,
University of Muhammadiyah Tangerang who come from different majors. They are
Undergraduate students of Management, Undergraduate students of Accountancy, and
the students of Diploma 3 of Accountancy major. The total number of population are
around 3000 students. The reason which makes the researcher interested in choosing the
population is that they are not in English department. It means that the role of
54
temperament as their genetic neurological personality may provide the needs of

language learning strategies which can work naturally and effectivelly during their
language learning activities both, in the classroom setting and outside the classroom
setting.
S1 MANAGEMENT
S1 ACCOUNTANCY
D3 ACCOUNTANCY
2. Sample
1st YEAR
students
2nd YEAR
students
3rd YEAR
students
4th YEAR
students
: + 600
1st YEAR
students
2nd YEAR
students
3rd YEAR
students
4th YEAR
students
: + 600
: + 500
: + 300
: + 150
: + 500
: + 300
: + 150
1st
YEAR
students
2nd
YEAR
students
3rd
YEAR
students
60
50
50
In order to make the result of the research more accurate, so, the researcher is
going to take as many samples as possible. In this research, the total number of the
sample will be around 312 students. The number of participants are taken based on the
calculation of The Isaac and Michael table with 5% level of error from the total
numbers of population.
55
And the participants will be chosen by using simple random sampling because
the population have already got the experience in learning English at the first year of
their study. So it makes each of them has an equal and independent chance to be
selected as the sample or participant of the research. Beside, this research will take a
large number of participants. So, simple random sampling is fit to obtain the sample
representative of the population.
S1 MANAGEMENT
S1 ACCOUNTANCY
D3 ACCOUNTANCY
Note:
1st YEAR
students
2nd YEAR
students
3rd YEAR
students
4th YEAR
students
: + 600
: + 500
: + 300
: + 150
1st YEAR :
students
2nd YEAR :
students
3rd YEAR :
students
4th YEAR :
students
1st
YEAR
students
2nd
YEAR
students
3rd
YEAR
students
+ 600
+ 500
+ 300
+ 150
:
60
50
50
some of them will be taken as participants

all of them will not to be taken as participants (because they concern
to their research)
D. Data Collecting Technique
56
In order to gather the data needed, the researcher will deliver Temperaments
Personality Questionnaires which was designed by Florence Littauer. it can support
learners to be aware of their strengths and weaknesses deeper to adapt the language
learning situation nicely and wisely to respond the language learning actively says
Steiner in Allison.133 It is going to be done because the researcher is going to investigate
learners personality based on their temperaments, whether they are Popular Sanguine,
Powerful Choleric, Perfect Melancholy, or Peaceful Phlegmatic. But perhaps, there is
possibility of another result after delivering the Personality Questionnaires to learners.
That is, if the result is not significantly, clearly, and dominantly seen on one typical
temperament to each learner, so, learners personality based on their temperaments will
be mixed. As found by Florence Litteaur and Rose Sweet, they will be MelancholyPhlegmatic, Sanguine-Phlegmatic, Sanguine Choleric, Choleric-Melancholy, CholericSanguine, Phlegmatic-Melancholy.134
In this case, the researcher is going to find out the most temperement they have.
Then, in order to consider the indicator of their temperament is the total number in each
colomn of temperament which exists in the questionnaires.The most significant total
number in the temperament characteristics coloumn is the temperament characteristics
of each learner.
Then, the next step is that the researcher is going to deliver the Strategy
Inventory for Language Learning Questionnaires (SILL Questionnaires) to the
134 Littauer,F. and Sweet, R. 2011. Personality Plus at Work: How to Work Successfully with
Anyone. Baker Publishing Group-Green Press Initiative. p:8.
57
participants or samples of the research. In this section, the researcher is going to see
about the learners behaviour or strategies that is naturally chosen and fit during the
language learning process, whether they are comfortable with the use of Memory
Strategies, Cognitive Strategies, Compensation Strategies, Metacognitive Strategies,
Affective Strategies, or Social Strategies.
Delivering Personality
Questionnaires
Identify Each Learners Temprament

