Gender Disparity Analysis in English Language Learning (A Comparative Study At SMP Negeri 1 Ngasem)

Atika Dyah Andriasiwi, Ima Isnaini Taufiqur Rohmah, Ayu Fitrianingsih

Abstract


abstract—Gender plays a significant role in the learning process, particularly in English language learning. It affects students' outcomes and can be influenced by behavior, biological characteristics, and societal conventions. Research has shown that men are more likely to prefer abstract conceptualization mode of learning, while female students have superior language skills compared to male students. Gender relations are both perceptual and material, and sociality is the process that shapes gender.
Language skills are divided into receptive and productive skills. Receptive skills allow learners to hear and understand language without having to use it, while productive skills involve using what they have learned. Teaching receptive skills is challenging due to unknown methods students use. To improve listening skills, teachers should provide the right materials, engage in good discourse, use records, and offer a variety of examples of natural language from various sources.
A study at SMP Negeri 1 Ngasem Bojonegoro found that gender significantly affects students' English learning, particularly in receptive skills. The male class scored 68.65, indicating 'fairly good', while the female class scored 80.38, indicating 'good', and the mixed class scored 80 indicating ‘good’. The study highlights the importance of understanding the receptive skills of students in different genders to improve their English language learning.
Keywords— gender, receptive skill, English language learning

abstrak Jenis kelamin memainkan peran penting dalam proses belajar, terutama dalam pembelajaran bahasa Inggris. Hal ini mempengaruhi hasil belajar siswa dan dipengaruhi oleh perilaku, karakteristik biologi, dan konvensi sosial. Penelitian telah menunjukkan bahwa pria lebih cenderung untuk lebih memilih mode konseptualisasi pembelajaran abstrak, sementara siswa perempuan memiliki keterampilan bahasa yang unggul dibandingkan dengan siswa laki-laki.
Keterampilan bahasa terbagi menjadi keterampilan menjadi reseptif dan produktif. Keterampilan reseptif memungkinkan siswa untuk mendengar dan memahami bahasa tanpa harus menggunakannya, sedangkan keterampilan produktif melibatkan menggunakan apa yang telah mereka pelajari. Mengajar keterampilan reseptive adalah tantangan karena tidak mengetahui metode siswa gunakan. Untuk meningkatkan kemampuan mendengarkan, guru harus menyediakan materi yang tepat, menggunakan catatan, dan menawarkan berbagai contoh bahasa alami dari berbagai sumber.
Penelitian di SMP Negeri 1 Ngasem Bojonegoro menemukan bahwa jenis kelamin secara signifikan mempengaruhi pembelajaran bahasa Inggris siswa, terutama dalam keterampilan reseptif. Kelas laki-laki memperoleh nilai rata-rata 68.65, yang menunjukkan ‘cukup baik’, sedangkan kelas perempuan memperoleh nilai rata-rata 80.38, yang menunjukkan 'baik', dan kelas campuran memperoleh rata-rata nilai 80. Studi ini menyoroti pentingnya memahami keterampilan penerimaan siswa dari jenis kelamin yang berbeda untuk meningkatkan pembelajaran bahasa Inggris mereka.
Kata kunci— jenis kelamin, ketrampilan reseptif, pembelajaran bahasa Inggris

Keywords


gender, receptive skill, English language learning

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