PANGASINAN NATIONAL HIGH SCHOOL

Lingayen, Pangasinan

Chapter I

Introduction and Background of the Study

A. Introduction

Personality is defined as the distinctive traits, emotions, and

behavior towards the environment of an individual. Theorists believe that
the differences of our personalities contribute on how our reactions to
the same situations differ from one another. It also characterizes how a
person reacts to the situations he or she encounters. Our personalities
are reflected by what we say, what we think, and what we show to other
people.

In 1923, psychologist Carl Jung identify the differences of two

personality types: extroversion and introversion. He defined extroverts as
people whose interests are directed to social interaction. On the other
hand, introverts are people more interested to their own experiences and
feelings.

Classifying a person as an extrovert or introvert does not only

revolve on how out-going or quiet a person is. Extroversion and
introversion relies on how a person sees the world around them and how
he or she responds to a situation presented. People have their own way
of perceiving the situations they encounter, so their response are also
varied. This also applies to introverts and extroverts.

Extroverts and introverts behaved differently inside a classroom or

any learning environment. Most school activities experienced by students
involve participation and socialization. These activities including class

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recitations, group presentation and projects, school programs, extra-

curricular activities and etc. are designed to stimulate learning and
understanding alongside the development of the social skills of students.
In the Philippines, most students will agree that class participation (i.e.
group works, recitations, presentations) plays a major role in the
accumulation of their grades.

This way of learning appeal more to those students considered as

extroverts or people with high degree of extroversion. While extroverts are
described as out-going, sociable, and talkative people. The term
‘extrovert’ actually refers to those people who gains energy by being with
other people and participating to different activities. This allows them to
work effectively in environment such as classrooms and forums.

On the other hand, there are students who prefer to spend their
time alone and work independently. Introvert refers to people who
focuses more on their internal experiences and tend to observe rather
than participate. They are often seen as shy or anti-social but in reality
they just prefer being alone or working alone. Being alone gives them
more opportunity to focus and learn effectively.

For example, in a classroom, students have different personality

traits that could contribute on how they learn and understand the lesson
taught. Their response to their environment is also based on their
characteristics and naturally, an extrovert and an introvert have different
views in regarding the social situations presented to them in a
classroom.

We observed that most school activities and classroom discourse

are in line with extroverted students. They are comfortable with

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participating and socializing which makes it easy for them to work and
learn in a classroom. Whereas most introverts are content in simply
listening to the lesson being discussed. Their tendency to not participate
leads to the uncertainly about their understanding of the lesson taught.

Subsequently, their behavior inside a classroom or anywhere with

a lot of people makes it difficult to deduce their thoughts and actions.
Sometimes teachers worry when a student is too quiet and shy around
others. Also, some teachers are unaware of the differences of extrovert
and introvert personalities. And in some circumstances, other students
register the meekness of introverts to weakness, making them vulnerable
as a subject of bullying.

Our society have a different perception about extroverts and

introverts. Most people argue that extroverted qualities are the ‘normal’
behavior everyone should possess. While people have a general idea
about the traits of introverts, misconceptions about them are still
inevitable. Since they prefer to confide within themselves, people find it
difficult to interact with them and connecting with introverts becomes
impossible.

We believe that it is important to understand the life of introverts.

With this study the characteristics and attributes of introverts will be
discovered. This aims to correct the misconceptions about the nature of
introverts and eradicate the negative notion about them. This will also
help identify the learning behaviors and social skills of introverted
students which contributes to their attitude and response to a learning
environment.

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B. Significance of the Study

This study is conducted to explore and discover the life of
introverts, focusing on introvert learning and social skills. This aims to
raise awareness for educators to create an inclusive learning
environment where introverts are able to work and study efficiently and
participate in class comfortably. This will help students, teachers, and
parents in understanding the characteristics and actions of introverts
they may encounter. With this, people would be aware and
knowledgeable on the traits of introverts, what should they expect from
them and how to provide an inclusive environment for them. Also, this
study will help dissolve the biased opinion of people between extroverts
and introverts. Similarly, this study aims to eradicate the misconceptions
and misleading ideas about the psyche of introverts.

C. Statement of the Problem

The purpose of this study is to discover the characteristics and
perceptions of introverted students by interpreting their lived experiences
in their learning introverts. This study aims to answer the following:
1. What are the characteristics of introverts that contribute to
their attitude towards learning?
2. How do introverts perceive and respond to the situations
present in their learning environment?

D. Scope and Delimitation of the Study

This study covers the characteristics and perception of introverts.

It revolves on how introverts think, respond, and act in different
situations. All participants of this study are identified as introverts. This

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is limited only to the experiences and actions of introverts involved so the

data may not be generalized.

E. Assumptions

The assumptions for the given questions are as follows:

1. The attributes of introverts that affects their learning techniques

and abilities include being independent while working, thinking
and processing information thoroughly; being keen observers, and
preference for small group of friends or acquaintances.
2. Inside a classroom, introverts prefer being passive, learning
independently and thinking deeper within themselves.

F. Conceptual Framework

Introversion

Independence Keen Observation

Intrapersonal Small Social Circle

Independent Learning Critical thinking Passiveness

Figure 1. Research paradigm of the study

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G. Definition of Terms

 Extroversion – the state of obtaining gratification from the outer

world; the opposite of the personality of introverts (subject of the
study)
 Extroverts – characterized as out-going and participative students
in contrast to introverts (subject of the study)
 Independent learning – the preferred way of an introvert (subject of
the study) to learn
 Intrapersonal – characteristic of introverts (subject of the study)
 Introversion – the state of being interested to one’s internal
thoughts and feelings; the personality type of the subject of the
study
 Introverts – characterized as passive students and active listeners;
the subject of study

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Chapter II
Review of Related Literature and Studies

In this chapter, review of related literature and related studies is

presented. The cited sources help in gathering existing data and theories
related to the characteristics and attitude of introverts toward learning.

A. Review of Related Literature

Introversion refers to the tendency of an individual to focus more

on his or her internal experience. Introverts spend greater time on
observing and reflecting on the situation they encounter rather than
acting upon it. They are often seen as shy or antisocial because of their
preference to stay in the background where they could examine the
environment and focus on their reactions towards it. Interaction with a
lot of people drain them so they seek solitude where they can restore
their energy. Introverts are also known for being intelligent, sensitive
about themselves, and having deep perceptions. However, they are more
susceptible to psychological distress and pessimism because of their
tendency to overthink. (Positive Psychology Program, 2018).

The concept of introversion and extroversion is a helpful way on

understanding different personalities, stated by Carl Jung, the first
psychologist to identify the differences between introverts and extroverts.
Often confused with shyness, introversion is a personality type which
affects how a person respond to a social activity and his or her
preferences for learning. People who are introverted are more focused on
their internal thoughts. Unlike extroverts, who are typically energized by
social interaction, introverts may find it exhausting to connect with a

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large group of people. They are capable of interacting with others, but
introverts value their own company more. In a learning environment,
introverts prefer to work and study alone. They are mostly comfortable
with passive learning, content with listening to a lecture rather than
actively participating in class. Independent learning allows them to
understand complex ideas and avoid confusion. Also, some introverts
dislike noisy environment which makes them unfocused and distracted.
Class participation is often basis for grades, which is why it is important
to create an inclusive learning environment. While group discussions
make introverts appear inactive and mere observers, working by partners
and in small groups allow them to process the ideas of other people then
share their own ideas. (Monahan, 2013)

According to Holmes (2017), introverts rarely speak the first thing

that crosses their minds. It is common belief that they try to avoid huge
social situations because they dislike talking or interacting with people.
But in reality, small talks are exhausting for them and they prefer
intimate conversations with their few friends. This explains why
introverts do not openly participate in group activities or classroom
discussions.

There are common characteristics that could be observed in

introverts. Many of them do not have many friends because they tend to
prefer one-on-one or intimate conversations that socializing with large
circle of friends. Similarly, they do not want to socialize in a bigger area
or in a bigger population. Other people tend to think that introversion
equates with shyness. Introverts may be reserved but they are not
socially anxious or shy. Shyness is feeling nervous and uncomfortable
about meeting and talking to people. Other than that, introverts tend to

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think before talking. They do not speak about something if they do not
have a clear understanding about it. In different situations, they mostly
stay at the background, observing the people around them rather than
participate with them. On the other hand, introverts appreciate small
talks and enjoy meaningful conversations (Cherry, n.d.).

Despite of the negativity surrounding introverts, they actually play

an essential role in our society. Extroverted qualities are set as the
‘normal’ behaviors that everyone must possess, but without introverts,
there would be no balance in our society. Introverts may not be outgoing
like extroverts, their tendency to keep mostly to themselves help them
cope with the pressure brought by society and their peers. While
extroverts want to do most of the talking, introverts are people who listen
carefully and are observant to their surroundings. With these characters,
they can easily contextualize the happenings around them. They are
thoughtful to their every action, decision and word. They are capable of
learning essential life lessons by reflecting about their past mistakes. In
a world where people want to talk all at once, we need introverts who
listen before carefully. And with all the differences between extroverts
and introverts, we all must learn to respect one another (Chang, 2016).

As stated by Holland (2018), introverts are often thought to be

quiet, reserved, and thoughtful individuals. In most social situations,
they do not really seek attention from others as they are comfortable to
simply stay in the background. As oppose to this extroverts are seen as
the ‘life of the party’ because of their nature to be sociable and outgoing.
In comparison, introverts gain energy from themselves while extroverts
are simulated by interacting with others. Although these characteristics
may be observed to some introverts, we should still remember that these

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do not apply to everyone. Introverts may have a characteristic of an

extrovert and vice versa. But what is important is to be respectful to
one’s differences.

Schools are usually loud and busy, mostly designed for extrovert
students but could be exhausting place for introverts. Teachers should
help and advice students who struggle to participate in their classes. Bad
grades given to some students might indicate that they need help for
lessons they do not understand or that they rarely recite and participate.
If teachers are truly concern in molding a student to his or her best, the
child’s personality should be accounted. It is important that educators
are considerate and open-minded to the introverted qualities of some
students. At some cases, students who are usually quiet actually know a
lot about the lessons but they do not feel the urge or need to talk or
recite. Implementing new methods to make the classroom inclusive to
both introverts and extroverts without making exceptions would be
beneficial for them. (Stade, 2018)

Studies show that introverts are more sensitive to noisy

environment than extroverts. Introverts are more comfortable and
productive when working in a peaceful environment. Similarly, having
‘alone time’ allows introverts to rest and think carefully. Conversely,
being alone is one of the fears of an extrovert, in comparison to introverts
who prefer spending time alone. Most people think that if a person is
alone a lot, he or she probably have a problem. Others believe being
alone means you do not like the presence of people or you are most likely
a loner. Introverts are often seen as shy people. But shyness and being
an introvert are two different things. Being an introvert not necessarily
mean that you are not confident about yourself. They could be

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participative if they want but not often. It is important that they practice
going out of their shells and learn to mingle and communicate with
different personality types. (Tuy Chinh, 2019).

B. Review of Related Studies

In 1923, psychologist Carl Jung identify the differences of two

personality types: extroversion and introversion. He believed that
extroversion and introversion are two opposite orientations. He stated
that the difference between introverts and extroverts rely on how they are
energized and where they direct their energy. He used the term
‘extroversion’ as the process of directing one’s interests to his or her
environment and gaining energy from the simulation of the outer world.
On the other hand, ‘introversion’ refers to the process of focusing on a
person’s internal thoughts and feelings and drawing energy internally.

