THE COMPARISON OF MALE AND FEMALE STUDENTS ENGLISH

ACHIEVEMENT IN RELATION TO LEARNING STYLE AT THE EIGHT

GRADE OF SMP LABORATORIUM UNDIKSHA SINGARAJA
IGAA Mirah Meyliana, Prof. Dr. I Ketut Seken, M.A., Drs. Gede Batan, M.A.
English Education Department, Languange and Art Faculty
Ganesha University of Education
Singaraja, Indonesia
e-mail: {meyy.here@gmail.com, ketut_seken@yahoo.com,igd.batan@gmail.com}
@undiksha.ac.id
Abstrak

Penelitian ini merupakan penelitian korelasi ex-post facto yang bertujuan untuk menguji:
(1) ada tidaknya perbedaan yang signifikan antara prestasi belajar Bahasa Inggris siswa laki-laki
dan perempuan pada kelas delapan sekolah menengah pertama (SMP) Laboratorium Undiksha
Singaraja tahun akademik 2013/2014; (2) ada tidaknya korelasi yang signifikan antara prestasi
belajar Bahasa Inggris siswa laki-laki dan perempuan terhadap gaya belajar mereka; dan (3) ada
tidaknya korelasi yang signifikan antara prestasi belajar Bahasa Inggris siswa dengan gaya
belajar mereka. Jumlah populasi adalah 93 siswa yang merupakan jumlah keseluruhan kelas
delapan. Jumlah sampel sebesar 30 yang terdiri dari 15 siswa laki laki dan 15 siswa perempuan.
Sampel penelitian dipilih melalui teknik proportional random sampling. Data gaya belajar siswa
diperoleh dari PLSPQ (Reid,1984) sedangkan prestasi Bahasa Inggris siswa diperoleh dari
dokumentasi yaitu nilai raport siswa. Data dianalisis dengan menggunakan statistik deskriptif
dan inferential. Statistik Deskriptif digunakan untuk menggambarkan data variabel yang
diperoleh dan statistik Inferensial digunakan untuk menguji hipotesis. Hasil penelitian
menunjukkan bahwa (1) terdapat perbedaan yang siginifikan antara hasil belajar Bahasa Inggris
siswa perempuan dan laki-laki, dengan nilai rata-rata Bahasa Inggris siswa perempuan yaitu 86,4
dan siswa laki-laki 81,4; (2) gaya belajar siswa perempuan berkolerasi negatif terhadap prestasi
Bahasa Inggris mereka (<0.05), yaitu sebesar 19 % dengan r = 0.139 dan terdapat kontribusi
yang positif dari gaya belajar siswa laki-laki terhadap prestasi belajar Bahasa Inggris mereka
(<0.05), yaitu sebesar 21 % dengan r = 0.466; dan (3) tidak terdapat hubungan yang signifikan
antara gaya belajar dan hasil belajar siswa yaitu sebesar 0.21 dengan rcv= 0.29 ( = 0.05).
Kata kunci : gaya belajar, prestasi bahasa inggris, siswa laki laki , siswa perempuan

ABSTRACT
This study was an ex-post facto correlational study, which aimed at investigating (1)
whether or not there was any significant difference in English achievement between male and
female students at the eight grade of SMP Laboratorium Undiksha; (2) whether or not there was
significant correlation between Male and Female students English Language Achievement and
their learning style; and (3) whether or not there was a significant correlation between the
students achievement and their learning styles. The population of the study was the eighth grade
students of SMP Laboratorium Undiksha Singaraja in academic year 2013/2014 which consisted
of 93 students. The samples of the study were 30 students of SMP Laboratorium Undiksha
Singaraja in academic year 2013/2014, it consisted of 15 male students and 15 female students.
Those samples were selected through proportional random sampling technique. The data
concerning on students learning style were collected through PLSPQ (Reid, 1984), while the
data about the students English achievement were taken by using documentation techniqe, that
was from the students school report books. The data were analyzed by using descriptive and
inferential statistics. The descriptive statistic was used to describe the obtained data and the
inferential statistic was used to hypothesis testing. The result of the study showed that: (1) there
was a significant difference between female and male students in terms of their English
acheivement (P<0.05), where the mean score of female students was 86.4, and the mean score of
male students was 81.4; (2) there was no significant correlation of female students learning style
to their English achievement (<0.05), that was 19% with r= 0.139, but there was a significant
correlation of male students learning style to their English achievement (<0.05), namely 21 %
with r = 0.466; and (3) there was no significant correlation of Students Learning Style to their
English Achievement, the value of correlation coeficient was 0.21, while rcv = 0.29 ( = 0.05 ).
Keywords