Characteristics
Delivering Strategy Inventory for

Language Learning
Identify Each Learners Strategy Inventory for

Language Learning
E. Research Instrumets
1. The Strategy Inventory for Language Learning (SILL) Questionnaires
The first instrument that is going to be used in this research is the Strategy
Inventory for Language Learning (SILL) Questionnaires that is developed by Rebecca
L. Oxford in 1989. The questionnaires is a kind of structured-questionnaires which its
answers choices have been available in the form of Likert scale 1-5. And it is going to
58
be well contributed tool to decide the choice of learners strategy use in language
learning. The reason of choosing Strategy Inventory for Language Learning is because
it can make learners are able to construct their learning process.135
a. Conceptual Definition of the Strategy Inventory for Language Learning (SILL)
Questionnaires
Conceptually, in this research the Strategy Inventory for Language Learning
(SILL) questionnaires is defined as a tool which provides valuable reference guide of
self report that can be affected directly to learners practically, in order to achieve
success of the language learning through choosing the choice of the most effective and
efficient learning strategies for second or foreign language learners. 136
In Behnaz Ashraf Ganjooei and Ali Rahimi in Language Learning Strategy Use
for EFL E-Learners and Traditional Learners Bar-Yam says that,
due to recent changes in the education system and new challenges and demands,
there has been the need for awareness of the necessity to improve the
preparation of students for productive functioning in the continually changing
and highly demanding environment.137
135 Brown, D.2011.Teaching by Principles. An Interactive Approach to Language Pedagogy.

2nd.Ed. Longman. p:208.
136 Oxford, R. and Nyikos, M. 1989. The Modern Language Journal. Vol.73. The Modern
Language Journal. p:8.
137 Ganjool, B.A and Rahimi, A. 2014. Language Learning Strategy Use for EFL E-Learners
and Traditional Learners.Iran.p:4
59
b. Operational Definition of the Strategy Inventory for Language Learning

(SILL) Questionnaires
Operationally, the Strategy Inventory for Language Learning (SILL)
Questionnaires is defined as the choice of learners language learning strategies that is
obtained from the participants of the research through answering the Strategy Inventory
for Language Learning (SILL) Questionnaires.
c. Blue Print of the The Strategy Inventory for Language Learning (SILL)
Questionnaires
In this research is the Strategy Inventory for Language Learning Questionnaires
is consits of 50 numbers which are separated into six parts and indicate types of
strategies in learning English. The six parts are mentioned as follows:
Part A - Memory Strategies
: Questions No. 1 - 9
Part B - Cognitive Strategies
Part C - Compensation Strategies
Part D - Metacognitive Strategies
Part E - Affective Strategies
Part F - Social Strategies
And the participants will choose and answer each item of the strategies
inventory for language learning questionnaires by using scale or rank 15 with the
explanations of each scale or rank as follows:
60
Score 1
: Never or almost never true of me
Score 2
: Usually not true of me
Score 3
: Somewhat true of me
Score 4
: Usually true of me
Score 5
: Always or most always true of me.
And the result profile of average score of SILL will tell how often the kinds of
strategies that learners use for learning English. And the key to understanding of the
SILL average score as follow:
Always or almost always used
: 4.5 to 5.0
Usually used
: 3.5 to 4.4
Sometimes used
: 2.5 to 3.4
Generally not used
: 1.5 to 2.4
Never or almost never used
: 1.0 to 1.4
d. Validity
of
the
Strategy
Inventory
for Language
Learning
(SILL)
Questionnaires
61
In this research, the Strategy Inventory for Language Learning (SILL)

Questionnaires has already valid because this questionnaires which developed by
Rebecca L. Oxford has now been used with learners in a number of different countries
including the US, and proven to be exceptionally enlightenning to learners as they are
exposed, perhaps for the first time, to so many different strategic options according to
Brown.138 Then, it is also the best and the most comprehensive 139 from any other
instruments. Besides, Salime Tabanlioglu shows the fact that SILLs reliability is highly
reliable instrument and the content of the SILL instrument is determined highly valid by
the professional judgement.140
2. The Personality Questionnaires
a. Conceptual Definition of the Personality Questionnaires
The Personality Questionnaires is conceptually defined as a tool which may lead
learners have an idea about their temperament characteristics that consists of their
strenghts and weaknesses. So, the researcher believes that by adopted the Personality
Questionnaires from Florence Littauer, it can support learners to be aware of their
strengths and weaknesses deeper to adapt the language learning situation nicely and
wisely to respond the language learning actively says Rudolf Steiner in Allison. 141
Pedagogy. 2nd Ed. Addison-Wesley, Inc. p: 219.
139 Ibid,. 219.