Condon and Ruth-Sahd (2013) stated that introversion and

extroversion are related to the academic behaviors and learning abilities
of students. Introverts

and extroverts differ in the way they process information, how they
behave inside a classroom and preference regarding assignment and
activities. Schools nowadays have become more group-centered,
benefiting students comfortable with socialization. However, this kind of
setup could be uncomfortable for introverts. Introverted students tend to
listen carefully, more observant than participative, think before they act
and process information more thoroughly before speaking and sharing
their ideas. They are simulated by being alone to deal with their own

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thoughts, making them perceptive and full of depth. However, the

downside of being introvert include being judged unfairly, being seen as
antisocial, or pessimistic individual. It is important for people, especially
educators, to understand the personalities of introverts.

According to Moran (2016), there are some incompatibilities

between students that showed introverted behaviors from students who
do not in relation to different classroom activities they encounter,
especially group work and discussions. Her study focused on six
students with introverted behaviors. The study revealed that introverts
cannot perform well in class because of the feeling of exclusion, shyness
and fear that no one would understand their thoughts. They prefer to
work alone or in a relatively small group where they could be comfortable
in expressing themselves and still be able to think thoroughly. Moran
also mentioned that though students who participate in groups achieve
more and enjoy, it is not the same with introverted students. She stated
that educators should be aware of the differences between the students
and how it is important to promote an inclusive learning environment.

A study showed that introverts often feel pressured to change

their personality to fit within the society. Participants of the study stated
that they feel as if they are forced to take part and act accordingly to the
societal situations they encounter. Extroverts are most likely favored by
the society. They are thought to be the happier people and more mature
individuals because they enjoy social interactions and express a positive
outlook in life. While introverts are thought to be pessimistic and sad. It
is also a common belief that extroverts have possible and joyous outlook
in life, in contrast to the perception with introverts. However, it was
stated that extroversion and happiness are not correlated. Happiness is

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mostly associated with satisfaction in life and productiveness, which

introverts could also achieve through a different perspective other than
an extrovert’s. Introverts have their own sense of comfort and happiness,
though not what society dictates (Khalil, 2016).

In a study, a researcher interviewed 12 self-identified introverts

about their experiences as introverts since childhood. The aim of the
study was to collect experiences and provide insight that could help
social workers to better understand introverts. The findings states that
there are similarities in experiences of the introverts within their social
circle. All participants had negative perceptions about introversion but
they also reported positive aspects about it. They stated that they felt
indifferent amongst their peer. This indifference led them to their
negative attitude about introversion. They also expressed discomfort
when forced to societal interaction and commitments. However, most of
them described how coping with introversion becomes easy when they
are supported, valued, and included within their environment. The level
of support they receive from their friends and family affects their
perception to themselves. (Schwartz, 2015).

As cited from Aimen (2016), it is important that teachers are aware

about the different personalities of students. In some cases, the
differences between extroverts and introverts are ignored and the
classroom discussion is generalized. This may lead to complications on a
student’s development and understanding, especially if the teacher’s way
of teaching is unsuitable for him or her. This study was conducted to
improve the educational system that appeal more to extroverts and help
teachers better understand the different personalities of students and be
able to connect and teach them effectively. This study discussed the

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differences on speaking ability between extroverts and introverts. He

conducted a focus group discussion with teachers. The results showed
that introverted students prefer not to talk but to think deeply and plan
on their response. On the other hand, extrovert students are always
participative and talkative, however, their response are sometimes vague
or inaccurate. The participants stated that it would be possible to create
an inclusive classroom by planning entertaining activities and being
mindful of the students’ preference to work alone or as groups.

Synthesis

All these resources discuss the characteristics of an introvert in

different social situations, especially in learning environment. They also
describe the common characteristics observed among introverts, in
comparison to extroverts. The literature explains different aspects of
introversion, including their preference, behaviors and attitude.
Similarly, the studies cited explore the personality and experiences of
introverts. Some of these described how introverts respond towards
learning environment and what were the difficulties they experienced as
a student.

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Chapter III

Methodology of the Study

In this chapter, methodology used in the study is presented. This

includes information pertaining to the research design utilized, gathering
of participants, instrumentation, data collection process and data
analysis procedures.

Research Design

This study was conducted to discover and discuss the

characteristics of introverted students that contributes to their attitude
and perception to their learning environment. A phenomenological study
design was used to investigate how the characteristics of introverted
students contribute to the way they respond and react to their learning
environment by scrutinizing their experiences. This study revolves only
to the experiences and perceptions of introverted students.

Samples

Multistage sampling was used to select the participants. Simple

random and purposive techniques were used to gather the participants
identified as introverted students. All of the participants to this study
responded to a personality type questionnaire (see Appendix A)

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distributed to the Grade 11 STEM students. Using the results of the

personality type questionnaires, the researchers chose the students with
the lowest scores which indicates their introversion level.

A semi structured qualitative interview was used to discover the

attitude of introverted students towards their learning environment. The
sample for this study include nine (9) students identified as introverts.
All participants chosen are currently studying as Grade 11 students at
Pangasinan National High School.

Research Instrument

The researchers prepared a set of interview questions (see

Appendix B) that aims to ascertain the experiences of the interviewees
with their learning environment. The researchers considered the
requirements of a good data collection instrument such as
appropriateness and inquisitiveness. Preference for the use of a semi-
structured interview is premised to avoid bias, less pressure for the
interviewee’s response, and allows them to relax and be comfortable. It
also encourages open responses even to sensitive issues at hand and
permit follow-up questions if needed. In addition, the instrument was
validated by three research advisers.

Data Gathering Procedure

The data gathered was based on the individual interviews

performed with the grade 11 STEM students of Pangasinan National High
School identified as introverts.

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First, the researchers adapted a personality type questionnaire and

was distributed among the grade 11 STEM students to determine
whether they are introverts or not. The researchers used purposive
sampling where only the students who got scores between 0-5, the range
of introversion, were interviewed. Before the interview begins, the
interviewer provided a background of the study and explained why they
are chosen as a participant, for them to understand and be comfortable
before the actual interview.

The researchers prepared ten (10) interview questions (exclusive of

follow up questions). The participants were interviewed during their
vacant time and were asked to sign a consent form which ensures their
cooperation with the researchers as well as the confidentiality of their
interview. The interviews were conducted on Pangasinan National High
School grounds in order to make the participant comfortable and prevent
environmental factors that can affect the participants’ answer. The
participants were assigned code names. The code names were the
common description or terms connected to introverts.

Data Processing Procedure

Before the main interview starts, the interview questions were

validated by the research advisers, and we asked permission to the
principals of Pangasinan National High School to conduct an interview,
they sign the Principal Consent Form (see Appendix C). This was made to
make the questions use for interview clear and exact for the focus of the
study.

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The participants were asked to sign the Participant Consent Form

(see Appendix D). The researchers asked the permission of every
participant to have a voice recording of the interview, and luckily, all the
participants agreed. The voice recording of the interview was the main
data processing technique use in this study. The voice recordings were
kept to assure validity of the interview. All the voice recordings were
transcribed in verbatim.

The researchers used data validation method in processing the

interview data. Since they interviewed nine (9) grade 11 STEM students
identified as introverts, multiple data were extracted, means data
triangulation is the most appropriate data processing technique. Open
coding is utilized to identify the commonality between each of the
interviewee’s responses that could serve as categories or themes. The
responses that reflect common themes were written in verbatim
quotations.

Credibility

The aim of our study is to develop and acquire content validity and
credibility for the data gathered about introvert students. Credibility
depends more on the richness of the information gathered than data
gathered. We conducted purposive sampling to select our respondents
which ensures that they possess the characteristics of an introvert.
Validity is the degree of which an instrument measures what is supposed
to measure. We utilized the data triangulation method, using multiple
sources to get diverse views that would help in validating the
conclusions.

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Confirmability

Confirmability refers to the degree on which the findings could be

confirmed and validated by others. All the conducted in-depth interviews
were recorded via voice recorder and were transcribed in verbatim. The
non-verbal cues of interviewees were also noted to relate with their
answers. The results were verified and substantiated with the cited
literature and studies.

Dependability

Dependability could be looked as the researcher’s account to the

changes build into any setting and to the addition changes to the
research design as learning unfolded. The researchers underwent the
process of bracketing wherein they separated their opinions and pre-
conceptions to detach themselves to the participant's actual response.
The researchers utilized a semi-structured interview guide that was
assured to be understood by the participants.

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Chapter IV

Findings and Discussion

Presented in this chapter are the findings of the study gathered

from the interviews conducted with students identified as introverts. This
also includes the discussions and interpretations of the different themes
and subthemes.

After seriously scrutinizing the responses of interviewees, the researchers

came up with the following findings.

The following are the characteristics of introverts that

contribute to their attitude towards learning.

First Major Theme: All by Myself

As the Greek philosopher Socrates once said, “to find yourself,

think for yourself”. Many people would argue that the best way to learn
about the world is to be a part of it. However, we believe that before you
become a part of the world, you must have an identity first. And our
identity is something that should be within ourselves, from our thoughts,
actions and beliefs; not from what other people tell us to be.

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While many people misjudge introverts as self-centered

individuals, we would argue the otherwise. As we were conducting this
research, we found out that introverts prefer being independent in
different aspects, especially learning, because it allows them to express
themselves and concentrate on what they are doing. Working or studying
alone gives them opportunity to learn more effectively for the reason that
they need to work hard to achieve their goal and not rely on other people.
They learn from the things they do and from the decisions they do for
themselves.

Most of the participants said that they prefer independent learning

over group study sessions because it helps them concentrate and study
efficiently. Independent learning is a technique used by individuals who
work and/or study more effectively without the help of other people.

Wallflower- “Mas gusto ko paring mag-isang magreview kaya ang

ginagawa ko nagrereview na ako sa bahay...” (I still prefer reviewing
alone, so what I do is I start studying at home already.)

When asked to elaborate on why Wallflower prefers independent

learning:

“Kasi ano… para sa akin ‘pag ikaw lang mag-isa parang hindi ka umaasa
sa knowledge ng iba. Parang mas marami akong natututunan ‘pag ako
lang yung nagbabasa…yung ako lang nag-eefort para malaman kasi mas
dun ako natututo.” (Like… for me, if you study alone it is as if you are not
dependent to other’s knowledge. Like I learn more when I am the only
one reading…when I am the only one exerting effort, I learn more.)

 First Sub-Theme: No Man is an Island

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Though there are times that you may feel isolated from the
rest of the world, remember that there are people who will always be
with you, just like the friends that we make in our lives. Often seen as
antisocial, introverts may not be comfortable in socializing with
people but this does not mean that they do not have friends. Most
introverts have few friends whom they trust and could be
comfortable with. Some ‘alone time’ is always priority for
introverts, but our findings show that some of our participants could
also be comfortable working and studying with a small group
especially with their close friends. Working with a small group or with
close friends allow them to socialize and learn and still be
comfortable and focused on what they are doing but not with people
they are not acquainted with.

