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Thesis-Ayu Suhesti-cetak

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LANGUAGE LEARNING STRATEGIES USED BY MALE AND FEMALE
IN LEARNING SPEAKING SKILLS OF THE ENGLISH STUDY
PROGRAM STUDENTS AT UNIVERSITAS BENGKULU
THESIS
Presented as a Partial Requirement for a Bachelor Degree in English
Education Study Program
AYU SUHESTI
A1B017021
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGES AND ARTS
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS BENGKULU
2021
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MOTTO
“Many of life’s failures are people who did not realize how close they
were to success when they gave up”
-Thomas Edison“You can’t have a better tomorrow if you’re still thingking about
yesterday”
-Charles F Kettering-
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DEDICATIONS
This thesis is dedicated for:
 My beloved parents, my father (Zuzali) and my mother (Raknawati). Thank
you for loving me, hard working for my study, advice, pray and all support in
moral and materials. I love you a lot.
 My beloved brother, Fahrizon. Thank you for always support me in any
condition.
 My big family.
 My almamater, Universitas Bengkulu.
My Special thanks to:
 My girls’ squad: Cici, Devi, Linda, and Nabila who always support in my up
and down situations, thank you for motivation and advice during finishing my
thesis and always help me in another condition.
 My EDSA A 2017, for all of your support and help.
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ACKNOWLEDGMENT
In the name of Allah SWT, the Most Gracious and the Most Merciful. All
praise to Allah SWT, Lord of the world who has given the mercy and the blessing
to us so that the researcher can finish this research thesis entitles “Language
Learning Strategies Used by Male and Female in Learning Speaking Skill of the
English Study Program Students at Universitas Bengkulu”. Peach be upon him,
our prophet Muhammad SAW, who has brought the human being from the
darkness to the brightness.
The researcher would like to express her greatest gratitude and
appreciation to the people who have helped and supported her in finishing this
thesis. The researcher would like to express her gratitude to:
1. Kasmaini, S.S. M.Pd. as the Supervisor and Ildi Kurniawan, M.Pd. as the
Co. Supervisor who have given their time, suggestions, and ideas during
writing this thesis.
2. Drs.Arasuli, Dip. TESL,.M.Si and Indah Damayanti, S.S. M.R.S. as the
examiners who have given supportive ideas and suggestions for this thesis.
3. Drs. Mulyadi, Dip. TESL., M.A. as an academic supervisor who always
support and help the researcher’s academic life.
4. Prof. Dr. Alexon, M.Pd. as the Dean of Teachers Training and Education,
for his help and support.
5. Dr. Dedi Sofyan, S.Pd., M.Hum. as the Head of Language and Arts
Department for his help and support.
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6. Ildi Kurniawan S. Pd., M.Pd. as the Chief of English Education Study
Program, who has given your help and support in finishing this
research,
7. All the lecturers at the English Education Study Program, who had taught
theresearcher during her study in the Faculty of Teachers Training and
Education.
8. All the Staff of English Education Study Program, for their help and
support.
9. The big family of EDSA 2016. We have had wonderful years together.
10. My parents and brother who always support and motivate me in any
condition during college time untilfinishing the thesis.
11. All the people involved in the process of making this thesis. The
researcher reallyappreciates your help.
Finally, the researcher realizes that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated
very much.
Bengkulu, March 2020
Ayu Suhesti
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ABSTRACT
Suhesti, Ayu. 2021. Language Learning Strategies Used by Male and Female in
Learning Speaking Skill of the English Study Program Students at
Universitas Bengkulu. Undergraduate thesis. English Education Study
Program of Language and Art Department. Faculty of Teacher Training
and Education. Supervisor Kasmaini, S.S. M.Pd. and Co. Supervisor Ildi
Kurniawan, M.Pd
This research aim at finds out language learning strategies used by male
and female students in the fourth-semester of English education study program at
Universitas Bengkulu. The methodology of this research is descriptive
quantitative. The population of this research is 117 students of the fourth-semester
of English education study program at Universitas Bengkulu in the 2020/2021
academic year, and 52 students are taken as the sample by using purposive
sampling. The data were collected by using a questionnaire. The questionnaire
consisted of 31 items which represent 6 categories of learning strategies adapted
from Strategy Inventory for Language Learning (SILL) version 7.0 proposed by
Oxford. The collected data were analyzed by using Microsoft Excel 2007 and
SPSS version 23. The results showed that both male and female students of fourth
semester of English Education Study Program preferred to use all categories of
language learning strategy in learning speaking. They are memory strategy,
cognitive strategy, compensation strategy, metacognitive strategy, affective
strategy and social strategy. In addition, the dominant strategy used by male
students are cognitive and compensation strategy (M=3.67), while the dominant
strategy used by female students is metacognitive (M=3.74). Based on the result,
there is no significance difference between male and female in using language
learning strategy. Finally, the researcher suggest for lecturers who can use this
research as information to design lesson plans, for students to use learning
strategy in learning speaking more properly, and for next researchers who will
conduct the same topic of this research should make the next research more
detailed information by involving other instruments.
Keywords: Language Learning Strategies, Male and Female, Learning Speaking,
English Students
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ABSTRAK
Suhesti, Ayu. 2021. Language Learning Strategies Used by Male and Female in
Learning Speaking Skill of the English Study Program Students at
Universitas Bengkulu. Skripsi S1. Program Studi Pendidikan Bahasa
Inggris Jurusan Bahasa dan Seni. Fakultas Keguruan dan Ilmu
Pendidikan. Pembimbing (I) Kasmaini, S.S. M.Pd. , (II) Ildi Kurniawan,
M.Pd
Penelitian ini bertujuan untuk mengetahui strategi belajar bahasa yang
digunakan oleh mahasiswa laki-laki dan perempuan dari semester empat program
studi pendidikan bahasa inggris di Universitas Bengkulu. Metodologi penelitian
yang digunakan adalah deskriptif kuantitatif. Populasi penelitian ini adalah 117
mahasiswa semester empat pendidikan bahasa inggris, Universitas Bengkulu
angakatan 2020/2021, dan 52 mahasiswa diambil menjasi sampel penelitian
dengan menggunakan purposive sampel. Data dikumpulkan dengan menggunakan
kuesioner. Kuesioner tersebut terdiri dari 31 item yang terbagi menjadi 6 kategori
strategi pembelajaran yang diadaptasi dari Strategy Inventory for Language
Learning (SILL) versi 7.0 oleh Oxford. Data tersebut diproses dengan
menggunakan Microsoft Exel 2007 dan SPSS versi 23. Hasil penelitian ini
menunjukan bahwa baik laki-laki dan perempuan dari mahasiswa semester empat
pendidikan bahasa inggris memilih menggunakan semua kategori strategi
pembelajaran bahasa dalam belajar speaking. Strategi tersebut adalah memori,
kognitif, kompensasi, metakognitif, afektif, dan sosial strategi. Tambahan, untuk
startegi yang paling banyak digunakan oleh mahasiswa laki-laki adalah kognitif
dan kompensasi strategi (M=3.67), sedangkan strategi yang paling banyak
digunkan oleh mahasiswa perempuan adalah metakognitif strategi (M=3.74).
Berdasarkan hasil penelitian tersebut, tidak ada perbedaan yang signifikan antara
perempuan dan laki-laki dalam menggunakan strategi pembelajaran. Terakhir,
peneliti menyarankan kepada dosen atau guru agar dapat menggunkan hasil
penelitian ini sebagai informasi dalam mengembangkan rencana pembelajaran.
Siswa juga disarankan untuk menggunakan strategi pembelajaran dalam belajar
speaking lebih baik lagi.Sedangkan untuk peneliti selanjutnya yang tertarik untuk
meneliti terkait topik ini disarankan untuk menggali informasi yang lebih detail
dengan menggunkan instrumen lainnya seperti tes atau wawancara.
Kata kunci: Strategi Pembelajaran Bahasa, Laki-laki dan Perempuan, Belajar
Speaking, Mahasiswa bahasa inggris
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TABLE OF CONTENT
MOTTO .............................................................................................................................. ii
DEDICATIONS..................................................................................................................vi
ACKNOWLEDGMENT....................................................................................................vii
ABSTRACK .......................................................................................................................ix
ABSTRAK.......................................................................................................................... x
TABLE OF CONTENT......................................................................................................xi
LIST OF TABLE ..............................................................................................................xiii
LIST OF CHART .............................................................................................................xiv
LIST OF APPENDICES....................................................................................................xv
CHAPTER 1 ....................................................................................................................... 1
INTRODUCTION .............................................................................................................. 1
1.1
Background ......................................................................................................... 1
1.2
Statement of the Problem.................................................................................... 5
1.3
Research Question .............................................................................................. 8
1.4
Objectives ........................................................................................................... 8
1.5
Significances of Study ........................................................................................ 8
1.6
Limitation of the Study ....................................................................................... 9
1.7
Definition of Key Term....................................................................................... 9
CHAPTER II..................................................................................................................... 11
LITERATURE REVIEW ................................................................................................. 11
2.1
Review of Gender ............................................................................................. 11
2.1.1
The Nature of Gender ................................................................................... 11
2.1.2
Gender Differences in English Language Teaching ..................................... 12
2.1.3
Gender differences in language learning strategies ...................................... 13
2.1.4
Gender Differences in Speaking Ability ....................................................... 14
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2.1.5
Causes of Male and Female Differences in English Language Learning ..... 15
2.2
Review of Language Learning Strategies (LLS) .............................................. 16
2.3
Review on Speaking ......................................................................................... 24
2.4
Previous Study .................................................................................................. 29
CHAPTER III ................................................................................................................... 32
METHODOLOGY ........................................................................................................... 32
3.1
Research Design................................................................................................ 32
3.2
Population and Sample of Research.................................................................. 32
3.3
Research Instrument.......................................................................................... 33
3.4
The Validity and the Reliability of Instrument ................................................. 34
3.5
Technique of Data Collection ........................................................................... 35
3.6
Technique of Data Analysis.............................................................................. 35
3.7
Research Procedures ......................................................................................... 36
BAB IV ............................................................................................................................. 38
RESULT AND DISCUSSION ......................................................................................... 38
4.1
Result ................................................................................................................ 38
4.2
Discussion ......................................................................................................... 53
BAB V .............................................................................................................................. 59
CONCLUSION AND SUGGESTION ............................................................................. 59
5.1
Conclusion ........................................................................................................ 59
5.2
Suggestion......................................................................................................... 59
REFERENCES ................................................................................................................. 61
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LIST OF TABLE
Table 1. Direct Strategies...................................................................................... 20
Table 2. Indirect Strategies ................................................................................... 21
Table 3. Sample of the Research........................................................................... 33
Table 4. The Blueprint of Questionnaire............................................................... 34
Table 5. Rating Scheme for Strategy Use ............................................................. 36
Table 6. Language Learning Strategy between the Male and Female Students .. 39
Table 7. Language Learning Strategy Used by Male Students ............................. 41
Table 8. Language Learning Strategy Used by Female Students ......................... 42
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LIST OF CHART
Chart 1. The comparison between male and female in using LLS ....................... 44
Chart 2. Memory Strategy Frequently Used by Male ........................................... 45
Chart 3. Memory Strategy Frequently Used by Female ....................................... 46
Chart 4. Cognitive Strategy Frequently Used by Male ......................................... 46
Chart 5. Cognitive Strategy Frequently Used by Female ..................................... 47
Chart 6. Compensation Strategy Frequently Used by Male.................................. 48
Chart 7. Compensation Strategy Frequently Used by Female .............................. 48
Chart 8. Metacognitive Strategy Frequently Used by Male.................................. 49
Chart 9. Metacognitive Strategy Frequently Used by Female .............................. 49
Chart 10. Affective Strategy Frequently Used by Male........................................ 50
Chart 11. Affective Strategy Frequently Used by Female .................................... 51
Chart 12. Social Strategy Frequently Used by Male............................................. 52
Chart 13. Social Strategy Frequently Used by Female ......................................... 53
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LIST OF APPENDICES
1. APPENDIX 1
The Sample Instrument (Questionnaire)
2. APPENDIX 2
Original Strategy Inventory Language Learning
3. APPENDIX 3
The Questionnaire Result Score
4. APPENDIX 4
Individual Score of Learning Strategy Use
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CHAPTER 1
INTRODUCTION
1.1 Background
In Indonesia, learning English is difficult since it is a foreign language.
