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Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students Ahsanah, Finaty
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most of language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of 66 junior high school students and 52 senior high school students in Paciran, East Java. It is used for measuring the strategies that is used by the language learners in learning English. Interview is also administered as the supporting data to gain the missing information which cannot be obtained from the SILL. The results indicated that there was no significant difference between male and female students in LLS preferences whereas there was a statistically significant difference between younger and older learners in employing LLS; the young learners tended to use LLS more frequent than the older. Therefore, it can be strongly assumed that the age factor is more important than the gender factor in terms of the LLS preferences. Since, this current study showed that both male and female language learners tend to employ LLS in the same frequency level.

EFL Students' Voices of Blended Collaborative Learning in Completing Digital Comic Projects Utomo, Dias Tiara Putri; Ahsanah, Finaty; Ryandini, Elda Yulia
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71928

Advances in technology have made it possible to conduct collaborative learning online via the Internet. Blended collaborative learning combines online knowledge with on-site meetings to allow students to complete tasks and projects together in a group. This research aimed to elaborate voices of freshmen EFL students toward blended collaborative learning including perceived benefits, challenges, and how the students overcame the challenges, especially in completing digital comic projects. This phenomenological study was conducted at a private university in Indonesia. A total of 18 students participated in this study. They were interviewed face-to-face to obtain the data. The data were analyzed by qualitative data analysis by preparing the data, coding, and generating themes. The findings indicate the perceived benefits which included academic improvement, social and psychological benefits, and digital technology mastery. Additionally, challenges were found in terms of having different perceptions and ideas, lack of motivation and low responsibility to participate, and digital technology barriers. To tackle the problems, some efforts were made including building effective communication via collaborative tools, distributing various and equal roles, and learning from various sources.

Vocabulary Learning Strategies Employed by Indonesian Virtual Exchange Students Utomo, Dias Tiara Putri; Ahsanah, Finaty; Islami, Arum; Suratmi, Suratmi; Suhariyati, Suhariyati
Jurnal Ilmu Pendidikan Vol 28, No 2 (2022): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v28i2p57-65

This study investigated the types of vocabulary learning strategies (VLS) employed by Indonesian college students. The study specifically aimed to find out (a) the most and the least frequently used VLS, and (b) the most useful VLS. A total of 105 nursing students who attended a virtual exchange program during the odd semester of 2021/2022 academic year participated in this study. This was ex post facto research which used a vocabulary learning strategy questionnaire to collect the data. To answer research questions, the collected data were analyzed by using SPSS statistics 25.0, including the descriptive statistics. The overall findings revealed that in terms of five categories, determination strategies were reported to be the most frequently used strategies and social strategies were the least ones. In terms of individual strategies, the most frequently used vocabulary learning strategies were ‘using bilingual dictionaries either print or electronic’, ‘guessing word meaning through the context’, and ‘learning new vocabulary items through vocabulary videos”. The least frequent ones were ‘asking the word’s synonym to the teacher’ and ‘communicating with native speakers. Furthermore, the participants assumed that ‘using bilingual dictionaries either print or electronic’ and ‘taking notes of new words’ as the most useful strategies. Considering the results, both students and lecturers must be more aware of the effective learning strategies to achieve better results

The Role of Socioeconomic Status in EFL Learning Strategies Ahsanah, Finaty; Dias Tiara Putri Utomo; Ririn Indah Prastiwi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6842

This study investigates the relationship between students’ socioeconomic status (SES) and their use of language learning strategies (LLSs) within an English as a Foreign Language (EFL) context. Using Oxford’s (1990) taxonomy of language learning strategies as a framework, the study involved 46 sixth-semester students majoring in hospital administration enrolled in an Intensive English Class. Employing a quantitative research design, data were collected through a modified and translated version of the Strategy Inventory for Language Learning (SILL) questionnaire. The data were analyzed using the Statistical Package for the Social Sciences (SPSS), with the Pearson correlation test applied to determine the relationship between SES and LLS use. The results showed no statistically significant correlation between socioeconomic status and language learning strategies, indicating that students from different SES backgrounds use strategies with similar frequency and types. These findings suggest that language learning strategies are likely influenced more by internal learner factors—such as motivation, cognitive preferences, or instructional context—than by socioeconomic status. The study highlights the importance of providing equitable language learning support and recommends further research into possible mediating variables that may affect strategic learning behavior.

The Role of Socioeconomic Status in EFL Learning Strategies Ahsanah, Finaty; Dias Tiara Putri Utomo; Ririn Indah Prastiwi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6842

This study investigates the relationship between students’ socioeconomic status (SES) and their use of language learning strategies (LLSs) within an English as a Foreign Language (EFL) context. Using Oxford’s (1990) taxonomy of language learning strategies as a framework, the study involved 46 sixth-semester students majoring in hospital administration enrolled in an Intensive English Class. Employing a quantitative research design, data were collected through a modified and translated version of the Strategy Inventory for Language Learning (SILL) questionnaire. The data were analyzed using the Statistical Package for the Social Sciences (SPSS), with the Pearson correlation test applied to determine the relationship between SES and LLS use. The results showed no statistically significant correlation between socioeconomic status and language learning strategies, indicating that students from different SES backgrounds use strategies with similar frequency and types. These findings suggest that language learning strategies are likely influenced more by internal learner factors—such as motivation, cognitive preferences, or instructional context—than by socioeconomic status. The study highlights the importance of providing equitable language learning support and recommends further research into possible mediating variables that may affect strategic learning behavior.

â€˜Group Investigationâ€™: A Cooperative Learning Method for the 10th Grade Students in Speaking English Classroom Ahsanah, Finaty
Tell : Teaching of English Language and Literature Journal Vol 3 No 1 (2015): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v3i1.311

The GI or group investigation is one of the cooperative learning teaching method and little used in English language teaching classroom. In GI students take an active part in establishing their learning goals. A method which ask the students to choose the topic selection, plan, implement, analyze, present, and evaluate. This paper reports a study of implementing the GI method in teaching speaking for the 10th grade studentsâ€Ÿ at SMAN 1 Paciran Lamongan. Here, the students still have difficulty in using their English orally. One of the reasons is the lack of confidence they have when they should speak in front of the classroom, so they hope to have a partner to discuss with in order to be more confident to speak up. GI is the right solution to solve the studentsâ€Ÿ speaking problem. A descriptive research method is used to get the finding of the study, observation checklist, questionnaire, and practical test are the instruments used to collect the data. The data shows that students are strongly increasing in speaking English from 47.2% to 66.6%. Key words: Speaking ability, The GI method

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