Lone Wolf- “‘Pag mga kaibigan ko, comfortable naman -ako

magreview- pero kapag classmates kasama ko, ‘yong mga di ko
kaclose ganun, hindi, naiilang ako eh.” (If I am with my
friends, I am comfortable -to review- but if I am with my
classmates, those who I am not close with, no, I feel
uncomfortable.)”

Our findings show that when it comes to learning, introverts prefer

working and studying either alone or with a small group (close friends).
This agrees to the study of Moran (2016) in which it was stated that
introverts prefer to work alone or in a relatively small group where they
could be comfortable in expressing themselves and still be able to think
thoroughly. Also it was stated by Monahan (2013), while group
discussions make introverts appear inactive and mere observers, working

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by partners and in small groups allow them to process the ideas of other
people then share their own ideas.

Second Theme: Part of That World

While Ariel the Little Mermaid sang how much she wished to be
part of the human world, introverts continue to whisper how much they
wish to be never called to participate in class activities. Unlike extroverts
who are usually willing to stand and talk in class, introverts are content
with staying in one corner, happy to listen as other students talk and
participate in classroom activities. Participating in different activities,
even in a simple conversation, is not really the number one interest of
introverts.

We observed that teachers often urge all students to participate or

recite on their class to evaluate their learning and understanding of the
lessons. However, most of the participants shared they are not really that
participative during class activities, especially oral recitations or
presentations. Despite knowing the answer to the question, they simply
do not feel the urge to raise their hand and recite. In some cases,
introverts choose to keep their mouths closed to avoid judgement and
embarrassment in case they make a mistake. They are content with
listening to the melody of education instead of singing with it.

Introspective- “When it comes to recitation, hindi masyado, parang

sumasagot ako, kunware nakaupo lang ako ganoon, kahit alam ko sagot,
hindi ako nagtataas ng kamay.” (When it comes to recitation, not so
much, like I answer the questions while seated. Even if I know the
answer I don’t raise my hand -to recite-.)

 First Sub-theme: I Need to, I Have To

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There is a thin line between things you want and things you
need. However, introverts believe that this is not really applicable
to everything, especially when it comes to class recitation. Most of
the time, class recitations are one of the most nerve-racking
moments of their lives. Some of the participants shared their own
experiences about recitations, how they only recite when obliged
to.

Recluse- “Hindi rin… ano, ‘pag obligado… oo, ‘pag kailangan.” (Not
really… when I am obliged…yes, when I need to.)

Lone Wolf- “Tingin ko...di siya sa ano…’pag natawag lang

ganun…oo ‘dun lang sasagot” (I think… it’s not like…when I am
called… yes, that is when I only answer.)

According to Stade (2018), students who are usually quiet actually

know a lot about the lessons but they refuse to recite simply because
they do not feel the urge or need to talk or recite. Since most schools
consider class participation as a basis for a student’s grades, low marks
are given to students who are not participative. Similarly, Monahan
(2013) stated that most introverts are content with passive learning;
most of the time they are simply listening instead of participating. As an
additional, the study of Khalil (2016) stated that introverts often feel
pressured to take part and act accordingly to different societal situations,
similar to what some participants of this study feel about participating
and reciting in classes. The findings of this study corroborates with the
given literatures.

Third Theme: The Makahiya Blooms

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"Look, the Makahiya blooms!" someone exclaimed when the

introverted student stood up and talk in front of the class. Social
butterflies find it easy to communicate with others. But a Makahiya tend
to shy away from the people around them because of various reasons.
Participants of this study admits that they tend to act like a Makahiya
because of shyness, anxiety and discomfort especially in socializing and
participating with their classmates. But once you get them started on a
conversation about something they are really passionate about, they will
not stop blooming.

Recluse: "Nahihirapan ako minsan kasi parang takot akong makihalubilo

ganun, pero alam ko na… parang binabasa ko lang yung tao kung ano ba
talaga siya, kung mabait siya o kung plastic ba man siya o hindi parang
ganun sa ngayon wala." (Sometimes it is uneasy like I'm afraid to
interact, but now I know... I observe that person what he/she really
are, if she/he is kind or a plastic or like that but not by now.)

The study of Moran (2016) revealed that introverts cannot perform

well in class because of the feeling of exclusion, shyness and fear. These
factors affect their academic performance. Also, Schwartz (2015)
mentioned that introverts may feel indifferent among their peer and feel
discomfort when forced to societal interactions and commitments. In
addition to that, Holland (2018) stated that in most social situations,
they do not really seek attention form others as they are comfortable to
simply stay in the background. These are similar to our gathered
findings. We found out that most of the participants of this study
sometimes feel shy, anxious and uncomfortable in their classrooms.

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The following are the perceptions and responses of introvert

students to their learning environment.

Fourth Major Theme: Sound of Silence

Imagine being in a place of calmness and peace, without anything

that would distract you. Or imagine driving away from the city, away
from all the noise and chaos that this constantly changing world brings.
In a word full of noise, the only thing that introverts wish to have is some
quietness, a peaceful environment far from the noise that makes your
ears blow up. Isolating yourself to escape from the noise that haunts you
seems like a good idea, but only in our imagination. We can never really
escape the noise that our world brings.

Wallflower- “’Yung ideal ko talaga yung tahimik lang as in kunyari

pinaka ano ko talaga yung tabi ko lang yung libro ko or anything na
pagbabasahan ng info at as in yung walang istorbo gusto ko yung tahimik
lang talaga.” (My ideal -environment- is a quiet place as in I really like
it when a book or anything I could get information is beside me and
without anything to interrupt me, I really like it when it’s quiet.)

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Sulivigant- “Hindi kasi madali akong madistract sa maingay na lugar…

tahimik lang.” (No because I could get distracted so easily in a noisy
environment…I like it quiet.)

 First Sub-theme: Hell No’s and Headphones

The constant buzz of conversations all around him make

him feel suffocated. The noise, the chaos, everything. It feels too much.
But he has to endure it all. One way or another, introverts have felt
this way in their own classes. So instead of listening to all the
noise and eventually getting headache from all of it, they choose to plug
in their headphones and listen to music to drown the noise.
Schools are usually loud and busy with all the happenings around; it
causes distraction and confusion to introverted students. Some of
the participants shared their experiences regarding this matter.

Maverick- “Siguro sakin mas gusto ko yung may music akong

naririnig ayoko yung medyo, ayokong medyo tahimik.” (Maybe for
me I like it better when I hear music I do not like place that are
kind of, kind of quiet.)

Lone Wolf- “Hindi, kung maingay dahil sa music oo, pero yung
maingay dahil sa yung daldalan hindi, hindi ako
nakakapagconcentrate.” (No, if it is noisy because of music it’s
okay, but if it noisy because of chitchat no, I cannot concentrate.)

Home Boy- “Kapag yung maingay na environment sa music lang

ako nag aano na nakakafocus like sinabi mo kanina kapag
magrereview kaya ko maingay pero hindi particular na sa
environment na puro tao mostly metal song pinapakinggan ko
kahit yun kaya ko magreview.” (In a noisy environment it’s only

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with music that I can focus like you said earlier that when
reviewing I can do it even if it’s noisy but not particularly in an
environment with people, mostly I listen to metal song, I can review
even with that.)

 Second Sub-theme: White Noise

Everything is good as long as it is in moderation. One

participant stated that as long as the noise in her environment is
kept at minimum, she can still concentrate with her work. You
could simply imagine the noise around you as a background
music, something that is audible but not distracting.

Lone Soul- “Somewhere noisy but not too much, yung sakto lang,
yung parang white noise.” (somewhere noisy but not too much,
just enough noise, just like white noise.)

Tuy Chinh (2019) stated that introverts are sensitive to noise. They
prefer peaceful environment where they are able to concentrate and work
efficiently. Also, according to Monahan (2013) noise is disliked by
introverts because it distracts them This data is similar to our findings.
We discovered that introvert students dislike noisy environment. They
either prefer a really quiet place or listening to music to drown the noise.
In addition, a participant shared noise as long as kept in minimum is
favorable.

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Fifth Major Theme: Connection Error

You look into a sea of strangers and you know that what you were
afraid of has come: your first day of classes. You sat at the very corner of
the room, looking on everyone’s face, searching in vain for a friendly face
that could be your companion. The only problem: you are not a social
butterfly, a person who could walk into a room full of strangers and come
out with a lot of new found friends. You are an introvert, socializing is
not your best feat.

Most of the participants shared that it wasn’t easy for them to

connect with new people, most of the time they just observe the people.
When they are in a crowd they feel uneasy because they do not know
how to approach strangers.

Introspective- “Hindi, kasi ýong iba parang diba parang yong iba
nakakaadjust na sila na nakakacreate ng new friends parang ikaw…
parang ano… mag-aadjust ka pa rin ganon so parang ilang weeks bago
ako nakacope-up.” (No, unlike other people who can adjust easily,
they can create few friends while you are still adjusting…so weeks
had passed before I coped up.)

 First Sub-theme: Birds of the Same Feathers

There’s nothing more comforting than knowing that in the

midst of new faces, there is a person who shares the same
interests as you. It makes socializing easier, especially for
introverts. As the old saying says, birds of the same feathers flock
together. One of the participant shared that he prefers to be alone
because usually no one shares his interests. On the other hand,

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someone shared that it became easier for him to connect with other
people because of their common ground.

Recluse- “katulad ng inaaral ko tactic nung Napoleon Wars

ganun…’yon yung mga gustong-gusto kong topic eh…kadalasan
naman kasi wala namang interest doon ang karamihan ‘di ba, kaya
gusto mo mag-isa na lang.” (Like what I am studying, tactic of
Napoleon Wars, those are my favorite topic, usually it is not
the interest of other people, so you would prefer to be alone.)

Home Boy- ‘’uhm, madali lang naman sakin kahit… tapos una ko
namang nakilala noon si ****… tapos same kami ng hilig kaya
ayun. (Uhm, it was easy for me even if… and I first met **** and we
have the same interest that’s why.)

Based on our findings, introverted students experience difficulty

with interacting with other people especially to those who do not share
their interests. Inability to connect with other people especially with their
classmates affect the way they act in their classrooms. Having the same
interests with others could help improve their relationship with their
classmates.

Sixth Theme: Harmony of the Orchestra

No one can whistle a symphony. It takes a whole orchestra to play it.

~H.E. Luccock

Cooperation, organization and connection: this is the recipe for

teamwork. Teamwork is important to achieve success in group activities.
But unifying a group of people towards a single goal is never easy.

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Creating a comfortable environment and breaking barriers between the

members are some ways to unify your team.

To prepare for a concert, an orchestra needs a lot of practice before

all the instruments achieve harmony. This is also applicable to group
activities. Time and effort are needed before members are able to connect
and work as one. But we all know that there are some of us who are not
really good at group works. In this case, we have introvert students. Most
of the participants shared that group activities are not their favorite.
Some of them admitted that they find connecting and working with their
classmates difficult.

Wallflower- "Kahit na may idea ako hindi ako yung tipo na tao na
sasabihin ko lagi o sasabihin ko talaga...mas lalo pag alam ko yung
kunyari naging part ng group ko yung leader ng group namin is hindi siya
nag-aaccept ng ano parang basta yung parang tinatapon niya lang."
(Even if I have an idea, I am not the type of person who speaks
always or will really share...especially when I know for example a
member of my group is a leader who doesn't accept-ideas- he/she just
throws it away.)

