Blended learning intervention on the students’ reading comprehension achievement with different personality traits

Main Article Content

(1) * Balqis Husain   
Universtias Pendidikan Indonesia

(2)  Sri Setyarini Wardiman   
Universitas Pendidikan Indonesia

(3)  Pupung Purnawarman   
Universitas Pendidikan Indonesia

(4)  Zulhasmi Abasa   
Universitas Pasifik Morotai

(*) Corresponding Author


Reading is  one  of  fundamental  receptive  skills  that  students  should  master  in language  acquisition.  In  fact,  many  students  struggle  in  reading  even  they  have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s  reading  comprehension  process.  The  research  objectives  are (1)  to  identify  the  effectiveness  of  blended  learning  and  conventional  learning instruction   in   improving   EFL   students’ reading   comprehension   with   different personality  traits  and  (2)  to explore  the  differences  in  students’ impressions regarding  integrating  blended  learning  instruction  in  the  EFL  class.  This  research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated  in  this  study  as  a  sample.  Research instruments  utilize  the  Eysenck Personality   Test  (EPI)  to  determine  students'  personality  types.  The   TOEFL prediction  test  is  used  in  the  reading  comprehension  test,  and  a  semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent  T-test  and  N-Gain  Interpretation  Test.  The descriptive  method  is utilized to analyze the qualitative data. The finding shows that the average learning outcomes  of  mix  introverted-extroverted  students  who  use  blended  learning  were higher   compared   to   those   of   mix   introverted-extroverted   students   who   use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain  score  being  less  than  40%.  As  seen  from  the  interview  result,  blended learning    models    were    regarded    as    multi-way    instructional    models    that accommodated   students'   needs   despite   an   inadequate   internet   connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.


  • The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models

  • Blended learning model was generally regarded as ineffective due to the N gain score less than 40%

  • Blended learning model as a multi-way instructional models that accommodate students’ needs.


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How to Cite
Husain, B., Wardiman, S. S., Purnawarman, P., & Abasa, Z. (2024). Blended learning intervention on the students’ reading comprehension achievement with different personality traits. JEES (Journal of English Educators Society), 9(1), 28-38.
Author Biographies

Balqis Husain, Universtias Pendidikan Indonesia

Balqis Husain is a lecturer at Universitas Pasifik Morotai, and now she is a student in the doctorate program in English Language Educationat Universitas Pendidikan Indonesia. Some of the research she has carried out is investigating psychological problems in the education. Email adress:

Sri Setyarini Wardiman, Universitas Pendidikan Indonesia

Sri Setyarini Wardiman is a lecturer in the English Education Department, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia. Applied Linguistics Higher-Order Thinking Skills in Language Learning, Literacy Education, and Metacognition are her area of expertise. Many kinds of research she conducted were related to these fields. Email adress:

Pupung Purnawarman, Universitas Pendidikan Indonesia

Pupung Purnawarman is a lecturer in the English Education Department, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia. He is an expert in English Language Teaching/TEFL/TESLWriting and Feedback, Instructional Design and Technology, Educational Technology, and ICT. ICT-Cultivate TEFL is one of the courses he taught in the doctorate program class. Email adress:

Zulhasmi Abasa, Universitas Pasifik Morotai

Zulhasmi Abasa is a lecturer in English Education Study Program, Faculty of teaching training and Education, Universitas Pasifik Morotai. She is an expert in Reading and Teacher Education. Email adress:


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