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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AN ANALYSIS OF EDUCATIONAL VALUES IN TETSUKO KUROYANAGI’S NOVEL ENTITLE TOTTO-CHAN: THE LITTLE GIRL AT THE WINDOW

TABLE OF CONTENTS

TITLE .................................................................................................................... i
STATEMENT OF CERTIFICATION .................................................................. ii
DECLARATION .................................................................................................. iii
ATTENTIVE COUNSELOR NOTES .................................................................. iv
MOTTO ................................................................................................................ v
DEDICATION ...................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENTS ...................................................................................... x
CHAPTER I : INTRODUCTION
A. Background of Study .............................................................. 1
B. Statements of The Problem ..................................................... 3
C. Objectives of the Study ........................................................... 3
D. Benefit of the Study ................................................................ 4
E. Clarification of key Terms ...................................................... 4
F. Review of Previous Researches .............................................. 6
G. Graduating Paper Outline ........................................................ 7
CHAPTER II : METHODOLOGY OF THE RESEARCH AND CERTAIN
ELEMENT OF THE NOVEL
A. Methodology of the Research …………………… ................ 10
B. Certain Element of the Novel .................................................. 11
CHAPTER III : THEORITICAL REVIEW OF EDUCATIONAL VALUES
A. Education ................................................................................. 34
B. Values ...................................................................................... 36
xi
C. Definition of Educational Values ............................................. 31
D. Relation between Literature and Education ............................. 41
CHAPTER IV : ANALYSIS AND DISCUSSION
A. Intrinsic Elements of the Novel Totto-chan: Little Girl at
the Window ............................................................................... 44
B. Educational Values of the novel Totto-Chan: Little Girl at
the window ................................................................................ 56
C. The Implication of the novel in Relation to Family
Education .................................................................................. 62
CHAPTER V : CLOSURE
A. Conclusion ................................................................................ 65
B. Suggestion ................................................................................. 67
BIBLIOGRAPHY
APPENDIX

CHAPTER I

INTRODUCTION

A. Background of the Study

People have many reasons to study literature. Some people say they study literature because they want to get new knowledge and some moral or education values from the literary work. On the other hand, people study literature to get pleasure because they will feel happy and comfortable while reading or studying it. By reading literature we would get much benefit, especially something that has a relation with our life.

Mariam Webster (1981: 1321) states that literature is writing in prose of verse, especially; writing having excellence of form of expression and expressing ideas of permanent or universal interest (literature stands related to man as science stand to nature).

Novel is one form of literary work. It reflects the condition and situation of human in real life then illustrated by the author of the novel in a written form. Novel is combination of real life experiences and the imagination of the author. Most of the aspects in the real life of human are presented in the novel that the author conveyed through the novel.

Novel is a fictional story in writing and has intrinsic and extrinsic elements. It usually tells about human life in its interaction with the environment and each other. In a novel, the author makes every effort to direct the reader to the descriptions of reality life through the stories contained in the novel.

According to Robert Stanton (1965: 44), novel is a long story. It presents in detail the development of a character or a large complex or a social situation involving many characters relationship or a complicated event covering many years or a complex relationship among a few characters. Totto-Chan:‖The Little Girl at the Window” is written by Tetsuko Kuroyanagi. It tells a story about of a six years girl who lives during the

Second World War. Her name is Totto-chan. In her daily life, everything that she does or she asks is always approved by her parents. Her attitudes as girl are different from other children in Nogisaka. In her old school, she always makes mistakes, makes some unusual activities, likes standing on the window while the teacher was teaching, etc. This unusual behavior makes the teacher frustrated and Totto-chan has to be expelled from her school. Then, she en-rolled at Tomoe Gakuen. The unique school was headed by Sosaku Kobayashi, a teaching method that is different from the conventional school. Tomoe school emphasizes a child's curiosity, and there are many varieties of interesting things there; like wagon trains classes, beautiful gardens, and a method of teaching where students can choose what lessons they want to learn today on an individually, etc. Each student from one class can have different activities and different interests. The novel Tottochan: The Little Girl at the Window is really interesting to explore deeply.

In this study the writer will search the educational values in the novel Totto-Chan: The Little Girl at the Window. The writer hopes that this research can give solution to the problems of education in our life. Moreover, the writer hopes this novel is good for everybody to apply this value in daily life, especially for parents and teacher.

