scholarly journals Do Male and Female Students Learn Differently?

2016 ◽  
Vol 2 (2) ◽  
pp. 110
Author(s):  
Jamiah Jamiah ◽  
Murni Mahmud ◽  
Maemuna Muhayyang
Keyword(s):  
Gender Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Classroom Interaction ◽  
Female Students ◽  
Second Grade ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Social Strategy

This paper points out the gender differences in English learning.It investigated students’ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female students’ of second grade at SMA Negeri 11 Makassar. It is to reveal their differences in English learning and the effect of gender differences in choosing language learning strategies. It is indicated that the entire student used six language learning strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strateg, affective strategy and social strategy but they had different ways in using them. Mostly, females used social strategy because they were more emphatic, social thinking  and  like  cooperating with  their peers while  the  males  refered  to  the compensation startegy because their characteristics were more confident, fun, logical, active in expressing their opinion. So, it was concluded that gender differences affect in choosing language learning strategies of male and female students at SMA Negeri 11 Makassar.Keywords: language learning strategy, gender differences, classroom interaction

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals The Effect of a Training Program in a Reading Course in Developing English Language Learning Strategies among University Students

2018 ◽  
Vol 12 (2) ◽  
pp. 300
Author(s):  
Ahmad M. Mahasneh ◽  
Ahmad F. Al-Alwan
Keyword(s):  
University Students ◽  
Language Learning ◽  
Training Program ◽  
Learning Strategies ◽  
English Language ◽  
Female Students ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aimed at identifying the effect of a training program in developing the use of learning English language strategies among a sample of the Hashemite University students, and the differences in using these strategies due to gender and the type of group (experimental and control groups). The study sample consisted of 76 male and female students from the Department of English Language, divided into two groups (an experimental group of 34 male and female students and a control group of 42 male and female students). To achieve the aims of the study, Oxford's language learning strategies scale was used. The study used a quasi-experimental research design with pre-test and post-tests. ANCOVA and T-tests were used to analyze the data. The results of the study revealed that there is a statistical significant difference between the two groups in developing language learning strategies in favor of the experimental group. Also, results showed that there is no statistically significant difference in using language learning strategies attributed to gender.

scholarly journals INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW

2021 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Niwayan Sukraini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
Young Students

Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most frequently used while compensation strategies were the least frequently employed by the students. The study also discovered that female students showed higher frequency of learning strategy use. I conducted a similar study on Indonesian young students and tried to compare the result. There will be, however, difference in the instrument to collect the data. After consulting an English teacher who teaches young students, I decided to use the modified SILL for Taiwanese children by Lan (2005). This is due to the consideration that Indonesian students might not be able to fill in the complex questionnaire as in the adult version of SILL.The findings show that Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same means of both Doro and Habok’s and my studies i.e. 3.2 and female students appeared to use language learning strategies more frequently that male students.

scholarly journals A Study of Language Learning Strategy Use among Indonesian EFL University Students

2020 ◽  
Vol 13 (2) ◽  
pp. 231-256
Author(s):  
Agus Rianto
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Foreign Language Learning ◽  
Language Learning Strategies ◽  
Social Strategy ◽  
Language Learning Strategy ◽  
Efl Learning

This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs

scholarly journals The Correlation among Gender, Language Learning Strategies, and English Achievement of English Department Students of Tarbiyah Faculty at UIN Alauddin Makassar

2021 ◽  
Author(s):  
Maulina
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Female Students ◽  
Descriptive Statistics ◽  
English Department ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Correlational Research ◽  
English Achievement ◽  
Program Version

This was a correlational research with two predictors and one criterion. 103 students (both successful and unsuccessful male and female students) were involved in this research. The data obtained through SILL by Oxford (1990) and students’ English achievement based on gender were analyzed by using descriptive statistics and inferential statistics through SPSS program version 20.0. The findings, first of all showed that there was a significant correlation between gender and English achievement where r = 0.924 and p = 0.000 = 0.05. Second, there was not any significant correlation between LLSs and English achievement where r = 0.202 and p = 0.083 &lt; = 0.05. Third, there was not any significant correlation between successful gender and their LLSs where r = 0.222 and p = 0.056 &gt; = 0.05 but there was a significant correlation between unsuccessful gender and their LLSs where r = - 0.376 and p = 0.049 &lt; = 0.05. Fourth, There was a significant correlation between gender and LLSs used simultaneously with English achievement where r = 0.264 and p = 0.04 &lt; = 0.05.

