THE STYLE OF INTROVERT AND EXTROVERT IN ANNOTATED BIBLIOGRAPHY WRITING

Writing is highly essential in school, especially in the English Department, since they must master the fundamentals of writing. Unfortunately, writing is considered as the most challenging of the four English language abilities. Numerous researches discovered that EFL students also experienced a variety of issues with academic writing. This issue must be handled carefully since it has an impact on the teachers’ ability to teach writing in the classroom. In order to overcome these issues, students' personalities must be understood. Students' personalities have a critical effect on their capacity to write. Introvert and extrovert are two personality characteristics that contribute to individual differences. This research used descriptive research where the participants were 8 students who took academic writing class. The students were given a personality questionnaire and the result showed 4 students were introvert and 4 others are extrovert. Then the students were given an annotated bibliography test to find the type and key elements of annotated bibliography used by the students. The writer found that the students used summative annotations and combined annotations. 1 introvert student uses combined annotation and 3 introvert students use summative annotation. Whereas for extrovert students, 2 people use combined annotation and 2 other people use summative annotation. Various obstacles experienced by the students thus effecting their academic writing.


INTRODUCTION
Students were required to learn English as a compulsory subject for a set period of time for foreign language. Language learners must master writing as one of the abilities in English, in addition to listening, speaking, and reading. Writing is one of four skills that students must master. It is critical to master writing since it is one of the most efficient methods to communicate in English, which is the primary goal of studying English.
Writing is a method of communicating our thoughts and ideas to another person in written form. It can take several forms, including a journal, a book, a novel, tales, an article, an essay, or a letter. Unfortunately, writing is regarded as the most difficult of the four English language talents (Darwish and Sadeqi, 2016). The requirement for style, organization, and vocabulary in writing makes it the hardest ability in the English language for pupils to master, according to Hussain (2019). This issue must be handled cwerefully since it has an impact on the teachers' ability to teach writing in the classroom. Students' personalities have a critical effect on their capacity to write.
Personality is a manner of thinking, feeling, and interacting among individuals or interlocutors in the realm of communication, including writing (Damayanti, Mulyadi and Simaibang, 2021).
Introvert and extrovert were two personality characteristics that contribute to individual differences. Extroverts were gregarious, energetic, risk-takers, indecisive, vocal, and love being in groups, whereas introverts were quiet, contemplative, and reserved, with the exception of close friends (Nezhad, 2014). As a result, introvert and extrovert personalities had distinct traits that were impacted by their psychological.
Some teachers or lecturers, on the other hand, prefer to focus on extrovert students to introvert students because they thought extroverts were more active than introverts. Nezhad (2014) stated that introvert students have a greater capacity to integrate material, that they were less distractible, and that they have better study habits may assist them achieve higher learning results than extrovert students.
People have many qualities that influence their lives, as well as distinguishing features that distinguish them from one another. Individual personality types are one cause for having these varied and constant qualities. Jung was the first to coin the words "extraversion" and & "introversion. With the publication of Jung's Psychological Types in the 1920s, the first became popular (Ryckman, 2007: 88). Extraversion is defined as "outgoing, candid, and accommodating nature that adapts easily to a given situation, quickly forms attachments, and, setting aside any possible misgivings, often ventures forth with careless confidence into an unknown situation" according to Jung (1961, in Ryckman, 2007. According to Chaplin (2000), an extrovert possesses extraversion qualities, i.e., persons who have a predisposition to direct their personality outward. Suryabrata (2002) defines an extroverted personality as an open personality. People who have extroverted personalities show to develop hysterical symptoms. In addition, the intelligence of people who have a relatively extroverted personality. Vocabulary is lacking and they have a tendency to be unstable in their stance. Extroverts are also described by Eysenck in Wulansari (2012: 38) as gregarious person who enjoys gatherings, has a large number of friends, and prefers not to read or study alone.
Excitement is required, and he enjoys challenges. He frequently rejects risk, acts without thinking, and prefers to follow his heart. Likes to laugh and be happy, is always ready to respond, and is typically open to change. He is cheery, not overly considerate (easy going), optimistic, and enjoys laughing and being happy. Prefers to be active in activities, is aggressive and fast to lose his temper, and cannot always be trusted since his feelings are not kept under control. Both of these attitudes are possible in everyone, but only one is prominent in personality. The person's conduct and awareness reflect his or her dominant attitude.
Even if it simply becomes unconscious, a non-dominant attitude has an influence on behaviour. For example, in some contexts, introverted persons will express extravert qualities, such as being nicer or more beautiful.

