Abstract
AbstractThe issue of single-gender classroom is identified as the preference classroom system in education around the world. This classroom system is adopted due to female and male students’ performance in the learning process including English subject. In Indonesia, the issue of single-gender classroom is not publically implemented, co-educational classroom is preferred. However, some cities are promoted the single-gender classroom, specifically the cities which promote the religious education such as in Tasikmalaya, West Java, Indonesia. Due to the pre-observation in a boarding school implemented the single-gender classroom, there is an exact different between female and male achievement in English classes. There are some factors affect the students’ achievement. Learning strategies is one of the most important thing influent the achievement. Therefore, the main focus of the research is observing different students preference in learning strategies. Questionnaire and interview are formed as data collecting techniques. Consequently, there was an exact different between female and male students in using language learning strategies. Female students are common in performing metacognitive learning strategy. While, male students are prefer in implementing cognitive learning strategy. In the comparison, female students use the learning strategies more often than the male student, specifically in metacognitive and social learning strategies.Keywords: Learning strategies, single-gender classroom, Female and male differences, Indonesian EFL classroom, Students’ achievement factors.
Highlights
The updating curriculum system in Indonesia from Kurikulum Tingkat conducting a research, for the school implemented the single-gender classroom
The students involved in the classroom, there are two different classroom system used in main distinct different is on the way of assessing students
The costudents final book is formed into two main score rubrics
Summary
The updating curriculum system in Indonesia from Kurikulum Tingkat conducting a research, for the school implemented the single-gender classroom. The schools which is accepted male and female students but place them into different classes based on gender (“male” and “female” classroom), d. There have been a number of studies focusing on different learning strategies used by male and female students in English language classes. One of the research is a study conducted by Yilmaz, C (2010) who investigates the common learning strategy used by male and female students in relation with gender, proficiency and self-efficacy beliefs. In 2018, Mahmud and Nur observe the learning strategies of male and female students in relation into gender differences. Gender is identified as a factor affects the students’ preference on learning strategies in English classroom. The questionnaire distributed into all population or students lowest score at the students’ final report in the second semester of 2018/2019 in male and female classes. 68% female students purely used female class, the researcher used the metacognitive learning strategy, 12% used interval table as shown in table 4 above
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