Agus Trioni Nawa, 0203513038 (2015) THE CORRELATIONS AMONG GENDER, MOTIVATION AND ENGLISH LEARNING STRATEGIES OF THAI STUDENTS. Masters thesis, Universitas Negeri Semarang.

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Abstract

This study aimed at investigating language learning strategies employed by 38 Thai students at Wahid Hasyim University of Semarang according to differences of gender and motivation level. The language learning strategies (LLS) were devided into two categories; direct and indirect strategies. Direct included memory, cognitive, and compensation strategies. While, indirect included metacognitive, affective and social strategies. In this case, language learning strategies implemented by Thai Students were described in the differences between male and female; and low, medium and high motivation levels in learning English as a foreign language. This study employed descriptive quantitative research as the approach. The researcher used questionnaires adapted from Vaezi (2008) and Tuan (2005) to ask respondents for reporting their gender, and also to measure their motivation level in learning English as a foreign language. The choice of strategies for learning English by difference of gender and motivation of the subjects were investigated using questionnaire adapted from Oxford (1990) called the Strategies Inventory of Language Learning (SILL). The study found that female learners’ motivation were higher (3.54) than males (2.89) and they were also more strategic (3.34) in learning English than males (2.823). Generally females were more social strategies while males were more affective. Based on different level of motivation, the positive correlation only gained between lowly and highly motivated males. Moreover, the t-test analysis found significant defference between males and females in implementing memory (0.008*), cognitive (0.001*), compensation (0.033*) and social (0.037*) strategies at sign. two-tailed (*< 0.05). The regression analysis, pearson correlation and ANOVA revealed no interaction between males’ motivation and LLS use, however this study gained significant interaction between females’ motivation and LLS use. These findings concluded that there was no correlation between males’ motivation and the use of English learning strategies. It clarify and proved the statement that female learners were more better in learning language than males.

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