CHAPTER IV: FINDINGS AND DISCUSSIONS
B. Discussions
1. The Most Strategy Used by Male and Female in SMA Negeri 22 Makassar
Based on the findings, on the Table 4.1 - 4.6, it was shown the most frequently used of strategies by male and female students is medium category. The result in table 4.7, it indicates that compensation strategy become the most frequently used by male students, followed by metacognitive strategy, social strategy, affective strategy, cognitive strategy, memory strategy. And according to the result on Table 4.8, it was shown that the metacognitive strategy become the most frequently used by female students, followed by compensation strategy, affective strategy, social strategy, memory strategy and cognitive strategy. Tam (2013) also found metacognitive strategies are the most frequently used by students.
In addition, in an EFL learning context, the lack of opportunity to learn language in real life situation is another explanation for why metacognitive strategies were the most frequently used strategies by female students. The fact that the students of SMA Negeri 22 Makassar is a non speaking English and learners have limited opportunity to learn English outside the classroom might trigger students to depend heavily on metacognitive strategies that offer them enough opportunities to be
active, initiative and responsible for their own learning. In the present study, findings from individual metacognitive strategies revealed strong preferences among learners to find ways to be better in English, find as many ways as possible to use English, pay attention when someone is speaking English, look for people to speak English and notice mistakes they made in English to improve. And the reason why compensation strategy the most frequently used strategies by male students because compensation strategy could help learners comprehend or produce language despite their insufficient knowledge.
Memory and affective strategies are rated as the least frequently used strategies by male and female students. Although they ranked as the least frequently favored strategies, memory and affective strategies were both used in a medium frequency use, the data were supported by Tam (2013) and that memory strategies the least frequently used strategies by students. In this research, it is possible that students were not familiar with some of the memory-related items such as using flashcards to remember new words, physically act out new English words and using rhymes to remember new words; therefore, they reported employing fewer memory strategies compared with other strategies. Another possible reason for the infrequent use of memory strategies might be related to the teaching approaches in the EFL classrooms that have shifted from memorization, creative thinking and independent learning.
The reason that affective strategies were ranked as the least frequently
used by students may consider learning a language as an academic or an intellectual process only. They may not be aware of the power of affective strategies such as increasing motivation, lowering anxiety and having positive attitudes in learning a foreign language, and, therefore, ranked them as the least favored strategies.
2. The Difference Between Male and Female Students in the Use of Language Learning Strategies in SMA Negeri 22 Makassar.
In this research, a Sample T-Test indicated that there is no significant difference on memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, and social strategies preference in the use of language learning strategies between male and female students. Meanwhile, there is a significant difference on affective strategies preference in the use of language learning strategies between male and female.
Unlike Aslan (2009), found that there is a significant difference of the overall use of strategies between male and female students. However, this study reveals a significant difference between male and female students‟ language learning strategies preference use of affective strategies. In the same way, Zeynali (2012) and Anshari (2016) also found that there is a significant difference between male and female students in affective strategy preference. Female learners tend to pay more attention to their feelings. Another explanation for this finding is relate to the theories of psychology which mention that sensitivity,
empathy, nurturance and emotion are strong female traits, whereas aggression, dominance, assertiveness and emotional in expressiveness are male traits.
Finally, although this finding does not show a significant difference in the preference of strategies subgroups across gender, along with the findings of previous studies, a careful examination of the individual items showed that male students used less affective strategy than female students. This indicates their reluctance in sharing feelings.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussion the previous chapter, the researcher would take conclusions as follows:
1. The most strategy used by male is compensation strategy (M=3.13), followed by metacognitive strategy (M=3.10), and social strategy (M = 3.08), affective strategy (M = 2.85), cognitive strategy (M = 2.81) and memory strategy (M=2.71). While frequently used by female is metacognitive strategy (M=3.17), followed by compensation strategy (M
=3.14), and affective strategy (M = 3.12), social strategy (M = 3.09), memory strategy (M = 2.79) and cognitive strategy (M=2.77). Both male and female students indicated that they are medium strategy users.
2. A sample T-Test indicated that there is no significant difference on memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, and social strategies preference in the use of language learning strategies. Meanwhile, there is a significant difference on affective strategies preference in the use of language learning strategies between male and female of the second grade at SMA Negeri 22 Makassar.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions go to:
1. Since the researcher mentioned answer the difference gender and language learning strategies. However the further research is needed to provide the better understand of their interconnection and conduct the test which will find their accuracy.
2. Since the finding of this research reveals that compensation strategy and metacognitive strategy were most frequently strategies used by students, it is suggested to the students to use the wide variety of learning strategies in order to achieve the learning outcome.
3. It may be interesting for the further researcher to conduct more comprehensive investigation on a wide range of the factors or variables affecting language learning strategies (LLS) used by English for Language especially the independent students.
BIBLIOGRAPHY
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Aslan, O. 2009. The Role of Gender and Language Learning Strategies in Learning English. Unpublished Master’s thesis.
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Hidayat, S. A. 2012. The Power of Two Strategy in Teaching and Learning English at The Second Grade Students of MTsN Padang Batung Sungai Paring Kandangan Academic Year 2011-2012. Padang: Tarbiyah Faculty.
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Appendix 1
Background Questionnaire
1. Name :
...
2. Class :
...
3. Gender : ...
4. Age :
...
Checklist (√) the response that tells how true of you use it.
Statement
Never Usually Not
Sometimes Usually Always
Part A (Memory Strategy)
1. I think of relationships between what I already know and new things I learn in English.
2. I use new English words in a sentence so I can remember them.
3. I connect the sound of a new English word and an image or picture of the word to help remember the word.
4. I remember a new English word by making a mental picture of a situation in which the word might be used.
5. I use rhymes to remember new English words.
6. I use flashcards to remember new English words.
7. I physically act out new English words.
8. I review English lessons often.
9. I remember new English words or phrases by
remembering their location on the page, on the board, or on a street sign.
Part B (Cognitive Strategy) 10. I say or write new English words several times.
11. I try to talk like native English speakers.
12. I practice the sounds of English.
13. I use the English words I know in different ways.
14. I start conversations in English.
Saya biasa memulai percakapan dalam bahasa Inggris.
15. I watch English language TV shows spoken in English or go to movies spoken in English.
16. I read for pleasure in English.
17. I write notes, messages, letters, or reports in English.
18. I first skim an English passage (read over the passage quickly) then go back and read carefully.
19. I look for words in my own language that are similar to new words in English.
20. I try to find patterns in English.
21. I find the meaning of an English word by dividing it into parts that I understand.
22. I try not to translate word-for-word.
23. I make summaries of information that I hear or read in English.
Part C (Compensation Strategy) 24. To understand unfamiliar English words, I make
guesses.