On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

2016 ◽  
Vol 6 (6) ◽  
pp. 1241 ◽  
Author(s):  
Amir Marzban ◽  
Zahra Barati
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Strategy Use

This study was going to investigate the relationship between critical thinking ability, language learning strategies, and reading comprehension of male and female Iranian intermediate EFL university students majoring in English translation and English teaching at Tehran Azad University, South Branch. The participants chosen were 100 EFL learners that after homogenizing 79 remained. This study was a correlational one. For the purpose of this study, California Critical Thinking Skill Test (CCTST), Strategy Inventory for Language Learning (SILL), and reading section of the TOEFL test were administered. Data were analyzed based on the questionnaires and they were submitted to the Statistical Package for Social Sciences (SPSS) version 22.0 for analysis. The Pearson- product moment correlation proved that there was a significant positive relationship between critical thinking ability and reading comprehension, as well as a positive relationship between language learning strategies and reading comprehension was found. Reading comprehension was considered as dependent variable. Finally, in order to find whether there was any difference between males and females in terms of critical thinking ability and their language learning strategy use an independent sample t-test was run. The findings revealed that there was not any significant difference between the performances of male and female participants in terms of critical thinking and their language learning strategy use. The findings of this study will be helpful for material developers, syllabus designers and EFL teachers.

scholarly journals EXPLORING ENGLISH FOREIGN LANGUAGE STUDENTS’ LEARNING STRATEGIES IN READING ELT MATERIALS

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Rahayu Meliasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Average Score ◽  
Language Learning Strategies ◽  
Study Program ◽  
Social Strategy ◽  
The Mean

This research aimed to reveal the type of language learning strategies dominantly used by the learners and the least type of learning strategies used by the learners. There were 10 students who were taken as the sample of participants. They are students who officially enrolled in Academic Reading Class in the second semester of English Study Program of Teacher Training and Education Faculty (FKIP) Tanjungpura University in Academic Year 2016/2017. Questionnaire consisting of 40 statements was distributed for data collection which in turn were analyzed by using mean score calculation. The analysis of the data revealed that the mean score of metacognitive learning style was 4.0 which indicated that this type of learning strategy fell into the highest frequency used by the students. Meanwhile, the average score for cognitive strategies was 3.7 in which it is categorized as the second rank of the learning strategy mostly used by the learners. The analysis toward compensation strategy resulted 3.5 for the mean score, and the average score for affective and social strategy reached average at 3.1 and 3.0 respectively. By contrast, memory strategy is the least type of learning strategy used by the students, reaching the mean only at 2,9.Keywords: EFL, Language Learning Strategies, Reading, ELT Materials

scholarly journals PERBEZAAN JANTINA DALAM PENGGUNAAN STRATEGI PEMBELAJARAN KEMAHIRAN BERBAHASA ARAB[GENDER DIFFERENCES IN THE USE OF STRATEGIES FOR ARABIC LANGUAGE LEARNING]

2018 ◽  
Vol 3 (1) ◽  
pp. 143
Author(s):  
Nadhilah Abdul Pisal ◽  
Kamarul Shukri Mat Teh
Keyword(s):  
Gender Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Arabic Language ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Test Analysis ◽  
Significant Difference ◽  
Listening Strategies

