Male and Female Students’ Learning Strategies in Mastering English Vocabulary (original) (raw)
Related papers
2009
Different learners resort to different strategies on approaching each learning situation, and bring with them the experiences they might have previously had. This variation is identified to stem from factors such as attitude, motivation, age, personality, academic major, and gender. Investigation of the effect of the last one on the type and frequency of English vocabulary learning strategies manipulated by learners of the fifth district of Azad University has been the aim of the work in hand. For this purpose, the branches in Arak, Khomein, Hamedan, Malayer, Borojerd and Doroud were chosen to have their students collectively fill out the 300 SILL questionnaires distributed. Here, no other criterion except gender was put on the participants. The returned 180 and 114 questionnaires of respectively males and females were analyzed to result in the corresponding means of 2.81 and 2.80 on a scale of one to five, and the common standard deviation of 2.70; thus, showing no significant mean difference to the point of nullification of the related hypothesis. The other hypotheses claiming variation between genders concerning the six categories of vocabulary learning strategies were also nullified through t-test formula applied at alpha=0.05. Only six strategies out of fifty proved to significantly distinguish males and females. The overall mean of 2.80 reveals a medium index of strategy employment, and reminds educationalists the careful instruction of vocabulary learning strategies in English classes.
SUAR BETANG, 2018
Vocabulary is very important in the learning process, and students have to master it. Thus awareness and understanding of vocabulary learning strategies can increase students' vocabulary. This study aims to reveal more and less common strategies used male and female students, the difference vocabulary learning strategy between students who studied English in their undergraduate level and those who did not. In conducting this research, the researcher used survey methodology. A questionnaire adapted from the taxonomy of vocabulary learning strategies developed by Schmitt was spread to sixteen first-year students. The most frequent strategy was "listen to English songs and news" and "using dictionary" as the most favoured strategy used by both male and female students who studied English and them who did not. From the results, it can be stated that be the students seem to enjoy learning English. Moreover, in order to increase vocabulary, both teacher and students must know about vocabulary learning strategies.
2021
The purpose of this study was to determine the types of Vocabulary Learning Strategies (VLS), the most and least frequently used VLSs by female and male students, and the types of VLSs chosen to address vocabulary learning problems. This study employed a survey technique. The population for this study was drawn from Lampung State Islamic University's English Education Department, which consisted of three classes and had a total enrollment of approximately 75 students. Female students totaled 64, while male students totaled 11. The sample consisted of fourth-semester students. The instrument used in this study was a questionnaire that Gu and Johnson proposed in 1996. Interviews were also used as a tool. All English department students at Lampung State Islamic University used one of four vocabulary learning strategies. Among the four categories of Vocabulary Learning Strategies, students in the three classes favoured metacognitive strategies the most, as indicated by the mean scor...
2015
Vocabulary is considered as the indicator of how well the second language will be acquired. Vocabulary knowledge can be increased by the help of vocabulary learning strategies. Considering the individual differences, female and male students might use the different strategies. Thus, it will be very important to find the appropriate strategies to make the vocabulary learning process more effective This present study was aimed to find out whether there was any significant difference of vocabulary learning strategy preferences between males and females of the second grade students at SMA Negeri 1 Bandar Lampung. and investigate the most and least frequently used of vocabulary learning strategies by the students. The population of this research was the second grade students of SMAN 1 Bandar Lampung. The samples of this research were class XI IIS 3 which consisted of 20 students as the try out class and class XI MIA 3 as the sample class which consisted of 40 students (20 male and 20 fem...
Vocabulary Learning Strategies Used by Male and Female Learners of Higher Intermediate Level
Jurnal Pendidikan, Sains Sosial, dan Agama, 2020
This recent study focuses on the use of vocabulary learning strategies (VLSs). Nevertheless, in this study the subject was categorized based on gender (male and female). This study aims to identify vocabulary learning strategies employed by female and male learner in learning new vocabularies. The method of this study is qualitative. The participants are 10 male learners and 10 female learners of higher intermediate level at LBPP LIA Solo. The data were collected using vocabulary learning strategy questionnaires (VLSQs), interview, documentations, and test. The data collected were analyzed qualitatively. The research finding showed that female learners tend to use more vocabulary learning strategies than male did. In addition, the most vocabulary learning strategies used by female learners were dictionary strategies and memory strategy: rehearsal as the least vocabulary learning strategies used. Meanwhile, male learners indicated to use guessing strategies more often and note-taking...