25. When I can't think of a word during a conversation in English, I use gestures.
26. I make up new words if I do not know the right ones in English.
27. I read English without looking up every new word.
28. I try to guess what the other person will say next in English.
29. If I can't think of an English word, I use a word or phrase that means the same thing.
Part D ( Metacognitive Strategy) 30. I try to find as many ways as I can to use my
English.
31. I notice my English mistakes and use that information to help me do better.
32. I pay attention when someone is speaking English.
33. I try to find out how to be a better learner of English.
34. I plan my schedule so I will have enough time to study English.
35. I look for people I can talk to in English.
36. I look for opportunities to read as much as possible in English.
37. I have clear goals for improving my English skills.
38. I think about my progress in learning English.
Part E (Affective Strategy) 39. I try to relax whenever I feel afraid of using
English.
40. I encourage myself to speak English even when I am afraid of making a mistake.
41. I give myself a reward or treat when I do well in English.
42. I notice if I am tense or nervous when I am studying or using English.
43. I write down my feelings in a language learning diary.
44. I talk to someone else about how I feel when I am learning English.
Part F (Social Strategy)
45. If I do not understand something in English, I ask the other person to slow down or say it again.
46. I ask English speakers to correct me when I talk.
47. I practice English with other students.
48. I ask for help from English speakers.
49. I ask questions in English.
50. I try to learn about the culture of English speakers.
Appendix 2
Background Questionnaire
1. Nama :
...
2. Kelas :
...
3. Jenis kelamin :
...
4. Umur :
...
Berilah tanda(√) pada pada salah satu kolom ( selalu, sering, kadang-kadang, jarang, dan tidak pernah) sesuai dengan pengalaman anda.
Pernyataan
Tidak Pernah
Jarang Kadang- kadang
Sering Selalu
1. Dalam belajar bahasa Inggris, saya
menghubungkan apa yang baru saya pelajari dengan apa yang sudah saya ketahui
sebelumnya
2. Saya menggunakan kosakata Bahasa Iggris dalam kalimat agar saya dapat mengingatnya.
3. Untuk mengingat kosakata baru dalam bahasa inggris saya menghubungkan bunyi dengan gambaran atau ilustrasi tersebut.
4. Saya mengingat kosakata baru daam bahasa Inggris denagn cara membayangkan situasi dimana kata tersebut dapat digunakan.
5. Saya menggunakan sajak untuk mengingat kosakata baru dalam bahasa Inggris.
6. Saya menggunakan kartu peraga untuk mengingat kosakata baru dalam Bahasa Inggris.
7. Saya memperagakan secara fisik kosakata bahasa Inggris yang baru saya pelajari 8. Saya sering mengulang kembali pelajaran
basa Inggris.
9. Saya mengingat kosakata atau frase baru dalam bahasa Inggris dengan mengingat dimana saya melihat kosakata tersebut (halaman buku, papan tulis, dll)
10. Saya mengucapkan atau menulis kosakata baru bahasa Inggris berulang-ulang 11. Saya berusaha berbicara seperti seorang
penutur asli.
12. Saya berlatih pengucapan bahasa Inggris.
13. Saya menggunakan kata-kata bahasa Inggris yang saya ketahui dengan cara yang berbeda.
14. Saya menonton acara Tv atau fim di bioskop yang berbahasa Inggris.
15. Saya menonton acara Tv atau fim di bioskop yang berbahasa Inggris.
16. Saya membaca bacaan ringan yang berbahasa Inggris.
17. Saya menulis catatan, surat, atau laporan dalam bahasa Inggris.
18. Saya mmembaca tulisan berbahasa Inggris dengan skimming setelah itu membaca kembali dengan teliti.
19. Saya mencari kata-kata dalam bahasa Indonesia yang mirip dengan kata-kata bahasa Inggris.
20. Saat mempelajari kosakata baru, saya
mencoba untuk memahamipola bahasa dalam bahasa Inggris(grammar).
21. Saya mengartikan sebuah kata bahasa Inggris dengan cara membaginya menjadi bagian yang saya mengerti (ex: disobedient, solvable – prefix and suffix)
22. Saya mencoba untuk tidak mengartikan kata per-kata dalam sebuah kalimat.
23. Saya membuat ringkasan dari informasi berbahasa Inggris dari apa yang saya baca atau dengar
24. Untuk memahami kosakata yang tidak familiar saya suka menebak-nebak.
25. Di dalam percakapan, ketika saya tidak dapat menemukan kata-kata yang pas, maka saya menggunakan gesture.
26. Saya mengarang kata-kata baru ketika saya tidak tahu kata yang seharusnya digunakan dalam bahasa Inggris.
27. Saya membaca bacaan berbahasa Inggris tanpa perlu mengecek makna setiap kosakata yang baru.
28. Saya suka menebak apa yang akan orang lain katakan selanjutya dalam percakapan bahasa Inggris.
29. Saat saya mengalami kesulitan dalam memikirkan kata-kata bahsa Inggris yag pas saya suka menggunakan kata- kata atau frase yang maknanya hampir sama.
30. Saya mencari-cari kesempatan untuk dapat menggunakan bahasa Inggris
31. Saya mencari tahu kesalahan bahasa Inggris saya untuk memperbaiki bahasa saya.
32. Saya memperhatikan ketika seseorang sedang berbicara dalam bahasa Inggris.
33. Saya mselalu mencari tahu agar dapat menjadi pembelajar bahasa Inggris yang baik.
34. Saya merencanakan jadwal saya agar dapat mengoptimalkan waktu belajar bahasa Inggris.
35. Saya mencari teman atau partner yang dapat saya ajak untuk berbicara bahasa Inggris.
36. Saya mencari kesempatan untuk membaca sebanyak mungkin bacaan berbahasa Inggris.
37. Saya mempunyai tujuan yang jelas untuk bisa meningkatkan kemampuan bahasa Inggris 38. Saya memikirkan tentang kemajuan saya
dalam belajar bahasa Inggris
39. Saya berusaha untuk tetap rileks saat saya takut menggunkan bahasa Inggris.
40. Saya mendorong diri saya untuk berbicara bahasa Inggris bahkan ketika saya takut membuat kesalahan
41. Saya memberikan penghargaan pada diri saya pada saat saya berbahasa Inggris dengan baik dan benar.
42. Saya sadar saat merasa tegang atau gugup saat sedang belajar atau menggunkan bahasa Inggris.
43. Saya menuliskan tentang perasaan saya di dalam buku harian belajar bahasa Inggris 44. Saya berbicara dengan orang lain tentang perasaan saya saat sedang belajar bahasa
Inggris..
