Students’ Achievements and Learning Strategies Across Gender Differences

Tyas Willy Kartika,Ive Emaliana

doi:10.30762/jeels.v3i2.209

Abstract

This case study is intended to investigate students’ achievement and learning strategies employed by high achievers in English learning process at a single-gender private Islamic high school in East Java, Indonesia, in which male and female students are put in separated groups. Instruments used in this study are document analysis and interview guidelines. It reveals that the stereotype which is told us female learners tend to outperform male learners in language learning is not applicable in this study. Another conclusion that can be inferred is that all high achievers from both schools employ all learning strategy types which are proposed by Oxford (1990) namely; direct strategies and indirect strategies.Key words: different genders, learning strategies, achievement

Highlights

In Indonesia, English holds position as a foreign language, for it is only studied formally at schools and institutes
English learning process in Indonesia including in secondary level has been regulated in national curriculum which is called as Kurikulum 2013
The participants involved in this research were the representative of grade X who had been claimed as high achievers on 1st term of academic year 2015/2016 final examination in English class at a singlegender private Islamic high school in East Java, Indonesia, in which male and female students are separated in different groups

Summary

Introduction

In Indonesia, English holds position as a foreign language, for it is only studied formally at schools and institutes. In elementary level English is learned as local content subject, while in secondary schools and higher level its position is as one of compulsory subjects. In formal teaching and learning activities, students learn four basic skills in order to achieve learning goals; one of which is English mastery. One of the English learning goals is asking the students to master those four basic skills integratively. It is in line with The National Curriculum which obligates horizontal organization coherency between core competence and basic competence. English learning process in Indonesia including in secondary level has been regulated in national curriculum which is called as Kurikulum 2013. As Harris (1969, p. 3) says that the language testing process has become the principle in educational uses of language test

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Results

Conclusion