140 Tabanlioglu, S. 2003. The Relationship between Learning Styles and Language Learning
Strategies of Pre-Intermediate EAP Students. Middle East Technical University.
62
Beside, according to Zara Green, Hippocrates found that specified behaviors were
consistent with each particular body fluid and that each persons fluids were
consistent.142
b. Operational Definition of the Personality Questionnaires
The Personality Questionnaires is operationally defined as as the choice of
learners temperament characteristics that is gained from the participants of the research
through answering the Personality Questionnaires.
c. Blue Print of the Personality Questionnaires
In this research is the Personality Questionnaires is consits of 160 adjectives
words of 40 option numbers which divided into two categories as follows:
Strengths
: The first No. 1 20
Weaknesses
: The second No. 1 - 20
From those 40 numbers, each number is consists of four optional adjectives words to be
chosen through put down checklist () or the cross sign (x) that most often applies
learners personality. The Personality Questionnaires is adopted from Florence Littauer
and may be a reference guide self report that indicates learners temperament
characteristics, whether they are the Popular Sanguine, the Powerful Choleric, the
Perfectionist Melancholy, and the Peaceful Phlegmatic.
142 Green, Z. 2014.Individuality Empowerment Advocate & Resilience

Expert.p: 1.
63
d. Validity of the Personality Questionnaires

In this research, the Personality Questionnaires has already valid and reliable
because this questionnaires which designed by Florence Littaeur has been used by many
people around the world suuccessfully in the scope of business area, workplace, and
education field, in order to indicate of learners temperament characteristics.
F. Data Processing and Analyzing Technique
The researcher is going to analyze the data and compare the result to a standard
table figure. This research carries out a formal hypothesis test at 10% significance of the
chi-squared test. And the steps are as below:
1. First, the researcher states Null Hypothesis, H 0, (that of no relationship) and
Alternative Hypothesis, H1.
2. Second, record observed frequencies, fo, in each cell of the contingency table.
3. Third, calculating row, column and grand totals.
4. Then, calculating expected frequency, fh, for each cell : (row total x column total)/
grand total (In this case, no expected frequency should be less than 1 and the
number of expected frequencies below 5 should not be over 20% of the total number
of cells. Otherwise the test is invalid.)
5. Find critical value from chi-square table, as appended, with (r - 1) (c - 1)
degrees of freedom where r and c are the number of rows and columns respectively.
k
6. Calculating test statistic:
i1
( fofh )
fh
64
7. Compare the two values and conclude whether the variables are shaving
relationships or not with the degree of relationship.
G. Statistical Hypothesis
In this part the researcher is going to tell the statistical hypothesis after the
research is completed. Then, for the degree of relationship and the explanations are as
follow:
1. Ho is rejected and Ha is accepted if the value of count < 0 < table
2
2. Ha is rejected and Ho is accepted if the value of count > 0 > table

2
CHAPTER IV
RESULTS OF THE DATA ANALYSIS AND DISCUSSIONS
65
This chapter presents all the data gained from the answers of Personality
Questionnaires and Strategy Inventory for Language Learning Questionnaires which
had been delivered to the participants of the research. The data shows the relationships
between learners temperament characteristics of personality and the strategy inventory
for language learning.
A. Description of the Data
1. The Frequency of Temperament Characteristics of Personality
In this part, the researcher describes the gained data of the research data about
Temperament Characteristics as seen in Table 1.1, where Sanguine Characteristic is
represented by 1, Choleric Characteristic is represented by 2, Melancholic
Characteristic is represented by 3, and Phlegmatic Characteristic is represented by 4.
Table 1.1. Temperament Characteristics of Personality
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
1,00
89
28,5
28,5
28,5
2,00
54
17,3
17,3
45,8
3,00
50
16,0
16,0
61,9
4,00
119
38,1
38,1
100,0
Total
312
100,0
100,0
According to Table 1.1 above which is presented about the frequency of the
participants characteristics from the learners at the Faculty of Economy, University of
Muhammadiyah Tangerang shows that 89 of 312 participants are Sanguine. Its
percentage is about 28.5%. Then, the table above also shows that there are 54 learners
66
are Choleric. Its percentage is about 17.3%. The next information can be seen is, 50 of
312 are typically Melancholic learners. It is the same as 16% of 312 participants. The
last, 119 learners of 312 are typically having Phlegmatic characteristic and it is about
38.1%. In short, Phlegmatic characteristic is the most dominant one of all.
Therefore, the gained frequency of each temperament characteristics from 312
participants of learners at the Faculty of Economy, University of Muhammadiyah
Tangerang is drawn in the histogram as follow.
2.
The Frequency of
Strategy
Inventory
for
Language
Learning
In this part, the
researcher
describes
the gained data of the

