A COMPARATIVE STUDY OF GENDER ON LANGUAGE LEARNING STRATEGIES PREFERENCE

TABLE OF CONTENT

TITLE ......................................................................................................... i
DECLARATION ....................................................................................... ii
ATTENTIVE COUNSELOR NOTES ..................................................... iii
STATEMENT OF CERTIFICATION .................................................... iv
MOTTO ...................................................................................................... v
DEDICATION ........................................................................................... vi
ACKNOWLEDGEMENT ........................................................................ vii
TABLE OF CONTENTS .......................................................................... ix
LIST OF TABLES AND FIGURES ....................................................... xii
ABSTRACT ............................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study .......................................... 1
B. Problems Statements ................................................. 5
C. Objective of the Study .............................................. 6
D. Significance of the Study .......................................... 6
E. Clarification of Key Terms ....................................... 8
F. Scope of the Research .............................................. 8
G. Outline of the Graduating Paper................................ 9
CHAPTER II THEORETICAL REVIEW
A. Gender ...................................................................... 11
Language and Gender .............................................. 12
B. Language Learning Strategies (LLS) ........................ 15
1. Definition ........................................................... 15
2. Features of Language Learning Strategies ......... 17
3. Classification of Language Learning Strategies 19
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ......................................................... 36
B. Place and Research Object ........................................ 40
C. Population .................................................................. 42
D. Variables ................................................................... 44
E. Hypothesis ................................................................. 46
F. Data Collection .......................................................... 46
G. Data Analysis ............................................................ 50
H. Procedure of the Research ......................................... 53
CHAPTER IV DATA ANALYSIS
A. Descriptive Analysis of LLS‘ Preference ................. 55
1. Codification ........................................................ 55
2. Tabulation .......................................................... 56
3. Descriptive Analysis .......................................... 60
a. Overall used strategies ................................. 60
b. Application frequency between direct
and indirect strategies ................................... 61
c. Strategies preference based gender .............. 64
B. Comparative Analysis of Gender on LLS
Preference ................................................................ 66
C. Implications toward English Language Teaching .... 70
CHAPTER V CLOSURE
A. Conclusions ................................................................ 73
B. Suggestions ................................................................. 75
BIBLIOGRAPHY
APPENDICES

CHAPTER 1

INTRODUCTION

A. Background of the Study

Language learning is a crucial issue that promotes somebody‘s success. It has different ways from learning most other subjects because of its social and communicative nature. Thus, person with charming language ability will perform better in his environment. Considering that fact, the needs of foreign language mastery have spread over the world that make language learning is an obligation for those who want to convey their idea properly and communicate even socialize well. Because of its significance, many studies have been conducted to find the ways or strategies out that may be able to foster acceleration of language learning. Several of them are Oxford (1989), Wenden (1991), Chamot and O‘Malley (1990), and Rubin (1987).

Furthermore, strategies usage in language learning will successfully work to accelerate the accomplishment. In educational world, it is well-known with the term ‗LLS‘ (Language Learning Strategy). It is a set of skills applied to respond to the particular learning situation and to manage their learning in an appropriate way (Oxford, 1989: 1). According to Williams and Burden (1997:46), in studies of successful and unsuccessful learners conducted by Nisbet and Shucksmith, people who succeed in learning have developed a range of strategies from which they are able to select those that are the most appropriate for a particular problem, to adapt them flexibly for the needs of the specific situation, and to monitor their level of success. It means that learning will effectively make sense when a learner employs certain strategy by considering his needs toward related circumstances. Therefore, an effective chosen strategy for one will probably be ineffective to another.

This fact happens for the distinction being extinct in the learners, called individual differences that influence language acquisition in various instructional contexts (Gage and Berliner, 1984: 523). They go on claiming that individual differences themselves, such as interest, self-concept, age, and gender hold very essential role in supporting someone‘s success in learning a foreign language that similarly contribute whether language learning will be picked up quickly or not. One aspect of such differences considered to be necessary for further discussion is gender. Gender has been a discussion topic among linguists since the late seventies (Holmes and Megarhoff, 2003: 91). In the consideration that gender differences, which are socially and culturally constructed, have become an interesting phenomenon in contemporary society, many researchers and language education practitioners conduct study dealing with this case by correlating it to other aspect (Mahmud, 2010; Siegle and Reis, 1995).

In the discussion of gender and language learning, for instance, a research study claims that females are better than males both in second and first language acquisition (Larsen-Freeman and Long, 1991: 225). Meanwhile, Mahmud (2010: 172) concludes that females are reluctant to speak to different sex in learning language. Derived from the findings, they preferred the direct way to express opinions and work with the same sex, as well as tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but not for males. Another study conducted by Chiung (2001: 197) sums up that there is significant difference between males and females in English learning achievement. The result showed that females scored better than males in English achievement. Such findings show that gender holds influential role in the way of learning.

Furthermore, there are similarly some researches are conducted to examine the relationship between gender and language learning strategies preference. Regarding of such a case, Zeynaly (2012: 2) summarizes the findings conducted by Politzer (1983), Punithvalli (2003), Wharton (2000), and Lee (2010). She wrote that Politzer (1983) studied learning strategies of 90 undergraduate foreign language learners enrolled in French, Spanish, and German coursed in the U.S. He suggested that female learners used social strategies more often than males. Then, Punithavalli (2003) in her study toward 170 ESL learners in Selangor, Malaysia revealed that female learners used greater strategies in and outside classroom than male learners.

However, the findings of these studies about gender and LLS are not necessarily universal. For instance, Wharton (2000), in his research of Singapore students, found that males employed more strategies significantly than females‘. Lee (2010) who conducted a research in Taiwanese‘s students also concluded that males used higher frequency of cognitive and compensation strategies than females. Some even reveal that there is no significant difference between males and females on their use of language learning strategies (Negari and Solaymani, 2013: 32).

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