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 ii iii iv 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- v 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. vi 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. vii 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 viii 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 ix 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 x 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 xi 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 xii 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 xiii 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 xiv 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 xv 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 1 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 2 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 3 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 4 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 5 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 6 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. 7 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. 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The relationship between language learning strategies, gender,proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia Social and Behavioral Sciences, 682– 687.doi:10.1016/j.sb spro.2010.03.084 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
