THE RELATIONSHIP OF SEX AND PROFICIENCY AND THE USE OF LEARNING STRATEGIES IN LEARNING ENGLISH AT PHARMACY FACULTY (A Study on the Sixth Semester Students of Muhammadiyah University of Purwokerto in Academic Year 2011/2012)

CHAMDIYAH, LUSI (2013) THE RELATIONSHIP OF SEX AND PROFICIENCY AND THE USE OF LEARNING STRATEGIES IN LEARNING ENGLISH AT PHARMACY FACULTY (A Study on the Sixth Semester Students of Muhammadiyah University of Purwokerto in Academic Year 2011/2012). Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

The aims of this research were to find out whether there was a relationship of sex, proficiency and the use of learning strategies used by the sixth semester students of Pharmacy Faculty at Muhammadiyah University of Purwokerto Academic year 2011/2012. The method of this research was descriptive. In collecting data, the writer used two kinds of instrument: learning strategy questionnaire from Students Inventory for Language Learning (SILL) and documentary of the score of TOEFL test. After the data had been analyzed, it was found that: first, there was a relationship between sex and the use of learning strategies by the sixth semester students of Pharmacy Faculty. After the data had been analyzed by using Chi-square statistical technique, it was revealed that sex correlated highly with the use of learning strategies, where the counted value of Chi-square (13.700) was higher than that of the table (11.1). Second, the relationship between proficiency and the use of learning strategies was revealed from the Chi-square result (28.574) that was higher than the table (18.3). It showed that proficiency had a relationship with the use of learning strategies of the students. Third, there was a relationship among sex, proficiency and the use of learning strategies. It was shown by the F value in linear regression of sex, proficiency and the use of learning strategies (15.214) was higher than the table (3.195). This study also showed that: first, the male students who had very good proficiency tend to use cognitive strategy in their learning, while the females use metacognitive strategy. Second, the male students who had good proficiency tend to use compensation strategy, and the female used cognitive and social strategy in their learning. Third, the male students who had bad proficiency tend to use memory strategy, and the female used affective one in their learning.

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