 First sub-theme: Broken Strings

An instrument with broken strings will definitely have a hard

time harmonizing with others. Some participants share that
working in groups becomes hard because of their shyness and feeling
of uncomfortableness. Introverts feel these so much to the point that
they pick tasks which do not involve oral presentations and
sometimes they do not work with their group at all.

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Lone Soul- "kapag kadalasan ako na gumagawa ng mga written

tas sila na bahala magreport ganun...nahihiya ako eh." (Usually I do
the written works and they take care of the reporting...I am shy.)

Homebody- "minsan parang hindi ako nakikicooperate kasi minsan

parang hindi ako komportable, kaya ano nakaupo lang ako...
nahihirapan ako...hindi ko talaga kayang ano makipagcommunicate
sa iba lalo na kapag di ko pa-close." (Sometimes I don't cooperate
because...like I don't feel comfortable so I just sit down...it's
hard for me...I can't really communicate with others especially
those I'm not close with.)

 Second sub-theme: Second Voice

There is nothing wrong with being a second voice; serving as

a backup to the main singer and always following the lead of
others. We could compare this to the actions of some introverts
during group activities. Some of the participants shared that they
only do the tasks they were appointed. They follow the instructions
of their leader without hesitations but they sometimes act without
their own initiative.

Sulivigant- "Wala. Tahimik lang. Mag-aantay ng ano ng kung ano

yung sasabihin na gagawin." (Nothing. I stay quiet. I just wait
for what they tell me to do.)

Lone Wolf- "kung ano ibigay sakin yun na yung gagawin ko or

mag- aask ako kung ano yung pwede kong maitulong sa kanila."
(Whatever is assigned to me, that's what I would do or I would
ask what I could help them with.)

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 Third sub-theme: A Conductor's Baton

To direct the whole ensemble of musicians, a conductor uses

a baton. It serves as his best tool to be an effective leader to his
team. Whenever assigned as leaders, the best tool of introverts is
their ears. They are known for being good listeners; always listening to
the suggestions and opinions of their team. In that way they are able
to construct a plan on how they would best direct and guide their
team, just like a conductor. But if the members are not willing to
cooperate, the introvert leader would struggle.

Home Boy- "Kukunin ko lahat ng ideas nila tapos inanarrow down

ko lahat ng possibilities na kailangan and then if merong naglalack
uhm doon na lang pupunan." (I gather their ideas then I narrow
them down to all the possibilities that we need and then if there
are parts that lacks something uhm that's when I put additionals.)

Wallflower- “Yung parang nagtatanong ako ng suggestion nila…

yung suggestions muna nila tas pag bubuo kami ng concept dun sa
suggestions nila tas dagdagan ko na lang.” (I ask for their
suggestions and their suggestions come first then we would create
a concept from them then I’ll just add if needed.)

Introspective- “Kasi di ba gagawa ka ng group chat tas ‘yong iba

di nagrereply so parang ano nasstruggle ako pag ganon kasi yung
ikaw na nga yong nag-aapproach sa kanila ganon tas, yung iba parang
wala pang pakialam” (So I create a group chat then some members
won’t reply so I struggle when that happens because even if you
approach them, still they don’t care.)

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In the study of Condon and Ruth-Sahd (2013), they mentioned

that schools are usually more beneficial to students comfortable with
socializing, making it difficult to introvert students to perform well.
Holmes (2017) stated that introverts prefer having intimate discussions
with their friends. This preference of introverts sometimes hinders their
ability to openly participate in group activities and classroom
discussions. Similarly, Cherry (n.d.) stated that they prefer observing the
people around them than participate. Chang (2016) mentioned that
introverts listen carefully and are observant to their surroundings. These
characteristics allow them to decide and act accordingly whenever
assigned to be group leaders. These findings agree to our discoveries
about the experiences of introverts during group activities.

Chapter V
Summary of Findings, Implications and Recommendations

This chapter presents the summary of findings, implications and

recommendations of the study discussing the experiences of introverted
students.

Summary of Finding

This study entitled “In My Own World: A Qualitative Study on the

Lived Experiences of Introverted Students” aims to discover the
characteristics and perception of introverted students towards their
learning environment. This study used the phenomenological design to
discover and interpret the experiences of introverts. A total of nine
participants identified as introverts were gathered through purposive
sampling. They were given consent forms and were interviewed using a

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semi-structured interview questions. We used audio recorders and note-

taking to record all the response of the participants. The audio
recordings were transcribed in verbatim and extracted parts were
translated. We utilized open coding to identify six major themes found in
the participants’ answers.

First major theme identified is All by Myself, with the sub-theme

of No Man is an Island, which discusses the preference of introverted
students to independent learning and occasionally reviewing with a small
group preferably their close friends.

Next identified theme is Part of that World, with the sub-theme I

Need to, I Have to. This describes the characteristics of introverts
during class discussions and recitations. Findings revealed that
introverted students are not participative and they only mostly
participate when required to.

The Makahiya Blooms discusses the tendency of introverted

students to shy away, especially in their learning environment.
Participants of the study shared feeling shy, anxious and uncomfortable
in different societal situations. This contributes to the way they interact
and work with other people.

The fourth identified theme is Sound of Silence, with the sub-

themes Insert Background Music and White Noise. This discusses the
tendency of introverts to be sensitive with noise. To subdue the noise
around them they prefer listening to music, and for some introverts,
noise kept at minimum is bearable.

The fifth identified theme is entitled Connection Error, with the

sub-theme Birds of the Same Feathers. This discusses the difficulty

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faced by most introverts in connecting with new people especially in their

learning environment. Sharing the same interests with their classmates
help them interact with them more easily.

And lastly, the sixth theme Harmony of the Orchestra with the
sub-themes Broken Strings, Second Voice and A Conductor’s Baton
discusses the perception of introverts in group activities. When it comes
to group activities, participants shared that they find it difficult to
cooperate with their groupmates because of feeling of uneasiness. They
are usually passive members of the group and only do the tasks assigned
to them. Whenever assigned as leaders, introverts try their best by being
a good listener to their members; always asking for their suggestions and
thoughtful with their every actions.

Implications

The discoveries from this study narrates the lived experiences of

introverted students and these are the extrapolations from their
narrations:

1. Introverts prefer independent learning because it allows them to

concentrate and learn effectively. They spend great amount of time
alone where they can think critically without distractions. Studying
with close friends is also favored by some introverted students.
2. When it comes to recitation, introverted students prefer to wait for
their name to be called. They will not raise their hands even if they
know the answer. Some are not really comfortable with recitations
and are content with passive learning.

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3. Interacting with other people is a difficult task for introverted

students, but they can be close and comfortable with the people
who have same interest with them. Sharing a common ground with
their classmates is a way for them to easily connect and eventually
work with them.
4. Schools being loud and busy can be suffocating for introverts. They
are relatively more sensitive with noise than others. They like to
stay on quiet places while studying, but some listen to music
instead to subdue the noise. As long as their environment is not
too distracting, they are able to study well.
5. Some introverts are not comfortable in a new environment, similar
to their environment during first day of classes. They feel shy,
anxious and uncomfortable in communicating with other people.
This contributes to their actions and behavior in their classes.
6. When it comes to group activities, introverted students are not
participative. They are hesitant to share their ideas because they
are afraid for their opinion or ideas to be rejected. But as leaders,
they try their best by listening to their group members. However,
they struggle when their members are not cooperative.

Recommendations

With the help of the findings and implications of the study, we

came up with the following recommendations:

1. We recommend this study for students, teachers and parents in

helping them understand the characteristics and perceptions of
introverts they may encounter. Students, teachers and parents

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should be aware and knowledgeable on the traits of introverts to

help eradicate the misconceptions of people about introverted
students.
2. Educators should be informed about the behavior of introverts.
This way educators would have the knowledge about creating an
inclusive learning environment where introverted students can
learn effectively and be comfortable in the different class activities.
3. We recommend conducting a more thorough methodology that
would involve investigating the behavior of introverts outside their
learning. This would help in having a deeper understanding about
the overall characters of introverted students.

References

Aimen, I. F. (2016). Researching Personality Variables in Teaching

Speaking: Case of Introverted/Extroverted ELT Master2 Students
at Tlemcen University. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&ur=http://
dspace.univ- tlemcen.dz/bitstream/112/11073/1/iklef -
aimen.pdf&ved=2ahUKEwib7fflw-XfAhXIvI8KHfvMC -
QQFjAAegQIAhAB&usg=AOvVaw06peyC5_4rzlR2sr-HGZvW

Chang, C. (2016, August 8). Why Introverts Are Important to Society.

Retrieved from https://www.theodysseyonline.com/why-
introverts- are-important-to-society

Cherry, K. (2018). 8 Signs You Might Be A Introvert. Verywell Mind.

Retrieved from https://www.verywellmind.com/what-is-
introversion-2795995

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Chinh, T. (2019). The Life of an Introvert, Different Personality Types.

Retrieved from https://doctruyenhot.com/the-life-of-an -introvert-
different-personality-types-26372918.html

Condon, M. and Ruth- Sahd, L. (2013, November). Responding to

Introverted and Shy Students: Best Practice Guidelines for
Educators and Advisors. Retrieved from
https://file.scirp.org/pdf/OJN_2013112715261760.pdf

Holland, K. (2018). Are you an Introvert? Here’s how to Tell. Retrieved

from https://www.healthline.com/health/what-is-an-introvert#1

Holmes, L. (2017, December 6). 12 Things Every Introvert Wishes

You Understood. Retrieved from
https://www.huffpos.com/entry/introvert-

m i s u n d e r s t a n d i n g s _ n _ 7 1 1 9 3 5 2 / a m p

Jung, C. (2013, October 28). Carl Jung Personality Theory. Retrieved

from https://www.google.com/url?sa=t&source=web&rct=j&url=https:/
/www.psychestudy.com/general/personality/carl-jung-
theory&ved=2ahUKEwiKydWA2qngAhWNMN4KHaBiDDEQFjABeg
QIDxAH&usg=AOvVaw2p9ZEk4rCN-0IFWBuTBxmg

Jung, C. (2018, January 11). Keeping Introverts in Mind in Your Active

Learning Classroom. Retrieved from https://www.google.com/
url?sa=t&source=web&rct=j&url=https://www.facultyfocus.com/a
rticles/teaching-and-learning/keeping-introverts-in-your-active-
learnning-classroom/&ved=2ahUKEwiBsMyz4eXfAhUHF4gKHXe
QBn8QFjARegQIBRAB&usg=AOvVaw2LSJs5MFywIAJf4Xa726ck

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Khalil, R. (2016, June). Loud Words or Loud Minds: A Qualitative Study

about Introverts. Retrieved from
https://www.google.com/url?sa=t&source=web&rct=j&url=https:/
/www.researchgate.net/publication/304581444_Loud_word_or_Lo
ud_Minds_A_Qualitative_Study_about_Introverts&ved=2ahUKEwi5
_Yn148HfAhWMF4gKHQYIA0QQFjAAegQIARAB&usg=AovVaw1QSx
PZ2pqtcDgNa50RPOOx

Monahan, N. (2013, October 28). Keeping Introvertsin Mind in Your Ative

Learning Classroom. Retrieved from https://www.google.com/
url?sa=t&source=web&rct=j&url=https://www.facultyfocus.com/a
rticles/teaching-and-learning/keeping-introverts-in-your-active-
learnning-classroom/&ved=2ahUKEwiBsMyz4eXfAhUHF4gKHXe
QBn8QFjARegQIBRAB&usg=AOvVaw2LSJs5MFywIAJf4Xa726ck

Moran, H. (2016). Listening to their Silence: The Learning Experiences of

Quiet Students in a Middle School Environment. Retrieved from
https://ir.canterbury.ac.nz/handle/10092/13074

Positive Psychology Program (2016, November 17). The Spectrum from

Introversion to Extroversion. Retrieved from
https://positivepsychologyprogram.com/introversion-extroversion-
spectrum/

Schwartz, L. S. (2015). Childhood experiences of Introversion: An

Exploration of Navigating Social and Academic Spaces and Ways of
Coping. Retrieved from
https://scholarworks.smith.edu/cgi/viewcontent.cgi?article=1996
&context=theses

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Stade, L. (2018, June 27). How to Help Introverts to be Happy and Thrive
at School. Retrieved from https://lindastade.com/introverts-at-
school/

Appendices

Appendix A

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Personality Type Questionnaire

Appendix B

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Interview Questions

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Appendix C
Principal Consent Form

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Appendix D

Participant Consent Form

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Appendix E
Table of Themes and Verbatim Quotations

Table 1. Theme 1: All by Myself

Informant Statement
Wallflower “Mas gusto ko paring mag-isang
magreview kaya ang ginagawa ko
nagrereview na ako sa bahay...”