research data about the
chosen
Inventory
Strategy
for Language Learning in
order to encourage learners at the Faculty of Economy, University of Muhammadiyah

Tangerang as foreign language learners as seen in Table 1.2, where Memory Strategies
is represented by 1, Cognitive Strategies is represented by 2, Compensation Strategies is
67
represented by 3, Metacognitive Strategies is represented by 4, Affective Strategies is

represented by 5, and Social Strategies is represented by 6.
Table 1.2. Strategy Inventory for Language Learning
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1,00
46
14,7
14,7
14,7
2,00
25
8,0
8,0
22,8
3,00
70
22,4
22,4
45,2
4,00
46
14,7
14,7
59,9
5,00
87
27,9
27,9
87,8
6,00
38
12,2
12,2
100,0
Total
312
100,0
100,0
According to Table 1.2, there are 46 learners or 14.7% of 312 learners at the
Faculty of Economy, University of Muhammadiyah Tangerang are comfortable to use
Memory Strategies to encourage them in learning English as a foreign language. Then,
learners who like to use Cognitive Strategies when they learn English are 25 learners or
8% learners of 312. The next gained information from the table above shows that 70
learners or 22.4% learners are fit to use Compensation Strategies to support them when
they learn English. Then, in order to ease 46 learners or 14.7% learners of 312 in
learning English, Metacognitive Strategies are chosen. After that, learners who like to
use Affective Strategies to ease them in learning English as a foreign language, there are
87 learners or 27.9% learners of 312. The rest 38 learners or 12.2% learners 312
68
participants at the Faculty of Economy, University of Muhammadiyah Tangerang