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“THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) TO IMPROVE LISTENING COMPREHENSION OF THE SECOND GRADE STUDENTS OF SMAN 2 SALATIGA IN THE ACADEMIC YEAR OF 2012/2013”

TABLE OF CONTENT

TITLE PAGE ...................................................................................................................... i
DECLARATION ................................................................................................................ ii
ATTENTIVE CONSELLOR‟S NOTES ............................................................................ iii
STATEMENT OF RATIFICATION.................................................................................. iv
MOTTO .............................................................................................................................. v
DEDICATION .................................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................................. vii
TABLE OF CONTENT ...................................................................................................... ix
ABSTRACT ........................................................................................................................ xiii
LIST OF TABLE ................................................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of Study ................................................................................ 1
B. The identification of the problem ............................................................. 4
C. Limitation of the problem ......................................................................... 5
D. Research Question .................................................................................... 5
E. Objectives of the Study ............................................................................ 5
F. Pedagogical significance .......................................................................... 6
G. Classification of key term ......................................................................... 6
H. Hypothesis of the Study ............................................................................ 8
I. Review of Related Research .................................................................... 8
J. The outline of the thesis presentation ....................................................... 9
CHAPTER II LITERATUR REVIEW
A. Teaching ............................................................................................... 11
1. Definition of Teaching .................................................................... 11
2. General concept of Teaching ........................................................... 11
B. General concept of Listening ............................................................... 12
1. Definition of Listening ..................................................................... 12
2. The importance of Listening ............................................................ 13
3. Types of Listening............................................................................ 14
4. Listening Comprehension ................................................................ 16
5. The Process in Listening Comprehension ........................................ 17
6. The Principles in Listening Comprehension .................................... 18
C. Student Teams-Achievement Divisions (STAD) Method ................... 20
1. Definition of STAD ......................................................................... 20
2. The components of STAD ............................................................... 21
D. Implementation Guide and STAD Procedure ..................................... 22
E. Advantage of using Student Teams-Achievement Divisions ............... 26
CHAPTER III RESEARCH METHODOLOGY
A. The Method of Research ...................................................................... 27
1. Classroom Action Research (CAR) ................................................ 27
2. The Characteristics of Classroom Action Research ......................... 28
3. The Objectives of Classroom Action Research ............................... 29
B. Setting and time of the research ........................................................... 30
C. The subject of research ......................................................................... 31
D. Collaborator ......................................................................................... 33
E. Procedure of Research .......................................................................... 33
F. Technique of collecting data ................................................................. 36
G. Technique of Analysis data .................................................................. 39
H. Achievement Indicator ......................................................................... 39
I. School Profile ................................................................................... 40
1. Vision, Mission and School Objective ............................................. 40
2. School Organization Structure ......................................................... 42
3. The Situation of teacher of SMAN 2 Salatiga ................................. 43
4. The Situation of Students ................................................................. 46
5. Infrastructure .................................................................................... 47
CHAPTER IV RESEARCH IMPLEMENTATION AND DATA ANALYSIS
A. the Students‟ improvement and analysis of listening
comprehension after being taught by using Student Teams-
Achievement Divisions (STAD) .......................................................... 50
1. Analysis of Preliminary Assessment (Observation) ........................ 51
2. Analysis of Cylce I ........................................................................... 53
3. Analysis of Cylce II ......................................................................... 76
4. Analysis of interview with the teacher ............................................. 93
B. Discussion ............................................................................................ 96
CHAPTER V CLOSURE
A. Conclusion .......................................................................................... 98
B. Suggestion ........................................................................................... 99
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

LIST OF TABLE

Table 3.1 Research Schedule
Table 3.2 Subject of research
Table 3.3 The Procedures of classroom action research
Table 3.4 School Organization Structure
Table 3.5 Situation of teachers in SMAN 2 Salatiga
Table 3.6 Situation of students
Table 3.7 Infrastructure list of SMA Negeri 2 Salatiga
Table 4.1 Preleminary assessment
Table 4.2 List of Students‟ team names in STAD
Table 4.3 Individual score of cycle I (the first meeting)
Table 4.4 Individual score of cycle I (the second meeting)
Table 4.5 Team score (Cycle I: the first and the second meeting).
Table 4.6 Instrument of Observation
Table 4.7 Individual score of cycle II (the first meeting)
Table 4.8 Individual score of cycle II (the second meeting)
Table 4.9 Team score (Cycle II: the first meeting and the second meeting)
Table 4.10 Instrument of Observation
Table 4.11 The result of the final assessment
Table 4.12 Students‟ Score Improvement

CHAPTER I

INTRODUCTION

A. Background of Study

Language is a device which is used by human being to communicate and transfer knowledge from time to time. (Oxford Learner‟s Pocket Dictionary, 2008: 247) Language is a system of communication in speech and writing used by people of a particular country. It plays an important role in the entire human lifetime. Through language one generation can transfer their knowledge to the next generation.

English is universal language. That is not surprising news because there are many outstanding universities suggest an applicant to attach English proficiency for instance TOEFL, IELST and others. Lots of people use English as medium of communication to contact or cooperate among people in difference countries in the world. We can take a look how important to master English in our country. Even the government sets English as main subject in Elementary School, Junior High School, Senior High School and University.

English subject in Indonesia has several goals; train language skill and able to communicate spoken and written to prepare students to confront knowledge and technology development in globalization era. The dimension of the subject is: listening, speaking, reading, writingand one of four skills has to be mastered is listening. In relation to listening skill, the standards of competency for the graduates in this country are the competence to understand the meaning in interpersonal and transactional oral text, both formally or informally, in the form

of recount, narrative, procedure, descriptive, news item, report, analytical exposition etc.However it also must be supported by other language components such as grammatical, vocabulary and pronunciation.

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