English Learning Strategies Used By Male And Female Students Of Insan Cendekia Al Mujtaba Junior High School
This study focuses on English learning strategy at the eight grade of Insan Cendekia Al Mujtaba Junior High School. This study is aimed at describing the type of learning strategy, the dominant learning strategy, the similarities, the differences learning strategy used by male and female students at...
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| Format: | Book |
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2015.
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| Summary: | This study focuses on English learning strategy at the eight grade of Insan Cendekia Al Mujtaba Junior High School. This study is aimed at describing the type of learning strategy, the dominant learning strategy, the similarities, the differences learning strategy used by male and female students at the eight grade of Insan Cendekia Al Mujtaba Junior High School. This is a descriptive qualitative research. The subject of the study is the eight grade of Insan Cendekia Al Mujtaba Junior High School which consists of 50 students (25 male students and 25 female students). The methods of collecting data are observation, interview, questionnaire, and document analysis. In analyzing data, the writer uses an interactive model, namely the data reduction, the data display, and conclusion. Based on the research finding, the type of learning strategies used by male and female students cover the six strategies proposed by Oxford, namely: memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. The dominant learning strategy used by female students is metacognitive strategy and the dominant learning strategy used by male students is social strategy. The similarities of learning strategies used by male and female students are both of male and female students used metacognitive and social strategy and they did not use memory and cognitive strategy. Moreover, the differences of learning strategies are most of female students used affective strategy and did not use compensation strategy. However, male students mostly used compensation strategy and did not use affective strategy. |
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| Item Description: | https://eprints.ums.ac.id/40115/26/JOURNAL%20PUBLICATION.pdf https://eprints.ums.ac.id/40115/4/02.%20Cover.pdf https://eprints.ums.ac.id/40115/5/03.%20CHAPTER%20I.pdf https://eprints.ums.ac.id/40115/6/04.%20CHAPTER%20II.pdf https://eprints.ums.ac.id/40115/7/05.%20CHAPTER%20III.pdf https://eprints.ums.ac.id/40115/8/06.%20CHAPTER%20IV.pdf https://eprints.ums.ac.id/40115/15/07.%20CHAPTER%20V.pdf https://eprints.ums.ac.id/40115/18/08.%20BIBLIOGRAPHY.pdf https://eprints.ums.ac.id/40115/21/09.%20APPENDICES.pdf https://eprints.ums.ac.id/40115/23/SURAT%20PERNYATAAN%20NASKAH%20PUBLIKASI.pdf |