| dc.description.abstract | Learning English is crucial in today's globalized world as it serves as a means of communication between people from diverse linguistic backgrounds. However, there exists a disparity in English language proficiency among high school students, primarily influenced by their level of interest and self-confidence in learning. Self-confidence plays a vital role in facilitating the learning process and expressing opinions confidently in the classroom. It is needed in every individual because it can be used as a provision to overcome the challenges that will occur later. Moreover, gender differences are observed in various aspects, including communication styles and academic performance. Therefore, this research aims to explore the significance of self-confidence in learning English among male and female students, considering their unique characteristics and academic achievements.
The main objectives of this research are twofold: firstly, to investigate the comparison of self-confidence between male and female high school students when learning English, and secondly, to determine the extent of difference in self-confidence levels between the two genders. To achieve these objectives, a mixed-method research design was adopted. This design combines both quantitative and qualitative approaches to provide a comprehensive understanding of the research topic. A sample of 25 students from SMA Islam Nusantara Malang, consisting of grades 10, 11, and 12, was randomly selected. Data was collected through a closed questionnaire using a Likert scale to measure self-confidence levels, along with documentation of students' English subject grades and interviews to gain insights into their experiences in the classroom. The data was analyzed using SPSS software, employing linear regression and the F-test to examine the relationship between gender and self-confidence in learning English.
The findings of the research revealed a significant difference in self-confidence between male and female high school students in learning English. Female students exhibited higher self-confidence levels, with 58.4% falling into the high category, while male students recorded a moderate level of self-confidence, with 83.4% in this group. The quantitative analysis using linear regression confirmed the existence of a causal relationship between gender and self-confidence. Furthermore, the qualitative analysis provided a deeper understanding of the reasons behind this difference, highlighting the impact of communication styles and academic social comparisons. These findings underscore the importance of adopting diverse teaching and learning strategies to ensure equal opportunities for both male and female students in building their self-confidence in learning English.
This research sheds light on the significance of self-confidence in learning English and its correlation with gender differences among high school students. The findings are mainly similar to Mahmud’s research (2018), in which female students generally display higher self-confidence levels compared to their male counterparts in the context of language learning. To address this disparity, educators should focus on creating inclusive learning environments that foster self-confidence in all students, irrespective of gender, thereby promoting more effective language acquisition and communication skills.
Key word : Self-confidence, Male, Female, Learning, English | en_US |
