Judul Skripsi: Differences of Language Learning Strategies of Male and Female Students in Classroom Interaction (A descriptive research in the second grade of SMA Negeri 22 Makassar). Language learning strategies in classroom interaction in second grade students of SMA Negeri 22 Makassar. The objectives of this research are to find out the most used strategy and ascertain the difference between male and female students in the use of language learning strategies in SMA Negeri 22 Makassar.
The subjects of this research were second grade students of SMA Negeri 22 Makassar consisting of 49 male and 50 female students. There is no significant difference in the use of language learning strategies regarding memory, cognitive strategies, compensation, metacognitive and social strategies. Meanwhile, there is a significant difference in the preferences of affective strategies when using language learning strategies between male and female students.
Finally, it is concluded that the most used strategy by male students is compensation strategy, while the most used strategy by female students is metacognitive strategy. And there is a significant difference of preference for affective strategies in the use of language learning strategies between male and female students.
Background
A good student tries to find ways to use these strategies to succeed in language learning. In addition, using appropriate language learning strategies can make students easier to master English and increase their ability in learning English. Therefore, it is very important for the teacher to introduce and train language learning strategies for students.
Based on the above explanations, it can be concluded that appropriate and frequent use of learning strategies will lead to better achievements in learning the target language and help students gain more independence and autonomy in the language learning process. In addition, the results of several studies show that different factors influence the type and frequency of language learning strategy use. Most studies have examined gender as a variable influencing the use of language learning strategies.
Thus, to effectively use students in language learning strategies, teachers must be aware of gender differences between males and females. Based on the above statement, the researcher is inspired to learn about "Differences in Language Learning Strategies of Male and Female Students in Classroom Interaction".
Problem Statement
This research focuses on the language learning strategies of male and female second grade students of SMA Negeri 22 Makassar, based on gender differences. Tam (2013) on his research on “A study on Language Learning Strategies (LLSs) of University Students in Hong Kong”. Learning strategies” was the aim of the present study to investigate whether or not differences exist between female and male Iranian learners in the use of language learning strategies.
Anshari (2016) on his research on "A comparison between male and female students' preference for language learning strategies". Based on her, language learning strategies are divided into two types; direct strategies and indirect strategies. Oxford's types of language learning strategies are more comprehensive, detailed and systematic rather than the others.
Moreover, many earlier researchers also confirm that good learners use language learning strategies to learn the language. The theoretical framework underlying the researcher would like to identify types of language learning strategies by students. This research was a descriptive quantitative method to give a description of the most strategy used by males and females and the differences between male and female students in the use of language learning strategies at the second grade of SMA Negeri 22 Makassar.
The findings of the research are which language learning strategies are often used by male and female students and the differences between male and female students in the use of language learning strategies. The findings of the research are the language learning strategies that male and female students use the most, and the differences between male and female students in the use of language learning strategies. The difference between male and female students in using language learning strategies in SMA Negeri 22 Makassar.
The statistical results of the T-Test on the differences between male and female students in the use of language learning strategies are shown. The mean score of male and female differences in the use of language learning strategies is also shown. In this study, a sample T-test indicated that there is no significant difference in memory strategies, cognitive strategies, compensatory strategies, metacognitive strategies, and social strategy preferences when using language learning strategies between male and female students.
Meanwhile, there is a significant difference in the preference of affective strategies in the use of language learning strategies between males and females. However, this study reveals a significant difference between the language learning strategies of male and female students in the preference of using affective strategies. One sample T-Test showed that there is no significant difference in memory strategies, cognitive strategies, compensation strategies, metacognitive strategies and social strategy preferences in the use of language learning strategies.
Meanwhile, there is a significant difference of preference for affective strategies in the use of language learning strategies between males and females in second grade at SMA Negeri 22 Makassar.
Objective of the Study
Significance of the Research
Teachers: This research is expected to provide information on language learning strategies. Researcher: This research will be able to gain more information about gender based language learning strategies. Female students also tend to use general language learning strategies more often than males.
Based on the data analysis, the researchers concluded that there is no significant difference on the language learning strategies preference between male and female tenth grade students at State Senior High School 12 Pekanbaru in learning English. In addition, language learning strategies are influenced by many factors, inside and outside the learners, such as motivation.
Scope of the Study
REVIEW OF RELATED LITERATURE
Pertinent Ideas
- Learning Strategy
- Language Learning Strategies
- Concept of Gender
Understanding the meaning of language learning strategy is important in learning and teaching English. Based on some explanation by the experts above, it can be summarized that the definition of language learning strategies is all the actions that involve behavior, steps, techniques and thoughts of the learners during the language learning in order to achieve better learning language. Teacher expects to be someone who can identify students' learning strategy and train him in learning strategies.
Language learning strategies are not only about the cognitive aspect, but also about many aspects of the learners, such as metacognitive, affective and social. On the other hand, Rubin in Lestara (2015), as a pioneer of learning strategies, classified learning strategies into three main ones. Many people do not realize that learning strategies are an important aspect of learning a foreign language.
Language learning strategies help language teachers on how their student assesses their situation in learning process, plans, chooses skills to understand, learn or remember information in the language classroom. It can be seen that language learning strategies are an important aspect in learning a foreign language because it is the basic aspect in learning a language that can make learners improve their knowledge of the language 3.
RESEARCH METHOD
- Population and Sample
- Research Instrument
- Procedure of Collection Data
- Technique of Data Analysis
Memory and affective strategies are rated as the least frequently used strategies by male and female students. In contrast to Aslan (2009), he found that there is a significant difference in the overall use of strategies between male and female students.
FINDINGS AND DISCUSSIONS
Discussions
Untuk mengingat kosa kata baru dalam bahasa Inggris, saya mengasosiasikan bunyi dengan gambar atau ilustrasi. Saya mengingat kosakata bahasa Inggris baru dengan membayangkan situasi di mana kata tersebut dapat digunakan. Saya mengingat kata atau frasa bahasa Inggris baru dengan mengingat di mana saya melihatnya (halaman buku, papan tulis, dll.).
Saya menafsirkan sebuah kata dalam bahasa Inggris dengan memecahnya menjadi beberapa bagian yang saya mengerti (misalnya: disobedient, dissolvable – awalan dan akhiran). Saya menemukan kata-kata baru ketika saya tidak tahu apa yang harus digunakan dalam bahasa Inggris.
CONCLUSIONS AND SUGGESTIONS
Suggestions
