COMPARATIVE STUDY OF OUT CLASS LEARNING ENGLISH
ACTIVITIES BETWEEN MALE AND FEMALE STUDENTS AT
ENGLISH EDUCATION PROGRAM OF MUHAMMADIYAH
UNIVERSITY OF BENGKULU
Dublin Core
Title
COMPARATIVE STUDY OF OUT CLASS LEARNING ENGLISH
ACTIVITIES BETWEEN MALE AND FEMALE STUDENTS AT
ENGLISH EDUCATION PROGRAM OF MUHAMMADIYAH
UNIVERSITY OF BENGKULU
ACTIVITIES BETWEEN MALE AND FEMALE STUDENTS AT
ENGLISH EDUCATION PROGRAM OF MUHAMMADIYAH
UNIVERSITY OF BENGKULU
Description
Tujuan dari penelitian ini adalah untuk mengetahui dan mendeskripsikan
perbedaan kegiatan belajar bahasa Inggris berdasarkan jenis kegiatan belajar
bahasa Inggris di luar kelas dan untuk mengetahui dan menggambarkan kegiatan
belajar bahasa Inggris yang dominan di luar kelas dibuat bahasa Inggris pria
dan wanita mahasiswa Universitas Muhammadiyah Bengkulu. Dalam penelitian
ini, desain penelitian ini menggunakan metode deskriptif kuantittatif. Instrumen
penelitian yang digunakan dalam mengumpulkan data adalah kuesioner.
Kuesioner terdiri 18 item berdasarkan teori Benson (2001: 62) tentang kategori
kegiatan belajar di luar kelas. Temuan dari penelitian ini adalah: (1) Jenis
kegiatan belajar yang dilakukan oleh siswa pria dan wanita dalam belajar
bahasa Inggris di luar kelas adalah serupa, yaitu pembelajaran bahasa
naturalistik mandiri, pembelajaran bahasa naturalistik, dan pengajaran mandiri.
Namun, perbedaannya adalah siswa perempuan membuat jenis kegiatan belajar
lebih sering daripada siswa laki-laki di Universitas Muhammadiyah Bengkulu. (2)
Siswa laki-laki dan perempuan menjadikan pembelajaran bahasa naturalistik
yang diarahkan sendiri sebagai jenis kegiatan belajar yang paling dominan
dalam kegiatan belajar bahasa Inggris di luar kelas di Universitas
Muhammadiyah Bengkulu.
perbedaan kegiatan belajar bahasa Inggris berdasarkan jenis kegiatan belajar
bahasa Inggris di luar kelas dan untuk mengetahui dan menggambarkan kegiatan
belajar bahasa Inggris yang dominan di luar kelas dibuat bahasa Inggris pria
dan wanita mahasiswa Universitas Muhammadiyah Bengkulu. Dalam penelitian
ini, desain penelitian ini menggunakan metode deskriptif kuantittatif. Instrumen
penelitian yang digunakan dalam mengumpulkan data adalah kuesioner.
Kuesioner terdiri 18 item berdasarkan teori Benson (2001: 62) tentang kategori
kegiatan belajar di luar kelas. Temuan dari penelitian ini adalah: (1) Jenis
kegiatan belajar yang dilakukan oleh siswa pria dan wanita dalam belajar
bahasa Inggris di luar kelas adalah serupa, yaitu pembelajaran bahasa
naturalistik mandiri, pembelajaran bahasa naturalistik, dan pengajaran mandiri.
Namun, perbedaannya adalah siswa perempuan membuat jenis kegiatan belajar
lebih sering daripada siswa laki-laki di Universitas Muhammadiyah Bengkulu. (2)
Siswa laki-laki dan perempuan menjadikan pembelajaran bahasa naturalistik
yang diarahkan sendiri sebagai jenis kegiatan belajar yang paling dominan
dalam kegiatan belajar bahasa Inggris di luar kelas di Universitas
Muhammadiyah Bengkulu.