The students need some strategies to get the learning process and build good
communication in English. According to Oxford (1990) “Learning strategies are
actions engaged by students to improve their learning. Language learning
strategies are particularly important since they provide tools for active, selfdirected participation, which
is crucial for developing communicative
competence”. Learning strategies are very crucial for the students to learn a
foreign language. The use of learning strategies can give advantages for the
students involved more in the learning process.
One of four language skills is speaking. Speaking is the most important
element in learning English. Speaking skill is important to be mastered because
speaking skill actually indicates that the learners are able to use the language
(Trialoka & Puspita, 2017). The researcher chose the speaking element because
speaking is the main part to communicate in English and speaking is considered
the most difficult skill. According to Alfiyanaini (2017) “since speaking requires
more than knowing its grammatical and semantic rules, it needs a great courage to
speak up”.
Based on the researcher’s experience in studying English at Universitas
Bengkulu, the students face some difficulties in speaking. Firstly the students
should master some elements of speaking skills such as vocabulary, grammatical
structures, native speakers’ accents, and pronunciation. Secondly, the students
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have less practice in speaking English. Finally, in language learning, several
different strategies might use by students. However, many of them may not even
realize what strategy they are using. It was probably caused by learners’ less
knowledge about language learning strategies. To avoid those difficulties, the
students need learning strategies in order to master them well. Therefore, the
researcher thinks that learning strategies are worth to be applied in learning
English. It is necessary to pick up the appropriate learning strategies in developing
their language especially in speaking.
Besides, the differences in using strategies can be influenced by many
factors such as based on the degree of awareness, stage of learning task
requirements, teacher expectations, age, sex (gender), nationality, learning style,
personality traits, motivation level, and purpose for learning the language
(Oxford, 1989). One of the factors here is based on gender. According to Lee
(2010 in Samiyan 2015: 83), various studies have found that gender has a major
impact on the extent of strategy use. It is proven that gender can influence the
students of using language learning strategies. Between males and females are
certain to have different characteristics that can be influenced their ability in
learning English.
On the other hand, some recent researches dealing with female and male
strategies in learning speaking have been done by some experts. For example,
research done by Panggabean & Kesuma (2017) who investigated the language
learning strategies employed by high proficiency students and the reasons for
using certain language learning strategies which result show that all the students
of high proficiency male and female students use all types of language learning
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strategies, whereas compensation and metacognitive strategies are the highest
strategies used by male students, while cognitive, compensation and
metacognitive strategies are the highest strategies used by female students. The
reasons the high proficiency students used certain language learning strategies that
they still had problems in their speaking.
Then Syehrudin (2017) who investigate language learning strategy used by
the male and the female students to improve their speaking fluency which result
show that both male and female students with good English speaking skill used
the cognitive strategies, the metacognitive strategies, and the social strategies to
develop fluency skill, also the female students are more dominant or frequently
using these strategies than the male students. It is seen that the previous research
just focuses on students with high proficiency in speaking and focus on study
specifies in detail related to speaking fluency, not discuss, for example
investigating LLS to develop speaking skill generally and the participant can be of
any category.
Moreover, it is also rarely found to see the recent research on gender
differences of language learning strategies in learning speaking. Only Anun &
Apriyanto (2019) investigated the strategy used by male and female students and
the dominant strategy used by male and female students. This study applied a
qualitative method and was conducted in SMK Negeri Karang pucung. The
finding of the study shows that male students tended to use metacognitive
strategies and female students tended to use affective strategies. Surprisingly,
male students dominated metacognitive strategies, while female students
dominated affective strategies. Then, Ajeng (2017) also researched the language
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learning strategies used by English study program students and its differences
between male and female ones. This study was a case study research and using the
theory of language learning strategies by O’Malley and Chamot (1990) which
result show that both male and female students had a cognitive strategy that was
cooperation strategies in speaking skill. The difference between male and female
strategies in speaking skills was that one of the male learners has a social strategy
that was self-talk, while one of the females has a cognitive strategy that was
repetition.
The last previous research conducted by Marissa (2016) investigated the
learning strategies used by male and female students in learning speaking and the
differences between male and female students in using learning strategies. This
research used quantitative ex-post facto research. The study's participants were
English Department students in the second, fourth, and sixth grades at the
University of Nusantara PGRI Kediri. The result shows that female students often
used cognitive, metacognitive, compensation, and affective strategies with the
most frequently used were cognitive strategies, while male students only used
compensation, cognitive and metacognitive strategies in learning speaking with
the most frequently used was compensation strategies.
Unfortunately, from the previous research by Anun & Apriyanto (2019),
Ajeng (2017), and Marissa (2016), none of them apply the descriptive quantitative
method as a research design. The number of samples in this current research is
also different from the previous study. This study is also different from the
previous study by Ajeng (2017) which uses the LLS theory by O’Malley and
Chamot (1990), while this one uses the LLS theory of Oxford 1990. This current
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study has never been conducted in this area. Therefore, this research is different
from the previous ones and more concerned with the differences in language
learning strategies used by male and female undergraduate students in learning
speaking.
Meanwhile, in terms of language learning strategies in speaking, language
learning strategies are specific actions taken by the learners to make learning
easier, faster, more enjoyable, more self-directed, more effective, and more
transferrable to new situations (Oxford, 1990). It is undeniable that by mastering
speaking, students can raise their career, increase business, enhance confidence
levels, get better job opportunities, make public speeches, and give presentations,
interviews, and so on. Thus, having good speaking is the key to get better
employment opportunities (Rao, 2019; 10)
Considering the problems above, the previous studies, and the importance
of
speaking
skill
to
master,
it
is
compelling
to
investigate
about
“LanguageLearning Strategies Used by Male and Female in Learning Speaking
Skill of English Study Program at Universitas Bengkulu”.
1.2 Statement of the Problem
Based on the problem had been explained in the research background, one
the difficult problem faced by students in learning speaking was the students have
less practice to speaking. It caused students at university levels to sometimes do
not feel confident to speak English either inside or outside the classroom even
though they are from an English study program. Besides that, the students also
might not even realize what strategy they were used. It because the students have
less knowledge related to language learning strategies. These situations got
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students to restrain their desire in learning speaking. Furthermore, the researcher
wishes to explore the learning strategies which are used by male and female
students.
Language learning strategies, according to Aslan (2009), are behaviors or
acts that learners employ to make language learning more successful, selfdirected, and enjoyable. There are differences between male and female roles.
Females are thought to be responsive, intuitive, passive, emotional, and naturally
involved in housework and child-rearing. Furthermore, females are more openminded and open to persuasion than males, have lower performance-specific selfesteem but not lower general self-esteem, and are measured on factors such as
emotional warmth and sociability. Even though females' self-esteem occurs to be
lower than males, females could enhance their behavioral responses throughout
student discussions (Saputra, 2018).
Several researchers have been already researched students’ learning
strategies in learning speaking. According to the research conducted by
Panggabean & Kesuma (2017) entitled “Language learning strategies of high
proficiency students in their oral presentation at English language education of
PGRI Ronggolawe University Tuban. The research discussed the language
learning strategies employed by high proficiency male and female students and
the reasons for using certain language learning strategies. Moreover, the second
previous research by Syehrudin (2017) under the title “Language learning
strategies used by the male students and the female students to improve their
speaking fluency (A case study at Ma Al Mukmin), also investigated language
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learning strategy used by the male and the female students to improve their
speaking fluency.
Then, the research conducted by Anun & Apriyanto (2019) entitled
“Detecting gender’s strategies in learning speaking”, aimed to find out the
strategy used by male and female students and the dominant strategy used by male
and female students. Also, the research conducted by Marissa (2016) the titled
“Learning strategies used by male and female in learning speaking of English
department students at university of Nusantara PGRI kediri academic year
2015/2016”, also analyzed the learning strategies used by male and female
students in learning speaking and the differences between male and female
students in using learning strategies.
The main differences between this research with the previous researches
are the research problem, the research method, the theory used, and the number of
the research subject. from the previous research by Anun & Apriyanto (2019),
Ajeng (2017), and Marissa (2016), none of them apply the descriptive quantitative
method as a research design. The number of samples in this current research is
also different from the previous research. This research is also different from the
previous research by Ajeng (2017) which used the LLS theory of O’Malley and
Chamot (1990), while this research used the LLS theory of Oxford (1990). This
current research had never been conducted in this area. Therefore, this research is
different from the previous ones and more concerned with the differences in
language learning strategies used by male and female undergraduate students in
learning speaking.
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1.3 Research Question
Based on the background study, the researcher formulates the problem of the
study as follow:
What are the language learning strategies used by the male and the female
students in fourth semester of English students at Universitas Bengkulu in
learning Speaking?
1.4 Objective
In line with the problem statements above, the objective of the study areas
follows:
To know the students’ learning strategies in speaking skill used by male
and female students in fourth semester of English students at Universitas
Bengkulu.
1.5 Significances of Study
From this study, it is expected that the result of the research can give a
contribution to language teaching, and learning activities.
1. Theoretical benefit
To increase knowledge for both teachers and students, the researcher
hopes that this research will give a contribution to the development of
education
2. Practical benefit
a. To students of English study program
The result of this study can be used as additional knowledge to improve
speaking ability in the learning speaking process, and students may be able to
speak more effectively after implementing the strategies. This study also can
8
help students to choose their appropriate learning strategies to make them
aware in case of their learning. Learning strategies allow the learners to learn
independently to become autonomous learners.
b. To teacher/lecturer
This research will be useful for the lecturer to design and develop the
lesson planning related to the students’ strategies. By seeing the difference
between males and females in strategy use, they can develop strategy
instruction accordingly and give strategy training in order to help the students
learn English speaking better.
c. To other researchers
The result of this study can be used as a reference for other researchers
who are interested in conducting a related study.
1.6 Limitation ofthe Study
In this study, the researcher focuses on language learning strategies in
learningspeaking skill employed by male and female fourth-semester students in
English Education Study Program at Universitas Bengkulu. This study follows
Oxford theory (Memory Strategies, Cognitive Strategies, Compensation
Strategies, Metacognitive Strategies, and Social Strategies).
1.7 Definition of Key Term
1. Gender
In this research, gender refers to male and female undergraduate students
of English education at Universitas Bengkulu.
9
2. Language Learning Strategies
Language Learning Strategies is the method that learners used as they
learn a new language.
3. Speaking Strategy
Speaking strategy is strategy or action that the students have in order to
improve their speaking skills.
10
CHAPTER II
LITERATURE REVIEW
2.1 Review of Gender
2.1.1 The Nature of Gender
Most people are confused about the terms gender and sex. Gender is
also mostly interpreted as the same meaning as sex. According to Nyikos
(2008: 73), on a broad term, Gender refers to both the biologically based,
dichotomous variable of sex, male and female, as well as the socially formed
stereotypes (i.e., gender) that are generated by the various forms in which the
sexes are raised from birth and socialized within a particular society. Besides,
Mahmud (2009: 21) argues the differences between gender and sex. He stated
that Gender is a feature of men and women that is influenced by social and
cultural factors that create perceptions or beliefs regarding men and women's
social and cultural roles.
