STUDENTS' PERSONALITIES AND THEIR LEARNING ACHIEVEMENT: A STUDY OF SECOND SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU

The link between students' personality types specifically extroverted and
introverted and their academic performance among second-semester students in the
English Education Study Program at the University of Bengkulu is examined in this
study. Using a quantitative correlational approach, the study gathered data using the
Eysenck Personality Questionnaire (EPQ) and students' Grade Point Averages
(GPA). Based on their personality scores, 92 students who took part were extrovert
and introvert learners. According to a descriptive analysis, the majority of students
showed signs of introversion and demonstrated outstanding academic achievement.
However, the Spearman Rho correlation analysis found weak statistically
significant link between personality type and academic performances for
extroverted or introverted students. These results indicate that although personality
plays a role in individual learning patterns, it has weak direct correlation on
academic achievement in this study. These findings suggest that while personal
traits may contribute to academic success, they represent only one of many factors
influencing student performance. Implications for educational strategies and student
support programs are discussed.
Keywords: Students personalities, learning achievement, second semester