GRAMMAR LEARNING STRATEGIES EMPLOYED BY HIGH MALE AND FEMALE GRAMMAR ACHIEVERS IN THEIR FIRST SEMESTER IN ENGLISH DEPARTMENT OF UNIVERSITY OF ISLAM MALANG

Hibatul Aziz Lutfian

Abstract


Abstract: This research meticulously explored the grammar learning strategies employed by high-achieving English students at the University of Islam Malang. Through an exhaustive examination of metacognitive, cognitive, and social strategies, the study endeavoured to delineate the predominant methodologies that facilitated grammatical competence among first-semester students with high achiever in English grammar class. There were four research problems to be answered; What are the grammar learning strategies employed the most by higher grammar achievers’ English students in University of Islam Malang?, What is the grammar learning strategy employed the least by higher grammar achievers’ English students in University of Islam Malang?, What is the most grammar learning strategy employed by higher female grammar achiever’s English students in University of Islam Malang?, What is the most grammar learning strategy employed by higher male grammar achievers’ English students in University of Islam Malang?. The research employed a qualitative methodological framework, offering a comprehensive exposition with descriptive analysis as interface to performed the resultant data. Data collection was executed via a rigorously structured questionnaire, entailing 30 declarative statements evaluated via 5 Likert scale initiated with “never or 1†up to “always with values 5â€, deploying toward 26 participants in balanced portion of gender. The investigation examined four pivotal research variables, systematically distributed into the questionnaire: metacognitive, cognitive, and social learning strategies. The analytical process elucidated a pronounced predilection for social learning strategies, wherein a significant proportion of students engaged in collaborative activities and interactive dialogues, thus augmenting their grammatical proficiency through peer-assisted learning paradigms. In detailed, Social learning strategies were the most prevalent, followed by metacognitive and cognitive ones. This highlights the importance of peer interaction and collaborative environments for effective grammar acquisition. However, the gap of the frequency used did not faced deeper unbalanced in other words they used all the strategy since they were qualified as high grammar achiever.

Key words: Grammar learning strategies, High-achieving students, Social learning strategies, Metacognitive strategies, Cognitive strategies.


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