Gender is a term formed by society or humans being by social, and
cultural processes. Meanwhile, sex is denoted as a male and female’s
biological characteristics. For example, the male has a dick, mustache and
does not have any womb. On the other side, the female has a vagina, gives
birth, and has breasts. Sex literally comes from God and it cannot be
interchangeable (Hamsinah, 2017). In this study, the term gender is used
following the concept of gender which is formed by social and cultural aspects
consisting of the male and female not based on biological differences.
11
2.1.2 Gender Differences in English Language Teaching
Gender roles in education have been discussed recently. Ehrman and
Oxford (1989) suggest that “women use more learning strategies than men.”
Besides, many women prefer to use their intuition and feelings to sensing and
thinking than men. To promote their learning, women are more aware of the
strategies use (Oxford, 1990). Men are more inclined than women “to choose
abstract conceptualization learning model” (Severiens & Dam, 2005).
According to Younger, Warrington, and Jacquita (1999) in Mahmud
et.al (2018), the interaction between male and female students is different,
where male students tend to “dominate particular class interactions” while
female students “participate more in teacher-student interactions in supporting
their learning. Mahmud (2010; 180) suggested some characteristics of female
students in teaching-learning English, such as being ashamed, nervous, unsure,
and unconfident. Mahmud’s study also mentioned that females and males have
different learning strategies. Both the male and female students are limited by
some differences in their perception.
Male and female have confidence problems in speaking English. They
are not confident in their English skill. Therefore, they are ashamed of making
mistakes, especially in front of their opposite gender. It reduces the freedom to
express their English skills. Also, concerning preferred skills to express
opinions, both males and females are different. Female students preferred
writing skills to express their idea to avoid their low confidence and low
capability in English. On other hand, males preferred to use speaking skills as
an effective way to express their opinions.
12
In terms of language skills, females performed better than males in
first language acquisition (Tam, 2013; 23). Nassab and Motlag (2017; 12)
discovered that girls spoke without hesitation or tension. Female students
speak without distraction with so many verbs, adjectives, coordinators, but
boys experience so many interruptions during their speech, and sometimes
their pronunciation and grammar are wrong with more discourse markers.
2.1.3 Gender differences in language learning strategies
Language learning strategies are "any set of operations, steps,
arrangements, or routines used to facilitate the acquisition, storage, retrieval,
and the use of information” (Yilmaz, 2009; 682). According to O'Malley et al.
(1985) classify language learning strategies into three main categories:
metacognitive, cognitive, and socio-affective, while Oxford (1989) categorizes
them into two classes: direct and indirect. The direct strategies are further
subdivided into memory, cognitive, and compensation strategies. Indirect
strategies are divided into metacognitive, affective, and social strategies
(Aslan, 2009).
Males and females tend to use various types of language learning
strategies (Aslan, 2009). While gender is the main factor here, various
conclusions have been reached about it by some experts. Ran and Oxford (as
cited in Studenska, 2011, p.1351) stated that females generally used memory,
cognitive, metacognitive, social, and compensation strategies more frequently
than males in using learning strategies. The statement was supported by Aslan
(2009), he has also found that females use more affective strategies than males
do. However, Studenska (2011) states that the frequency of the use of
13
affective strategy is the only aspect, whereas, females are better than males.
Therefore, females’ superiority cannot be generalized because some
researchers argue that both females and males are the same in aspects
(Studenska, 2011).
2.1.4 Gender Differences in Speaking Ability
Gender differences that formed socially and culturally are an
interesting phenomenon that has become the latest issue in society. Gender
issues arise not only in politics, where women compete for their civil rights
but also in homes, where women struggle to reduce domestic violence. The
phenomenon about gender differences in color exists in using language for
communication, where males and females communicate differently.
Therefore, the treatment given must be different.
This issue has been supported and debated by Lakoff (1976) in a study
he conducted in English-speaking countries where the concept of female and
male language has been studied. He has also found that there were differences
between males and females in speaking.
According to Lakoff (1976), one feature of female language is the use
of lexical hedges or fillers, question tags, high intonation in declarative, empty
adjectives, acceptable color terms, intensives, grammar hypercorrect, super
polite style, avoiding hard swear words, and firm control. Besides, females
differ from males not only in verbal communication but also in nonverbal
communication.
14
2.1.5 Causes of Male and Female Differences in English Language
Learning
In social life, we cannot escape the influence of society or avoid its
role in defining our characteristics as individuals in general and as language
learners. Therefore, there are gender differences in learning English as a result
of the influence of the environment around learners. Even the definition of
gender asserts the role of society. Gender is described by the FAO as "the
perceptual and material relationships between men and women. Gender is
socially formed rather than physically that determined by sexual
characteristics of women or men" (as cited in Ning, 2010, p.126). Therefore,
gender consists of the traits and behaviors expected of men and women by
society (Ning, 2010).
In Omani society, the responsibilities and duties of males are different
from females, and society's expectations of females tend to be higher than
males. For example, female students mostly tend to do more activities in their
homes and are not advised to go out much. Hence female students feel more
responsible in their studies. In addition, higher education institutions require
higher percentages from females for admission. As a result, female students
performed better than boys in mastering English, especially in terms of using
language learning strategies ( Yilmaz, 2010; Aslan, 2009).
Emotional status is also one of the factors affecting English learning
because it affects understanding. For example, women tend to be more
sensitive; women’s capacity is more than men in understanding sad or happy
texts or utterances while men are more likely to understand contexts filled
15
with aggressiveness and anger (Glenberg, 2009). Furthermore, the level of fear
and nervousness about something negative between males and females is
different, whereas females tend to experience feelings more than males
(Croson & Gneezy, 2009). As a result, it is acceptable that female is superior
in using language learning strategies because they work hard to overcome
these fears. In brief, gender a dominant factor affecting English language
learning as males and females differ in such aspects as language learning
strategies and comprehension. Moreover, they are different in terms of
motivation which as a result, influences their autonomous learning.
Consequently, English teachers, especially in co-education systems, must
consider gender differences when picking appropriate teaching strategies and
methods.
2.2 Review of Language Learning Strategies (LLS)
2.2.1 The Definition of Language Learning Strategies (LLS)
Several experts define learning strategies. According to O'Malley and
Chamot (1990:1) that learning strategies are special thoughts or actions that
people using to help them understand, remember, or absorb new information.
However, according to Richards and Platt (1992; 331), learning strategies are
intentional behaviors and thoughts carried out to learn that learners use during
learning to understand better, learn, or recall new information.
Learning strategies, according to Rigney (1978), are, "operations used
by the learner to promote the acquisition, a retention, or retrieval of
information." Then, according to Cohen (1990:4), “learning strategies are
16
processes that are specifically chosen by learners and may result in actions
taken to improve the learning or the use of second or foreign language through
the storage, retention, a recall, and an application of information about that
language."
Oxford (1990:8) also points out learning strategies are particular
actions taken by learners to facilitate their learning, making it easier, faster,
more pleasant, more self-directed, more effective, and more transferable.
2.2.2 The Classification of Language Learning Strategies
Many experts have classified language learning strategies. Rubin
(1981) identified six strategy types: clarification or verification, monitoring,
memorization, guessing or inductive differencing, deductive reasoning, and
independent practice. The model of strategies was divided by O'Malley and
Chamot (1990), who distinguished three major strategy groups. Metacognitive
strategies, cognitive strategies, and socio-affective strategies are the three
types of strategies. Then Richards and Platt divided into four categories of
learning strategies. They are cognitive strategies, metacognitive strategies,
social strategies, and resource management strategies.
Finally, Oxford (1990) identified two types of learning strategies:
direct and indirect. Direct strategies require the processing of the target
language in the memory. Direct strategies are categorized into three parts:
memory strategies, cognitive strategies, and compensation strategies. The first
type of direct strategy is the memory strategies which consist of creating
mental linkages, applying images and sounds, reviewing well, and employing
actions (Oxford, 1990).
17
The second type of direct strategy is cognitive strategies such as
summarizing or reasoning deductively, enabling learners to understand and
produce new language by many different means (Oxford, 1990). Cognitive
strategies are essential when learning a new language. It consists of four keys;
practicing, receiving and sending messages, analyzing and reasoning, and
creating a structure for input and output (Oxford, 1990).
The Third type of direct strategy is compensation strategies, like
guessing or using synonyms which allows learners to use the language even
though their knowledge has large gaps (Oxford, 1990). Compensation enables
learners to produce spoken or written expression in a new language without
having complete knowledge, such as guessing a word's meaning, making
gestures, or coining new words. Many compensation strategies are used to
compensate for the lack of appropriate vocabulary or grammatical knowledge.
This way will help learners to understand more about the target language and
help learners to keep on using the target language by practicing it. Sometimes
it helps learners to become more fluent in what they already know and may
lead them to gain new information about what is appropriate or permissible in
the target language. It consists of two strategies in the compensation strategies
which are guessing intelligently and overcoming limitations in speaking and
writing (Oxford, 1990).
On the other hand, indirect strategies support and manage language
learning frequently without directly involving the target language. There are
three groups of indirect strategies: Metacognitive strategies, affective
strategies, and social strategies. The first type of indirect strategy is
18
Metacognitive strategies which enable the learners to “control their own
emotion” and to “coordinate their learning” (Oxford, 1990). It consists of three
strategies in this set, which are centering your learning, arranging and
planning your learning, and evaluating your learning (Oxford, 1990).
The second type of indirect strategy is affective strategies which refer
to emotions, attitudes, motivations, and values (Oxford, 1990). This strategy
should be considered because positive emotions and attitudes can make
language learning much more effective and enjoyable. On the other hand,
negative feelings can hinder progress. For example, some anxiety sometimes
helps learners reach their peak performance levels, but too much anxiety can
block language learning (Viriya & Sapsarin, 2014). Within these affective
strategies, they consist of three sub-strategies that will help students to achieve
it which are lowering their anxiety, encouraging themselves, and taking their
emotional temperature (Oxford, 1990).
The third type of indirect strategy is social strategies: a language is a
form of social behavior; it is communication, and communication occurs
between and among people. As a result, learning a language involves other
people, and appropriate social strategies are essential in this process. There are
three strategies to achieve this social strategy, asking questions, cooperating
with others, and empathizing with others (Oxford, 1990).