: english achievement, learning styles, female students, male students.

INTRODUCTION

In terms of second or foreign

language teaching and learning, some
experts also believe that learning styles have
a substantial role in students mastery on the
target language. Oxford (2001) states that
language learning styles are among the main
factors that help determine how well
students learn a second and a foreign
language. Similar opinion also comes from
Tao (2011), who states that learning styles
can be considered as a predictor of any
second language academic performance and
should be considered to enhance students
performances specifically in learning and
teaching the second language.
In addition, besides lerning styles, some
experts also believe that gender also may
affect the students achievement in second

or foreign language learning. Labov (in

Ellis, 1994, p. 202) argues that women
might be better at L2 learning than men as
they are likely to be more open to new
linguistic forms in the L2 input and they
will be more likely to rid themselves of
interlanguage forms that deviate from
target-language norms.
Considering the role of learning
styles and gender in language learning and
there was no study had been conducted to
see the relation of male and female
students learning style and their English
acheivement, this research was conducted to
investigate how male and female junior high
school students learning style contributed
to their English Achievement.
RESEARCH METHODS

To analyze the data that has been

collected from the research Quanitative ,
the researchers used statistical analysis
with the following steps :
Normality Test
In this study, the researcher will use
a Kolmogorov-smirnov test to measure the
normality of the samples. Moreover in this
study the researcher will use SPSS 16 to
find out the normality of the data. A low
significance value less than 0.05 indicate
that the distribution of the data differs
significantly from a normal distribution. If
the significance value exceeded the value
of 0.05, so the data could be categorized as
normal.
Table 1. Criteria for Testing Normal
Distribution
Qualifications
The data distribution is
P<O.05
not normal
The data distribution is
P>O.05
normal
Homogeneity test
To test the Homogeneity of variance
among the group, the lavene's test of
Equality of error was conducted. Based on
the Lavene statistics test, the variance of
the groups is considered as homogeneous
if the significance level more than 0.05. If
the significance value less than 0.05 it
means that the groups will be not
homogeneous.
Table 2 Criteria for Testing Normal
Distribution
Qualifications
The data distribution is not
P<O.05
homogeneous
The data distribution is
P>O.05
homogeneous
Analysis Hypothesis
At this stage the use of inferential statistical
analysis, intended to draw conclusions with

statistical hypothesis testing inferential

used in this study is the correlation
technique product moment, where :

Table 3 Formula of Product Moment

Description:
rxy
N
X and Y
y2 and x2
XY

= Coefficient of Correlation
= total responden
= specify the sums of the X
and Y scores, respectively
= specify the sums of
squared X and Y scores,
respectively
= specifies the sums of
product of the pairs of
scores.

The significant of correlation coeficcient (r

xy
) was consulted with the value of r cv, with
significant level (=0.05). If r xy > r cv , it
means that there was a significant
correlation between the independent
variables and dependent variable.
DISCUSSIONS
Based on the result of calculation using
SPSS version 16.0 for windows (see
Appendix) , the result of the normality test
could be seen in the following table :
Table 14. The Result of Normality Test
using Kolmogrov-Smirnof Test (with
significance level = 0.05 )

Tests of Students Learning Style

Normality
Shapiro-Wilk
Kolmogorov-Smirnova
Statistic
Gender

Statistic

Df

Sig.

df

Sig.