The relation of gender and vocabulary learning strategies is one of the most significant subjects in teaching and learning language. This study was conducted on the basis of gender differences in vocabulary learning strategies. In order to provide evidence about surveying the most and the least used strategies and the connection between gender and vocabulary learning strategies usage among EFL freshman and preparatory in ELT department of Sakarya University, a total of 60 freshman and preparatory ( 37 females and 23 males) students were selected. To collect data, questionnaire developed with five Likert-scale was applied to students. The questionnaire consisted of 56 items adapted from Catalan (2003). The data of questionnaire was analysed by SPSS (20) demonstrated that the most frequently used strategy was determination for both gender while the least used strategy was metacognitive and cognitive. Metacognitive strategy was used by female students as at least used. On the other hand cognitive strategy was employed by male students as at least. In general female learners outperformed overall strategies more than male students, female students’ frequency of employment of vocabulary learning strategies was higher than male students.
EXPLORING TEACHER’S STRATEGIES IN TEACHING VOCABULARY at GRADE TENTH of SMK SULTAN AGUNG SUMBER
ELT Echo : The Journal of English Language Teaching in Foreign Language Context
Vocabulary is an essential part in learning language. The teacher of SMK Sultan Agung Sumber applied the vocabulary strategy in teaching English to make students learn effectively. This study is intended to explore the types, the strengths, and the weaknesses of strategy applied by the teacher in teaching vocabulary at grade tenth of SMK Sultan Agung Sumber. The research method adopted by the researchers is descriptive qualitative. The data are taken from observation and interview with the teacher and 5 students as respondents. Both observation and interview are to explore how the teacher applies strategies in teaching vocabulary during the learning process. The result of the study revealed some strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses of each strategy, the researcher found that the most effective strategy in teaching vocabulary applied by the teacher is teaching vocabulary by using games. On the other hand, the most weaknesses vocabulary teaching strategy is memorizing vocabulary in every meeting due to the fact that memorizing vocabulary around 15-20 words each meeting made them easy to forget the vocabularies that they have memorized.
A Descriptive Study On The Vocabulary Mastery of Tenth Year Students Of SMK Al Maksum Stabat
JURNAL MUTIARA PENDIDIKAN INDONESIA
This study deals with the discussion of vocabulary. The problem in this research is "how far is the ability of tenth graders of Al Maksum Stabat Vocational High School in understanding and remembering vocabulary. The purpose of this research is to get an overview of students' ability to master vocabulary and to find out what difficulties students face in mastering vocabulary. The population of this study was tenth grade students of SMK Al Maksum Stabat which consisted of 120 students from three parallel classes. For the sample, only 40% of the population was taken, namely 50 students. This research instrument uses an objective test. This research method is field research. After the data was analyzed, it was found that the average or mean value of the students was 78.51. It can be concluded that the ability of the tenth grade students is "good", and it is suggested that the English teacher give a lot of practice, especially with regard to vocabulary.
2018
This research focuses on 1) the types of teaching technique used by the teacher in developing English vocabulary of the seven grade students at SMP Muhammadiyah 8 Surakarta, 2) the problems faced by the teacher in implementing the techniques, and 3) the problems faced by the students in developing vocabulary at the seven grade of SMP Muhammadiyah 8 Surakarta. This research uses descriptive qualitative research. The data is taken by using interview and observation method. The data are all of the information about the process of teaching technique used by the teacher in developing English vocabulary of the seven grade students at SMP Muhammadiyah 8 Surakarta. The findings of the research are 1) some techniques used by the teacher such as memorization, series picture, translation, and crossword puzzle,2) the problems are classroom management; motivation; and vocabulary accomplishment,3) The problem faced by the students in developing English vocabulary arethe level of vocabulary master...
2020
Different learners resort to different strategies on approaching each learning situation, and bring with them the experiences they might have previously had. This variation is identified to stem from factors such as attitude, motivation, age, personality, academic major, and gender. Investigation of the effect of the last one on the type and frequency of English vocabulary learning strategies manipulated by learners of the fifth district of Azad University has been the aim of the work in hand. For this purpose, the branches in Arak, Khomein, Hamedan, Malayer, Borojerd and Doroud were chosen to have their students collectively fill out the 300 SILL questionnaires distributed. Here, no other criterion except gender was put on the participants. The returned 180 and 114 questionnaires of respectively males and females were analyzed to result in the corresponding means of 2.81 and 2.80 on a scale of one to five, and the common standard deviation of 2.70; thus, showing no significant mean...