choose Social Strategies to encourage their achievement in learning English. In short,
Affective Strategies are the most dominant strategies that is mostly chosen by learners
at the Faculty of Economy, University of Muhammdiyah Tangerang. Then, the
following is the histogram of the gained data of Strategy Inventory for Language
Learning as the representative of Table 1.2 above.
3. The Percentage of Temperament Characteristics of Personality and Strategy
Inventory for Language Learning
In this part, the researcher describes the gained data about the relationship
between Temperament Characteristics of Personality (Sanguine, Choleric, Melancholic,
and Phlegmatic) and Strategy Inventory for Language Learning (Memory Strategies,
Cognitive Strategies, Compensation Strategies, Metacognitive Strategies, Affective
Strategies, and social strategies) of the learners at the Faculty of Economy, University
of Muhammadiyah Tangerang.
The table describes the percentage about how really common the certain
strategies used by the certain temperament characteristics. The temperament
characteristics are at the rows of the table which are coded by 1 as Sanguine
characteristic, 2 as Choleric characteristic, 3 as Melancholic characteristic, and 4 as
Phlegmatic characteristic. Then, Strategy Inventory for Language Learning are put at
the columns of the table which are coded by 1 as Memory Strategies, 2 as Cognitive
Strategies, 3 as Compensation Strategies, 4 as Metacognitive Strategies, 5 as Affective
Strategies, and 6 as Social Strategies. The table is as seen as follow.
69
70
Table 3.1.
Temperament Characteristics of Personality * Strategy Inventory for Language Learning Crosstabulation
Strategy Inventory for Language Learning
Count
Expected Count
% within Temperament
1,00
Total
1,00
2,00
3,00
4,00
5,00
6,00
11
21
28
11
89
13,1
7,1
20,0
13,1
24,8
10,8
89,0
12,4%
10,1%
23,6%
10,1%
31,5%
12,4%
100,0%
23,9%
36,0%
30,0%
19,6%
32,2%
28,9%
28,5%
3,5%
2,9%
6,7%
2,9%
9,0%
3,5%
28,5%
-,8
,9
,3
-1,5
,9
,1
12
15
54
8,0
4,3
12,1
8,0
15,1
6,6
54,0
11,1%
9,3%
22,2%
16,7%
27,8%
13,0%
100,0%
13,0%
20,0%
17,1%
19,6%
17,2%
18,4%
17,3%
1,9%
1,6%
3,8%
2,9%
4,8%
2,2%
17,3%
-,8
,4
,0
,4
,0
,2
10
11
50
7,4
4,0
11,2
7,4
13,9
6,1
50,0
16,0%
10,0%
16,0%
20,0%
22,0%
16,0%
100,0%
% within Strategy Inventory for
Language Learning
% of Total
Adjusted Residual
Count
Temperament Characteristics
Expected Count
of Personality
2,00
Language Learning
% of Total
Adjusted Residual
Count
3,00
Expected Count
71
17,4%
20,0%
11,4%
21,7%
12,6%
21,1%
16,0%
2,6%
1,6%
2,6%
3,2%
3,5%
2,6%
16,0%
Adjusted Residual
,3
,6
-1,2
1,1
-1,0
,9
Count
21
29
18
33
12
119
17,5
9,5
26,7
17,5
33,2
14,5
119,0
17,6%
5,0%
24,4%
15,1%
27,7%
10,1%
100,0%
45,7%
24,0%
41,4%
39,1%
37,9%
31,6%
38,1%
6,7%
1,9%
9,3%
5,8%
10,6%
3,8%
38,1%
Adjusted Residual
1,1
-1,5
,6
,1
,0
-,9
Count
46
25
70
46
87
38
312
46,0
25,0
70,0
46,0
87,0
38,0
312,0
14,7%
8,0%
22,4%
14,7%
27,9%
12,2%
100,0%
100,0%
100,0%
100,0%
100,0%
100,0%
100,0%
100,0%
14,7%
8,0%
22,4%
14,7%
27,9%
12,2%
100,0%