Tests of Students Learning Style

Normality
Score Female
male

.169
.185

15
15

.200*
.176

Test of Homogeneity of Variance

.899

15

.092

.939

15

.371

Tests of Normality

Gender
Score

Statistic

df

Sig.

Shapiro-Wilk
Statistic

df

Sig.

Female

.278

15

.003

.843

15

.014

male

.247

15

.015

.881

15

.050

a. Lilliefors Significance Correction

Seen from the table 14 above, the variables

had normal distribution since sig.value of all
variables were higher than 0.05 ( p>0.05). It
means that the scores of the students
learning styles and student english
achievement were normally distributed.
To test the Homogeneity of variance
among the group, the lavene's test of
Equality of error was conducted. Based on
the Lavene statistics test, the variance of
the groups is considered as homogeneous
if the significance level more than 0.05. If
the significance value less than 0.05 it
means that the groups will be not
homogeneous.

df1

df2

Sig.

.893

28

.353

Based on Median

.814

28

.375

Based on Median
and with adjusted
df

.814

27.463 .375

Based on trimmed
mean

.873

28

Score Based on Mean

Tests of Students English Achievement

Normality

Kolmogorov-Smirnova

Levene
Statistic

.358

Table
15.
The
Result
Of
Homogenity Test Using Lavene Test ( with
significance level more than 0.05)
It was over the significant point in which
was 0.05. It can be concluded that the
variances of the four samples were
homogenous
There were two hypothesis were
tested in this study namely (1) there was a
significant contribution of Learning Styles
on the 8.1 class students English
Achievement of Female Students, (2) there
was a significant contribution of Learning
Styles on the 8.1 class students English
Achievement of Male Students.

The Contribution of Learning Styles on

Female Students English Achievement
The first purpose of the study was to
investigate whether there was a significant
contribution of Learning Styles on Female
Students English Achievement. In order to
test the Hypothesis , product moment
correlation and linear regression analysis
were used. Here were the result:
Table 4. The Result of Linear Regression
Analysis of Female Students Learning
Styles and English Achievement

Model Summary
Change Statistics

Model
1

Adju Std.
R
sted Error Squa
R
R
of the
re
F
Sig. F
Squa Squa Estimat Chan Chan
Chan
re
re
e
ge
ge df1 df2 ge

.
.019 -.144
139a

2.488 .019 .119

2 12

.889

a. Predictors:
(Constant), Y2,
Y1
The value of correlation coeficient
was 0.139. When it was compared to r cv =
0.41 ( = 0.05) , it could be seen that the
coefficient correlation was lower. It means
that the correlation was not significant, and
could be countinued to regression analysis.
The contribution of female students
learning style (X1) to English Achievement
(Y) was seen from the determination
coefficient (r 2), which the value was 0.19. It
means that the determination of learning
style toward students English Achievement
was 19 % (0.19 x 100%). Besides, the
regression equation line of the contribution
seen from the result of computation could
be formulated as Y= 83.873+0.040X2 (see
Appendix)
Based on the previous explanation,
it means that the Englih Achievement was
detemined by 19 % of the students learning
styles with the regression equation Y=
83.873+0.040X2 . Furthermore, since F reg
(0.119) was higher than
F cv 4.54 (see Apendix), it could be stated
that the hypothesis which stated there was
a significant contribution of learning styles
on students English achievemet was
accepted with negative correlation.
It could be concluded that learning
styles gave a negative contribution on the
eight class female students English
Achievement
of
SMP
Laboratorium
Undiksha Singaraja, it was 19 %.