Gender is one of the factors that distinguish the use of language learning strategies among students. Therefore, this study was carried out to determine the level and types of language learning strategies used by male and female students. Data were collected through questionnaires distributed to 350 form four students from 12 religious secondary schools in Kedah, Malaysia. Descriptive findings showed that both groups of students used the strategies at a moderate level except for the reading strategies which were highly employed by female students. The results of t-test analysis show that there is a significant difference on the overall use of the strategies and in the five main constructs of strategies based on gender. Overall, the female students were found to surpass the male students in the use of language learning strategies. However, the construct of listening strategies did not show significant difference result. In conclusion, the female students used language learning strategies more frequently than the male students. The implication of this study is that teachers can plan a variety of language activities to encourage the use of certain strategies by different genders.Keywords: Language learning strategies, language skills, strategies for language learning skills, Arabic language, gender.Cite as: Abdul Pisal, N. & Mat Teh, K.S. (2018). Perbezaan jantina dalam penggunaan strategi pembelajaran kemahiran berbahasa Arab [Gender differences in the use of strategies for Arabic language learning]. Journal of Nusantara Studies, 3(1), 143-153.http://dx.doi.org/10.24200/jonus.vol3iss1pp143-153  AbstrakPerbezaan jantina merupakan salah satu faktor yang didapati turut membezakan penggunaan strategi pembelajaran bahasa dalam kalangan pelajar. Oleh itu, kajian ini dijalankan untuk menentukan tahap dan jenis penggunaan strategi pembelajaran kemahiran berbahasa (SPKB) oleh pelajar lelaki dan pelajar perempuan. Data kajian diperoleh melalui soal selidik yang diedarkan kepada 350 orang pelajar tingkatan empat dari 12 buah sekolah menengah agama sekitar Kedah, Malaysia. Dapatan kajian deskriptif menunjukkan kedua-dua kumpulan pelajar menggunakan strategi pada tahap sederhana sama ada secara keseluruhan mahupun berdasarkan konstruk, kecuali pada konstruk strategi membaca, pelajar perempuan menggunakannya pada tahap tinggi. Hasil analisis ujian-t pula menunjukkan terdapat perbezaan signifikan penggunaan SPKB secara keseluruhan dan mengikut lima konstruk strategi utama berdasarkan jantina. Pelajar perempuan didapati mendahului pelajar lelaki dalam penggunaan strategi secara keseluruhan dan berdasarkan lima konstruk strategi utama tersebut. Sementara itu, baki satu konstruk strategi utama iaitu strategi mendengar tidak menunjukkan perbezaan signifikan. Kesimpulannya, pelajar perempuan didapati lebih banyak dan kerap menggunakan strategi pembelajaran bahasa berbanding pelajar lelaki. Implikasi kajian ini, guru boleh merancang pelbagai aktiviti bahasa yang dapat menggalakkan penggunaan sesuatu strategi dengan lebih kerap kepada kumpulan pelajar yang berlainan jantina.Kata kunci: Strategi pembelajaran bahasa, kemahiran berbahasa, strategi pembelajaran kemahiran berbahasa, bahasa Arab, jantina.

scholarly journals STUDENTS’ LANGUAGE LEARNING STRATEGIES DIFFERENCE IN AN INDONESIAN EFL SINGLE-GENDER CLASSROOM

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Asep Kurnia
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Male Student ◽  
Female Students ◽  
Male Students ◽  
Single Gender ◽  
Language Learning Strategies

AbstractThe issue of single-gender classroom is identified as the preference classroom system in education around the world. This classroom system is adopted due to female and male students’ performance in the learning process including English subject. In Indonesia, the issue of single-gender classroom is not publically implemented, co-educational classroom is preferred. However, some cities are promoted the single-gender classroom, specifically the cities which promote the religious education such as in Tasikmalaya, West Java, Indonesia. Due to the pre-observation in a boarding school implemented the single-gender classroom, there is an exact different between female and male achievement in English classes. There are some factors affect the students’ achievement. Learning strategies is one of the most important thing influent the achievement. Therefore, the main focus of the research is observing different students preference in learning strategies. Questionnaire and interview are formed as data collecting techniques. Consequently, there was an exact different between female and male students in using language learning strategies. Female students are common in performing metacognitive learning strategy. While, male students are prefer in implementing cognitive learning strategy. In the comparison, female students use the learning strategies more often than the male student, specifically in metacognitive and social learning strategies.Keywords: Learning strategies, single-gender classroom, Female and male differences, Indonesian EFL classroom, Students’ achievement factors.

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