Author (Penulis)

Dian Marisa
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

12.1.01.08.0190

Abstract

LEARNING STRATEGIES USED BY MALE AND FEMALE IN LEARNING SPEAKING OF ENGLISH DEPARTMENT STUDENTS AT UNIVERSITY OF NUSANTARA PGRI KEDIRI ACADEMIC YEAR 2015/2016 DIAN MARISA 12.1.01.08.0190 FKIP/BAHASA INGGRIS dianmarisa7@gmail.com YUNIK SUSANTI, M.Pd1), LINA MARIANA, S.S, M.Pd2) UNIVERSITAS NUSANTARA PGRI KEDIRI ABSTRACT Learning strategies are steps taken by the students to learn something. In the process of learning second language aquisition the students need some learning strategies. The aim of this research is to find out the learning strategies used by male and female students in learning speaking and also to know the differences between male and female students in using learning strategies when they are learning speaking. This research used quantitative ex-post facto research. The participants of the study were second, third and fourth grade of English Department students at University of Nusantara PGRI Kediri. It consists of 32 students (16 male and 16 female). The SPSS data in this research showed the means of male students was 58,1 with compensation, cognitive and metacognitive strategies that they frequently used. While the means of female students was 63,80 with cognitive, metacognitive, compensation and affective strategies that they frequently used. Female students tend to use the strategies more than male students. In addition, the result reports that the significance level of 0.041 is lower than 0.05, in other words it can be concluded that there was a significance difference between male and female students of using learning strategies in learning speaking. In conclusion, female students tend to use the strategies more often than male students because they more dilligent and have many ways to learn speaking. While male students used the strategies in simple way in order to make their learning more easy end enjoyable. Keyword : Learning Strategies, Male and Female, Speaking

Keyword

a

Reference

PUBLISHED

2016-08-16

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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