Language Learning
% of Total
Expected Count
4,00
Language Learning
% of Total
Expected Count
Total
Language Learning
% of Total
72
According to Table 3.1, there are 89 learners or 28.5% learners of all are having
Sanguine characteristics. They are divided based on the common strategies they usually
use when they are learning English. There are 11 learners or 12.4% learners of 89
Sanguine use Memory Strategies and 9 learners or 10.1% learners are usually use
Cognitive Strategies. Then, according to Table 3.1, 21 learners or 23.6% are fit to use
Compensation Strategies in learning English and 9 learners 10.1% are commonly use
Metacognitive Strategies. The last information from the table above shows that 28
learners or 31.5% learners are identified that in order to encourage them in learning
English, Affective Strategies is the most comfortable one and 11 learners or 12.4% of 89
Sanguine like to use Social Strategies to support their English learning.
Then, the table above also shows that there are 54 learners or 17.3% learners of
all are typically Choleric. They are different in using strategies to support their English
learning. As seen on Table 3.1, 6 learners or 11.1% learners are comfortable to use
Memory Strategies and 5 learners or 9.3% learners feel comfortable to use Cognitive
Strategies in their English learning. Then, there are 12 learners or 22.2% learners of 54
Choleric are fit to use Compensation Strategies and 9 learners or 16.7% learners are
common with Metacognitive Strategies. The table above also shows that 15 learners or
27.8% learners of the overall Choleric like to use Affective Strategies to encourage
them in learning English and 7 learners or 13.0% learners are fit to use Social
Strategies.
After that, the table shows that there are 50 learners or 16.0% learners of all are
characterized as Melancholic. There are 8 learners or 16.0% learners who are typically
Melancholic are usually use Memory Strategies in learning English and 5 learners or
73
10.0% learners of overall Melancholic are common with Cognitive Strategies. In the 50
Melancholic that is identified, 8 learners or 16.0% learners are common with
Compensation Strategies to support their English learning and 10 learners or 20%
learners of 50 Melancholic are fit to use Metacognitive Strategies. The learners who like
to use Affective Strategies are 11 Melancholic learners or 22% Melancholic learners of
overall Melancholic and there are 8 learners or 16% learners who typicall Melancholic
are comfortable to use Social Strategies when they learn English.
The last information from the table above shows that 119 learners or 38.1%
learners of all are genetically Phlegmatic. There are 21 learners or 17.6% learners who
are genetically Phlegmatic like to use Memory Strategies and 6 Phlegmatic learners or
5% Phlegmatic learners are identified like to use Cognitive Strategies when they learn
English. Then, there are 29 learners or 24.4% learners of overall 119 Phlegmatic
learners are fit to use Compensation Strategies and 18 Phlegmatic learners or 15.1%
Phlegmatic learners are common with Metacognitive Strategies. The last, 33 Phlegmatic
learners or 27.7% learners of overall 119 Phlegmatic feel comfortable to use Affective
Strategies to encourage them in learning English and 12 or 10.1% of them feel ease to
use Social Strategies in learning English.
4. The Percentage Gained of Learners Temperament within Strategy Inventory
for Language Learning
According to Table 3.1 above, there are three strategies are usually used by
Sanguine with the percentage of each of strategies are 36.0% Cognitive Strategies,
32.2% Affective strategies, and 30% Compensation Strategies. Then, the table above
also describes that sanguine seldom to use Metacognitive Strategies and Memory
74
Strategies with the percentage are 19.6% and 23.9%. It can be seen that the percentage
result are not significantly different.
Then, the table above shows that Choleric learners commonly use all strategies
which describes that Cognitive Strategies with the percentage is 20.0%, Metacognitive
Strategies with the percentage is 19.6%, Social Strategies with the percentage is 18.4%,
Affective Strategies with the percentage is 17.2%, Compensation Strategies with the
percentage is 17.1% and Memory Strategies with the percentage is 13.0%. In short,
there is no significant percentage may show that Choleric learners use certain strategies
dominantly.
Therefore, according to Table 3.1 above, there are three strategies are usually
used by Melancholic with the percentage of each of strategies are 21.7% Metacognitive
Strategies, 21.1% Social Strategies, and 20.0% Cognitive Strategies. Then, the table
above also describes that sanguine seldom to use Compensation Strategies and Affective
Strategies with the percentage are 11.4% and 12.6%. It can be seen that the percentage
result are not significantly distinguish what strategies is the most dominantly used by
genetically Melancholic learners.
The last, the gained result data from Table 3.1 shows that Phlegmatic learners
seldom to use Cognitive Strategies when they learn English with percentage is 24.0%.
The percentage shows that Cognitive Strategies is the smallest percentage of all
strategies.
In short, from overall data concludes that there is no certain temperament
characteristics between Sanguine, Choleric, Melancholic, and Phlegmatic learners are
characterized to use certain strategies in learning English. But, there is only one fact that
75
is clearly seen that Phlegmatic genetically learners seldom to use Cognitive Strategies to
encourage them in learning English.
B. Discussion
According to the hypothesis that have done, it was found that there is no
relationship between learners temperament characteristics of personality and the
strategy inventory for language learning at the Faculty of Economy, University of
Muhammadiyah Tangerang in 2014/ 2015 academic year. The followings are the
further discussion of the research finding.
In this discussion, the gained data describes about the relationship between
Learners Temperament Characteristics of Personality and the Strategy Inventory for
Language Learning by showing the Chi Square test table and the Symmetric Measures
table which consists of p value and Cramers V value that shows whether there is any
significant relationship between Learners Temperament Characteristics of Personality
and the Strategy Inventory for Language Learning or not. Then, the Chi Square test
table and the Symmetric Measures table are as seen as follow.
Table 5.1 Chi-Square Tests
Value
Df
Asymp. Sig. (2-sided)
Pearson Chi-Square
9,355a
15
,858
Likelihood Ratio
9,681
15
,839
,560
,454
.b
Linear-by-Linear Association
McNemar-Bowker Test
N of Valid Cases
312
76
According to the table 5.1, it can be seen that the Chi Square ( ) value is 9,
2
353. Then, the table above also shows the degree of freedom is 15. The value in Chi
Square table with the degree of freedom (df) 15 is 24.996. The result that has been
gotten in this research means that count (9.355) < table (24.996). In short, it is going to
2
say that there is no relationship between Temperament Characteristics of Personality