45. Ketika saya tidak mengerti suatu ucapan atau perkataan dalam bahasa Inggris, saya
meminta untuk memperlambat atau mengulangi perkataannya.
46. Saya meminta penutur bahasa Inggris untuk mengoreksi saya saat sedang berbicara.
47. Saya berlatih menggunakan bahasa inggris dengan teman/murid lain.
48. Saya sering mengulang kembali pelajaran Bahasa Inggris
49. Saya mengajukan pertanyaan dengan menggunakan bahasa Inggris.
50. Saya mencoba untuk belajar tentang hudaya penutur asli.
Appendix 3: Male and Female Students‟ Modified Result Male Students‟ SILL (memory strategy) Modified Result
No Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
1 3 3 3 4 4 1 4 3 3
2 5 4 3 2 4 3 2 4 3
3 5 3 4 2 4 3 2 3 1
4 3 3 4 2 3 2 2 3 2
5 1 2 3 3 2 3 5 4 1
6 5 4 4 2 2 2 2 4 1
7 3 2 2 2 3 2 2 3 2
8 2 2 2 1 2 2 1 3 2
9 3 3 4 3 5 2 3 4 3
10 3 2 2 1 5 2 2 4 3
11 4 3 4 3 2 2 2 2 4
12 1 4 2 4 4 3 3 2 4
13 3 3 3 4 4 2 4 2 3
14 3 5 5 4 3 4 3 3 2
15 3 5 2 3 2 3 2 3 1
16 2 2 3 3 3 1 2 3 2
17 2 3 2 5 3 3 1 2 3
18 3 3 1 2 2 3 3 3 1
19 3 2 2 3 2 1 3 2 2
20 2 3 3 4 2 1 1 4 3
21 2 1 2 3 4 2 2 2 3
22 3 2 2 4 2 3 2 3 3
23 2 1 2 4 3 1 4 2 3
24 3 2 4 2 3 2 3 4 1
25 5 2 2 1 2 3 3 2 3
26 5 2 4 2 2 3 5 2 3
27 5 4 4 2 4 4 2 4 2
28 3 3 3 4 4 1 3 3 3
29 2 3 1 2 2 3 2 3 1
30 2 1 1 2 3 1 2 2 2
31 3 3 3 4 4 1 2 3 3
32 3 3 1 2 2 3 2 3 4
33 5 2 4 3 3 2 3 2 2
34 3 2 2 3 2 1 3 2 2
35 2 3 3 4 3 1 3 4 3
36 2 1 2 3 4 2 3 2 1
37 3 2 2 4 2 3 2 3 3
38 2 1 2 4 3 1 4 2 3
39 3 2 4 2 3 2 3 4 1
40 5 2 2 1 2 3 3 4 3
41 5 2 4 2 2 3 3 4 3
42 5 4 2 2 2 2 2 4 2
43 3 3 3 4 4 1 3 3 3
44 2 3 3 2 2 3 2 3 1
45 2 1 2 2 3 1 2 2 3
46 3 3 3 4 4 1 4 3 3
47 3 3 1 2 4 3 4 3 4
48 5 2 4 3 3 2 3 2 5
49 5 2 2 1 2 3 3 4 3
Male Students‟ SILL (cognitive strategy) Modified Result
No Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14
1 2 3 2 2 5 3 3 5 3 3 2 3 3 2
2 3 5 3 4 2 3 3 4 3 3 2 5 4 4
3 3 5 3 4 1 3 3 4 3 3 2 5 4 2
4 2 3 2 2 3 3 2 4 2 2 2 3 2 3
5 3 4 1 5 1 3 3 5 4 2 2 5 3 2
6 3 5 3 4 1 3 3 4 3 3 2 5 4 4
7 2 2 2 2 3 3 2 2 2 2 2 3 2 3
8 2 2 2 3 2 2 2 1 1 2 2 2 3 3
9 2 2 3 2 3 3 3 5 3 3 2 4 3 3
10 2 2 3 3 1 4 3 3 2 1 2 5 3 2
11 2 3 3 2 3 4 2 2 2 3 3 3 4 2
12 3 3 2 3 3 3 2 3 1 3 3 2 3 3
13 2 3 2 2 5 3 3 2 3 3 2 3 3 2
14 3 1 3 1 3 3 3 2 2 2 3 5 2 3
15 1 3 1 3 1 3 3 3 1 5 3 2 5 3
16 1 2 3 3 2 1 3 2 2 3 4 2 2 3
17 3 3 2 4 1 2 2 2 1 2 3 1 5 3
18 2 2 4 2 2 3 3 2 3 3 2 4 3 4
19 2 4 3 4 4 2 2 2 3 4 2 3 2 2
20 3 3 3 4 3 2 4 3 3 3 4 3 3 3
21 2 3 2 3 2 2 1 4 3 3 2 4 2 3
22 2 3 2 2 4 2 2 3 3 2 2 3 2 2
23 1 1 4 2 1 1 2 4 5 2 2 3 2 1
24 1 3 2 2 1 2 2 3 1 2 2 4 2 3
25 4 4 3 3 5 4 4 3 2 3 4 3 3 3
26 4 4 3 3 4 4 4 3 2 3 4 3 3 3
27 3 2 3 4 1 3 3 4 3 3 5 5 4 4
28 2 3 2 2 5 3 3 5 3 3 2 3 3 2
29 2 2 3 4 2 3 3 2 3 3 2 3 3 4
30 3 2 3 3 5 3 4 4 4 2 5 2 5 4
31 2 3 2 2 2 3 3 5 3 3 2 3 3 2
32 2 2 2 2 4 3 3 2 3 3 2 4 3 4
33 4 4 3 4 3 4 4 3 2 3 2 3 3 3
34 3 3 2 4 3 2 4 3 3 3 3 3 3 3
35 2 3 2 3 2 2 2 4 3 3 2 4 2 3
36 2 3 2 2 4 2 2 3 3 2 2 3 2 2
37 3 2 4 2 3 2 2 4 5 2 2 3 2 4
38 1 3 2 2 4 2 2 3 1 2 2 4 2 3
39 4 4 3 3 3 4 4 3 2 5 4 3 3 3
40 4 4 3 3 4 4 4 3 2 5 4 3 3 3
41 3 2 3 4 1 3 3 4 3 3 5 5 4 4
42 2 3 2 2 5 3 3 3 3 3 2 3 3 2
43 2 2 1 3 2 3 3 2 3 3 2 3 3 4
44 1 3 2 3 5 3 4 4 4 2 3 2 5 4
45 2 3 2 2 1 3 3 5 3 3 2 3 3 2
46 2 2 2 1 4 3 3 2 3 3 2 4 3 4
47 4 4 3 4 3 4 4 3 2 5 2 3 3 3
48 2 2 2 2 3 3 2 2 2 2 2 3 2 3
49 2 2 2 3 2 2 2 1 1 2 2 2 3 3
