WRITING STRATEGY and FACTORS CONTRIBUTING to EFL UNIVERSITY STUDENTS’ PREFERENCE

atik umamah(1), Ika - hidayanti(2*),


(1) FKIP UNISMA
(2) FKIP Universitas Islam Malang
(*) Corresponding Author

Abstract


This study was aimed to identify 1) the significant difference on the learning strategy attainment by male and female students, 2) the significant difference on the use of the strategies in learning writing based on the students’ attitude toward English writing “like or dislike”, and 3) the correlation between learning strategy use and three factors: gender, interest and writing achievement. To elicit research data, a-70 item questionnire was administered to101 English students of Universitas Islam Malang. Ex-post facto and correlation analysis were designs adopted to deal with the problems proposed in this research. The statistical analysis indicated that female students did not deploy the strategies significantly different from the male counterparts. The second finding revealed that the more interested the students in English writing, the more likely they employed the learning strategies. The last report showed that there was no correlation between writing strategy and two factors: gender and writing achievement. Meanwhile, negative-moderate correlation was found between the strategy choice and the students’ liking for English writing.    


Keywords


learning strategy; writing;gender; interest; proficiency

Full Text:

PDF

References


Anitah, W. S., Setyadi, Ag. B., & Mistar, J. (2008). Strategi pembelajaran bahasa Inggris. Jakarta: Penerbit Universitas Terbuka.

Aslan, O. (2009). The role of gender and language learning strategies in learning English. The Graduate School of Social Sciences of Middle East Technical University. Retrieved from www.citeseerx.ist.psu.edu

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education, Inc.

Kaivanpanah,S., Yamouty, P & Karami, H. (2012). Examining the effects of proficiency, gender, and task type on the use of communication strategies. Porta Linguarium, 17, 79-93.

Kaylani, C. (1996). The Influence of Gender and Motivation on EFL Learning Strategy Use in Jordan. In R. L. Oxford (Ed.), Language Learning Strategies around the World: Cross-Cultural Perspectives (pp. 75-88). Honolulu. University of Hawaii Press.

Lan, R. & Oxford, R. L. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, 41, 339-379.

Mistar, J., Zuhairi, A., Parlindungan, F. (2014). Strategies of learning English writing skill by Indonesian senior high school students. Arab World English Journal, 5(1), 290-303.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publishers.

Pallant, J. (2011). SPSS survival manual: a step by step guide to data analysis using SPSS (4th ed.). Crows Nest, NSW: Allen & Unwin.

Raoofi, S., Chan, S.H., Mukundan, J., Rashid, S. Md. (2014). A qualitative study into L2 writing strategies of university students. English Language Teaching, 7(11),

Radwan, A.A. (2014). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. Arab World English Journal, 5(1), 21-32.




DOI: 10.24235/eltecho.v3i1.2486

Article Metrics

Abstract view : 467 times
PDF - 115 times

Refbacks

  • There are currently no refbacks.


 

This Journal is indexed by:

 

 

View My Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.