Table 2. Sub-theme 1: No Man is an Island

Informant Statement
Lone Wolf “‘Pag mga kaibigan ko,
comfortable naman -ako
magreview- pero kapag classmates
kasama ko, ‘yong mga di ko
kaclose ganun, hindi, naiilang ako
eh.”

Table 3. Theme 2: Part of that World

Informant Statement
Introspective “When it comes to recitation, hindi
masyado, parang sumasagot ako,
kunware nakaupo lang ako
ganoon, kahit alam ko sagot, hindi
ako nagtataas ng kamay.”

Table 4. Sub-theme 2: I Need to, I Have to

Informant Statement
Recluse “Hindi rin… ano, ‘pag obligado…
oo, ‘pag kailangan.”
Lone Wolf “Tingin ko...di siya sa ano…’pag
natawag lang ganun…oo ‘dun lang
sasagot”

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Table 5. Theme 3: The Makahiya Blooms

Informant Statement
Recluse "Nahihirapan ako minsan kasi
parang takot akong makihalubilo
ganun, pero alam ko na… parang
binabasa ko lang yung tao kung
ano ba talaga siya, kung mabait
siya o kung plastic ba man siya o
hindi parang ganun sa ngayon
wala."

Table 6. Theme 4: Sound of Silence

Informant Statement
Wallflower “’Yung ideal ko talaga yung
tahimik lang as in kunyari pinaka
ano ko talaga yung tabi ko lang
yung libro ko or anything na
pagbabasahan ng info at as in
yung walang istorbo gusto ko
yung tahimik lang talaga.”
Sulivigant “Hindi kasi madali akong
madistract sa maingay na lugar…
tahimik lang.”

 Table 7. Sub-theme 3: Hell No’s and Headphones

Informant Statement
Maverick “Siguro sakin mas gusto ko yung
may music akong naririnig ayoko
yung medyo, ayokong medyo
tahimik.”
Lone Wolf “Hindi, kung maingay dahil sa
music oo, pero yung maingay
dahil sa yung daldalan hindi,

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hindi ako nakaka-

pagconcentrate.”
Home Boy “Kapag yung maingay na
environment sa music lang ako
nag aano na nakakafocus like
sinabi mo kanina kapag
magrereview kaya ko maingay
pero hindi particular na sa
environment na puro tao mostly
metal song pinapakinggan ko
kahit yun kaya ko magreview.”

Table 8. Sub-theme 4: White Noise

Informant Statement
Lone Soul “Somewhere noisy but not too
much, yung sakto lang, yung
parang white noise.”

Table 9. Theme 5: Connection Error

Informant Statement
Introspective “Hindi, kasi ýong iba parang diba
parang yong iba nakakaadjust na
sila na nakakacreate ng new
friends parang ikaw… parang
ano… mag-aadjust ka pa rin
ganon so parang ilang weeks bago
ako nakacope-up.”

Table 10. Sub-theme 5: Birds of the Same Feathers

Informant Statement
Recluse “katulad ng inaaral ko tactic nung
Napoleon Wars ganun…’yon yung
mga gustong-gusto kong topic
eh…kadalasan naman kasi wala
namang interest doon ang
karamihan ‘di ba, kaya gusto mo
mag-isa na lang.”

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Home Boy ‘’uhm, madali lang naman sakin

kahit… tapos una ko namang
nakilala noon si ****… tapos same
kami ng hilig kaya ayun.

Table 11. Theme 6: Harmony of the Orchestra

Informant Statement
Wallflower "Kahit na may idea ako hindi ako
yung tipo na tao na sasabihin ko
lagi o sasabihin ko talaga...mas
lalo pag alam ko yung kunyari
naging part ng group ko yung
leader ng group namin is hindi
siya nag-aaccept ng ano parang
basta yung parang tinatapon niya
lang."

Table 12. Sub-theme 6: Broken Strings

Informant Statement
Lone Soul "kapag kadalasan ako na
gumagawa ng mga written tas
sila na bahala magreport
ganun...nahihiya ako eh."
Homebody ‘’ Minsan parang hindi ako
nakikicooperate kasi minsan
parang hindi ako komportable,
kaya ano nakaupo lang ako...
nahihirapan ako...hindi ko talaga
kayangano makipagcommunicate
sa iba lalo na kapag di ko pa-
close."

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Table 13. Sub-theme 7: Second Voice

Informant Statement
Sulivigant "Wala. Tahimik lang. Mag-aantay
ng ano ng kung ano yung
sasabihin na gagawin."
Lone Wolf "Kung ano ibigay sakin yun na
yung gagawin ko or mag-aask ako
kung ano yung pwede kong
maitulong sa kanila."

Table 14. Sub-theme 8: A Conductor’s Baton

Informant Statement
Home Boy "Kukunin ko lahat ng ideas nila
tapos inanarrow down ko lahat
ng possibilities na kailangan and
then if merong naglalack uhm
doon na lang pupunan."
Wallflower “Yung parang nagtatanong ako ng
suggestion nila… yung
suggestions muna nila tas pag
bubuo kami ng concept dun sa
suggestions nila tas dagdagan ko
na lang.”
Introspective “Kasi di ba gagawa ka ng group
chat tas ‘yong iba di nagrereply so
parang ano nasstruggle ako pag
ganon kasi yung ikaw na nga
yong nag-aapproach sa kanila
ganon tas, yung iba parang wala
pang pakialam”

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Appendix F
Transcription of Interviews

RECLUSE

I: Ano po kuya yung study po anmin is about siya sa introvert students,

so base po doon sa pinasagutan po nilang questionnaire ahm, yung
lumabas ninyong pong score nyo po doon is nasa scale ng introvert
students.

P: *Tinuro sarili*

I: Yah, kayo po

P: Bakit eiy?

I: So ano po yung questions po namin dito mostly magrerevolve po siya

sa ahm, attitude niyo po towards sa classroom natin, sap ag aaral ganun
po. So start na po yung questions. First, are you comfortable with
reviewing lessons with your friends or classmates?

P: Ano?

I: Like kung meron po tayo kunwaring exam ganun, parang komportable

po ba kayo na maggroup study with them or yung magdidiscuss kayo ng
review? Stuff?

P: Ano parang dumedepende lang ako sa tao pero kadalasan parang

gusto oo lang mapag-isa.

I: Prefer niyo po talaga yung ano?

P: *Tumango*

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I: So as second question po doon is what do you prefer, group study or

independent learning?

P: Ano.. independent

I: Bakit niyo po nasabi?

P: Kasi parang mas naeexpress mo yung.. para sakin ahh. Parang

naeexpress mo yung sarili mo kung paano k aba natuto kunwari towards
sa.. ano.. toward.. katulad ng inaaral ko tactic nung Napoleon Wars
ganun. Yung mga gusting gusto kong topic ehh.. kadalasan naman kasi
wala naming interest karamihan di ba, kaya gusto mo mag-isa na lang.

I: Parang hindi niyo po, parang wala po kayong tugmang ano, interest
with others. Okay, so ito po, are you usually participative in class?

P: Hindi rin..

I: Hindi rin.. parang hindi po ba kayo ano magrecite or like magsalita sa

classroom po?

P: Ano, pag obligado

I: Pag kailangan lang po?

P: Oh, pagkailangan.

I: And.. so masasabi niyo po ba na in a day kunwari hindi niyo po talaga

ginagawa yung pagrerecite or something?

P: Hindi

I: Hindi po talaga?

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P: Nandun lang ako sa tabi pero nakikinig. May gusto akong sabihin
pero parang ayoko iexpress kasi takot ako kung mali maisagot ko pero
mayroon naming nag-eencourage naman na sabing walang maling sagot

I: Opo

P: Ayun lang, takot lang

I: Are you comfortable with working with other people during classroom
or school activities?

P: Komportable, kaso.. hindi lang masyadong sanay

I: Paano pong hindi sanay?

P: Ano kasi nung since grade 7 to grade 10 everyday halos binubully ako
kaya mas prefer kong nasa sulok lang hindi walang kausap, pero nung
ito na, kasama ko na sila ****, kasi matagal, kasi matagal ko na ring
kasama SPA din kasi siya panag nagiging close na rin ako sa kanila

I: Ito naman po ahm, naalala niyo po ba yung first day niyo po ditto sa
classroom natin?

P: First day?

I: Yes

P: Yun pa yung palipat lipat pa ako eh

I: Okay so.. ito po, was it easy for you to connect with “new” people?

P: Hindi masyado

I: Hindi, hindi po kayo ahm, madaling ano?

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P: Medyo nahihirapan ako minsan kasi parang takot akong makihalubilo

ganun, pero alm ko na.. parang binabasa ko lang yung tao kung ano ba
talaga siya, kung mabait siya o kung plastic ba man siya o hindi parang
ganun sa ngayon wala.

I: Wala namn kayong naano na plastic ganun?

P: Si ****... ay di charot.

I: *Tumawa* ito po how do you... kapag mayron po tayong group

activities, how do you work in contribute to them?

P: Ano... kung ano ba yung inassign sakin, kung ano ba talaga yung
kailangan ko gawin, yun lang gagawin ko, hindi yung pa-easy-easy lang
na parang.. pangit naman yung ganun.

I: What about po yung initiative... parang ano pong initiative niyo po

ganun.

P: Ano... *nag iisip*

I: Parang mas nagrerely po kayo kung ano yung inassign sa inyo?

P: Oo mas gusto ko, oo kasi parang may direksyon ka eh, kung ano yung
pinapagawa saya, kung ano ba yung kailangan mo, pwede ka tumulong
sa iba tutulong ka.

I: Ito naman po, whenever you assigned to be the group leader, how do
you handle the job?

P: Ahh... hindi pa ako naging leader.

I: Hindi pa po talaga? Ever?