2.2.3 Speaking learning strategies
Speaking learning strategies are the steps to develop speaking skills by
using some strategies. This research used the theory adapted from learning
19
strategies proposed by Oxford. Oxford proposes some learning strategies that
are useful for speaking as explained on the table below:
Table 1. Direct Strategies
Strategies
Group
Memory
strategies
Strategy Set
Strategy
creating mental linkages
placing new words into a context
applying images and sounds
representing sounds in memory
reviewing well
structured reviewing
Practicing
Repeating
normally practicing with sounds and
writing system
recognizing and using formulas and
patterns
Cognitive
Strategies
Recombining
practicing naturalistically
receiving and sending message
using resources for receiving and
sending the message
analyzing and reasoning
reasoning deductively
Translating
Transferring
overcoming limitations in
speakingand writing
switching to mother tongue
getting help
using mime or gesture
Compensation
avoiding communication partially or
totally
selecting the topic
adjusting or approximating the message
20
coining words
using circumlocution or synonym
Table 2. Indirect Strategies
Strategies
Group
Strategy Set
Strategy
over viewing and linking with already
known material
centering your learning
paying attention
delaying speech production to focus on
listening
finding out about language learning
Metacognitive
Strategies
Organizing
arranging and planning your
learning
setting goals and objective
identifying the purpose of a language
task
planning for a language task
seeking practice opportunities
evaluating your learning
self-monitoring
self-evaluating
lowering your anxiety
using progressive relaxation, deep
breathing, or mediation
using music
Affective
strategies
using laughter
encouraging yourself
making positive statement
taking risks wisely
rewarding yourself
21
taking your emotional
temperature
listening to your body
using a checklist
writing a language learning diary
discussing your feeling with someone
else
asking question
asking for correction
asking for correction
cooperating with peers
Social
strategies
cooperating with proficient user of the
new language
emphasizing with others
developing cultural understanding
becoming aware of others’ thoughts and
feeling
2.2.4 The Features of Language Learning Strategies
According to Oxford (1990), there are 12 lists basic features of
language learning strategieswhich are concern with the development of
communication competence in a foreign language that includes interaction
between learners such as; (1)contribute to the main goal, communicative
competence, (2) allowlearners to become more self-directed, (3) expand the
role of foreign language teachers, (4) are problem-oriented, (5) are specific
actions taken by the learner, (6) are involve many other aspects of learner, not
just the cognitive, (7) Support learning both directly and indirectly, (8) are not
always observable, (9)are often conscious, (10) can be taught, (11) are
flexible, (12)are influenced by a variety of factors.
Moreover, based on Macaro (2004) there are fourteen features of a
language learner strategy. He proposed a number of features that are required
22
in order to identify and describe a strategy such as 1)strategy should be
irreducible, 2) a strategy’s description need the specification of a clear goal or
purpose, 3) situation-specific and transferable, 4)a mental action is a required
component of a strategy, 5) a strategy proposed to a learner, must conform to
the algorithm of point 1-4, 6)have different levels of correspondence,
7)different levels of automaticity, 8) must be separable from the content
component of the language itself, 9) potential for leading to learning, 10)
strategic deficiency feature, 11)require appropriate levels of linguistic
knowledge, 12)strategy clusters forming, 13)are evaluated via a metacognitive
strategy, and 14) clusters of strategies interact with cognitive processes.
2.2.5 The Importance of Language Learning Strategies
Chamot and Kupper (1989) said there is a significant correlation
between the use of learning strategies applied by foreign language learners and
their learning outcomes. Hosenfeld (1977) also supports the statement above
he said that good language learners use many effective learning strategies,
unlike the less successful learners. Good students can also choose and
combine the strategies that are appropriate for the situation. Nyikos (1987)
says that less successful learners tend to use fewer strategies, and their
strategies are limited. Often, less successful learners did not realize the
strategies they use. Then, when a less successful learner is aware of his/her use
of strategies, he/she can combine them and successfully use them.
The importance of learning strategy instruction must be emphasized.
Many researchers emphasize the importance of explicit strategy instruction.
Wenden (1998) believes that if students are informed about the values and
23
goals, and the possibility of transferring to non-linguistic tasks, strategy
training will be more effective. Similar to Oxford (1990), O'Malley, and
Chamot (1990), who stated explicit strategy instruction involves increasing
students' awareness of the strategies they are using, modeling strategic
thinking, naming individual strategies, practice, and self-evaluation of
students. Explicit strategy instruction aims to assist students in increasing their
awareness of the strategies they have used and encouraging students to
develop a set of new strategies.
2.3 Review on Speaking
This section will discuss about theories of speaking ability, including: (1)
The definition of speaking,(2) The importance of speaking,(3) Speaking
Competence, (4) The Characteristics of the Success in Speaking.
2.3.1 The nature of Speaking
Speaking is the crucial skill to master when the student wants to
communicate each other orally. According to Nunan (2003), speaking is
defined as the production of systematic verbal utterances to convey meaning.
Speakers speak to have an impact on their audience. Speaking ability is
defined as an activity involving two or more people in which the participants
are a hearer and a speaker who must react and contribute at a high rate
(Johnson and Morrow, 1983). Brown (2001) describes speaking as an
interactive process of meaning construction that involves the production,
reception, and processing of information. Speaking in a second or foreign
language will be encouraged when learners are engaged in attempting to
24
communicate actively. Speaking is closely related to self-realization; much of
the impression about people comes from what they say and how they say it.
Speaking is oral communication, and also it is supported by Kang in
Richard and Renandya (2002:210) state that a large percentage of the word’s
language learners study English to improve their speaking skills. It is related
to students can express their minds, ideas spontaneously. The Brown and Yule
framework contains versions: speak as interaction, speak as a transaction, and
speak as performance. Each of these speech activities has a distinct form and
function, necessitating different teaching methods. It can be assumed that
speaking is conducting orally. It means that students cannot communicate with
all of the people when they found something in an environment on oral mode.
Speaking is a required part of daily life that we take for granted, it means that
speaking is making use of words in an ordinary voice, offering words,
knowing and being able to use a language expressing one-self in words, and
making a speech. Furthermore, success in communication often depends on
speaking skills. Listening, reading, and writing are not the same as teaching
speaking. Because it is real communication, it needs habit formation. It is
necessary to practice speaking as much as possible. It is not the same as
writing or reading, and it must be done directly.
Some kinds of classroom Speaking performance, according to Brown
(2001: 271), are imitative, intensive, responsive, transactional (dialogue),
interpersonal (dialogue), and extensive (monologue). Imitative is the first type
of classroom speaking performance. Imitative means that for learners to be
able to speak about a conversation, at least one question has to be asked by
25
one of the participants, after which the conversation can be complementary
and not a monologue. Imitate the sound of teachers speaking or the sound of
the tape recorder. It is not meant to interact with others, but rather to
concentrate on a specific aspect of language form. The second type is
intensive speaking, which includes a certain speaking performance that is
designed to practice some phonological or grammatical aspect of language and
goes beyond imitative. The third type is responsive. Responsive is a good
distribution of students' speaking in the classroom. Students give short replies
to teacher or student simulated questions or comments. The fourth type is
transactional (dialogue) carried out to convey or exchange specific
information, which is an extended form of responsive language. The fifth type
is interpersonal (dialogue), it is carried out more for purpose of maintaining
social relationships than for the transmission of facts and information. The last
is extensive (monologue), in this type of student intermediate to advanced
levels are called to give extended monologues in the form of oral reports,
summaries, or perhaps short speeches.
2.3.2 The Importance of Speaking
The human being as a social creature always communicates with one
another. It can occur with the process of interchange of the thought or ideas
which include interactions. For example, telling information or some news,
asking others for help for their needs, etc. All of them can be accomplished by
directly communicating with others. It implies that the act of speaking has a
significant impact on human life.
26
According to Ramelan (1992:13), all human beings speak the language
regardless of when they live, even if they do not have a writing system to
record it. From the statement above it can be concluded that speaking is very
important in mastering a foreign language. Thus, the success of a foreign
language learner in learning can be measured by their speaking ability.
However, mastering speaking ability can be seen not only from learners'
performance in spoken but also can be seen from their competence in using
the language.
2.3.3 Aspects of Speaking
Speaking, in general, must reach several requirements; it is classified
into two types based on the level of achievement: good speaking and bad
speaking. According to Harris (1974:75), aspects of speaking include:
1. Pronunciation
Pronunciation alludes to the capability to produce easily comprehensible
articulation. Pronunciation focuses on the production and identification of
the sounds, stress patterns, and intonation in English. In another definition,
pronunciation is the process by which students produce clearer language
when speaking.
2. Grammar
Grammatical proficiency involves information from inflections to syntax.
Grammar is a set of rules in a language. When we speak to other people, it
means that we express some of our ideas and thought orally; both listener
and speaker should understand each other.
3. Vocabulary
27
Vocabulary is the words used in a language. We can’t talk at all without
vocabulary. Nobody can communicate effectively if they do not have
sufficient vocabulary.
4. Fluency
Fluency is the ability to speak spontaneously and eloquently with no
pausing and with an absence of disturbing hesitation markers. Fluency
includes a reasonably fast speed of speaking and only small numbers of
pauses. It means that when a person makes a dialogue with another person,
the other person can give a response well without difficulty.
5. Comprehension
Good comprehension refers to a good understanding. If someone
has a good understanding of the language, it will affect their ability to
speak
2.3.4 The Characteristics of The Success in Speaking
According to Arthur (2003), speaking for the learner is not easy; at
least four criteria should be covered by the learner in speaking activity, as
follows:
1. Learner talks a lot
The time of learners' talk activities are should be allocated as much as
possible.
2. Participants is even
Classroom discussion is not dominated by a limited number of active
participants, everyone gets a chance to speak, and the contributions are
distributed fairly and evenly.
28
3. Motivation is high
Learners can speak because they are interested in the topic and have
something new to say about it or because they want a contribution to
achieving the task objective.
4. Language is an acceptable level
Learners express themselves in a way that is relevant, understandable, and
acceptable to others.
2.4 Previous Study
There has been some previous research related to the topic being discussed
in the present study. Research conducted by Panggabean & Kesuma (2017), who
investigate the language learning strategies used by male and female students with
high speaking performance in their oral presentation. This study used the
descriptive qualitative method. The subject of the study was eighth-semester
students at English Language Education of Universitas PGRI Ronggolawe Tuban.
Questionnaires and interviews were used to collect the data. The result indicated
that all of the students from high proficiency levels used all learning strategies,
including
memory
strategy,
cognitive
strategy,
compensation
strategy,
metacognitive strategy, effective strategy, and social strategy.
Syehrudin (2017) entitled “Language Learning Strategies Used by the
Male Students and the Female Students to Improve Their Speaking Fluency”. This
study was an attempt to assess the language learning strategy used by the male
and the female students to improve their speaking fluency and identify the
similarities and differences of the learning strategies used by them. This study
used descriptive qualitative research. The subjects of the research were students of
29
eleventh grade of Madrasah Aliyah Al Mukmin Sukoharjo. The findings showed
that both male and female students used Cognitive strategies -practicing-formally
practicing with sound, Metacognitive strategies-arranging and planning your
learning-seeking practice opportunities, and also the female students are more
dominant or frequently and higher achievement than the male students.
The research that conducted by Syehrudin(2017) has similarity with this
research. The similarity is the aim to investigated language learning strategies in
speaking skill used by a different gender. Besides the similarities, there are also
some differences between the research and this research. In the research apply
descriptive qualitative research as a design while this current research will use a
mixed-method research design. The other difference is the subject. The research
was conducted in senior high school while this research will conduct in
University.
The other previous study was from Anum & Apriyanto & Apriyanto
(2019) entitled “Detecting Gender’s Strategies in Learning Speaking”. This study
intended to know what strategies were used by male and female students in
learning speaking, especially at the tenth grade of SMKN Karang pricing, and
what dominant strategy was used by male and female students in learning
speaking. The research design used by this study was a qualitative method. The
sample was 32 students in the tenth grade of SMKN Karang pucung. There were
30 questions of speaking learning strategies as an instrument. The result of this
study showed that male students tended to use metacognitive strategies and
female students tended to use affective strategies.
30
Moreover, a study conducted by Ajeng (2017) investigated the language
learning strategies used by English study program students and its differences
between male and female ones. This study was a case study research, and the data
were collected by using a demographic background questionnaire and in-depth
interviews with the selected participants. This study used the theory of language
learning strategies by O’Malley and Chamot (1990). The samples in this study
were the five male and five female students of the 6th semester of the English
study program at one university in Indonesia. The result presented that male
learners used more metacognitive and social strategies than female students, while
female learners used more cognitive strategies than male. Cognitive strategies
were the most frequently used strategies by both genders, and metacognitive is the
least used one.
