The Difference of Metacognitive Awarness of Reading Strategies between Male and Female in EFL Students

Abstract

The aim of this study is to determine the difference between male and female of 2nd grade students in MA AN NUR Bululawang language major of their reading strategies. The variable of this study consist of 2 variables the independent variable (x variable) is reading strategies and the dependent variable (y variable) is gender (male and female). Karbalaei (2010:166) stated that reading is an analysis in which not only understanding the meaning in general but also understanding the meaning of details contained in it. Gender is the difference sexuality consists of male and female with different characteristics in the form of habitual, femininity, and other social interaction. The population in this research was 2nd grade students in MA AN NUR Bululawang language major. Sample in this study applied a random sampling technique and got 35 students consisted of 19 females and 16 males in 2 classes. The instrument used to collect the data in this research was a MARSI questionnaire. Reading strategies questionnaire consisted of 35 questions that cover 3 categories those were 13 global reading strategies, 9 support reading strategies, and 8 problem-solving reading strategies. This research was analyzed quantitatively approach and ex-post facto as the research design and it was conducted by using an independent sample t-test. The result of this study showed that male and female in the use of global reading strategies was a medium level of strategy use, but it was a high level of support and problem-solving reading strategy. The results of the independent samples t-test data showed that global reading strategies females and males had t-value -6.911 and significant level of 0.000, support reading strategies females and males had the t-value -7.885 and significant level of 0.000 and problem-solving reading strategies females and males had the t-value -7.769 and significant level of 0.000 < 0.01. It can be concluded that males and females have significantly difference of metacognitive awareness of reading strategies in EFL students. Key Words: reading strategies, MARSI questionnaire, gender.