Abstract
Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension.
Highlights
According to Richards and Renandya (2002, p. 273), “many EFL (English Foreign Language) students often have reading as one of their most important goals
By investigating the effect of gender differences and reading strategies on students’ reading comprehension, this study aimed to figure out the reading strategy that is most favoured by the students of each gender, the preferred reading strategy that can improve their reading comprehension, and the interaction between gender and reading strategy for their reading comprehension performance
The result of this research had shown that the female students had better reading comprehension scores than the male students
Summary
According to Richards and Renandya (2002, p. 273), “many EFL (English Foreign Language) students often have reading as one of their most important goals. 273), “many EFL (English Foreign Language) students often have reading as one of their most important goals. They want to be able to read information, to read for pleasure, and to read for study. 25 out of 100 in the country ranking table with the status of “moderate proficiency” in English This position was slightly better than in 2012 with the position of 27 or “low proficiency”, and in 2011 with position no. These three years of data show that many Indonesians, especially students, struggle to master the four language skills in English, including reading, despite that it is continuously improving at present
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