STUDENTS’ LANGUAGE LEARNING STRATEGIES DIFFERENCE IN AN INDONESIAN EFL SINGLE-GENDER CLASSROOM

The issue of single-gender classroom is identified as the preference classroom system in education around the world. This classroom system is adopted due to female and male students’ performance in the learning process including English subject. In Indonesia, the issue of single-gender classroom is not publically implemented, co-educational classroom is preferred. However, some cities are promoted the single-gender classroom, specifically the cities which promote the religious education such as in Tasikmalaya, West Java, Indonesia. Due to the pre-observation in a boarding school implemented the single-gender classroom, there is an exact different between female and male achievement in English classes. There are some factors affect the students’ achievement. Learning strategies is one of the most important thing influent the achievement. Therefore, the main focus of the research is observing different students preference in learning strategies. Questionnaire and interview are formed as data collecting techniques. Consequently, there was an exact different between female and male students in using language learning strategies. Female students are common in performing metacognitive learning strategy. While, male students are prefer in implementing cognitive learning strategy. In the comparison, female students use the learning strategies more often than the male student, specifically in metacognitive and social learning strategies.

the biological gender. Therefore, there will be male and female classroom.
Nowadays, the single-gender classroom becomes the preference classroom system almost a whole world.
The main reason to implement the classroom system is to raise the students' score in the classroom. In Indonesia, the issue of single-gender classroom is silent.
The co-educational classroom is preferred nationally. However, some cities which promote the religious school are promoted the single-gender classroom, such as in Tasikmalaya. Tasikmalaya was popular as the city centre of studying Islamic religion.
There are more than a thousand boarding schools in the region. Consequently, there are some formal schools implement the single-gender classroom.
In May 2019, a pre-observation was conducted in one of the boarding school implemented the single-gender classroom as the place of the research.

Single-gender classroom
Single-gender classroom or singlesex classroom is the chosen school system recently almost all over the word. The single-gender classroom is the school system which placed the students into different classes based on the sex and gender differences. Therefore, there will be "male" and "female" classroom. interviewees were 2 students who got the highest score, 2 students who got the average score, and 2 students who got the lowest score at the students' final report in the second semester of 2018/2019 academic year. According to Cohen, et.al (2000: 56), taking informants less than 10 will acquire the data comprehensively and guide the focus to small group to acquire a depth information rather than the bigger group. Therefore, the researcher chose six interviewees to respond the interview worksheet.
In practicing the interview, the questions translated into Bahasa Indonesia.
The aim of translating was to make interviewee understood the questions as a whole and gave the respond comprehensively. In order to get a depth information from the interviewee and decrease the confusedness. In classifying the students' learning strategies, the researcher was formed an interval related to the students' responses.

FINDINGS AND DISCUSSION
Here was the interval: On the other hand, to observe the students' frequencies on using the learning strategies, the interval was also formed.
Here was the interval on the frequencies of using learning strategies:  Here was the result :  Students who used high metacognitive, medium cognitive and medium social learning strategies (same average) Achieved the low score in both cognitive and psychomotor point C 3 Students who used high metacognitive, Achieved the low score in psychomotor point 0 1 2 3 4 5 6 7 8 9 C1 C 2 C 3 C 4 C 5 C 6 C 7 C 8 C 9 medium cognitive and medium social learning strategies (higher in cognitive) C 4 Students who used high metacognitive, medium cognitive and medium social learning strategies (higher in social) Achieved high or low score in both cognitive and psychomotor point C 5 Students who used three medium learning strategies (similar effectiveness between metacognitive and cognitive) Achieved high score in cognitive point and low score in psychomotor point C 6 Students who used three medium learning strategies (similar effectiveness between metacognitive and social) Achieved low score in both cognitive and psychomotor point C 7 Students who used three medium learning strategies (higher in metacognitive) Achieved low score in both cognitive psychomotor point, or achieved high score only in psychomotor point Here, the male students' respond on questionnaire in general: On the other hand, in the classification on how often the male students in using learning strategies was presented in the figure below.  Table 9. Description of male frequencies in using LS C 1 Students who used two high learning strategies in frequencies Achieved the high score in both cognitive and psychomotor point C 2 Students who used high metacognitive, medium cognitive and medium social learning strategies Achieved the high score in both cognitive and psychomotor point C 3 Students who used high cognitive, medium metacognitive and medium social learning strategies Achieved the low score in both cognitive and psychomotor point C 4 Students who used three medium learning strategies (higher in metacognitive) Achieved the low score in both cognitive and psychomotor point C 5 Students who used three medium learning strategies (higher in cognitive) Achieved the high score or low score in both cognitive and psychomotor point C 6 Students who used three medium learning strategies (higher in cognitive, similar score in cognitive and social) Achieved the high score in both cognitive and psychomotor point C 7 Students who used two medium learning strategies and a low learning strategy Achieved the low score in both cognitive and psychomotor point C 8 Students who used medium cognitive learning strategy and two low learning strategies (higher in metacognitive) Achieved the high score only in cognitive point 0 1 2 3 4 5 6 7 C 1 C 2 C 3 C 4 C 5 C 6 C 7 C 8 C 9 C 9 Students who used medium cognitive learning strategy and two low learning strategies (higher in social) Achieved the high or low score both in cognitive and psychomotor point In the specific scope, the interview was conducted to six students (3 students for each classes). The classification of the students are the highest, average, and lowest score in the final report book both in female and male classes. Here the students' respond on the interview question:  Zafar,S., &Meenakshi,K.
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