The main differences between the current studies with the previous studies
are the research problem, the research method, the subject of research, and the
theory used. The previous studies only focused on investigating LLS to develop
speaking skills in specific. However, the present study focuses on speaking skills
in general. Almost all previous studies used the qualitative method, while this
research will use a descriptive quantitative research design. The number of
research subjects in the previous studies researched was less than ten subjects.
However, the present study researches more than ten subjects. Moreover, no one
of the researchers have conducted this research in Universitas Bengkulu.
31
CHAPTER III
METHODOLOGY
3.1 Research Design
This research employed a descriptive quantitative research design. Richard
(2002 as cited in Alfiani, 2019; 28) stated that descriptive research is the research
design that tries to describe a phenomenon, subject, or area accurately and
factually. Moreover, According to Creswell (2012), descriptive quantitative is
described and analysis of a research problem based on mathematical analysis in
numeric. The quantitative method used to answer the research problem about
language learning strategies of speaking used by males and females by using
questionnaires. While the descriptive method was used since the researcher needs
to describe the result of the data.
3.2 Population and Sample of Research
The population was fourth-semester students of the English Study
Program in the academic year 2021 at Universitas Bengkulu. The researcher took
the fourth-semester students in the English study program by the consideration
that they have already taken a speaking class at least once. The total number of the
population is 117 students from class A, B, and C, where 41 students in class A
consist of 5 male and 36 female, 39 students in class B consist of 13 male and 26
female, and class C are 37 students consist of 8 male and 29 female.
Purposive sampling was the approach to select the participants in this study.
There were 52 students chosen as the sample to answer the questionnaire in this
research. They were 26 female and 26 male students taken from each class. All of
32
the participants of this study are students in speaking for Presentation class. It was
to know students’ learning strategies in learning speaking skills.
Table 3. Sample of the Research
No
Class
Population
Number of
(semester
4)
Sample
Population
Male
Female
Male
Female
1
4A
5
36
41
5
5
2
4B
13
26
39
13
13
3
4C
8
29
37
8
8
26
91
117
26
26
Total
3.3 Research Instrument
To gather the data, the researcher used a questionnaire as a data
instrument. For the questionnaire, this study used a adapted Strategy Inventory for
Language Learning (SILL) version 7.0 as an instrument for assessing language
learning strategies used by male and female students. It was developed by Oxford
(1990). The SILL is one of the most useful instruments of learner strategy
assessment tool currently available. According to Oxford & Burry (1995), the
SILL is the only language learning strategy instrument been checked for
reliability and validated in various ways.
The researcher did some modifications on the items of the strategy
inventory of language learning since the researcher needs the questionnaire of
speaking. 31 items of 50 items were selected as instruments for assessing the
language learning strategies used by male and female students in improving their
speaking skills. The original Strategy Inventory Language Learning (SILL) is in
33
the appendix. The questionnaire consists of six parts: (A) remembering more
effectively (memory strategies) were 3 items, (B) using mental processes
(cognitive strategies) were 8 items, (C) compensating for missing knowledge
(compensation strategies) were 5 items, (D) organizing and evaluating learning
(metacognitive strategies) were 6 items, (E) managing emotions (affective
strategies) were 4 items, and (F) learning with others (social strategies) were 5
items.
Table 4. The Blueprint of Questionnaire
Category
Number
of Items
Item
Memory Strategies
3
1, 2, 3,
Cognitive Strategies
8
4, 5, 6, 7, 8, 9, 10, 11,
Compensation Strategies
5
12, 13, 14, 15, 16,
Metacognitive Strategies
6
17, 18,19, 20, 21, 22
Affective Strategies
4
23, 24, 25, 26,
Social Strategies
5
27, 28, 29, 30, 31
Total
31
The questionnaire given is to get the information from the students through
Google form. The samples are asked to answer the questionnaire in Google form.
3.4 The Validity and the Reliability of Instrument
According to Sugiono (2017), validity is to measure what to measure. In
this research, The SILL questionnaire used has been valid. Moreover, this
questionnaire was already used by many experts in the world. According to
34
Oxford & Burry (1995), the SILL is the only language learning strategy
instrument been checked for reliability and validated in various ways.
However, this questionnaire is adapted. The validity is still needed. In
checking the questionnaire's validity, the researcher used the content validity
technique has been estimated by measuring the professional judgment of an
expert. Since the lecturer is considered an expert in this research, so the
instruments were planned and consulted continuously with the supervisor.
3.5 Technique of Data Collection
In collecting the data, the instrument was a questionnaire. In this research, for
questionnaire, there were 31 items of questionnaires administrated to 52 students
by using Google form. Then, the questionnaires were sent through a link in
WhatsApp. Before distributing the questionnaire, the researcher contacted them
first. This research was going by following the procedures to make the data
trusted.
3.6 Technique of Data Analysis
The researcher used a questionnaire to answer the research questions in
language learning strategies used by males and females in learning speaking. They
are 31 questions. The questionnaire was in google form because it is practical,
sophisticated, and suitable in this pandemic era. Then the data were analyzed by
using Microsoft Excel and SPSS.
After participants had filled the questionnaire, the researcher got the
frequency and percentage of each item using Microsoft Excel. To find out the
descriptive statistic, the researcher used SPSS. The last, the researcher interpreted
35
the result of questionnaire accumulation to get the answer to that research
questionnaire.
Then, to calculate the most frequent strategy use and the least strategy use,
the researcher used Oxford’s (1990) rating scheme for strategy use.
Table 5. Rating Scheme for Strategy Use
High
Always or almost always
4.5 to 5.0
used
Often used
3.5 to 4.4
Medium
Sometimes used
2.5 to 3.4
Low
Rarely used
1.5 to 2.4
Never or almost never
1.0 to 1.4
used
3.7 Research Procedures
The clear procedures of the research are as follows:
1. The researcher consulted all the activities related to this research with the
supervisor and co-supervisor.
2. The researcheradapted the instruments of this research (questionnaire)
3. The researcher stated on the subject of this research.
4. The questionnaires were distributed to 52 students from English students
in Universitas Bengkulu via Google forms.
5. The respondents answered, and the results were collected by Google form.
6. The data was collected from the questionnaires
36
7. The data was analyzed by using Google form and SPSS
8. Findings were shown in figures (statistically) and discussed descriptively.
9. Conclusions were made based on the finding result.
37
BAB IV
RESULT AND DISCUSSION
4.1 Result
The researcher obtained the data for this research by using a questionnaire
as the research instrument. The questionnaire was adapted from Oxford (1990).
The researcher did the validation and reliability by judgment expert. After the
questionnaire was considered valid and reliable, the researcher distributed the
questionnaire in Google form to the respondents through the WhatsApp group on
January 29, 2021. The total number of students that answered the questionnaire
was 52 students consist of 26 females and 26 males. The data of the research have
been analyzed by SPSS to get the frequency and Mean of each question item
about students’ learning strategies in learning speaking.
4.1.1 Language Learning Strategies Used by Male and Female
In this part, the researcher described the result of students' learning
strategies in learning speaking used by males and females. The data was collected
from questionnaires distributed to 26 male and 26 female students of the fourth
semester in the English Education Study Program. The data were to answer the
research question what are language learning strategies used by male and female
students in learning speaking skill.
The result was analyzed by using descriptive statistics with SPSS 23
version. In this section, the mean and category for learning strategy use in SILL
were presented to show the general picture of the learning strategy used by male
and female students.
38
Table 6. The Comparison of Language Learning Strategy between Male and
Female Students
Type of
Strategy
Strategy
Category
Male Students
Female Students
Mean
Category
Rank
Mean
Category
Rank
3.47
Medium
5
3.19
Medium
6
3.67
High
1
3.5
High
4
3.67
High
2
3.41
Medium
5
Metacognitive
3.59
High
3
3.74
High
1
Affective
3.49
Medium
4
3.51
High
3
2.95
Medium
6
3.53
High
2
3.47
Medium
3.48
Medium
Memory
Direct
Cognitive
Strategy
Compensation
Indirect
Strategy
Social
Overall
Based on table 6, both the male and female students of the fourth semester
used all categories of language learning strategy. They are memory strategy,
cognitive strategy, compensation strategy, metacognitive strategy, affective
strategy and social strategy. From those learning strategies, cognitive and
compensation had the highest mean of all strategies used by male students
(M=3.67). It means that the dominant strategy used by the male students were
cognitive and compensation strategy. It was followed by metacognitive strategy
(M=3.59), affective strategy (M=3.49), memory strategy (M=3.47) and the last
social strategy (M= 2.62). While the dominant strategy used by female students
39
was metacognitive strategy with the mean (M=3.74). It was followed by social
strategy (M=3.53), affective strategy (M=3.51), cognitive strategy (M=3.5),
compensation strategy (M=3.41) and memory strategy (M= 3.19).
Moreover, there is the difference in term of mean score of each learning
strategy category between male and female students. In terms of memory strategy,
male students used memory strategy more frequently than female students
(M=3.47>3.19). The same case can be seen in cognitive strategies and
compensation strategies, in which the mean score of male students was higher
than those of female students (M=3.67>5 and 3.67>3.41) respectively. Moreover,
other learning strategies (Metacognitive, affective and social strategies) showed
the mean score of female students was higher than male students. In
metacognitive strategy, females used the strategy more frequently than males
(3.74>3.59). Female students also chose affective strategy as their learning
strategies more often than males (3.51>3.49). The last, social strategies score of
females was also higher than males (3.53>2.95). In conclusion, the male students
are more frequentthan female students in the use of memory, cognitive, and
compensation strategy which is those strategies are categorized as direct
strategies, whereas female students were more frequent than male students in the
use of metacognitive, affective and social strategy which categorized as an
indirect category.
In term of overall strategies used, female students used language learning
strategies in their learning speaking more frequently than the male students.
Females employed the overall learning strategies with a mean (M=3.48) while the
males (M=3.47). It indicated that there is no significant difference between males
40
and females in terms of their mean score in using the learning strategies. In
addition, both males and females were in the “Medium” category. It means that
students were sometimes used those learning strategies.
In order to know more detail about learning strategies used by male and
female, table 7 and 8 below show the result of learning strategy used by male and
used by female separately.
Table 7. Language Learning Strategy Used by Male Students
Strategies
Mean
Category Use
Rank
Memory
3.47
Medium
5
Cognitive
3.67
High
1
Compensation
3.67
High
2
Metacognitive
3.59
High
3
Affective
3.49
Medium
4
Social
2.95
Medium
6
Total Score
3.47
Medium
Based on table 7, the male students of the fourth semester apply all kinds of
language learning strategies. First, the total average of the mean score for memory
strategies use was 3.47 which is categorized as “Medium”. It indicated that
students were sometimes used memory strategies in language learning. Second,
the mean score for cognitive strategies use was 3.67 which is categorized as
“High”. It indicated that students were usually used cognitive strategies in
learning speaking. Third, the total average of the mean score for compensation
strategies use was 3.67 which is categorized as “High”. It indicated that students
were usually used compensation strategies. Fourth, the mean score for
metacognitive strategies use was 3.59 which is categorized as “High”. It indicated
41
that students were usually used metacognitive strategies in language learning.
Fifth, the mean score for affective strategies use was 3.49 which is categorized as
“Medium”. It indicated that students were sometimes used affective strategies.
The last, the mean score for social strategies use was 2.95 which is categorized as
‘Medium”. It indicated that students were sometimes used social strategies in
language learning.
From those learning strategies, cognitive and compensation had the
highest mean of all strategies (M=3.67). It means that the most frequent type of
strategies used by the male students is cognitive and compensation. It was
followed by metacognitive strategy (M=3.59), affective strategy (M=3.49), and
memory strategy (M=3.47). Moreover, social strategy is the lowest (M= 2.62). It
means that the least frequent type of strategy used by the male students is social.
