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All Journal Lingua Scientia Journal Journal of English Language and Education
Manik, Ni Putu Ines Marylena Candra
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Languange, Linguistic, Communication & Media Other

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GENDER DIFFERENCES IN THE LENGTH OF WRITING Pratama, I Putu Yogi; Dwiyanti, Kadek Erlita; Manik, Ni Putu Ines Marylena Candra
Lingua Scientia Vol 27, No 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v27i1.23954

Abstract

It is generally accepted that gender relates to language. This study aimed to investigate the relationship between gender and language by finding out the differences in the length of writing between male and female students as well as the factors affecting the length differences. Moreover, this study was designed as a descriptive quantitative study. There were 30 students consisting of 15 male students and 15 female students as the participants wrote a recount text about their bad experiences. The findings showed that there was a significant difference between female and male participants in the number of wording of writing. The female students had a longer size of writing than male students as indicated from the complexity of the sentences. Apart from that, the difference was also due to the development of the writing which includes the description of their feelings and the use of five features namely intensifying, hedging, tag questions, empty adjectives, and adverbs.
Learning Strategies in Acquiring Instructional Vocabulary among Pre-service English Teachers Wiraningsih, Putu; Manik, Ni Putu Ines Marylena Candra; Budiarte, Agus
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1686

Abstract

This study investigated the vocabulary learning strategies (VLS) employed by 47 pre-service English teachers enrolled in the Instructional Vocabulary course. This study employed a mixed-method design by combining quantitative data from questionnaires and qualitative data from interviews to provide a more comprehensive understanding of students’ strategy use. Using Schmitt’s (1997) taxonomy as an analytical framework, the findings showed that participants used various strategies, with cognitive strategies being the most dominant (32%), reflecting their practical and task-focused approach to vocabulary learning. Metacognitive (22%) and determination strategies (18%) were used moderately, while memory (15%) and social strategies (13%) appeared less frequently, indicating limited reflective and collaborative learning in vocabulary acquisition. Qualitative interview data revealed that students’ strategy preferences were influenced by their learning goals, course requirements, and individual learning styles. The study concludes that although participants demonstrated awareness of multiple strategy types, they still require explicit instruction and guided practice.
Co-Authors Budiarte, Agus Dwiyanti, Kadek Erlita Pratama, I Putu Yogi Wiraningsih, Putu