and Strategy Inventory for Language Learning.
Then, according to the Table 5.2, it can be seen that the Cramers value is 0.1
and the p-value is 0.173 with the level of significance in this research is 5%. In short, it
can be stated that there is no significant relationship between Temperament
Characteristics of Personality and Strategy Inventory for Language Learning. The
Symmetric Measures as seen as follow.
Table 5.2. Symmetric Measures
Nominal by Nominal
N of Valid Cases
Value
Approx. Sig.
Phi
,173
,858
Cramer's V
,100
,858
Contingency Coefficient
,171
,858
312
The result of the study according to the two tables above which found that there
is no relationship between learners temperament characteristics and the strategy
inventory for language learning is in line with the two previous research that was
carried out by Dughenbaugh, David, Lynda and Daniel in 2002 which tried to
77
investigate whether learners with their difference inborn personality types produce more
or less convenient with the given course. The research was done to 146 participants
college students of the College Education major at the University of South Alabama.
The result was there is no relationship between learners preferences with course given
and learners difference inborn personality.143.
Furthermore, the result of this study is also in line with the research that was
carried out by Sharp in 2008 to 100 voluntary college students in Hongkong. He
investigated personality differences by using Myers Briggs Type Indicator and strategy
use by using Strategy Inventory for language learning. But the result shows that there is
no relationship between personality differences and strategy use.144
According to the theory, the result of this study which investigated about the
relationship between learners temperament characteristics of personality and the
strategy inventory for language learning at the Faculty of Economy learners, University
of Muhammadiyah Tangerang is in line with Skinner who says that learning language
does not depend on the genetic factors, but it depends on the environment which may
encourage learners behave on the language they are learning. 145 Then, according to
143 Richard Daughenbaugh, David Ensminger, Lynda Frederick, and Daniel Surry. 2002. Does
Personality Type Effect Online Versus In-Class Course Satisfaction?. University of South
Alabama. EDR. p:1-12.
144 Alain Sharp. 2013. Exam Culture and Suicidal Behavior among Young People.
Vol.31.No.1.Education and Health. SHEU.Hongkong. p:1-5.
145 Marion Williams and Robert L. Burden. 2007. Psychology for Language Teacher-A social
constructivist approach. Cambridge University Press. p: 9.
78
Williams and Burden, learners need to behave through pass the process of the incoming
stimuli when learning languages, so, it may shape their language capability whether it is
increased or decreased.146 It is going to say that temperament characteristics cannot
drive simultaneously to the choice of language learning strategy of learners when they
learn language. But, temperament personality is just one of the factor that may influence
learners to choose an appropriate language learning strategies they are comforatable
with according to Oxford and Nyikos.147
In short, in language learning context, deciding the comfortable sets of regulated
acts during the language learning process, learners social environment is an extremely
important force to encourage their development148 of the language they learn. It is
reasonable because learning is a set of process or stages that learners should be passed
and constructed well in order to get and develop their understanding of knowledge from
their learning environment.149 Hence, learning style does not depend on the innate
device of learners personal sense which may affect learners choice of strategies in
language learning but it depends on the environment influence upon the language
146 Ibid., 9.
148 Keenan. 2008. Theories of Development. p: 44

79
learning process150, because learning language needs a kind of development during the
process to reach the achievement.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter deals with two points which will be elaborated, they are
conclusions and suggestions.
5.1. Conclusions
Given the result of the data analysis and discussions about the relationship
between learners temperament characteristics of personality and the strategy inventory
for language learning at the Faculty of Economy, University of Muhammadiyah
Tangerang in 2014/ 2015 academic year, the following conclusions are:
1. There is no relationship between learners temperament characteristics of
personality and the strategy inventory for language learning at the Faculty of
Economy, University of Muhammadiyah Tangerang in 2014/ 2015 academic year.
150 Ibid., 2.
80
4.2. Suggestions
In line with the conclusions above, the following suggestions are put forward:
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CHAPTER I

