C. Learning Strategy
5. Male and Female in Vocabulary Learning Strategy
Gender is considered a significant element in determining language acquisition processes (Gu & Johnson, 1996). Zoghi et al. (2013) concurred, stating that gender is a critical emotional element that plays a unique function in second language learning. McElhinny (2003) defined gender as "the social, cultural, and psychological factors" that define men and women.
The term "gender" refers to both male and female undergraduates in this study. The word "gender" is chosen rather than "sex" in this research because gender roles alter according to social norms and expectations, whereas sex is based on "fixed physiological, biochemical, and anatomical characteristics." Gender originated as a word in linguistics and subsequently spread to other social science disciplines. The term "gender" refers to "socially created masculine and feminine categories" ((Naci Kayaolu, 2012). Chang (2004) stated, however, that because men and women are not only biologically distinct, but also raised differently and subjected to different social expectations, their behavioral differences were reflected in academic aptitudes and the interaction of neurological, cognitive, affective, social, and educational factors contributed to girls' achievement in foreign language learning, based on her review of numerous tests and studies.
According to Uster (2008), there are several elements that influence the process of language learning; both biological and social factors, as well as
their interactions, must be considered. Gender is a biological component that influences language development. Bauer (2002) asserts that the disparities between the male and female brains imply a need to reconsider the link between the human brain and language. Females appear to have an edge over men in this regard, since the female brain anatomy permits them to perform better on language tasks. From an early age, girls surpass boys in terms of language development. displaying a greater vocabulary as early as 16 months of age); due to gender variations in linguistic demands, the method of language learning for males and females may be relatively diverse.
Jule (2004) argues that, contrary to Freud's assertion, a learner's sex - or, more likely, gender - can have a dramatic influence on how they approach language acquisition, ultimately affecting competence. According to Klein (2007), learning a foreign or second language is a complicated process that is influenced by gender differences. Female students complete foreign language courses more quickly than male pupils. 36% of girls and 24% of males completed three or more years of foreign language education, according to data. Additionally, female pupils seem to do better than male students on the majority of national foreign language assessments.
Halpern & LaMay, (2000) hypothesize that the performance gap between male and female students is explained by the students' learning style, interest, and attitude, in addition to the effect of school ambient and facility variables. All of these factors might have an effect on pupils' success when it comes to learning English. Males have a far greater capacity than females to
perceive three-dimensional objects. This explains the male's frequently seen higher ability in mathematics and geometric thinking. Additionally, males are more adept at gross motor motions than females.
Another scientist Catalán, (2003) observes a substantial difference between males and females in terms of the number of VLS they employ.
Additionally, female students used more formal rules strategies, input elicitation strategies, training strategies, and planning strategies than male students; additionally, female students used more formal rules strategies, input elicitation strategies, training strategies, and planning strategies, whereas male students used more pictures vocabulary strategies. One of the major objectives of this study was to determine if male and female foreign language learners gain equally from vocabulary memorization while using the keyword technique.
According to Herlitz & Rehman (2008), women excelled at verbal episodic memory tasks, such as recalling words, objects, pictures, or everyday events, while men outperformed women at remembering symbolic, non- linguistic information, referred to as visuospatial processing, and conducting an investigation into sex and language classroom instructional programs.
Batters (2001) concludes that there are various characteristics that differentiate female and male learners. Batters discovered, for example, that females spend more time engaged in "attentive activities" than males. Attending to the teacher, the recording, and other classmates, watching, and reading are all examples of attentive activity. Additionally, males outperformed girls in "oral
and interactive activities, such as communicating in a foreign language with the teacher and other students, participating in community service or demonstrations, and exhibiting spontaneity."
According to the foregoing explanation, the wishes of the research to conclude that male and female students have distinct language acquisition strategies. There are several reasons that contribute to the emergence of the condition, including language learning, biological, and social aspects.
Based on the several strategy that explain by some expert, tin this research used the Schmitt (2011) theory because his theory is complete and relevan with the condition and the ability of the students Learning Style in Mastering Vocabulary at MTs Ma‟ Arif Banyorang.
D. Conceptual Framework
Figure 1. Conceptual Framework
The conceptual framework was the process of this study. First, identified the students Vocabulary mastery. Then Schmitt Taxonomy of Vocabulary Learning Strategies in this research with interview approach.
Then, The result of the research found Learning Strategies Used by Male and Female Students in English Vocabulary Mastery.
Male and Female Students
Vocabulary Learning Strategy (VLS) Schmitt Taxonomy
of Vocabulary Learning Strategies
Determination strategies
Social strategies
Memory strategies
Cognitive strategies
Metacognitive strategies
33 CHAPTER III RESEARCH METHOD
This chapter deal with research design, variables, and their operational definition, population, and sample, an instrument of the research, the procedure of collecting data, and the technique of data analysis.