Male students‟ SILL (compensation strategy) Modified Result
No Q1 Q2 Q3 Q4 Q5 Q6
1 5 4 4 4 3 4
2 3 4 4 3 2 3
3 3 4 4 3 2 3
4 3 3 4 2 4 2
5 3 5 5 3 1 4
6 3 4 4 3 2 3
7 2 2 4 4 2 4
8 3 3 3 2 1 3
9 4 3 3 4 3 4
10 4 5 5 4 5 3
11 5 3 5 5 1 3
12 4 3 2 2 2 1
13 2 4 2 2 2 4
14 1 2 3 5 2 3
15 3 5 1 5 4 3
16 3 4 2 3 3 2
17 3 5 3 4 5 5
18 2 3 2 2 3 3
19 3 3 3 2 2 3
20 4 3 4 3 2 1
21 1 1 2 3 2 2
22 3 3 3 3 2 3
23 2 5 4 2 2 5
24 2 2 2 3 2 5
25 5 5 5 3 3 2
26 5 5 5 3 3 2
27 3 4 4 3 2 3
28 2 4 2 2 4 4
29 2 3 1 2 3 3
30 4 5 2 2 3 5
31 2 4 2 2 2 4
32 2 3 3 2 3 3
33 5 5 5 3 3 2
34 3 5 5 3 1 4
35 3 4 4 3 2 3
36 2 2 4 4 2 4
37 3 3 3 2 3 3
38 4 3 3 4 3 4
39 4 5 5 4 5 3
40 5 3 5 5 2 3
41 4 3 2 2 2 3
42 2 4 2 2 2 4
43 1 2 3 5 2 3
44 3 5 2 5 4 3
45 3 4 2 3 3 2
46 3 5 3 4 5 5
47 2 3 2 2 3 3
48 3 3 3 2 2 3
49 4 3 4 3 2 1
Male Students‟ SILL (metacognitive strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
1 4 3 2 2 4 2 4 3 5
2 2 3 3 3 3 4 5 2 3
3 2 3 3 3 3 4 5 2 3
4 3 2 2 3 2 2 5 2 2
5 2 5 5 3 3 2 4 3 4
6 2 3 3 3 3 2 3 2 3
7 3 2 2 3 2 2 4 5 2
8 3 3 3 3 4 3 3 3 2
9 4 3 2 3 3 4 2 2 2
10 2 5 4 5 2 4 3 2 4
11 1 1 3 5 4 4 2 3 1
12 2 2 3 4 3 4 3 3 3
13 4 3 2 2 2 2 3 3 2
14 4 5 5 3 4 3 2 2 3
15 1 3 3 3 2 4 3 3 3
16 3 3 3 2 2 4 3 5 3
17 3 5 3 4 4 3 4 3 2
18 1 4 2 5 2 3 3 3 3
19 3 2 2 5 2 5 3 3 2
20 2 3 3 3 3 5 4 2 2
21 3 4 2 4 2 3 4 2 3
22 2 3 2 3 5 3 5 3 3
23 3 1 3 3 3 2 3 3 2
24 2 2 2 4 4 5 3 2 4
25 3 5 2 3 2 4 2 4 5
26 3 3 4 3 4 2 4 4 5
27 2 1 3 3 3 4 5 5 4
28 4 3 2 3 4 2 4 3 2
29 1 4 4 5 4 3 4 4 3
30 1 5 3 3 4 4 3 3 2
31 4 3 2 5 4 2 4 3 2
32 1 4 2 4 4 2 2 4 3
33 3 5 4 3 4 4 4 4 5
34 2 3 3 3 3 4 5 5 3
35 2 3 3 4 3 4 5 5 3
36 3 2 2 4 2 2 2 5 2
37 2 5 5 4 3 2 4 5 4
38 2 3 3 4 3 2 3 2 3
39 3 2 2 4 4 2 4 2 5
40 3 3 3 4 4 3 3 3 4
41 4 3 2 4 4 3 3 3 4
42 2 5 4 5 2 4 3 2 4
43 1 1 3 5 4 4 2 3 1
44 2 2 3 4 3 3 3 3 3
45 4 3 2 2 2 4 3 2 2
46 4 5 5 3 4 3 4 2 3
47 1 3 3 3 2 4 3 3 3
48 3 3 3 2 2 4 3 4 3
49 4 3 2 2 5 5 4 3 2
Male Students‟ SILL (affective strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6
1 4 5 3 4 4 1
2 4 4 5 4 3 3
3 4 4 5 4 3 3
4 2 2 2 2 3 3
5 3 2 3 5 3 3
6 4 4 5 2 3 3
7 2 3 2 2 3 3
8 3 3 3 2 1 1
9 3 4 2 2 3 2
10 3 4 3 5 2 2
11 4 3 4 3 3 2
12 3 2 3 3 2 3
13 4 2 3 4 4 4
14 4 3 2 3 3 3
15 3 3 3 3 3 3
16 3 3 2 2 2 2
17 2 2 3 5 2 1
18 3 3 2 2 3 3
19 3 1 3 3 3 2
20 3 3 3 3 2 3
21 4 2 3 2 1 3
22 3 3 2 2 3 2
23 5 4 5 2 2 2
24 2 2 2 3 2 2
25 4 3 2 3 4 2
26 4 3 2 2 4 3
27 2 4 5 2 3 3
28 4 5 3 4 2 1
29 2 3 2 4 1 3
30 2 3 2 3 2 3
31 3 5 3 2 4 3
32 2 3 2 2 5 3
33 1 3 2 2 2 5
34 3 3 2 2 2 2
35 2 2 3 3 2 3
36 2 3 2 2 3 3
37 3 4 3 3 3 2
38 3 3 3 3 3 3
39 2 3 3 2 3 3
40 3 3 2 2 3 2
41 5 4 3 2 2 2
42 2 2 2 3 2 3
43 4 3 2 3 4 3
44 4 3 2 2 4 3
45 2 4 5 2 3 3
46 4 5 3 4 2 2
47 2 3 2 4 4 3
48 2 3 3 3 2 3
49 2 2 2 3 2 2
Male Students‟ SILL (social strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6
1 1 2 4 3 3 3
2 3 3 4 4 5 4
3 3 3 4 4 5 4
4 2 3 3 3 3 2
5 2 3 2 5 2 4
6 3 3 4 4 5 4
7 2 3 3 3 3 2
8 3 2 2 3 2 3
9 1 2 4 3 3 3
10 2 5 3 5 3 5
11 3 1 4 2 2 3
12 2 3 2 3 3 3
13 3 2 4 3 3 3
14 4 3 5 4 3 1
15 3 3 3 3 3 1
16 2 2 2 3 3 3
17 2 3 5 3 3 3
18 4 2 2 3 3 1
19 2 3 3 5 3 1
20 4 3 4 4 3 2
21 2 4 1 4 3 2
22 2 3 3 2 2 4
23 2 5 5 1 1 1
24 2 2 3 3 4 4
25 5 4 3 2 5 3
26 5 4 3 5 5 3
27 3 3 4 4 5 4
28 4 2 4 3 3 3
29 3 4 2 3 3 4
30 3 3 2 3 3 2
31 2 2 4 3 3 3
32 4 3 2 3 3 2
33 2 4 3 5 5 3
34 3 4 4 2 2 3
35 2 3 2 3 3 3
