A STUDY OF THE LANGUAGE LEARNING STRATEGIES IN READING AND SPEAKING USED BY MALE AND FEMALE STUDENTS OF SMA NEGERI 1 TINGGIMONCONG

ABSTRACT Language learning strategies could be said as specific ways or techniques that students use in order to improve progress in developing English language skills. The differences between male and female students and language learning strategies (LLS) had attracted the attention of the researcher. Therefore the research questions in this research were: (i) What language learning strategies are frequently used by male and female students of SMA Negeri 1 Tinggimoncong? (ii) Is there any significant difference between male and female students in the use of language learning strategies in SMA Negeri 1 Tinggimoncong? (iii) How do male and female students of SMA Negeri 1 Tinggimoncong implement their language learning strategy in reading and speaking? The purposes of this study were: (i) to find out the language learning strategies frequently used by male and female students in SMA Negeri 1 Tinggimoncong by using a questionnaire based on Oxford's SILL modified (Strategy Inventory for Language Learning, Oxford, 1990); (ii) to ascertain the differences between male and female in the use of language learning strategies in SMA Negeri 1 Tinggimoncong by using t-test statistical analyzing of SILL modified questionnaire; (iii) to investigate the ways of male and female students of SMA Negeri 1 Tinggimoncong implement their strategy in reading and speaking were examined by interview. The result of this research revealed that (i) The compensation strategy was the most frequently used by male students. It was followed by social, metacognitive, memory, cognitive and affective strategies. While, the metacognitive strategy was the most frequently used by female students. It was followed by memory, cognitive, social, affective and compensation strategies. Both male and female students indicated that they were medium strategy users; (ii) a Sample (T-test) indicated of the female students use cognitive strategy, metacognitive strategy and affective strategy more often compared to the male students; (iii) the data from interview to investigate the ways of male and female students implement their strategy in reading speaking, it showed that although the strategy of male and female students used in reading and speaking varies but there were no particular different strategies used by male and female students