The Contribution of Learning Styles on

Male Students English Achievement
The second hypothesis of this study
was also tested with linear regression
analysis , by using SPSS version 16.0 for
windows. From the result of calculation , it
was found that there was a correlation
between learning style and English
Achievement. Here was the result of the
analysis :
Table 17. The Result of Linear Regression
Analysis of Male Student Learning Style
and English Achievement.
Model Summary

M
od
el
1

Change Statistics
Std.
Error
R
R Adjust of the Square
Squa ed R Estima Chang
F
df
Sig. F
re Square
te
e
Change 1 df2 Change

.
.217
466a

.087

2.601

.217

1.665 2

12

.230

a. Predictors:
(Constant), Y2, Y1

The value of correlation coeficient

was 0.466. When it was compared to rcv =
0.41 , it could be seen that the coefficient
correlation was higher. It means that the
correlation was significat, and could be
countinued to regression analysis.
The contribution of male students
learning style (X2) to English Achievement
(Y) was seen from the determination
coefficient (r 2), which the value was 0.466.
It means that the determination of learning
style toward students English Achievement
was 21.7 % (0.217 x 100%). Besides, the
regression equation line of the contribution
seen from the result of computation could
be formulated as Y= 66.812 + 0.171X2. (see
Appendix)
Based on the previous explanation, it means
that the Englih Achievement was detemined
by 46.6 % of the students learning styles
with the regression equation Y= 66.812 +
0.171X2 . Furthermore, since F reg (1665)
was higher than F cv 4.54 (see Apendix), it

could be stated that the hypothesis which

stated there was a significant contribution of
learning styles on students English
achievemet was accepted with positive
correlation. The more the learning style
owned by the higher achievement that the
students got.
It could be concluded that learning
styles gave a positive contribution on the
eight class male students English
Achievement of SMP Laboratorium
Undiksha Singaraja, it was 21.7 %

Model Summary

Group Statistics

English_Scor
e_Achieveme
nt

Mea
Std.
n
Deviation

Std. Error
Mean

Female

15 86,4
000

2,58567

,66762

Male

15 81,4
667

1,68466

,43498

with the standar deviasion (2.58) and the

mean score of Male students (81.4) with
standar deviasion (1.68), to see the
significant differences it can see in Table
Independent Samples Test

The Contribution of Learning Style on

Students English Achievement

.021a

.000

-.035

The value of correlation coeficient

was 0.21. When it was compared to rcv =
0.29 ( = 0.05) , it could be seen that the
coefficient correlation was lower. It means
that the correlation was not significant , and
could be countinued to regression analysis.
The contribution of students
learning style to English Achievement was
seen from the determination coefficient (r 2),
which the value was 0.000. It means that
the determination of learning style toward
students English Achievement was 0.0 %
(0.00 x 100%).

From the Group Statistics table shows that

the mean score of Female students (86.4)
N

a. Predictors: (Constant), LS

The Result of Differences in English

Achievement between Male and Female
Students

Group

Model

Std. Error
R
Adjusted R of the
Square Square Estimate

CONCLUSION AND SUGGESTION

Concerning the result of data

analysis and discussion in the previous
chapter it can be concluded that :
1.
The mean value between female
and male students in terms of their
success in English were 86.4 and
84.1 (P<0.05). Female students have
higher scores than male students. .
which means there was difference in
the score of Male and Female
Students. According to these results,
female students are more successful
than male students English.
2.
The value of correlation coeficient
of Female Students Learning Style
and English Achievement was 0.139.
When it was compared to rcv = 0.41
( = 0.05) , it could be seen that the
coefficient correlation was lower.

3.35797

3.

4.

Which indicated the correlation was

not significant
The value of correlation coefficient
of Male Students Learning Style
and English Achievement
was
0.466. When it was compared to rcv =
0.41 ( = 0.05) , which indicated the
coefficient correlation was higher. It
means that the correlation was
significat.
There was not any significant
contribution
between
the
studentsEnglish Achievement and
their learning style. Rejection of this
hypothesis may be caused by several
factors,
including
research
conducted at the time of the last
complete school hours so that the
attention of the students to meet the
obligations simply fill out the scale
and go home, so that the subject in a
hurry when filling scale. Other
causes of scale that made the
possibility of poorly understood by
the respondents that the answers
given are not based on reality.

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