36 3 2 4 3 3 3
37 4 3 3 4 3 2
38 3 3 3 3 3 3
39 4 2 2 3 3 3
40 2 3 5 3 3 3
41 4 2 2 2 3 2
42 2 3 3 3 3 2
43 4 3 4 4 3 4
44 2 4 2 4 3 4
45 2 3 3 2 2 4
46 2 5 5 3 3 4
47 3 2 3 3 4 5
48 4 5 2 3 3 4
49 2 4 3 5 5 5
Male Students‟ SILL (social strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6
1 1 2 4 3 3 3
2 3 3 4 4 5 4
3 3 3 4 4 5 4
4 2 3 3 3 3 2
5 2 3 2 5 2 4
6 3 3 4 4 5 4
7 2 3 3 3 3 2
8 3 2 2 3 2 3
9 1 2 4 3 3 3
10 2 5 3 5 3 5
11 3 1 4 2 2 3
12 2 3 2 3 3 3
13 3 2 4 3 3 3
14 4 3 5 4 3 1
15 3 3 3 3 3 1
16 2 2 2 3 3 3
17 2 3 5 3 3 3
18 4 2 2 3 3 1
19 2 3 3 5 3 1
20 4 3 4 4 3 2
21 2 4 1 4 3 2
22 2 3 3 2 2 4
23 2 5 5 1 1 1
24 2 2 3 3 4 4
25 5 4 3 2 5 3
26 5 4 3 5 5 3
27 3 3 4 4 5 4
28 4 2 4 3 3 3
29 3 4 2 3 3 4
30 3 3 2 3 3 2
31 2 2 4 3 3 3
32 4 3 2 3 3 2
33 2 4 3 5 5 3
34 3 4 4 2 2 3
35 2 3 2 3 3 3
36 3 2 4 3 3 3
37 4 3 3 4 3 2
38 3 3 3 3 3 3
39 4 2 2 3 3 3
40 2 3 5 3 3 3
41 4 2 2 2 3 2
42 2 3 3 3 3 2
43 4 3 4 4 3 4
44 2 4 2 4 3 4
45 2 3 3 2 2 4
46 2 5 5 3 3 4
47 3 2 3 3 4 5
48 4 5 2 3 3 4
49 2 4 3 5 5 5
Female Students‟ SILL (cognitive strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14
1 3 5 2 5 2 4 2 4 1 2 4 5 4 2
2 2 1 1 4 4 2 3 4 5 1 4 5 5 1
3 3 4 1 4 3 3 3 4 5 4 3 4 5 5
4 3 3 3 2 1 4 4 5 3 5 1 5 5 5
5 1 3 5 3 1 3 3 5 4 5 3 3 5 3
6 2 2 3 2 3 3 3 3 3 3 2 4 3 3
7 3 4 2 4 3 3 3 2 2 2 4 5 5 5
8 1 1 4 1 4 4 2 3 5 4 2 3 1 2
9 1 3 2 1 1 1 2 2 1 3 3 4 3 3
10 2 4 3 4 1 4 1 3 2 3 1 5 4 3
11 2 3 3 2 1 2 2 4 2 2 3 4 3 3
12 2 4 3 2 3 3 3 2 2 3 3 4 2 3
13 1 2 1 2 1 2 1 2 1 2 2 1 4 3
14 1 1 3 2 1 1 2 3 3 1 3 4 4 3
15 2 2 2 3 2 2 3 2 1 3 2 3 5 4
16 2 2 2 1 3 2 3 3 2 2 4 4 5 2
17 1 2 2 3 3 3 3 3 4 3 2 2 4 4
18 4 2 3 2 2 2 2 4 2 5 3 4 3 2
19 1 3 1 2 3 2 2 2 4 3 3 3 4 2
20 1 3 1 4 1 3 3 4 4 2 3 3 4 3
21 1 4 1 4 1 3 3 3 3 4 4 3 3 4
22 2 3 2 1 2 2 2 4 3 3 2 2 3 3
23 4 4 3 3 2 2 2 3 2 5 4 3 3 3
24 4 4 2 3 3 2 2 3 4 5 2 2 5 3
25 4 5 3 4 2 3 3 2 4 4 3 2 4 2
26 3 3 3 3 1 2 4 4 3 3 3 4 4 5
27 1 3 2 2 1 2 2 2 3 3 2 3 2 4
28 3 3 2 3 3 3 4 3 4 3 3 3 4 2
29 3 4 3 4 3 2 2 4 3 3 5 4 5 4
30 3 3 3 4 2 3 3 4 2 4 4 4 2 3
31 3 4 4 3 3 3 4 3 2 1 4 5 2 4
32 3 3 3 3 3 1 2 3 1 2 3 2 4 4
33 1 3 3 2 1 4 4 4 2 3 1 3 3 2
34 1 1 4 1 2 1 1 5 4 4 3 4 2 4
35 1 3 2 1 4 1 2 2 3 3 3 4 3 3
36 1 3 4 1 4 4 2 2 3 4 3 2 2 3
37 1 3 5 2 1 3 3 2 4 5 3 3 5 3
38 2 2 3 2 3 3 3 3 3 3 2 4 3 3
39 3 4 2 1 3 3 3 2 2 2 4 2 2 2
40 1 2 4 2 4 2 1 3 5 4 2 3 1 2
41 1 3 2 2 1 1 3 4 1 3 3 4 3 3
42 2 4 3 2 1 4 2 4 2 3 1 3 4 3
43 2 3 3 1 1 2 2 4 2 2 3 4 3 3
44 2 4 3 2 3 3 3 2 2 3 3 4 2 3
45 1 2 1 1 1 2 1 2 1 2 2 1 4 3
46 1 1 3 2 1 1 2 3 3 1 3 4 4 3
47 2 2 2 1 4 2 3 3 1 3 5 3 2 4
48 2 4 2 2 3 2 3 4 2 2 4 4 2 2
49 1 4 2 1 3 3 3 4 4 3 2 4 4 4
50 4 4 3 1 2 2 2 4 2 2 3 4 3 2
Female Students‟ SILL (compensation strategy) Modified Result
No Q1 Q2 Q3 Q4 Q5 Q6
1 2 2 3 4 3 4
2 3 2 4 4 4 4
3 3 2 2 4 3 4
4 3 4 4 3 3 3
5 2 4 5 5 4 3
6 4 3 2 2 4 4
7 4 4 5 4 4 4
8 2 2 2 3 3 4
9 2 3 1 2 3 4
10 3 4 3 2 2 4
11 2 2 2 3 2 4
12 4 5 4 4 3 4
13 2 3 2 4 5 5
14 2 3 2 2 4 2
15 2 5 2 2 3 2
16 3 4 4 4 3 2
17 3 3 3 3 2 4
18 4 4 3 3 2 3
19 3 2 1 2 3 3
20 3 4 3 3 3 3
21 3 5 4 3 2 3
22 3 3 2 3 2 3
23 2 5 5 3 3 2
24 4 5 5 4 3 5
25 2 5 2 4 4 2
26 3 4 3 3 4 4
27 2 2 2 3 2 3
28 2 5 5 3 3 5
29 3 2 5 4 5 5
30 3 4 2 3 2 3
31 5 3 5 3 5 2
32 5 3 3 4 4 2
33 5 4 5 2 2 2
34 2 3 3 3 3 2
35 2 3 4 3 2 3
36 2 3 4 3 3 3
37 4 3 3 3 3 4
38 4 4 3 4 2 4
39 2 2 2 3 3 2
