English as a Foreign Language (EFL) learning assessment in single-sex and co-educational classrooms

Abstract

This study investigates the effects of Single-Sex and Co-educational classrooms on English learning outcomes. This study is a causal-comparative study in ex post facto design. Three classes consisting of 73 students (boy and girl-single-sex classes and a co-educational class) from a private secondary school in Central Java, Indonesia, are the sample. An integrated English test, equating the material from the 2013 curriculum and CEFR for English, was used. It tested four skills in English consisting of Listening, Speaking, Reading and Writing. Expert judgments already checked the instrument through face validity. Item internal consistency from all skills was good, and the reliability was too in a good category. This study indicates that organizing a Single-sex classroom in the English learning process has a positive and significant effect on English achievement. Being in a Single-Sex classroom benefitted the students in their outcomes in learning English. This study also implies that teachers, especially English teachers, must understand their students' learning strategies to implement the appropriate learning strategies. It is because male and female students learn something in different ways.