Creator
RIA DEBBY CHINTIA
NPM: 1521110111
NPM: 1521110111
Pembimbing I:
Kiagus Baluqiah, M. Pd
Kiagus Baluqiah, M. Pd
Pembimbing II:
Eki Saputra, M. Pd
Eki Saputra, M. Pd
Penguji 1:
Sinarman Jaya, M. Pd
Sinarman Jaya, M. Pd
Penguji 2:
Agung Suhadi, MA
Agung Suhadi, MA
Source
Pendidikan Bahasa Inggris
Publisher
UPT Perpustakaan
Date
23 Oktober 2020
Contributor
Universitas Muhammadiyah Bengkulu
Rights
Universitas Muhammadiyah Bengkulu
Language
Bahasa Indonesia
Identifier
Ary, D., Jacobs, L.C., & Razavieh, A. (2002). Introdu tion to research in
education . Belmont, CA: Wadsworth/Thomson Learning.
Benson, P. (2001). Teaching and Researching Autonomy in Language
Learning.London:Longman Inc.
BLOOM, (1999) BENJAMIN S. (1956). Taxonomy of Educational Objectives,
Handbook 1: The Cognitive Domain. New York:Longman
Brooks,F.B.(1992). Communicative competence and the conversation course: A
social interaction perspective. Linguistics and Education, 4(2),219-246.
Brown, Henry D. (2002). Principles of Language Learning and teaching. New
York:Longman.
Cook, V.J. (1983). Some assumptions in the design of courses.University of Trier
Papers, Series B, no 94
Cook, V.J (2002). Language teaching methodology and L2 user perspective. In
V.J Cook (ed),Portraits of the L2 User, Clevedon : Multilingual Matters
Freeman, M. (1999). The Language learning activities of students of EFL and
French at two universities . Language Learning Journal,19 80-88.
Gay, L. R. (1990). Educational Research Competencies for Analysis and
Application (Third Edition). Florida: Macmillan Publishingn Company.
Harmer,Jeremy. (2007). How to Teach English . Oxpord : Pearson Education
Limited. Cambridge. UK
Hyland, F. (2004). Learning autonomously: contextualizing out of class English
language learning. Language Awareness, 13(3),180-202. Hongkong.
Legato (2005). Language and Gender ( the implication in the EFL classroom).
New York
Mappiere,Andi. (1982:83). Factors that influence student interest in mathematics.
East Florest.
Ormrod, J. (1995). Educational Psychology: Principles and applications.
Englewood Cliffs, NJ:Prentice-Hall
Pearson, N. (2004). The idiosyncrasies of out of class Language Learning: A
study of mainland Chinese students studying English at tertiary level in New
Zealand.
Prasetya,Harry. (2017). An Analysis of students formal and informal exposure in
learning English at English Study Program of Muhammadiyah University of
Bengkulu. Undergraduated thesis, English Education Program
Muhammadiyah University of Bengkulu.
Pickard, N. (1996). Out-of-class Language Learning strategies . ELT
Journal;50/2,150-159.
Suh,J.S., Wasanasomsithi, P., Short, S., &Majid, N.A. (1999). Out of class
learning experiences and students perceptions of their impact on English
conversation skills. Research report at Indian University.
Susanti. Eka. (2009). Students Preferred Out of class Activities in Learning
English (A study at the Second Year Students of international classes of
SMAN 2 Kota Bengkulu in Academic Year of 2008/2009. Undergraduated
thesis, Fakultas Keguruan Dan Ilmu Pendidikan UNIB.
Sunderlan, J. 1994. Differential Teacher Treatment by Gender in the EFL
Classroom: Using Ex-Participants Perspective. In Sunderland, J
(Ed.Exploring Gender: Question and implication for English language
Educstion. 148-153. London: Prentice Hall.
Sunderland,J.2003. Gender in EFL classroom. Educational journal of University
of Lancaster.
Yap,S.L. (1998). Out of class use of English by secondary school students in a
Hong Kong Anglo Chinese school. Unpublished MA Thesis, University of
Hong Kong.
education . Belmont, CA: Wadsworth/Thomson Learning.
