Mat Teh, Kamarul Shukri and Nik Yusoff, Nik Mohd Rahimi and Embi, Mohamed Amin and Mahamod, Zamri
Hubungan gender dengan strategi pembelajaran bahasa Arab dalam kalangan pelajar sekolah menengah agama di Terengganu.
Malaysian Journal of Learning & Instruction, 5.
Female students have reported that they use Language
Learning Strategies (LLS) more often than male students in many studies across different cultures (Ehrman & Oxford, 1989; Green & Oxford, 1995). However, some studies have demonstrated no statistically significant difference between gender in the use of LLS(Chang, 1990; Chou, 2002). Yet others have shown that male students use more LLS than female students in certain strategy categories(Oxford, 1994; Wharton, 2000). Linguistics differences are also
known to influence strategy use (Douglas, 1992; Grabe, 1986). This paper describes the LLS employed by students of Arabic language based on gender. The subjects comprised 460 Form 4 students from 13 religious secondary schools in Terengganu. Data were collected using an Arabic language learning strategy questionnaire adapted and modified from SILL (Oxford, 1990). The results of the study indicate that overall, female students of Arabic language tended
to use LLS more frequently than male students. The result also showed that female students use more LLS than male students in the following three categories: memory, affective and metaphysical. However, no statistically significant differences were found in the use of cognitive, metacognitive, compensation and social strategies.
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