THE RELATIONSHIP AND DIFFERENCES IN GENDER BETWEEN LANGUAGE LEARNING STRATEGIES AND STUDENTS’ ENGLISH ACHIEVEMENT IN SENIOR SECONDARY SCHOOL

This research was intended to find out: (1) the language learning strategies that are frequently used by the students; (2) whether or not there is any significant relationship between the use of language learning strategies and the English achievement of the students; (3) whether or not there is any significant difference in language learning strategies use due to gender; and (4) whether or not there is any significant difference of students’ English achievement due to gender. This research applied correlational research which deals with two predictors and one criterion variable. The population of this research was the students of grade XI IPA of SMAN 1 Bajeng, Gowa Regency, South Sulawesi Province. The sample was taken by using proportional stratified random sampling technique. Therefore, the sample consisted of 76 students which were divided 38 females and 38 males. The data of this research were collected through SILL questionnaire and the test. The data were analyzed by using descriptive and inferential statistics through SPSS program version 20. Depending on the statistical results, the findings revealed that first of all, social strategies were the frequently language learning strategies used by the students and followed by metacognitve strategies. Second, there was no any significant relationship between language learning strategies (LLSs) and the English achievement of the students where the correlation coefficient was r =.182 at p > 0.05. Third, there was no any significant difference in language learning strategies use due to gender where the computed t test for the six types and the overall of language learning strategies (LLSs) were t test = .539, -1.077, .850, -1.078, -.693, -1.109, and -.725 at p > 0.05. Fourth, there was a significant difference of students’ English achievement due to gender where t test = 3.24 at p 0,05. Ketiga, tidak ada perbedaan yang signifikan dalam strategi pembelajaran bahasa yang digunakan karena jenis kelamin di mana metode yang dihitung untuk enam jenis dan keseluruhan strategi pembelajaran bahasa ( LLSs ) adalah t test = 0,539, -1,077, 0,850, -1,078, - 0,693, -1,109, dan -0,725 pada p> 0,05. Keempat, terdapat perbedaan yang signifikan dari hasil belajar bahasa Inggris siswa yang disebabkan oleh jenis kelamin dimana t test = 3,24 pada p <0,05. Ini menunjukkan bahwa siswa perempuan lebih berhasil daripada siswa laki-laki dalam belajar bahasa Inggris.