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P: Hindi, naging leader na rin sa church dati kaso hindi na, atheist na
ako ngayon ehh, hindi na ako.. hindi na ako.. wala na akong
pinaniniwalaan pero may respect naman... back to the topic... ano...
anon a yung tanong?

I: Paano niyo po nahahandle ang pagiging isang leader?

P: Ano lang... yung... hindi ikaw yung bossy yung gawin mo to, gawin mo
yan, mas gusto ko yung nakikipag ano... nakikipag collaborate ganun
lang, para mapadali yung ano, yong galaw ng.. yung trabaho, kumpara
sa gawin moto, gawin mo yan, malilito yung isa, malilito yung iba.

I: So parang kapag group activity gusto niyo po yung ano talaga, yung
parang pagtutuunan niyo ng pansin talaga?

P: Oo mas gusto ko yun.

I: Ito naman po, are you comfortable even in a noisy environment?

P: Hindi ako komportable kasi mas sanay akong yung mapag-isa nga di
ba...

I: Ito po last question na po ito, what is your ideal learning environment?

P: Ano lang... nakikipag cooperate, pero.. sakin kasi di ba mas sanay

kong mag-isa pero mas gusto kong makipagcooperate sa iba, ah yong
collaboration learning para mas ano... ano ba... para mas malaman mo
kung ano ba yung tingin ng iba toward sayo or toward sa pina-ano..
topic, mas gusto ko yung parang team... team activities, kumpara sa
mag-isa pero pag sa ano lang..

I: Ano po?

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P: Pag sa ano lang pero... pag sa study lang talaga, review gusto ko mag-
isa lang

I: Ahm... additional lang kuya ahm.. sa tingin niyo po, yung classroom
natin ngayon, environment po na meron tayo is tugma sa ideal
environment niyo?

P: Depende sa ano.. depende sa kagroup.

I: Ahh okay

P: Di ba? Depende sa kagroup kadalasan eh minsan kasi may kagroup

kanga yaw gumalaw

I: *Tumawa* yes

P: Meron ka din naming kagroup na anon a active masyado siya kaya

mas gusto mo siyang kasama, kaso ang problema niyo lang parang may
binubuhat kayong isa

I: Pero comfortable naman po kayo sa ano?

P: Komportable namam, kumpara dati

I: Thank you po, yun lang po, thank you kuya

P: Sige po

I: Thank you

P: Ha! Babye!

WALLFLOWER

I: Hi Wallflower

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P: Hello
I: So wait anuhin muna namin yung study namin. Yung study namin as
you know di ba about siya sa experiences ng mga student na introverts
or nagpapakita ng introvert qualities and kung naalala mo yung
pinasagutan naming survey, ang score mo dun pasok siya sa range ng
introvert, so ikaw ang inili naming iinterviewhin para sa study namin.
May tanong ka ba?
P: Wala.
I: Start ko na. so number 1: are you comfortable with reviewing lessons
with your friends or classmates?
P: Minsan hindi, minsan oo. Kasi pag mas gusto ko paring mag-isang
magreview kaya ang ginagawa ko nagrereview na ako sa bahay tapos
inaano ko na lang ditto parang iniiscan ko na lang
I: Ito, what do you prefer, group study sessions or independent learning?
P: Independent learning

I: Do you think na parang natututo ka kung ganun?

P: Oo kasi ano para sakinpag ikaw lang mag-isa parang di ka umaasa sa

knowledge ng iba parang mas marami akong natututunan pag ako lang
yung nagbabasa ako lang yung inaaral ko yong ganto parang yung ako
lang nagbabasa ako lang yung nag-eefort para malaman kasi mas dun
ako natututo.

I: Next, are you usually participative in class?

P: Hindi masyado
I: Ano yung mga activities nating yung sa tingin mong game ka talagang
makipagparticipate?
P: Pag ano parang yung connected siya parang kunyari pag minsan sa
RW di ba pag si maam, pag yung debate ganon tas ang ganda nung topin

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yun yung ano ko pero pag kunyari boring yung teacher or boring yung
topic ganon ayoko kahit alam ko yung sagot or ano hindi talaga ako
nagrerecite.
I: Ahm ito in a day how often do you recite in your classes?
P: Hindi ko alam, as in

I: Sa tingin mo parang ung average, sa tingin mo sa isang araw ilang

beses kang ano?

P: Siguro mga 3-5 times lang.

I: Pero nabangit mo yung sa pagpaparticipate times na masasabi na
parang alam mo pero di mo pinupush na gawin is because of the teacher
ganon or minsan sa sarili mo lang?
P: Sa sarili ko lang kasi minsan yung pang mas maano sa akin yung
reason na sarili ko lang secondary reason na kung yung teacher kasi ako
parang feeling ko kasi pag sianbi ko baka mali baka kasi yung nasa isip
ko kasi is ano kaya naman ng iba nalang or pag nagsabi ako jujudge nila
yung sinabi ko
I: Next, are you comfortable with working with other people during
classroom or during activities?
P: Oo, ok lang, sakto lang, di masyado
I: So like in general as in sa lahat ng tao
P: Ok lang, ok lang, sakto lang

I: Ok, next try to remember your first day at school. Naalala mo yung
first day natin?

P: First day dito

I: Yeah
P: Oo

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I: Was it easy for you to connect new people?

P: Ung dun sa mga ahy yung as in yung new lang never ko pang nakilala
I: Like that
P: Ahh hindi ang kasi ang ginawa ko muna nung una kasi parang
nagobserve lang muna ako tsaka parang kahit na meron yung gusto ko
silang maging kaibigan pero natatakot ako baka ireject lang nila tas kaya
ayun nagiging ano lang din

I: So parang, parang pag- aaralan mo muna yung tao before you prefer
that parang ganon

P: Oo
I: Ok, next, how do you work and contribute in group activities?
P: Pag gaya nung sinabi ko kanina hindi kasi ako yung ano talaga kahit
na may idea ako hindi ako yung tipo na tao na sasabihin ko lagi o
sasabihin ko talaga parang pag nagtanong sila minsan kasi feeling ko
iniisip ko baka yun nga parang magkamali ganon parang natatakot nga
ako parang di nila iaccept ganon syempre sasabihin niya na ano ba yon
wala lang kayong masabi, maisuggest ganyan so syempre sasabihin ko
kahit na ano tas yun minsan syempre kasi tas mas lalo pag hindi ko siya
sinasabi mas lalo pag alam ko yung kunyari naging part ng group ko
yung leader ng group namin is hindi siya nag-aaccept ng ano parang
basta yung parang tinatapon niya lang pinapakinggan niya pero hindi
niya siya ipapaliwanag na hindi, hindi parang kunyaring yung parang
hindi niya ipapaliwanag dsayo na medyo alanganin yun or hindi siya
maganda.
I: Pag narinig niya ay oo ganon-ganon
P: Pag sinabi mong ganyan ay ang pangit naman niyan yung iba kaya
minsan hindi ko talaga sinsabi

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I: Paano kapag yung kasama mo ano do you like very active ka naman
na magsasabi talaga sila ng ideas nagtatry ka ba na parang sumama sa
kanila parang ganon
P: Oo

I: Okay well never kapag ikaw naman pag ito naman you’re not a
member, you’re the leader paano ka nagwowork as leader

P: Ano pag ako yung leader hindi kasi ako laging tipong tao na
I: Natural
P: Oo ganon, yung parang nagtatanong ako ng suggestion nila tapos
tinatry ko kung yung ano maganda kung maganda siya hindi kasi ako
yung kunyaring ako yung leader parang
I: Ikaw na yung boss
P: Oo ganon, yung tipong sige yung suggestions muna nila tas pag
bubuo kami ng concept dun sa suggestions nila tas dagdagan ko na lang

I: Okay ito naman, are you able to concentrate even in a noisy

environment?
P: Hindi, sa totoo lang super hate ko talaga yung sobrang maingay mas
lalo na yung tipong ako kunwari ako tas ikaw nagkwekwentuhan lang
tayo pero naririnig ng lahat sobrang naiinis ako parang basta hindi ako
ano kahit as in sa bahay namin as in tahimik lang as in pag may
maingay sasabihin ko ang ingay ingay niyo ganyan kahit na walang hindi
naman sa walang pakialam pero yung tipo kasing pag sinabing yung
naiisip mon a hindi kinokonsider yung paligid nila di ba?

I: Oo

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P: Nakakainis
I: So.. di bas a classroom natin napapansin mo ang daldal ng mga tao,
pag kunwari nagdidiscuss yung teacher, pero nakakapagconcentrate ka
ba pag ganon yun?
P: Hindi yun nga minsan dahilan kasi is alam mo yung tipong kahit
gusto mong magrecite pero parang yung iba kasi yung parang pinoprove
nila sila lang yung may alam yun yung ayaw ko pag yung itataas mo na
I: Pero biglang naunahan
P: Pero may biglang nagrecite na so sige kayo na lang go
I: Parang ano
P: Give way, give way na lang tayo dito
I: Oh ito last question na to, what is your ideal learning environment?
P: Ano yung ideal ko talaga yung tahimik lang as in kunyari pinaka ano
ko talaga yung tabi ko lang yung libro ko or anything na pagbabasahan
ng info at as in yung walang istorbo gusto ko yung tahimik lang talaga
I: So sa tingin mo yung environment na meron ka is very hindi siya
suited or hindi siya yung tugma doon sa ideal mo on something
P: Kaya yun kaya sinabi ko kanina madalas nagrereview ako sa bahay
pero kasi dun siyempre pag sa bahay namin pag pumasok ako ng kwarto
oh wala na pag dito kaya minsan pag ano di ba pag ano oh hindi na
nagrereview ganyan ganyan pero syempre kasi pag nagreview din kasi
ako dito halos wala talagang pumapasok ssa isip ko syempre andaming
maingay tas pag ano pag minsan syempre may mga kaibigan naman
ako, magpapaturo sila syempre kung hindi ko inaral di tas pag dito ko
inaral talaga kunyari sa subject na mahirap ganon tas pag hindi ko siya
naintindihan hahanap ako ng mga libro ganon, isesearch sa internet
tapos ayoko talaga yung umaasa sa iba yung, yung hindi talaga ganong
tao yung inaasa ko sa iba para lang matuto ako gusto ko yung nag

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eeffort ako, ayoko yung although syempre hindi naman naiiwasan yung
kopya ganon
I: Oo
P: Inaamin ko naman yun pero gusto ko kasi kunyari may biglaang may
quiz tapos hindi ako nakinig dun kokopya ako pero pagdatingg ko nang
bahay parang kailanagan alam ko to kailangan bukas alam ko na to
ayaw ko yung araw-araw or lagi na lang kopya-kopya o aasa sa iba
pangit din kasi pag ganon
I: Okay yan ah, thank you mercury

MAVERICK

I: Hi! So naalala mo yung pinasagutan naming ano test questionnaire,

ahm doon sa yung questionnaire is not actually a survey it is a
personality type questionnaire, parang inasses namin kung sino sa atin
yung mga pasok sa introvert so is aka dun sa mga taong pasok dun, so
ikaw yung napili naming interviewhin for our study which is the
experience of introvert students. bale ang gusto naming malaman for this
study is kung ano ba yung attitude mo sa pag-aaral, ano ba yung
characteristics na meron ka, may tanong ka ba? so start ko na, ((((Q1))))
P: No
I: Paano mo, bakit mo nasabing hindi ka komportable? ano yung
nararamdaman mo?
P: Minsan ahm kaba, kasi ayokong nakikita ng ibang tao na nagrereview
ako tapos pagdating ng quiz is _______.
I: I get it so, kung papipiliin ka, ((((Q2))))
P: Independent
I: Do you think mas magiging effective ‘to for you?
P: Hmmm (agrees)

