The Effect of Gender and High School Origin towards English Grammar Mastery Johan Arief Budiman, Harris Gadih Pratomo
Fakultas Kedokteran Gigi Universitas Trisakti
Abstract
It is never easy to learn a second language. It is even more difficult to learn English as a second language. Grammar explanation may be more effective for adolescents and older learners who are more academically and cognitively mature than for younger children who have not yet developed analytic skills, according to some evidence. Female students outperform male students in the field of language. Differences in language attitudes between male and female students are important to note, especially during the learning process. College students come from a variety of high school backgrounds. The goal of this study is to determine the impact of gender and high school origin on grammar mastery. The subjects of this study were freshmen at Faculty of Dentistry, Universitas Trisakti who took English as a subject. The enrolment form revealed the gender, type, and location of high school origin. Grammar mastery was determined by averaging the midterm and final term results. SPSS was used to analyse the data, and the Anova test (p=0.05) was used. There was no statistically significant effect of gender and high school origin (type and location) on grammar mastery (p>0.05) among 77 respondents (62 females and 15 males). This study concluded that there is no gender superiority in English, and students from various high school types (private, public, or others) and locations (Jabodetabek, Java Island, or outside Java) demonstrated nearly same level of competency in grammar mastery.
Keywords: Gender- Grammar mastery- High school origin