Then the mean of overall strategy use is (M=3.47). It indicated that the male
students of the fourth semester in the English study program were medium
strategies users.
Table 8. Language Learning Strategy Used by Female Students
Strategies
Mean
Category Use
Rank
Memory
3.19
Medium
6
Cognitive
3.5
High
4
Compensation
3.41
Medium
5
Metacognitive
3.74
High
1
Affective
3.51
High
3
Social
3.53
High
2
Total Score
3.48
Medium
42
From table 8, the female students of the fourth semester apply all kinds of
language learning strategies. First, the total average of the mean score for memory
strategies use was 3.19 which is categorized as “Medium”. It indicated that
students were sometimes used memory strategies in language learning. Second,
the mean score for cognitive strategies use was 3.5 which is categorized as
“High”. It indicated that students were usually used cognitive strategies in
learning speaking. Third, the total average of the mean score for compensation
strategies use was 3.41 which is categorized as “Medium”. It indicated that
students were sometimes used compensation strategies. Fourth, the mean score for
metacognitive strategies use was 3.74 which is categorized as “High”. It indicated
that students were usually used metacognitive strategies in language learning.
Fifth, the mean score for affective strategies use was 3.51 which is categorized as
“High”. It indicated that students were usually used affective strategies. The last,
the mean score for social strategies use was 3.53 which is categorized as ‘High”.
It indicated that students were usually used social strategies in language learning.
From those learning strategies, metacognitive had the highest mean of all
strategies (M=3.74). It means that the most frequent type of strategy used by the
female students is metacognitive. It was followed by social strategy (M=3.53),
affective strategy (M=3.51), cognitive strategy (M=3.5), and compensation
strategy (M=3.41). Moreover, memory strategy is the lowest strategy used (M=
3.19). It means that the least frequent type of strategy used by the female students
is memory. Then the mean of overall strategy use is (M=3.48). It indicated that
the female students of the fourth semester in the English study program were
medium strategies users.
43
Based on the finding above, the researcher concluded the result in this
chart below:
Chart 1. The Comparison between Male and Female in Using LLS
The chart above showed the comparison of LLS’s mean between male and
female students. It concluded that the male students used the cognitive and
compensation strategies were more frequent than the others strategies. While
females used metacognitive strategy as the dominant strategy used in learning
speaking. The other finding showed that male students were more dominant than
females in term of using memory, cognitive, and compensation strategy in
improving their speaking skill which those strategies are categorized as direct
strategy. While the female students were more dominant in the used of
metacognitive, affective and social strategy which those strategies are categorized
as indirect strategy.
44
4.1.2 LLS Frequently Used by Male and Female Students.
The result of the highest and the lowest mean of individual strategy in
each category used by the male and female students was presented as follow:
1. Memory Strategy
The chart 2 and 3 below showed the highest and the lowest mean of
individual strategy of memory category used by male and female students.
Chart 2. Memory Strategy Frequently Used by Male
Based on the chart 2 above shown, the highest mean of individual
strategyused by the male students in term of memory strategy was item
number 2 “I use rhymes to remember new English words”(M=3.56), while
the lowest mean of individual strategy used by the male students were item
number 1 “I connect the sound of a new English word and an image or
picture of the word to help me remember the word”.
45
Chart 3. Memory Strategy Frequently Used by Female
Chart 3 showed that the female students used item 1 “I connect the sound
of a new English word and an image or picture of the word to help me
remember the word”(M=3.27) more frequently than other strategies, while the
lowest mean of individual strategy used by females was item 2 “I use rhymes
to remember new English words”(M=3.04).
2. Cognitive Strategy
The chart 4 and 5 below showed the highest and the lowest mean of
individual strategy of cognitive category used by male and female students.
Chart 4. Cognitive Strategy Frequently Used by Male
46
Based on chart 4, among the strategy sets in cognitive
strategycategory used
in
Strategy Inventory
Language
Learning
(SILL)questionnaire, item 9 “I watch English language TV shows or go to
movies spokenin English” (M=4.08)wasthe highest item used by the male
students, while item 11 ”I make summaries of information that I hear in
English”was the lowest mean of individual strategy used by male students
with the mean (M=2.81)
Chart 5. Cognitive Strategy Frequently Used by Female
From the chart 5 above, it showed that the most frequent strategy used by
the female students in term of cognitive category was item 6 “I practice the
sounds of English” (M=4.08), followed byitem “I try to talk like native
English speakers” (M=4) and item “I say new English words several times”
(M=3.69). Moreover, the most least strategy used by female was item 11 ”I
make summaries of information that I hear in English” (M=2.69).
3. Compensation Strategy
The hart 6 and 7 below showed the highest and the lowest mean of individual
strategy of compensation category used by male and female students.
47
Chart 6. Compensation Strategy Frequently Used by Male
Chart 6 showed among the strategy sets in compensation strategy
category used in Strategy Inventory Language Learning (SILL)
questionnaire, item 16 “If I can’t think of an English word, I use a word or
phrase that means the same thing” (M=3.92) had the highest mean of
individual strategy used by malestudents, while the lowest mean of
individual strategy used by malestudents was item 15“I try to guess what
the other person will say next in English”with their respective mean
(M=3.42)
Chart 7. Compensation Strategy Frequently Used by Female
48
From chart7 above showed that item 16 “If I can’t think of an English
word, I use a word or phrase that means the same thing” (M=3.62)was the
highest mean of individual strategy used byfemale students, while item 15 “I
try to guess what the other person will say next in English” (M=3.23) was the
lowest mean of individual strategy used by female.
4. Metacognitive Strategy
The chart 8 and 9 below showed the highest and the lowest mean of individual
strategy of metacognitive category used by male and female students.
Chart 8. Metacognitive Strategy Frequently Used by Male
Based on the charts above shown, the highest mean of individual
strategy used by the male students in term of metacognitive strategy was
item 17 “I try to find as many ways as I can to use my English”(M=4.08),
while the lowest mean of individual strategy used by males was item 18“I
notice my English mistakes and use that information to help me do better”
(M=3.15).
49
Chart 9. Metacognitive Strategy Frequently Used by Female
Chart 9 above showed that the highest mean of individual strategy
used by the female students was item19 “I pay attention when someone is
speaking English” (M=4.12). Moreover, the lowest mean of individual
strategy used by males was item 20 “I plan my schedule so I will have enough
time to practice speaking English” (M=3.15).
5. Affective Strategy
The chart 10 and 11 below showed the highest and the lowest mean of
individual strategy of affective category used by male and female students.
Chart 10. Affective Strategy Frequently Used by Male
50
Based on the charts above shown among the strategy sets in
affective strategy category used in Strategy Inventory Language Learning
(SILL) questionnaire, item 23 “I try to relax whenever I feel afraid in
speaking English” (M=3.85), while the lowest mean of individual strategy
used by male students was item 25“I give myself a reward or treat when I
do well in speaking” (M=3.15).
Chart 11. Affective Strategy Frequently Used by Female
The charts above shown among the strategy sets in affective strategy
category
used
in
Strategy
Inventory
Language
Learning
(SILL)
questionnaire,the item 23 “I try to relax whenever I feel afraid in speaking
English”(M=3.96)was the highest mean of individual strategy used by female
students. While the lowest mean of individual strategy used by female
students was item 26 “I talk to someone else about how I feel when I am
learning English” (M=3.15).
51
6. Social Strategy
The chart 12 and 13 below showed the highest and the lowest mean of
individual strategy of social category used by male and female students.
Chart 12. Social Strategy Frequently Used by Male
Based on the chart 12shown that among the strategy sets in social
strategy category used in Strategy Inventory Language Learning (SILL)
questionnaire,item 27 “If I do not understand something in English, I ask
theother person to slow down or to say it again”(M=4.08)was the highest
mean of individual strategy used bymale students. While item 28 “I ask
English speakers to correct me when I talk”(M=2.12) was the lowest mean
of individual strategy used by female students.
52
Chart 13. Social Strategy Frequently Used by Female
The chart 13 showed thatthehighest mean of individual strategy used
by male students was item 27 “If I do not understand something in English, I
ask the other person to slow down or to say it again” (M=4.19). While the
lowest mean of individual strategy used by female students was item “I ask
questions in English” (M=3.27).
4.2 Discussion
In this section, the researcher discussed some important findings dealing
with students learning strategy in learning speaking skills. The research question
of this current study is what learning strategies are employed by the male and
female students of the English Education Study Program at Universitas Bengkulu
in learning speaking skills.
The first finding showed that the male students of the fourth-semester
students of the English Education Study Program used all types of language
learning strategies in learning speaking. They are memory strategies, cognitive
strategies, compensation strategies, metacognitive strategies, affective strategies,
53
and social strategies. Cognitive and compensation strategies were the most
dominant strategy used by male students in learning speaking. It is followed by
metacognitive, affective, memory, and social strategies. According to Syehrudin
(2017), cognitive strategies belong to direct strategies that enable the learners or
students to understand and produce a new language. With these strategies, the
learners were able to manipulate language materials directly. It supports
Syehrudin's study (2017) showed the cognitive strategies mostly used by male
students. The research result found by Marisa (2016) indicated that compensation
strategies are the most frequent strategies used by males in learning speaking. The
characters of compensation strategies make them appropriate to be used in
learning speaking. It supported as Oxford (1990) stated that these strategies allow
learners to use the language despite lack of grammar and vocabularies. Then,
these strategies help the users to use all they have to overcome limitations to make
the listeners get the message they want to convey.
Meanwhile, the most dominant strategies used by female students are the
metacognitive strategy and followed by social, affective, cognitive, compensation,
and last memory strategies. Metacognitive strategies, such as organizing, paying
attention, setting goals and objectives, self-monitoring, planning, and seeking
practice opportunities, can help students become effective learners in learning the
language. It is similar to Ansyari & Rahmi’s study (2016). They found that the
most dominant strategy used by female students was the metacognitive strategy.
Syehrudin (2017) had also found that female students use metacognitive strategies
in learning speaking. The present study supports those findings. He explained that
a possible reason why metacognitive being the most dominant strategy used by
54
females because it allows the learners to center, planning and evaluating the
learning.
There is a significant difference between male and female students in
using metacognitive strategy. Female students used the metacognitive strategy
more dominant than male students because it is related to female students’
characteristics. For example female students are more organized than male in
preparing their learning. According to Syehrudin (2017) female students are more
diligent than male students. It can be seen from females’ strategy such they make
good schedule so that they can learn English more effectively. Moreover, Anum
& Apriyanto (2019) showed that females are more mature in physical and
psychological development. Therefore females are more stable than males in
learning attitudes and motivation. They also stated that females are willing to
work hard and use learning strategies to enhance their learning while males
indulge in play.
In contrast to this current finding, other studies found that male and female
students’ strategy preferences in learning speaking were different. Anum &
Apriyanto (2019) found that the most dominant strategy used by male students
was metacognitive strategy, while female students dominantly used affective
strategy. On the other way, Marisa (2016) found that Female students used
cognitive, metacognitive, compensation, and affective strategies with the most
frequently used were cognitive strategies, while male students only used
compensation, cognitive and metacognitive strategies with the most frequently
used was compensation strategies. Furthermore, Devarianti (2019) found that
cognitive strategies were the most frequent strategies used by males, meanwhile
55
cognitive and social strategies were the most frequently used by female students.
It related to finding from Eriza & Kasmaini (2017) that students use social
affective strategy frequently. Social Affective strategy made them understanding
the materials easily, motivating them to be good learners, and making them feel
free to ask.
