The Effect of Teaching Glossary And Personality Learning Styles on Incidental Vocabulary Learning at The Second Semester of The 8th Class At SMPN 1 Bandar Lampung

egi nursivera, m.pd; dr. santi chairani djonhar, ma; h. ujang suparman, ma, ph.d;

The objective of this research is to investigate: (1) the interaction between students‟ personality learning styles differences and teaching glossary towards students‟ vocabulary mastery (2) the difference between students‟ who taught by using Online-based glossary and those who taught by using paper-based glossary in their vocabulary mastery (3) which media is more effective for extroverted students than that of introverted students in their vocabulary mastery(4) which media is more effective for introverted students than that of extroverted students in their vocabulary mastery.
This study was conducted to investigate paper-based glossary and online-based glossary preferred by Introvert and Extrovert students on incidental vocabulary learning in SMPN 1 Bandar Lampung in 2014. This study used descriptive quantitative approach. The respondents investigated were 50 students then decreased became 14 extroverted students and 14 introverted student from two classes. The data were obtained by vocabulary test and personality type questionnaire based on Myers Briggs theory. The result revealed that there was no significant difference between students who used paper-based and online-based glossary on their vocabulary mastery. The second one is there was no interaction between teaching glossary and personality learning styles. The last ones, the paper-based glossary was more effective for the extroverted students and online-based glossary was more effective for introverted students. The researcher suggested that the students should be aware of their personality learning styles because it is important in learning process and career development, for the teacher, they should treat their students well based on their personality learning styles and use teaching glossary as one of teaching techniques in enhancing students vocabulary mastery, and for the other researchers, she suggested that they can investigate further about personality learning styles with the other types, incidental vocabulary learning, intentional vocabulary learning and teaching glossary and the sample should be increased.