40 2 3 2 2 3 1
41 3 4 3 2 2 4
42 2 2 5 3 5 4
43 4 5 4 4 3 4
44 2 3 2 4 3 2
45 2 3 3 3 4 2
46 2 5 3 2 2 2
47 3 4 4 4 3 2
48 3 3 2 2 2 4
49 4 4 3 3 2 3
50 3 4 3 4 3 3
Female Students‟ SILL ( memory strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
1 3 3 4 3 4 1 3 2 2
2 3 4 4 2 2 3 1 2 1
3 3 2 3 4 2 1 2 3 1
4 5 1 3 4 5 3 2 3 2
5 4 3 3 3 4 2 2 2 1
6 3 3 2 3 5 1 3 4 3
7 3 4 2 3 5 3 2 3 4
8 3 3 1 4 1 2 2 2 1
9 2 3 1 3 2 2 3 2 1
10 3 2 4 4 3 2 3 4 2
11 2 4 2 2 3 2 3 4 3
12 4 3 4 3 4 3 3 4 3
13 2 1 2 3 2 1 2 4 1
14 2 5 4 5 4 1 3 1 1
15 4 3 2 2 2 1 3 3 3
16 3 4 4 1 3 4 2 2 2
17 2 3 3 2 3 4 2 3 1
18 2 3 2 2 3 3 2 2 4
19 2 1 3 3 4 4 1 1 1
20 2 4 3 2 4 2 4 4 2
21 4 2 5 4 3 2 3 3 2
22 2 1 2 3 3 2 3 2 1
23 3 2 4 1 4 3 3 4 3
24 5 4 3 2 3 3 3 4 3
25 4 3 4 3 3 3 2 2 3
26 3 2 3 2 4 1 3 3 3
27 3 2 3 1 3 1 3 3 1
28 3 5 3 3 2 3 3 2 4
29 4 5 3 3 3 4 3 4 3
30 4 4 3 5 3 2 4 1 4
31 3 4 5 4 3 1 3 3 3
32 5 5 4 2 4 3 3 3 1
33 2 3 3 2 5 2 3 3 1
34 5 3 1 2 1 1 1 2 1
35 2 3 1 3 4 2 3 2 1
36 2 3 1 3 3 2 3 2 1
37 3 4 3 2 3 3 3 4 3
38 4 3 4 3 3 3 2 3 3
39 3 2 3 2 4 1 3 3 3
40 3 2 3 1 3 1 3 3 1
41 3 3 3 3 2 3 3 2 4
42 4 5 5 5 3 3 3 4 3
43 4 4 3 5 3 2 2 1 4
44 3 4 3 4 3 3 3 3 3
45 5 5 4 2 4 3 3 2 2
46 2 3 3 4 5 2 3 3 2
47 5 3 1 4 1 2 2 2 2
48 5 3 1 3 4 2 3 2 1
49 5 3 1 3 3 2 3 2 1
50 3 3 4 5 4 1 3 2 2
Female Students‟ SILL (affective strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6
1 3 1 5 1 4 5
2 2 2 4 2 3 2
3 3 3 4 2 3 3
4 4 3 3 4 4 4
5 2 4 3 3 2 2
6 3 4 3 3 3 2
7 4 3 4 3 3 3
8 2 4 2 3 3 4
9 2 2 3 2 3 3
10 4 3 3 5 2 2
11 4 4 3 3 3 2
12 4 4 3 2 3 3
13 2 3 2 2 3 3
14 3 2 3 3 3 3
15 3 5 5 4 3 2
16 4 4 4 5 3 2
17 3 3 2 3 4 3
18 3 5 4 5 3 3
19 1 3 3 3 4 3
20 2 2 2 2 4 2
21 4 2 4 3 3 4
22 3 2 3 2 4 3
23 4 3 2 5 4 5
24 4 4 5 5 5 4
25 4 4 3 3 3 2
26 2 3 4 5 2 3
27 3 2 2 3 3 4
28 3 4 3 5 2 2
29 3 4 3 4 3 3
30 4 3 3 3 2 2
31 5 3 3 3 2 4
32 2 3 3 4 3 2
33 4 2 2 2 2 1
34 4 4 3 3 3 2
35 3 2 3 2 3 1
36 3 2 4 4 3 3
37 3 2 3 4 3 3
38 3 5 5 4 3 2
39 4 4 4 5 3 2
40 3 3 2 3 4 3
41 3 5 4 5 3 3
42 1 3 3 3 4 3
43 2 2 2 2 4 2
44 4 2 4 3 3 4
45 3 2 3 2 4 3
46 4 3 2 5 4 5
47 4 4 5 5 2 4
48 4 2 3 3 3 2
49 2 3 4 5 2 3
50 3 2 2 3 3 4
Female Students‟ SILL (social strategy) Modified Result
NO Q1 Q2 Q3 Q4 Q5 Q6
1 1 3 1 5 3 1
2 1 1 3 1 3 4
3 1 3 2 4 4 4
4 1 2 2 2 3 2
5 2 2 3 4 3 2
6 1 2 4 3 3 3
7 4 5 5 4 3 4
8 3 3 5 2 3 1
9 3 2 4 2 2 1
10 2 3 3 3 2 2
11 1 4 2 2 4 3
12 3 4 4 4 4 3
13 4 4 4 3 5 3
14 5 2 2 1 2 1
15 1 5 5 3 5 3
16 3 4 4 3 4 3
17 5 3 5 2 2 1
18 5 3 5 2 4 3
19 1 1 1 2 1 3
20 2 3 3 3 3 3
21 2 5 5 3 2 2
22 2 4 3 3 3 2
23 5 4 3 5 5 3
24 2 4 5 4 3 2
25 4 3 5 4 4 3
26 2 3 5 4 4 2
27 1 2 2 2 2 2
28 3 3 5 3 4 4
29 3 5 5 3 5 3
30 2 2 4 2 5 3
31 3 5 4 3 4 4
32 2 5 2 2 3 5
33 5 2 2 2 3 2
34 4 3 3 1 5 1
35 2 2 3 3 5 3
36 4 2 5 3 2 2
37 3 4 4 5 4 3
38 4 4 4 3 2 3
39 2 3 3 2 2 4
40 2 3 3 3 3 3
41 3 4 4 3 4 3
42 2 3 5 2 2 4
43 5 3 5 2 2 3
44 4 2 2 2 3 3
45 2 3 4 3 3 3
46 2 3 5 3 2 2
47 2 2 3 3 3 2
48 5 2 3 5 5 3
49 2 4 5 4 5 5
50 4 3 5 4 4 3
Appendix 4: Profile of Female Students‟ SILL Modified
NO Part A Part B Part C Part D Part E Part F Overall
1 3.11 2.93 4.00 3.22 3.50 2.67 3.24
2 3.33 3.43 3.17 3.11 3.83 3.83 3.45
3 3.00 3.21 3.17 3.11 3.83 3.83 3.36
4 2.67 2.50 3.00 2.56 2.33 2.67 2.62
5 2.67 3.07 3.50 3.44 3.17 3.00 3.14
6 2.89 3.36 3.17 2.67 3.50 3.83 3.24
7 2.33 2.29 3.00 2.78 2.50 2.67 2.60
