Academic Writing Strategies Used by Male and Female Students in Completing Their Undergraduate

Shabirah, Wynneke Putri (2024) Academic Writing Strategies Used by Male and Female Students in Completing Their Undergraduate. Skripsi thesis, Universitas Negeri Padang.

Preview

Text B1_3_WYNNEKE_PUTRI_SHABIRAH_18018164_1888_2024.pdf Download (1MB) | Preview

Abstract

This study aimed to investigate the most used writing strategies by undergraduate students that have been finished writing their thesis, the differences in strategies used across their gender, and to find out the strategies used by undergraduate students based on their thesis completion duration. The participants were 44 students who have completed their thesis and already had done comprehension exam in academic year 2023-2024. This study was used quantitative descriptive research method to gather data. The data was collected by using 42-items with 4 point Likert-scale questionnaire. The study found that metacognitive, social, and affective writing strategies were most frequently used in their thesis. Compensation, cognitive, and memory strategies was the least common, with no significant differences. The study also found that male students use social strategies more frequently than female students, while female students primarily use metacognitive strategies. The result of this study also reveals very little of the clearly noticeable differences between the duration of completing their thesis. Sstudents who completed their thesis in six months and those who finished it in twenty-four months had used almost same strategies. In contrast to memory and cognitive strategies, which are the least frequently they employed, social and metacognitive strategies still become the most frequently strategies that they used.

Actions (login required)

View Item