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I: Next. ((((Q3))))
P: Sometimes
I: What are the activities na sa tingin mo dun mo nailalabas talaga. What
kind of activities?
P: Ahm, recitations? Verbal recitations ganon, ahm sa arts
I: ((((Q4))))

P: Mga ano.. is lang ganon or wala

I: Buti ka pa isa kasi ako hindi (both laughs) ok next ((((Q5))))

P: Ahh.. yes
I: Hindi ka namn naiilang or nahihirapan or something?
P: Hindi
I: Next ((((Q6))))
P: No
I: No? bakit sa tingin mo nahihirapan ka? Like that
P: Ahm.. ano dahil sa… tao kasi pag parang nakikita ko yung itsura ng
isang tao dun ko binebase yung parang first impressions ko sa kanila na
ay masungit to kaya di ko kakausapin
I: Parang ano ahm… more on your personal side naman ano yung sa
tingin mon a meron ka na parang nahihirapan ka tuloy to connect with
new people?
P: Takot

I: Next ((((Q7))))
P: Ano.. ahm.. by giving suggestions and minsan nagrerequest na kung
pwede is sila na lang mismo yung magbigay sa akin ng gagawin ko and
ayun
I: Are you not the type na nag-iinitiate parang ganon?
P: Hindi

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I: Hindi, mostly susunod ka lang kung ano yung meron. Ok next,

((((Q8))))
P: Ano parang yun lang normal lang, parang normal leader lang pero
syempre kasi di ba as a leader kailngan, kailangan mong tanggalin yung
hiya so parang ako tinatanggal ko yung takot or hiya na meron ako since
yung mga nagiging groupmates ko naman is araw-araw kong
nakakasama o nakikita
I: So do you admit na most of the time hiya yung
P: Oo
I: Same. Next ((((Q9))))
P: Yes?

I: Last question
P: Yung ano, learning environment? Yung bang kapag nagrereview
ganon?
I: Oo
P: Siguro sakin mas gusto ko yung may music akong naririnig ayoko
yung medyo, ayokong medyo tahmik? Siguro kung magrereview ako sa
tahimik na lugar minsan lang pero pumupunta talaga ako doon sa
maingay yun.
I: Sa tingin mo ba mas makakapagconcentrate ka kung may noise?
P: Noise? oo
I: Yun lang. thank you
P: Thank you din

LONE WOLF
I: Pwede na ba ako magstart?
P: Sige po

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I: In my own world: a qualitative study on the lived experiences of

introvert students, okay na ba pwede na ba ako magsimula sa tanong?
P: Sige po
I: Ah anon a uli pangalan mo?
P: LONE WOLF po
I: LONE WOLF, ako naman po si kyla researcher ng STEM 1 so start ko
na ang question number 1
P: Sige po
I: Comfortable ka ba sa pagrereview ng lessons kasama yung mga
kaibigan mo or mga classmates natin?
P: Mmm.. pag mga kaibigan ko po comfortable naman pero pag
classmates kapag kasama yung mga di ko kaclose ganun hindi, naiilang
ako eh
I: Ah ganun so anong mas prefer mo group study or independent
learning?
P: Independent learning

I: Ano usually ba ano naka nagpaparticipate ka ba sa class?

P: Depende sa mood ko
I: *Tawa* so may mga kapag bad mood ka parang ayaw mo?
P: Oo ganun, pero minsan kapag masaya ako pero di ko trip na making
di naman ako makikinig pero pag-aaralan ko rin pagdating sa bahay
I: Ah ganon, parang pareho tayo *tawa* in a day ano gaano ka kadalas
magrecite sa class?
P: Tingin ko di siya sa ano ah pagnatawag lang ganon
I: Ah so parang tatawagin ka ayun dun
P: Oo dun lang sasagot
I: So hindi ka yung palarecite?

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Lingayen, Pangasinan

P: Oo hindi naman
I: Okay tapos next comfortable ka ba na magwork kasama yung ibang
tao sa classroom or sa school activities?

P: Depende sa taong kasama ko eh yun nga sabi ko kanina di ba kapag

mga friends ko okay lang sa akin pero kapag yung mga di ko kaclose
medyo naiilang lang

I: Mmm.. ano kung aalalahanin mo yung first day of school natin ano na
dalian ka bang makisama sa mga bago nating mga kaklase?
P: *Tawa* hindi, ilang weeks ba yun bago, bago ako, bago ko kinausap
yung katabi ko
I: Talaga as in yung katabi mo?
P: Oo si ****, ilang beses, ano ilang weeks bago ko siya nakausap eh
I: Talaga? Tapos?
P: Bihira lang kapag siya yung nag iistart ng conversation
I: Talaga? Samantalang ako nung ano siguro naging kaibigan ko na sila
**** nun *tawa* so ganun nga next ah paano ka magwork or
magcontribute sa group activities natin?
P: Mmm.. depende sa role ko lang minsan member lang ako kung ano
ibigay sakin yun na yung gagawin ko or mag-aask ako kung ano yung
pwede kong maitulong sa kanila
I: Ah okay, so next kada na-aasign ka as a group leader, paano mo
hinahandle yung job na yun?
P: Nahihirapan nga ako eh kasi di ako marunong maglead

I: Talaga?
P: Oo
I: So parang nahihiya ka ba na iapproach sila or ano
P: Oo minsan nahihiya pero kailangan eh kaya gagawin

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Lingayen, Pangasinan

I: Mmm.. next question, nakakapagconcentrate k aba sa noisy

environment kapag maingay ganun?
P: Hindi, kung maingay dahil sa music oo pero lang maingay dahil sa
yung daldalan hindi, hindi ako nakakapagconcentrate
I: Ah talaga, unlike me *tawa* so ano yung ideal learning environment
mo?
P: Yung sa ano yung tahimik lang dun lang sa halimbawa sa kwarto ko
lang andun lang mag-isa ko lang
I: Andun ka lang so hindi ayaw mo yung parang
P: Makiki-interact sa ibang tao

I: Ah so yun lang, thank you

LONE SOUL
I: So iinterview ka namin kasi dun sa survey na naano namin five yung
pasok ka dun sa ano average kung ano ka introvert ka, so pwede na?
P: Sige
I: So, are you comfortable with reviewing lessons with your friends or
classmates?
P: Yes pero pag close friends lang
I: So next question, what do you prefer, group study or independent
learning
P: Depende sa lessons pero kadalasan ano group study yung ginagawa

I: Parang mas komportable ka pag close friends parang ganun?

P: Oo, close friends parin
I: Ah.. are you usually participative in class?
P: No, I am not
I: So yung next ulit ano, ano connected siya sa last question, in a day,
how often do you recite in your classes?

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Lingayen, Pangasinan

P: Zero to one
I: Next ah, are you comfortable with working with other people during
classroom or school activities?
P: Kapag may kaclose ako dun sa group okay lang, pero kung wala hindi
ako komportable
I: Parang ano.. ahhm mahirap kang makipagsalamuha sa ibang tao. So
next, try to remember your first day of school; ang tatandaan mo…
P: Oo

I: First day ditto sa grade 11, as it easy for you to connect with new
people parang di mo kilala parang bagong classmates mo?
P: No kasi ano parang galling kaming UPANG nun tas pagbalik ko dito
mag-isa lang ako di ko pa sila kasama sila **** ganun tas wala akong
kilala bukod kila **** tas di ko pa sila katabi
I: Uh, so mahirap, mahirap kang makipag-ano kapag di mo masyadong
ano, so next, how do you work and contribute in group activities?
P: Kapag kadalasan ako na gumagawa ng mga written tas sila na bahala
magreport ganun
I: Parang hindi ka masyadong ano sa oral reporting, parang bakit, bakit
parang ano?
P: Nahihiya ako
I: Ah so next, naano mo na ba maging leader?
P: Oo

I: So ito, wheter you are assigned to bee a group leader how do you
handle the job?
P: Ganun din, kadalasan ako talaga yung gagawa sa written tas kung
sino magrereport ganun bahala na sila
I: So next, are you able to concentrate even in a noisy environment?

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Lingayen, Pangasinan

P: Yes
I: Parang ano pinapa-ano naano mo? May music ba ganun?
P: Wala, okay lang kahit maingay nakakapagconcentrate ako, mas gusto
kong maingay kesa sobrang tahimik
I: Parang asa, asa background lang yung ingay
P: Oo
I: So last question, what is your ideal learning environment?
P: Ano, my ideal learning, somewhere noisy but not too much, yung
sakto lang, yung parang white noise

I: Sa tingin mo yung classroom niyo ngayon ano bagay bang ay parang

ideal environment mo na siya?
P: Minsan, pero minsan ano sobrang ingay
I: Sige ah, thank you ulit, thank you.

HOMEBODY
I: So ano, yun Hi HOME BODY! Yung study namin tungkol sa introverts.
Yung introverts attitude pagdating sa classroom. So yung unang
tanong…. Komportable ka ba sa kung magrereview ganon, pag may
upcoming test, magrereview ka yung parang kunwari kayo lang tatlo nila
****ang magrereview or mas malaking group?
P: Oo, mas gusto ko na ako yung mag-isa tapos nakikinig ako sa music,
ayoko kasi yung parang nagrereview ako tapos may nasa tabi ko kasi
minsan nadidistract ako
I: Yung second question..
P: Independent

I: Bakit?
P: Kasi pag group siya, syempre lalabas nanaman mga ganon, tapos yun
nga maingay din

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Lingayen, Pangasinan

I: Are you usually participative in class?

P: Hindi
I: Bakit ano ba, may times ba na natatakot parang ganun?
P: Oo, oo natatakot ako na yun, mapahiya
I: In a day..
P: None
I: None hehehe, are you comfortable… parang kunwari ano di ba
comportable ka ba sa ganon?
P: Oo, minsan parang hindi ako nakikicooperate kasi minsan parang
hindi ako komportable, kaya ano nakaupolang ako

I: Gusto mong tumahimik na lang?

P: Oo
I: Try to remember your..
P: Hindi masyado, medyo naiilang pa akong kausapin sila
I: Kasi hindi pa mga kilala, how do you..
P: Oo
I: Pero kunwari kung may kunwari naiisip kang idea tungkol dun sa
group work parang kung hindi ka tatanungin sasabihin mo ba?
P: Ahh.. minsan

I: Whenever..
P: Nahihirapan ako, kasi nga ano parang hindi, hindi ko talaga kayang
ano makipagcommunicate sa iba lalo na kapag di ko pa-close
I: Pero kung kunwari kilala mo lang yung, yung mga kagrupo mo, kung
magiging leader ka nila, paano
P: Okay lang pagganun, kasi kaclose mo na rin
I: Are you able to concentrate…

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Lingayen, Pangasinan

P: Hindi
I: What is your ideal…
P: Ano tahimik tapos ako lang mag-isa pero kailangan may music
I: Yun lang, thank you

INTROSPECTIVE

P: Mmm...