3 Chien Kuo Lee. 2010. An Overview of Language Learning Strategies.

need an approriate strategies to adopt pathways in managing the language learning

According to Oxford and Nyikos, successful language learners use strategies to

7 George C. Boeree. 2009. Personality Theory: A Biosocial Approach.

9 Michael Pittman Walker. 1999. Chiseling Competence: A Connection Revision of Chomskys

C. Limitation of the Study

D. Formulation Research Questions

E. Objectives of the Study

1. To identify whether there is any relationship between learners temperament

process. Besides, related to the learners temperament characteristics of personality,

19 Robert. A Sottilare. 2006. Modelling the Influences of Personality Preferences on the

In short, in language learning context, deciding the comfortable sets of regulated

28 Marion Williams and Robert L. Burden.

32 Anna Uhl Chamot. 2008. Teaching Learning Strategies-Always

, because strategies can engage learners to strive in encoding, acquiring,

and developing the variety of information or knowledge into performance according to

38 Anna Uhl Chamot. 2008. Teaching Learning Strategies-Always Learning.

b. The Importance of Learning Strategies for Language Learning

44 Marrianne Celce-Murcia. 2001.Teaching English as a Second or Foreign Language. 3rd. Ed.

to facilitate them in processing new knowledge and information to be acquired. 45 It is to

45 Rebecca L. Oxford.1987.Development and Psychometric Testing of the Strategy Inventory

Another explanations about the significance of learning strategies are mentioned

In Browns view, based on the research and practice in English language

52 H.Douglas Brown. 2007. Teaching by Principles An Interactive Approach to Language

55 H.Douglas. Brown. 2001. Teaching by Principles An Interactive Approach to Language

According to Brown, the present of learners ways in handling difficulties during

58 H.Douglas Brown. 2001. Teaching by Principles An Interactive Approach to Language

strategy inventory for developing and succeeding language learning as a valuable

is needed because Green and Oxford argued that

64 H. Douglas Brown. 2007. Teaching by Principles An Interactive Approach to Language

69 Deepak. K. Samida. Language Learning Strategies. p:2.

70 Deepak. K. Samida. Language Learning Strategies. p:2-3.

In learning second or foreign language, most learners love to use compensation

71 Rebecca L Oxford.1987.Development and Psychometric Testing of the Strategy Inventory for

72 Rebecca L Oxford.1987.Development and Psychometric Testing of the Strategy Inventory for

79 Keefe, J. W. 1979. Learning style: An Overview. In J. W. Keefe (Ed.) Student Learning

naturals ways of processing to get knowledge and experience.82 Furthermore, Wang

Sensitive Learning Styles, Analytic-Global Learning Styles, Reflective-Impulsive

91 Brown, H.Douglas. 2001. Teaching by Principles An Interactive Approach to Language

93 Brown, H.Douglas. 2000. Teaching by Principles An Interactive Approach to Language

understanding personality traits is beneficial to facilitate learners learning habits in

96 Brown, H.Douglas. 2000. Teaching by Principles An Interactive Approach to Language

99 Gregersen, T. & Mac.Intyre. 2012.a. Capitalizing on Language Learners Individuality: From

103 Jung.2001.Philosophy 302: Ethics-Jungs Psychological Types.

temperament is the aspect of personality concerned with emotional dispositions and

107 Keirsey, D. 1998. Please Understand Me II . Del Mar, CA: Prometheus

In fact, learners temperaments differences are linked to the learners individual

Individual differences is a common view in the language learning classroom

123 Matthew D Herrick. 2011. "Personality Temperament's Influence on Instructional Strategy

125 Aldridge, J. 1993.Self-Esteem: Loving yourself at every age.

128McClowry, S. G., Snow, D. L, and Tamis-LeMonda, C. S. (2005). An evaluation of the

temperament characteristics of personality awareness.130 Since, the choice of learning

130 Ibid, 315.

Based on the theoretical framework, the hypothess of this research are:

2. Time of the Research

Revising the thesis proposal

Sampling Process and deciding

the participants of the research

As mentioned at the previous chapter that temperament characteristics and

Choleric or Melancholy or Phlegmatic are dominantly used and fit to Memory

C. Population and Sample

temperament as their genetic neurological personality may provide the needs of