The second finding of this study showed that the different strategies used
by the male and the female students in their frequencies of speaking learning
strategies. Male students use memory, cognitive and compensation strategies
more dominantly used compared to female students, while female students use
metacognitive, affective, and social strategies more dominantly used compared to
male students. Memory, cognitive and compensation strategies were categorized
as a direct strategy, while metacognitive, affective, and social strategies were
categorized as an indirect strategy. According to Oxford (1990), direct strategies
are particular language learning strategies that directly require the target language.
On the other hand, Indirect strategies are methods for supporting and managing
language learning that does not concern the target language. In other words, direct
strategies are involving language itself, whereas indirect strategies are the
supplementary tool for direct strategies. Direct strategy is more concerned with
producing concrete details of the target language as practicing the language forms
and repeating learning material, while indirect strategies involve being aware of
how you feel when learning the target language, and using the target language in
various ways and situations (Xiaoguo & Yongbing, 2005).
The finding above showed that males and females used different dominant
strategies in learning speaking skills. Hence, it concluded that gender differences
56
affect in choice of language learning strategies. It supported Hashim and Sahil
(1994) stated that gender influences the use of language learning strategies.
Ariyani et.al (2018) suggest the differences between male and female students in
using language learning strategies. They argue that male students tend to depend
more on rote memorization than female students.
Memorization is one of the traits of cognitive strategies, in which
memorization tends to be used by males. Therefore, in this study, males were
more dominant in using memory and cognitive strategies than females, while
females tend to use metacognitive strategies. It supported Graham and Rees’ study
(1995) showed that female students were afraid of criticism by others for their
performance in language proficiency. Their fear of being evaluated by others
seems to result in self-monitoring, self-evaluation, and self-correction. These
strategies are included under the metacognitive strategy.
In addition, males are also more dominant in using compensation
strategies, while females used social strategies. According to Jamiah et.al (2015)
that the females had characteristics like more emphatic and comprehension in
thinking, their emotion affected their decision, social thinking and liked
cooperating with their peers referred to the social strategy, while the male had
characteristics like making fun, more confident, logical, active in expressing their
opinion referred to the compensation strategy. Moreover, female students also
used effective strategies more dominant than males. It means that females more
focused on emotions, attitudes, and motivations before or during the conversation.
According to Oxford (1993 cited in Zeynali 2010), female learners tend to pay
more attention to their feelings and tend to be more sensitive.
57
This current finding was different from Mahmud's finding (2018) that
male students use memory strategy, metacognitive strategy, and social strategy
more often compared to female students, while the use of cognitive strategy,
compensation strategy, and affective strategy more often compared to male
students. The difference in the frequency of strategy use between males and
females may be affected by other variables such as ethnic background, cultural
background, and language learning environment. It is because these differences
may be relative and influenced by others aspects. Therefore, it needed the
interview as an additional instrument to get more detailed information related to
other factors involved.
However, concerning to overall strategy used by male and female students,
it found that male and female students of the fourth semester of the English
Education Study Program of Universitas Bengkulu used the speaking learning
strategy in the “Medium” category used. It means that they were sometimes used
the overall language learning strategies in learning speaking. This finding is also
showed that female students used the learning strategies overall more frequently
than male students. Females employed the overall learning strategies with a mean
(M=3.48) while the males (3.47). It indicated there is no significant difference
between males and females in using the learning strategies. It supports Ansyari &
Rahmi's study (2016) that there is no significant difference between males and
females in their language learning strategies preference in learning English for the
overall strategy used. Differ from Aslan's finding (2009) that there are significant
differences in the overall strategies used by male and female students.
58
BAB V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the findings, it could conclude that both male and female
students of the fourth semester used all kinds of strategies category in their
learning speaking. Those strategies are memory, cognitive, compensation,
metacognitive, affective, and social strategy. Memory and compensation
strategies are the most dominant strategy used by male students. It means that they
need strategies to overcome their limitation in speaking skills, while the
metacognitive strategy is the most dominant strategy used by female students. It
stated that they need more planning, monitor and evaluation in their learning
speaking process.
The selected strategies used by male and female students could be caused
by their differences due to male and female characteristics. Related to the overall
strategy used by male and female students in learning speaking. It can be
concluded that there is no significant different between male and female in using
language learning strategies.
5.2
Suggestions
There are some suggestions that the researcher can recommend after doing
the analysis as follow:
1. Itis suggestedthe lectures to apply kind of learning strategy in speaking
class for specific course. It is great for the students to get the material
based on their preferred learning strategy. It will make the teaching-
59
learning process more effective and more fun. Moreover, it is good for the
teacher or lecture to inform all kinds of learning strategies to the students.
2. The researcher recommends for the students to use learning strategy in
learning speaking more properly. The students can select the learning
strategy based on their individual needs. To mastering speaking skills, it is
good for students to combine all of the speaking learning strategies.
Moreover, the students have to find appropriate strategies that should be
applied in learning speaking. The students can ask the teacher or lecture to
guide them in determining their speaking learning strategies appropriately
based on their learning needs.
3. There is still weakness in this current research. Therefore, the further
researcher who will conduct the same topic of this research should make
the next research more detailed information by involving other
instruments, such as speaking tests and interview about using language
learning strategies.
4. The further researcher is suggested to investigate the research on language
learning strategies in different language skills in English such as writing,
listening, and reading. Further study should compare other factors such as
motivation, attitude, learning styles, economic situation and social
background, that create a difference between genders should be involved
in further research.
60
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65
APPENDICES
66
APENDIX 1
QUESTIONNAIRE
Strategy Inventory for Language Learning (SILL) Version 7.0 (ESL/EFL) ©
R.Oxford, 1990
DIRECTION
This form of the STRATEGY INVENTORY FOR LANGUAGE LEARNING
(SILL) is for students of English as a second or foreign language. You will find
statements
about
learning
English.
Read
each
statement.
On
the
separateWorksheet,write the response (1,2,3,4 or 5) that tells HOW TRUE OF
YOUTHE STATEMENTIS.
1. Never or almost never true of me
2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost always true of me
Never or Almost Never True of me means that the statement is very rarely true of
you
Usually not True of Me means that the statement is true less that half the time.
Somewhat True of Me means that the statements istrue of you about half the time
Usually True of Me means that the statement is true more than half the time
Always or Almost Always True of Me means that the statement is true of you
almost
Strategy Inventory for Language Learning (SILL)
Version 7.0 (ESL/EFL) @ R.Oxford, 1990
1. Tidak pernah atau hampir tidak pernah sayalakukan
2. Tidak biasa saya lakukan (jarang)
3. Terkadang saya lakukan
4. Biasa saya lakukan (sering)
5. Selalu atau hampir selalu saya lakukan
(Tulis Jawaban pada angket ini dengan memberikan checklist ( dan tulis
jawaban pada lembar jawaban )
Part A Memory Strategies
No
Item
Tidak
Jarang
Kadang-
Sering
Selalu
pernah
2
kadang
4
5
1
3
I connect the sound of a new
1
English word and an image or
picture of the word to help me
remember the word.
2
3
I use rhymes to remember new
English words.
I review English lessons often.
Part B Cognitive Strategies
No
Item
Tidak
Jarang
Kadang-
Sering
Selalu
pernah
2
kadang
4
5
1
4
I say new English words several
times.
3
5
I try to talk like native English
speakers.
6
I practice the sounds of English.
7
I start conversations in English
8
I use the English words I know
in different ways
I
9
watch
English
language
TVshows or go to movies
spoken inEnglish.
10
11
I try to find patterns in English
I make summaries of
information that I hear inEnglish
Part C Compensation Strategies
No
Item
Tidak
Jarang
Kadang-
Sering
Selalu
pernah
2
kadang
4
5
1
12
To understand unfamiliar
English words, I make guesses
When I can’t think of a word
13
during a conversation in English,
Iuse gestures
14
15
I make up new words if I do not
know the right ones in English.
I try to guess what the other
person will say next in English
If I can’t think of an English
16
word, I use a word or phrase that
means the same thing.
3
Part D Metacognitive Strategies
No
Item
Tidak
Jarang
Kadang-
Sering
Selalu
pernah
2
kadang
4
5
1
17
3
I try to find as many ways as I
can to use my English
I notice my English mistakes
18
and use that information to help
me do better.
19
I pay attention when someone is
speaking English.
I plan my schedule so I will have
20
enough time to practice
speakingEnglish.
21
I look for people I can talk to in
English.
I seek out or create opportunities
22
whenever and wherever possible
to practice speaking English.
Part E Affective Strategies
No
Item
Tidak
pernah
1
23
I try to relax whenever I feel
afraid in speaking English
I encourage myself to speak
24
English even when I am afraid
of making a mistake
25
I give myself a reward or treat
when I do well inspeaking
Jarang
2
Kadang- Sering
kadang
3
4
Selalu
5
I talk to someone else about how
26
I feel when I am learning
English.
Part F Social Strategies
No
Item
Tidak
Jarang
Kadang-
Sering
Selalu
pernah
2
kadang
4
5
1
If I do not understand something
27
in English, I ask the other person
to slow down or to say it again
28
29
30
31
I ask English speakers to correct
me when I talk.
I practice English with other
students/learners.
I
ask
for
help
Englishspeakers
I ask questions in English.
from
3
APPENDIX 2
Original Strategy Inventory Language Learning
Strategy Inventory for Language Learning
Version for Speakers of Other Languages Learning Second Language
Version 7.0 (ESL/EFL)  R.L.Oxford, 1990
1. Never or almost never true of me.
2. Usually not true of me.
3. Somewhat true of me.
4. Usually true of me.
5. Always or almost always true of me.
Part A (Memory Strategies)
1.
I think of relationships between what I already know and new things I learn
in SL.
2.
I use new SL words in a sentence so I can remember them.
3.
I connect the sound of a new SL word and an image or picture of the
word to help me remember the word.
4.
I remember a new SL word by making a mental picture of a situation in
which the word might be used.
5.
I use rhymes to remember new SL words.
6.
I use flashcards to remember new SL words.
7.
I physically act out new SL words.
8.
I review SL lessons often.
9.
I remember new SL words or phrases by remembering their location on the
page, on the board, or on a street sign.
Part B (Cognitive Strategies)
10.
I say or write new SL words several times.
11.
I try to talk like native SL speakers.
12.
I practice the sounds of SL.
13.
I use the SL words I know in different ways.
14.
I start conversations in SL.
15.
I watch SL language TV shows or go to movies spoken in SL.
16.
I read for pleasure in SL.
17.
I write notes, messages, letters, or reports in SL.
18.
I first skim an SL passage (read it quickly) then go back and read
carefully.
19.
I look for words in my own language that are similar to new words in
SL.
20.
I try to find patterns in SL.
21.
I find the meaning of an SL word by dividing it into parts that I
understand.
22.
I try not to translate word-for-word.
23.
I make summaries of information that I hear or read in SL.
Part C (Compensation Strategies)
24.
To understand unfamiliar SL words, I make guesses.
25.
When I can’t think of a word during a conversation in SL, I use
gestures.
26.
I make up new words if I do not know the right ones in SL.
27.
I read SL without looking up every new word.
28.
I try to guess what the other person will say next in SL.
29.
If I can’t think of an SL word, I use a word or phrase that means the
same thing.
Part D (Metacognitive Strategies)
30.
I try to find as many ways as I can to use my SL.
31.
I notice my SL mistakes and use that information to help me do better.
32.
I pay attention when someone is speaking SL.
33.
I try to find out how to be a better learner of SL.
34.
I plan my schedule so I will have enough time to study SL.
35.
I look for people I can talk to in SL.
36.
I look for opportunities to read as much as possible in SL.
37.
I have clear goals for improving my SL skills.
38.
I think about my progress in learning SL.
