THE DIFFERENCES IN STUDENTS’ WRITING PROCESS BASED ON PERSONALITY TRAITS

Abstract

This research investigates the differences in the writing process between introverted and extroverted university students. The research used a qualitative method with a case study design. The subject of the research consisted of ten students, six of whom were introverted and four of whom were extroverted. The instruments used were a questionnaire, an interview, an observation, and a document analysis. The results of this research show significant differences at every stage in the writing process. Introverted students typically begin with in-depth and systematic planning, relying on ideas generated from internal thoughts and enriched by solitary activities, but often struggle with choosing a topic and tend to create a detailed outline. When drafting, they work systematically and carefully, taking their time and remaining quiet, although they sometimes struggle to combine ideas. In editing, they conduct in-depth and time-consuming independent revisions due to their perfectionist nature. In the finalization stage, they conduct thorough checks to ensure the final quality of the writing is independently verified. In contrast, extroverted students rely more on social interactions and trends as triggers for ideas, tend to write spontaneously without in-depth planning, which can pose challenges in the independence of ideas and the organization of writing. When drafting, they tend to be more spontaneous and rely on interactions to develop ideas, but may be less structured and struggle to deepen their ideas. In editing, although they write faster, they still require revisions and greatly benefit from feedback from others. In the finalization stage, they are more enthusiastic about sharing their work immediately and are open to criticism. Understanding these distinctions can inform the refinement of pedagogical strategies and enhance student preparedness.