8 1.89 2.07 2.50 3.00 2.17 2.50 2.36
9 3.33 2.93 3.50 2.78 2.67 2.67 2.98
10 2.67 2.57 4.33 3.44 3.17 3.83 3.34
11 2.89 2.71 3.67 2.67 3.17 2.50 2.94
12 3.00 2.64 2.33 3.00 2.67 2.67 2.72
13 3.11 2.71 2.67 2.56 3.50 3.00 2.93
14 3.56 2.57 2.67 3.44 3.00 3.33 3.10
15 2.67 2.64 3.50 2.78 3.00 2.67 2.88
16 2.33 2.36 2.83 3.11 2.33 2.50 2.58
17 2.67 2.43 4.17 3.44 2.50 3.17 3.06
18 2.33 2.79 2.50 2.89 2.67 2.50 2.61
19 2.22 2.79 2.67 3.00 2.50 2.83 2.67
20 2.56 3.14 2.83 3.00 2.83 3.33 2.95
21 2.33 2.57 1.83 3.00 2.50 2.67 2.48
22 2.67 2.43 2.83 3.22 2.50 2.67 2.72
23 2.44 2.21 3.33 2.56 3.33 2.50 2.73
24 2.67 2.14 2.67 3.11 2.17 3.00 2.63
25 2.56 3.43 3.83 3.33 3.00 3.67 3.30
26 3.11 3.36 3.83 3.56 3.00 4.17 3.51
27 3.44 3.36 3.17 3.33 3.17 3.83 3.38
28 3.00 2.93 3.00 3.00 3.17 3.17 3.05
29 2.11 2.79 2.33 3.56 2.50 3.17 2.74
30 1.78 3.50 3.50 3.11 2.50 2.67 2.84
31 2.89 2.71 2.67 3.22 3.33 2.83 2.94
32 2.56 2.79 2.67 2.89 2.83 2.83 2.76
33 2.89 3.21 3.83 4.00 2.50 3.67 3.35
34 2.22 3.00 3.50 3.44 2.33 3.00 2.92
35 2.89 2.64 3.17 3.56 2.50 2.67 2.91
36 2.22 2.43 3.00 2.67 2.50 3.00 2.64
37 2.67 2.86 2.83 3.78 3.00 3.17 3.05
38 2.44 2.36 3.50 2.78 3.00 3.00 2.85
39 2.67 3.43 4.33 3.11 2.67 2.83 3.17
40 2.78 3.50 3.83 3.33 2.50 3.17 3.19
41 3.11 3.36 2.67 3.33 3.00 2.50 3.00
42 2.78 2.79 2.67 3.44 2.33 2.67 2.78
43 3.00 2.57 2.67 2.67 3.17 3.67 2.96
44 2.33 3.21 3.67 2.89 3.00 3.17 3.05
45 2.00 2.64 2.83 2.67 3.17 2.67 2.66
46 3.11 2.71 4.17 3.67 3.33 3.67 3.44
47 3.00 3.36 2.50 2.78 3.00 3.33 3.00
48 3.22 2.29 2.67 3.00 2.67 3.50 2.89
49 2.78 2.07 2.83 3.33 2.17 4.00 2.86
Profile of Female Students‟ SILL Modified Result
NO Part A Part B Part C Part D Part E Part F Overall
1 2.78 3.21 3.00 2.56 3.17 3.07 2.97
2 2.44 3.00 3.50 3.44 2.50 3.13 3.00
3 2.33 3.64 3.00 3.44 3.00 3.80 3.20
4 3.11 3.5 3.33 2.67 3.67 2.43 3.12
5 2.67 3.36 3.83 3.33 2.67 3.10 3.16
6 3.00 2.79 3.17 2.56 3.00 3.17 2.95
7 3.22 3.36 4.17 3.22 3.33 3.16 3.41
8 2.11 2.64 2.67 3.33 3.00 2.28 2.67
9 2.11 2.14 2.50 2.56 2.50 2.19 2.33
10 3.00 2.86 3.00 2.89 3.17 2.91 2.97
11 2.78 2.57 2.50 3.22 3.17 2.89 2.86
12 3.44 2.79 4.00 3.11 3.17 3.22 3.29
13 2.00 1.79 3.50 3.11 2.50 3.34 2.71
14 2.89 2.29 2.50 2.56 2.83 2.30 2.56
15 2.56 2.57 2.67 3.44 3.67 3.24 3.03
16 2.78 2.64 3.33 3.22 3.67 2.99 3.11
17 2.56 2.79 3.00 3.00 3.00 2.35 2.78
18 2.56 2.86 3.17 2.56 3.83 2.84 2.97
19 2.22 2.50 2.33 3.22 2.83 2.39 2.58
20 3.00 2.79 3.17 3.11 2.33 3.03 2.91
21 3.11 2.93 3.33 3.56 3.33 2.53 3.13
22 2.11 2.43 2.67 2.89 2.83 2.73 2.61
23 3.00 3.07 3.33 4.22 3.83 3.57 3.50
24 3.33 3.14 4.33 3.11 4.50 2.88 3.55
25 3.00 3.21 3.17 3.22 3.17 3.50 3.21
26 2.67 3.21 3.50 3.44 3.17 3.46 3.24
27 2.22 2.29 2.33 3.22 2.83 2.72 2.60
28 3.11 3.07 3.83 3.11 3.17 3.39 3.28
29 3.56 3.50 4.00 3.33 3.33 3.37 3.52
30 3.33 3.14 2.83 3.11 2.83 3.05 3.05
31 3.22 3.21 3.83 3.11 3.33 3.40 3.35
32 3.33 2.64 3.50 3.11 2.83 3.09 3.08
33 2.67 2.57 3.33 2.56 2.17 2.86 2.69
34 1.89 2.64 2.67 3.67 3.17 2.63 2.78
35 2.33 2.50 2.83 3.22 2.33 3.29 2.75
36 2.22 2.71 3.00 3.33 3.17 2.53 2.83
37 3.11 3.07 3.33 3.11 3.00 3.66 3.21
38 3.11 2.79 3.50 3.33 3.67 2.80 3.20
39 2.67 2.50 2.33 3.11 3.67 2.77 2.84
40 2.22 2.57 2.17 3.33 3.00 3.00 2.72
41 2.89 2.43 3.00 3.11 3.83 3.14 3.07
42 3.89 2.71 3.50 3.11 2.83 2.74 3.13
43 3.11 2.50 4.00 3.56 2.33 2.75 3.04