Part E (Affective Strategies)
39.
I try to relax whenever I feel afraid of using SL.
40.
I encourage myself to speak SL even when I am afraid of making a
mistake.
41.
I give myself a reward or treat when I do well in SL.
42.
I notice if I am tense or nervous when I am studying or using SL.
43.
I write down my feelings in a language learning diary.
44.
I talk to someone else about how I feel when I am learning SL.
Part F (Social Strategies)
45.
If I do not understand something in SL, I ask the other person to slow
down or to say it again.
46.
I ask SL speakers to correct me when I talk.
47.
I practice SL with other students.
48.
I ask for help from SL speakers.
49.
I ask questions in SL.
50.
I try to learn about the culture of SL speakers.
APPENDIX 3
QUESTIONNAIRE RESULT
P Ge nde r Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
Female
4
4
2
3
3
4
4
3
3
4
3
1
3
3
4
3
4
5
2
3
3
2
4
4
3
3
2
4
4
3
3
3
3
3
4
3
2
2
4
3
3
4
3
3
3
3
3
5
2
4
4
3
3
3
3
3
2
4
4
3
4
3
4
3
4
5
5
2
4
3
4
3
3
3
4
3
5
4
2
5
4
4
4
3
5
5
3
5
3
4
3
4
4
5
2
4
4
3
5
4
4
4
3
5
5
3
5
4
4
4
2
4
5
3
4
3
3
4
4
3
3
3
3
4
2
5
3
4
3
3
2
3
3
3
3
3
3
3
3
3
2
1
5
2
5
4
3
4
3
3
4
3
4
3
1
3
4
2
4
3
3
4
4
4
4
4
5
5
4
5
3
4
4
3
4
3
2
3
3
3
5
3
5
3
3
3
3
3
5
2
2
2
2
3
2
3
3
3
2
4
2
3
3
3
3
2
2
3
2
3
3
1
3
4
3
3
3
3
3
2
4
3
3
4
4
3
5
2
2
4
2
5
4
5
4
3
2
5
2
3
4
4
3
4
4
2
2
3
3
2
4
4
3
4
4
1
5
3
4
3
4
3
5
3
2
2
2
3
2
4
3
3
2
3
1
5
3
4
3
4
4
5
3
2
2
3
4
2
3
4
4
4
2
3
5
3
4
4
3
3
5
2
4
2
4
4
3
4
4
4
4
4
3
5
3
5
3
4
4
5
3
5
2
4
4
3
4
4
4
3
4
4
4
4
5
4
3
4
4
5
4
4
4
4
3
4
5
4
5
4
4
4
4
5
4
3
4
4
3
5
3
4
3
2
4
4
3
3
3
2
5
3
5
3
3
3
1
3
4
3
4
3
2
3
4
3
4
4
3
5
4
4
3
4
4
3
3
4
3
3
4
2
4
5
3
3
4
3
5
2
4
3
4
3
3
3
4
3
4
4
4
4
5
4
3
4
3
5
4
5
4
3
4
4
4
4
3
3
4
2
4
5
4
3
3
4
4
4
4
3
3
3
4
3
4
5
2
5
2
3
3
5
4
4
2
5
1
3
4
3
2
2
2
2
3
4
3
3
2
3
3
3
4
2
5
3
4
3
3
3
1
2
2
4
4
5
4
4
4
4
4
4
4
5
4
5
4
4
3
4
5
4
4
4
4
2
3
3
2
3
4
3
5
4
5
4
4
4
4
3
3
3
4
3
2
3
4
4
4
4
2
5
4
5
4
4
4
2
4
3
2
3
4
4
3
3
3
3
3
2
5
4
5
4
4
4
3
3
3
3
4
4
2
3
3
3
3
3
3
4
3
4
4
3
3
4
2
4
3
20
21
22
23
24
25
26
P
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Female
Female
Female
Female
Female
Female
Female
4
4
2
2
4
4
3
4
3
2
2
3
3
4
4
4
4
3
3
3
3
5
4
5
3
3
3
5
Gender Q1 Q2 Q3 Q4
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
3
3
5
5
1
4
4
3
4
2
3
4
4
4
4
3
2
4
4
3
3
5
5
4
5
4
2
3
2
3
5
4
3
4
4
2
5
4
4
3
3
4
4
4
4
3
4
3
2
3
4
3
5
3
5
3
3
4
4
4
5
3
5
4
3
4
2
2
3
5
3
5
4
3
5
5
5
5
5
5
4
2
4
5
5
5
5
4
3
4
5
3
4
4
3
2
4
1
3
4
3
3
3
3
4
4
4
3
3
3
4
5
4
3
5
4
2
4
4
3
3
3
4
2
2
5
5
2
3
5
3
5
4
4
3
3
5
3
4
5
4
2
2
4
3
5
5
3
3
3
5
3
4
5
4
4
3
5
4
5
5
5
4
4
4
4
5
5
5
5
5
4
3
4
4
5
4
4
4
5
5
4
4
3
3
3
2
2
5
4
4
5
4
2
4
4
3
4
3
4
2
5
5
4
5
3
4
2
5
5
4
4
5
3
3
5
5
4
3
3
3
5
2
4
4
4
3
4
4
2
5
5
4
3
5
3
5
3
3
4
3
2
3
2
4
4
3
4
4
3
2
2
4
3
3
2
4
3
3
3
4
4
3
3
3
Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31
3
3
5
3
5
4
4
5
3
4
3
3
5
3
4
3
5
2
4
4
3
3
5
4
4
4
4
5
4
4
4
5
4
5
4
5
4
4
4
3
3
4
4
4
4
4
3
3
4
3
4
4
4
5
3
4
5
3
3
4
5
3
4
3
3
3
3
3
3
4
4
3
5
4
3
4
4
3
5
5
5
4
5
5
5
5
5
3
4
3
5
4
5
5
5
4
3
3
5
3
5
4
3
4
4
4
3
5
3
4
5
5
3
4
3
2
2
3
1
4
4
2
3
1
2
4
3
3
3
4
2
2
5
3
3
5
5
4
4
5
2
4
2
3
3
4
3
5
4
4
5
4
4
4
4
5
4
5
4
2
4
2
4
3
4
3
4
4
5
5
3
3
4
3
5
4
4
3
3
4
3
4
3
5
3
3
3
2
5
5
3
3
5
5
2
4
3
2
4
3
2
4
4
4
4
3
4
5
4
3
3
5
5
4
4
4
2
4
5
2
3
5
3
5
3
5
5
4
4
3
5
5
5
5
4
4
4
5
3
4
4
3
4
4
4
5
5
3
3
5
5
3
2
4
3
4
5
4
4
4
4
2
4
2
2
2
3
4
5
5
4
4
5
5
5
5
3
4
4
3
5
4
5
4
4
3
3
4
3
2
5
4
3
5
2
3
4
3
4
4
3
5
4
3
3
3
3
5
4
4
3
4
5
4
2
3
3
4
4
3
3
2
4
3
3
3
4
4
4
4
3
5
4
4
3
3
4
3
3
5
4
4
3
3
5
3
3
5
4
5
4
2
3
5
4
3
4
4
5
3
3
4
3
5
5
4
4
4
4
4
2
2
3
4
3
4
3
2
3
5
4
2
5
1
1
4
4
2
5
2
3
3
2
4
4
4
2
4
4
4
3
3
4
4
4
5
4
5
1
5
3
3
4
3
2
1
5
5
4
3
5
5
5
4
4
5
4
3
5
3
4
4
5
4
5
3
4
1
1
1
1
4
4
3
1
4
3
1
4
2
2
1
2
3
2
2
3
3
2
2
4
2
4
4
4
4
2
4
3
3
3
3
2
2
2
2
2
3
2
3
4
3
3
2
3
4
3
3
3
5
2
5
1
2
3
3
3
4
3
3
3
3
5
2
3
3
4
3
3
4
3
3
3
20
Male
21
22
23
24
25
26
Male
Male
Male
Male
Male
Male
3
4
2
4
3
3
3
INFORMATION
P: PARTICIPANT
Q: QUESTION
4
4
2
4
3
4
2
3
5
4
4
2
2
3
3
3
3
4
5
3
2
4
3
3
4
5
4
4
4
3
2
4
5
2
4
4
5
2
4
5
2
3
5
4
1
4
4
3
4
3
3
3
4
3
2
3
3
4
4
4
5
2
2
3
3
2
4
3
4
1
4
4
2
4
3
4
1
5
5
2
4
4
3
1
4
4
3
4
4
3
4
5
3
3
4
3
2
1
5
4
2
4
4
4
5
5
3
2
4
4
4
4
3
4
2
2
2
2
2
2
4
2
4
4
3
2
2
3
3
4
3
2
2
1
5
2
4
4
4
2
4
5
4
4
3
3
3
5
5
4
4
3
3
5
4
4
3
4
2
2
5
1
5
2
4
5
4
1
2
5
2
4
5
2
1
4
4
3
4
5
5
2
1
2
3
2
1
3
1
2
2
2
3
3
3
1
3
2
2
1
1
4
1
3
4
3
4
4
2
1
APPENDIX 4
Individual Learning Strategy Use
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
A. Female
Item
A1
A2
A3
B1
B2
B3
B4
B5
B6
B7
B8
C1
C2
C3
C4
C5
D1
D2
D3
D4
D5
D6
E1
E2
E3
E4
F1
F2
F3
F4
F5
Valid N
(listwise)
N
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
Mean
3.27
3.04
3.27
3.69
4.00
4.08
3.35
3.08
3.62
3.50
2.69
3.35
3.50
3.35
3.23
3.62
4.00
4.08
4.12
3.15
3.65
3.46
3.96
3.77
3.15
3.15
4.19
3.35
3.50
3.35
3.27
26
Strategy
Memory
Memory
Memory
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Compensation
Compensation
Compensation
Compensation
Compensation
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Affective
Affective
Affective
Affective
Social
Social
Social
Social
Social
Category used
Medium
Medium
Medium
High
High
High
Medium
Medium
High
High
Medium
Medium
High
Medium
Medium
High
High
High
High
Medium
High
Medium
High
High
Medium
Medium
High
Medium
High
Medium
Medium
Rank
23
30
24
9
5
4
18
29
12
13
31
21
14
17
25
11
6
3
2
26
10
16
7
8
28
27
1
20
15
19
22
B. Male
No
Item
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
A1
A2
A3
B1
B2
B3
B4
B5
B6
B7
B8
C1
C2
C3
C4
C5
D1
D2
D3
D4
D5
D6
E1
E2
E3
E4
F1
F2
F3
F4
F5
Valid N
(listwise)
Note:
N
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
Mean
3.38
3.58
3.46
3.69
3.77
3.96
3.73
3.54
4.08
3.77
2.81
3.62
3.73
3.65
3.42
3.92
4.08
3.15
3.92
3.31
3.38
3.69
3.85
3.54
3.15
3.42
4.08
2.12
2.77
2.65
3.15
Strategy
Memory
Memory
Memory
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Cognitive
Compensation
Compensation
Compensation
Compensation
Compensation
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Metacognitive
Affective
Affective
Affective
Affective
Social
Social
Social
Social
Social
26
A: Memory Strategies
B: Cognitive Strategies
C: Compensation Strategies
D: Metacognitive Strategies
E: Social Strategies
Category used
Medium
High
Medium
High
High
High
High
High
High
High
Medium
High
High
High
Medium
High
High
Medium
High
Medium
Medium
High
High
High
Medium
Medium
High
Low
Medium
Medium
Medium
Rank
22
16
19
13
9
4
11
17
1
8
28
15
10
14
21
5
2
27
6
24
23
12
7
18
26
20
3
31
29
30
25
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