PERANAN STRATEGI MENGHADAPI MASALAH

Rumenta Rachmawaty Sihombing,

2004 | Tesis |

ABSTRACT The goal of this research was to find out the role of coping strategies and personality type towards English academic achievement by including inteligenze structure test as covariate. One hundred and twenty students participated in this study. Data were gathered using questionnaire scales: coping strategies scale and personality type scale, IST documentation, and the result of second semester English final test. All items of each scale and data were analyzed using SPSSS for windows 10.0. The research results showed that: 1. There was a significant correlation between coping strategies and English academic achievement, rx1..3y = 0,5686 dan p = 0,000 2. There was no significant correlation between extrovert-introvert personality and English academic achieveme nt, rx2..3y = 0,0393 dan p = 0,672. 3. There was a significant correlation between coping strategies and personality type towards English academic achievement, Rx1.x2.y= 0,578 and (Adjusted R²) = 32,30 %. 4. There was a significant difference between problem-foc used coping and emotion-focused coping towards English academic achievement. F=38,906 and p=0,000. The problem-focused coping student has a higher English academic achievement than the emotion-focused coping student. 5. There was no difference between extrove rt-introvert personality and English academic achievement. F= 2,267 dan p =0,135. 6. There was no significant interaction between coping strategies and personality type towards English academic achievement, F=0,115 with p=0,735 Key words: achievement, coping, and personality

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