METHODOLOGY
This study was conducted based on qualitative research method. According to Ary and Donald (1985:332), the source of data is the subject of the research from which the data can be gathered. Thus, the source of data is the substance from which the writer will obtain the necessary information. The source of this research were the students of University of Islamic North Sumatera, who were taking Academic Class Writing, namely class LTBI-4 in Faculty of Tarbiyah and Teacher Training. The initial name of the students who participated the research were RI, MU, NP, APC, AH, AFM, FY, and HA.
In taking data, the writer needed sources to get available data. In this case, the data source were taken from the writing of 8 students in academic writing class. The sources of data were 8 students where after being given a personality questionnaire, the result was 4 students were introverts, while 4 others were extroverts. This department was chosen because it represents the study's demography and sample.

FINDINGS AND DISCUSSIONS
Jung in Ryckman, 2007 mentioned there are sixteen personalities but in this research, the writer just focused on two personalities namely introvert and extrovert.
This research would discuss the reason why the students used one of the types of annotated bibliography in their writing based on their personality.  (2009) where introverts must be in a quiet place so they can concentrate on doing the task they are doing.
APC : "There was a problem. So we did it online, even though it so happened that at that time my relatives came to the house.
Because it was a bit crowded at home. That's why I can't focus.
Hopefully the score will be safe"

Extrovert a. AH
From the results of the analysis and interviews, the reason why AH used a combined annotation was because he wanted to inform readers that the article they are reading has benefits if they want to do research in the same field. In addition, AH also provided a brief description of the article, so that readers also know the contents contained in the article.
AH : ""I chose combined annotation, I want to tell people who read like this, this article is useful if you want to do research in the same field. Ha ha. But other than that, I don't want to just mention the benefits, so I'll also write down the contents of the article or what the article is about. So the readers will understand" The obstacle experienced by AH was that he wanted the exam to be carried out face to face. According to him, if it is done face-to-face, he can have discussions with his classmates. This refers to Hirsh and Kummerow (2009) theory that extroverts will come up with different ideas during discussions.
AH : ""The problem was because it was online. The reasons given by each student seemed very diverse with the questions why they used that type and the obstacles they faced. The dominant answer from introverted students using summative annotation is to show details of the articles they are reviewing. Likewise those who choose to use a combined annotation. Besides wanting to show the contents of the article, RI also wants to provide an evaluation of the articles he is reviewing. The obstacles that introvert students have in carrying out this exam online are owned by APC who feel they cannot focus on the work they are doing because of distractions. Other introverted students such as RI, MU, NP feel quite happy in taking this exam online because they can concentrate more on writing annotated bibliography. For students who have extroverted personalities, their goal in writing an annotated bibliography is to have a connection with readers who will read their writings. The obstacles experienced by extrovert students are quite a lot. And most of the problems lie in exams that are conducted online. Extrovert students think that they need friends to discuss in writing an annotated bibliography in order to get maximum results.

CONCLUSIONS
When being interviewed why they used a certain style and what challenges they encountered, each student's responses appeared to be highly varied. When employing summative annotation, introverted students' preferred response is to provide specifics 57 about the articles they are studying. similarly for those who decide to employ a blended annotation. RI wants to present the article's substance, but he also wants to evaluate the articles he is evaluating. APC, who believes that interruptions prevent them from focusing on their job, is responsible for the challenges that introverted students have when taking this exam online. Other introverts, like RI, MU, and NP, are content with taking this test online since it allows them to focus more on creating annotated bibliographies. Writing an annotated bibliography provides an opportunity for extroverted students to establish a rapport with the audience who will be reading their work. Students that are more extroverted face several challenges. And online examinations are where the majority of the issues occur. Extrovert students believe that in order to write an annotated bibliography that produces the best outcomes, they need to discuss it with peers.