Benson, P. (2001). Teaching and Researching Autonomy in Language
Learning.London:Longman Inc.
BLOOM, (1999) BENJAMIN S. (1956). Taxonomy of Educational Objectives,
Handbook 1: The Cognitive Domain. New York:Longman
Brooks,F.B.(1992). Communicative competence and the conversation course: A
social interaction perspective. Linguistics and Education, 4(2),219-246.
Brown, Henry D. (2002). Principles of Language Learning and teaching. New
York:Longman.
Cook, V.J. (1983). Some assumptions in the design of courses.University of Trier
Papers, Series B, no 94
Cook, V.J (2002). Language teaching methodology and L2 user perspective. In
V.J Cook (ed),Portraits of the L2 User, Clevedon : Multilingual Matters
Freeman, M. (1999). The Language learning activities of students of EFL and
French at two universities . Language Learning Journal,19 80-88.
Gay, L. R. (1990). Educational Research Competencies for Analysis and
Application (Third Edition). Florida: Macmillan Publishingn Company.
Harmer,Jeremy. (2007). How to Teach English . Oxpord : Pearson Education
Limited. Cambridge. UK
Hyland, F. (2004). Learning autonomously: contextualizing out of class English
language learning. Language Awareness, 13(3),180-202. Hongkong.
Legato (2005). Language and Gender ( the implication in the EFL classroom).
New York
Mappiere,Andi. (1982:83). Factors that influence student interest in mathematics.
East Florest.
Ormrod, J. (1995). Educational Psychology: Principles and applications.
Englewood Cliffs, NJ:Prentice-Hall
Pearson, N. (2004). The idiosyncrasies of out of class Language Learning: A
study of mainland Chinese students studying English at tertiary level in New
Zealand.
Prasetya,Harry. (2017). An Analysis of students formal and informal exposure in
learning English at English Study Program of Muhammadiyah University of
Bengkulu. Undergraduated thesis, English Education Program
Muhammadiyah University of Bengkulu.
Pickard, N. (1996). Out-of-class Language Learning strategies . ELT
Journal;50/2,150-159.
Suh,J.S., Wasanasomsithi, P., Short, S., &Majid, N.A. (1999). Out of class
learning experiences and students perceptions of their impact on English
conversation skills. Research report at Indian University.
Susanti. Eka. (2009). Students Preferred Out of class Activities in Learning
English (A study at the Second Year Students of international classes of
SMAN 2 Kota Bengkulu in Academic Year of 2008/2009. Undergraduated
thesis, Fakultas Keguruan Dan Ilmu Pendidikan UNIB.
Sunderlan, J. 1994. Differential Teacher Treatment by Gender in the EFL
Classroom: Using Ex-Participants Perspective. In Sunderland, J
(Ed.Exploring Gender: Question and implication for English language
Educstion. 148-153. London: Prentice Hall.
Sunderland,J.2003. Gender in EFL classroom. Educational journal of University
of Lancaster.
Yap,S.L. (1998). Out of class use of English by secondary school students in a
Hong Kong Anglo Chinese school. Unpublished MA Thesis, University of
Hong Kong.
Collection
Citation
RIA DEBBY CHINTIA
NPM: 1521110111 et al., “COMPARATIVE STUDY OF OUT CLASS LEARNING ENGLISH
ACTIVITIES BETWEEN MALE AND FEMALE STUDENTS AT
ENGLISH EDUCATION PROGRAM OF MUHAMMADIYAH
UNIVERSITY OF BENGKULU,” Repository Universitas Muhammadiyah Bengkulu, accessed May 15, 2024, http://repo.umb.ac.id/items/show/488.
ACTIVITIES BETWEEN MALE AND FEMALE STUDENTS AT
ENGLISH EDUCATION PROGRAM OF MUHAMMADIYAH
UNIVERSITY OF BENGKULU,” Repository Universitas Muhammadiyah Bengkulu, accessed May 15, 2024, http://repo.umb.ac.id/items/show/488.