44 3.22 2.79 2.67 3.00 3.33 2.84 2.98
45 3.33 1.71 2.83 3.67 2.83 2.92 2.88
46 3.00 2.29 2.67 2.78 3.83 2.95 2.92
47 2.44 2.64 3.33 4.22 4.00 2.85 3.25
48 2.67 2.71 2.67 3.11 2.83 4.00 3.00
49 2.56 3.00 3.17 3.22 3.17 3.92 3.17
50 3.00 2.71 3.33 3.44 2.83 3.83 3.19
Appendix 6 : Group statistic of Male and Female Students in the use of LLS Modified
Jenis
Kelamin N Mean Std. Deviation Std. Error Mean
Memory Strategy Male 49 2.7122 .40189 .05741
Female 50 2.7976 .45084 .06376
Cognitive Strategy Male 49 2.8120 .41138 .05877
Female 50 2.7754 .40253 .05693
Compensation Strategy Male 49 3.1329 .57909 .08273
Female 50 3.1464 .52066 .07363
Matacognitive Strategy Male 49 3.1090 .34592 .04942
Female 50 3.1772 .36255 .05127
Affective Strategy Male 49 2.8506 .42764 .06109
Female 50 3.1230 .48468 .06854
Social Strategy Male 49 3.0890 .48923 .06989
Female 50 3.0966 .63639 .09000
Appendix 5: The Result of Frequency and Percent by Male and Female Students in the Use LLS
A. Male students 1. Memory strategy
Statistics interval total
N Valid 49
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 1 2.0 2.0 2.0
2 34 69.4 69.4 71.4
3 14 28.6 28.6 100.0
Total 49 100.0 100.0
2. Cognitive strategy Statistics interval total
N Valid 49
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 2 4.1 4.1 4.1
2 33 67.3 67.3 71.4
3 14 28.6 28.6 100.0
Total 49 100.0 100.0
3. Compensation strategy Statistics interval total
N Valid 49
Missing 0
inteval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 3.5-5.0 17 34.7 34.7 34.7
2.5-3.4 29 59.2 59.2 93.9
1.0-2.4 3 6.1 6.1 100.0
Total 49 100.0 100.0
4. Metacognitive strategy Statistics
interval total
N Valid 49
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 6 12.2 12.2 12.2
2 43 87.8 87.8 100.0
Total 49 100.0 100.0
5. Affective strategy Statistics interval total
N Valid 49
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 5 10.2 10.2 10.2
2 37 75.5 75.5 85.7
3 7 14.3 14.3 100.0
Total 49 100.0 100.0
6. Social strategy Statistics interval total
N Valid 49
Statistics interval total
N Valid 49
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 12 24.5 24.5 24.5
2 37 75.5 75.5 100.0
Total 49 100.0 100.0
B. Male students 1. Memory strategy
Statistics interval total
N Valid 50
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 2 4.0 4.0 4.0
2 35 70.0 70.0 74.0
3 13 26.0 26.0 100.0
Total 50 100.0 100.0
2. Cognitive strategy Statistics
interval total
N Valid 50
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 3 6.0 6.0 6.0
2 39 78.0 78.0 84.0
3 8 16.0 16.0 100.0
Total 50 100.0 100.0
3. Compensation strategy Statistics
interval total
N Valid 50
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 14 28.0 28.0 28.0
2 32 64.0 64.0 92.0
3 4 8.0 8.0 100.0
Total 50 100.0 100.0
4. Metacognitve strategy Statistics
interval total
N Valid 50
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 6 12.0 12.0 12.0
2 44 88.0 88.0 100.0
Total 50 100.0 100.0
5. Affective strategy Statistics
interval total
N Valid 50
Statistics interval total
N Valid 50
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 11 22.0 22.0 22.0
2 35 70.0 70.0 92.0
3 4 8.0 8.0 100.0
Total 50 100.0 100.0
6. Social strategy Statistics
interval total
N Valid 50
Missing 0
interval total
Frequency Percent
Valid Percent
Cumulative Percent
Valid 1 16 32.0 32.0 32.0
2 27 54.0 54.0 86.0