- Ay weh?

-Oh yes, mm...

-Pagnagrereview? Hindi, pagdating sa review ano okay lang mmm pag

maingay yong paligid yong pag mag isa ako tas yung environment
maingay, yon parang di ako makapag-concentrate pero pag kasama ko
yung friends ko tas medyo active yong friends na magsagot ganon okay
lang
P: Dapat bang pumili? Hehe, parang fifty-fifty ako e okay lang? gusto ko
kahit alin
P: When it comes to recitation hindi masyado, parang sumasagot ako,
kunware nakaupo lang ako ganon, kahit alam ko sagot hindi ako
nagtataas ng kamay

-Oo, parang ganon na nga, yong ako mismo magtataas? Ahmm minsan
wala, parang zero, oo minsan
P: Hmmm, depende kung sino yung mga tao na kasama ko mmm..
P: Hindi, kasi yong iba parang di ba parang yung iba nakakaadjust na
sila na nakakacreate na sila ng new friends parang ikaw.. parang ano..
nag-aadjust ka pa ring ganon kasi di ba may mga bago na silang

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Lingayen, Pangasinan

kaibigan so parang ilang weeks bago ako naka-cope up, oo

P: Madalas kasi ano ehh di ba pag leader syempre ikaw lagi yung mag-
aasign so syempre gagalaw at gagalaw ka parin, oo… oo.. syempre
tutulong parin
P: Hmmm ano kasi di ba gagawa ka ng group chat tas yong iba di
nagrereply so parang ano nasstruggle ako pag ganon kasi yung ikaw na
nga yong nag-aapproach sa kanila ganon tas, yung iba parang wala pang
pakialam
P: Pagnagbabasa hindi, oo
P: Ideal? Hmmm... hala ang hirap naman ng tanong (laugh) parang ano
minsan it doesn’t matter sa akin kung ano basta yung iniisip ko na lang
yong matututo ganon.

HOME BOY

I: So yung title ng study namin is In My Own World: A Qualitative study

on the lived Experieces of Introverts. So yun nga yung study namin is
about sa introverts, so base doon sa test na ginawa namin nakakuha ka
ng.. pasok ka sa range ng introvert. So yun pwede ka na bang tanungin?

P: (Tumango)

I: Komportable ka ba sa lessons ay sa pagrereview ng lesson pag kasama

mo yung kaibigan mo or classmates mo?

P: Hindi, kasi particularly nagrereview ako mag-isa

I: Kung kahit isang kaibigan wala kang kasama?

P: Uhm.. okay lang naman magreview ako ng may kasama kaso nga lang
kapag maingay di mo na maisasaulo yung mga nireview mo

I: Anong mas prefer mo group study or independent learning?

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Lingayen, Pangasinan

P: Independent learning

I: Pero.. so nakikipagparticipate ka pa rin pero sa klase?

P: Kapag kailangan

I: Sa tingin mo sa isang araw ilang beses ka nagrerecite sa klase?

P: Kung wala, isa

I: Pero komportable ka naman pag may kasama kang ibang tao sa

classroom niyo or pag may activity kayo sa room, school ganun.

P: If pasok siya sa mga ano, sa mga hilig ko

I: Yung pangalawa try to remember your first day madali ba sayong

makipagsalamuha sa mga bagong tao?

P: Uhm, madali lang naman sakin kahit. Tapos una ko namang nakilala
noon si **** tapos same kami ng hilig kaya ayun

I: Kaya mabilis kayong ano. So sa tingin mo paano ka tumutulong or

nagcocontribute sa group activity?

P: Uhm, di ako masyadong nagbibigay ng about sa performance pero

kaya kong magperform din about sa ideas naman kayo ko magbigay
tapos ayun uhm sa tingin ko kaya ko naman makipag ano cooperate
kung kailangan

I: Kung naaasign kang leader paano mo ihahandle yung job mo sa mga

groupmates mo. Paano mo sila ihahandle?

P: Uhm first kukunin ko lahat ng ideas nila tapos inanarrow down ko

lahat ng possibilities na kailangan and then if merong naglalack uhm
doon na lang pupunan

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Lingayen, Pangasinan

I: Pag nakakapagconcentrate ka ba sa maingay na environment?

P: Uhm kapag yung maingay na environment sa music lang ako nag

aano na nakakafocus like sinabi mo kanina kapag magrereview kaya ko
maingay pero hindi particular na sa environment na puro tao mostly
metal song pinapakinggan ko kahit yun kaya ko magreview.

I: Yung pang musical noise gano lang. so what is your idea ay ideal
learning environment?

P: I think sa bahay lang

I: Sa bahay lang kahit wala kang kasama?

P: Opo

I: Thank you *tumawa* walang kiss?

SULIVIGANT

I: So ayun Hi Sulivigant

P: Hello

I: Yung ano study namin is tungkol sa introverts pagdating ahh attitudes

nila pagdating sa loob ng classroom. So yung nagpa survey kami ang
lumabas sayo is introvert ka so napili ka naming interviewhin, start ko
na yung question

P: Okay

I: Are you…

P: Sa friends oo pero sa classmate hindi

I: Pero kung ano kunwari dito lang sa loob ng classroom

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Lingayen, Pangasinan

P: Oo, okay lang

I: Okay lang din, What do you…

P: Independent

I: Bakit?

P: Wala mas komportable ako pag mag isa ko lang kapag tahimik yung
environtment kasi minsan din kapag sa group study hindi na study ang
mangyayari kwentuhan na lang.

I: Chikahan na lang

P: (Nod)

I: Are you usually…

P: Hindi

I: Paano mo nasabi?

P: Kasi tahimik lang ako alam niyo yun, di ako friendly masyado

I: In a day…

P: Wala

I: Pero kung kunwari tatanungin parang yung teacher magtatanong sayo

don ka lang magrerecite?

P: Don lang

I: Pero kung kunwari alam mo yung sagot

P: Hindi isasaakin ko na lang or sa katabi, sasabihin sa katabi

I: Are you…

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Lingayen, Pangasinan

P: Hindi

I: Ano yung nag-aano sayo?

P: Kasi hindi komportable tapos minsan iniisip ko na ano baka di lang

din nila tanggapin yung opinion ko na sakanila lang yung masusunod

I: Parang kasi kapag group work diba group yun tapos kung magsasalita
ka ikocross out na lang nila yung opinyon mo don ka natatakot

P: (Nod)

I: Try to remember…

P: Oo, nong una okay pa pero habang tumatagal hindi na mahirap na

parang ang layo na ng agwat

I: Ano yung nakikita mong hadlang kung bakit ganon

P: Hmm…

I: Kasi sabi mo ano nung okay pa

P: Ahh… ano kasi alam ko na yung ugali nila

I: So doon ka nagbaback-out

P: Sa ugali

I: How do you…. Ano yung madalas mong ginagawa ‘pag may group
activity.

P: Wala. Tahimik lang.

I: Nag-aantay lang?

P: Mag-aantay ng ano ng kung ano yung sasabihin na gagawin

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Lingayen, Pangasinan

I: Whenever you… Kunwari naging group leader ka tapos pano mo sila

ihahandle yung mga members mo. Aangkinin mon a lang ba yung
trabaho?

P: Ididistribute yung trabaho ganon, aalamin din yung opinyon nila

I: Are you…

P: Hindi. Hindi kasi madali akong madistract sa maingay na lugar

I: What is your ideal learning environment?

P: Tahimik? Tahimik lang.

I: Tahimik lang?

P: (Nod)

I: Pero kung kunwari tahimik tas may kasama kang iba

P: Okay lang basta tahimik.

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Lingayen, Pangasinan

APPENDIX G
Curriculum Vitae

Denise Joy C. Flores

Capandanan, Lingayen, Pangasinan
Mobile number: 0956562130
Email: [email protected]

PERSONAL INFORMATION
Age: 16
Date of Birth: March 18, 2002
Place of Birth: Lingayen, Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Happy Times Christian School, Inc.
Lingayen, Pangasinan
S.Y. 2013-2014

Roanne Carla C. De Vera

Libsong East, Lingayen, Pangasinan
Mobile number: 0945248800

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Lingayen, Pangasinan

Email: [email protected]

PERSONAL INFORMATION
Age: 17
Date of birth: January 10, 2002
Place of Birth: Libsong East, Lingayen, Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Libsong Elementary School
Lingayen, Pangasinan
S.Y. 2013-2014

Joanne Mae DM. Manuel

Sitio Aplaya Pangapisan North, Lingayen,
Pangasinan
Mobile number: 09177865558
Email: [email protected]

PERSONAL INFORMATION
Age: 16
Date of birth: May 14, 2002

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Lingayen, Pangasinan

Place of Birth: Pangasinan Provincial Hospital San Carlos City,

Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Pangapisan Elementary School
Lingayen, Pangasinan
S.Y. 2013-2014

Athena Reth P. Dela Cruz

312, Bugayong St.,
Poblacion, Bugallon,
Pangasinan
Mobile number:
09273882972
Email:
[email protected]

PERSONAL INFORMATION

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Lingayen, Pangasinan

Age: 17
Date of birth: September 21, 2001
Place of Birth: Bugallon, Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Bugallon Integrated School
Bugallon, Pangasinan
S.Y. 2013-2014

Kyla Mae S. Raga

Buenlag, Bugallon, Pangasinan
Mobile number: 09464306354
Email: [email protected]

PERSONAL INFORMATION
Age: 17
Date of birth: January 8, 2002
Place of Birth: Libsong West, Lingayen, Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

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Lingayen, Pangasinan

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Saint Columban's College
Lingayen, Pangasinan
S.Y. 2013-2014

April Joy S. Dela Cruz

1119 Cervantes St. Poblacion Bugallon,
Pangasinan
Mobile number: 09565797204
Email: [email protected]

PERSONAL INFORMATION
Age: 16
Date of birth: April 20, 2002
Place of Birth: Bugallon, Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

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Lingayen, Pangasinan

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Torres Bugallon Elementary School
Lingayen, Pangasinan
S.Y. 2013-2014

Ahmad C. Cbat
Cervantes St. Poblacion,
Bugallon, Pangasinan
Mobile number:
09663380476
Email:

[email protected]

PERSONAL INFORMATION
Age: 16
Date of birth: June 1, 2002
Place of Birth: Bacoor, Cavite
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School

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Lingayen, Pangasinan

Alvear St. Lingayen, Pangasinan

S.Y. 2019-2020
 Junior High School: Bugallon Integrated School
Bugallon, Pangasinan
S.Y 2017-2018
 Elementary: Bugallon Integrated School
Bugallon, Pangasinan
S.Y. 2013-2014

Roilan E. Fuentes
268 Quibaol West, Lingayen, Pangasinan
Mobile number: 09195213321
Email: [email protected]

PERSONAL INFORMATION
Age: 17
Date of birth: November 10, 2002
Place of Birth: Libsong West, Lingayen, Pangasinan
Grade Level: 11
Strand: Science, Technology, Engineering and Mathematics

EDUCATIONAL ATTAINMENT
 Senior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y. 2019-2020
 Junior High School: Pangasinan National High School
Alvear St. Lingayen, Pangasinan
S.Y 2017-2018
 Elementary: Quibaol Elementary School
Lingayen, Pangasinan

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Lingayen, Pangasinan

S.Y. 2013-2014

85