ENGLISH TEACHERS’
LANGUAGE STYLES IN
TEACHING WITH REFERENCE
TO SEX DIFFERENCES
Thesis
By
FADHILAH ARFA HASIBUAN Registration Number: 809112028
ENGLISH APPLIED LINGUISTICS STUDY
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
i
ABSTRACT
Arfa Hasibuan, Fadhilah. Registration Number: 809112028.English
Teachers’ Language Styles in Teaching With Reference to Sex
Differences. A Thesis. English Applied Linguistics Study Program. Postgraduate School. State University of Medan 2015.
ACKNOWLEDGEMENT
Firsrt of all the writer would you like to express her greatest gratitude to Allah SWT, the Almighty for blassing, love, and safety until at last this thesis can be completed.
Her first debt of gratitude is therefore to her parents ; Drs. Abd.Rahim Hsb and Fathimah Syam Nst, S.Pd.I, and also to her parents in law; Edward, S.E and Marmiati S.Pd who never stopped supportingher. Their love always guide her thourgh her life, and may God, Allah SWT protect them always.
On a personal note and deep appreciation to her beloved husband, mambers of Examination Commitee for their valuable feedback and contribution.
Prof. Dr. Busmin Gurning, M.Pd and Dr. Sri Minda Murni, M.s., both as Head and Secretary to the English Applied Linguistic Program, their administrative help always kindly grant her thair time.
The writer also wants to thank the Head Master of SMK.N 1 T.Tinggi Drs. Parlindungan, to all those English teachers and Administrations for their insight, verbal commentary and written opinion.
Her special thanks are also directed to her sisters Rizky Athia Arfa Hsb, S.H. Rizka Rafika Arfa Am.Keb,her Brothet M. Fauza Aulia Hsb, her Siter in law Dedek Kurniasih and our son Amzar Mutawakkil, Her brother in law Rezky Syah putra for their support and endless love in her life. The writer has not lost her wise words to pray to God, Allah SWT, to give them proper reward.
Last but not least, the writer is greatly thankful to all her friends, kak Ita, Kak Reni, Dawi, Kak Yeni, Kak Cici, Kak Erna, Kak Rahma, and Teguh, Thank you for the time and great working together. I am Happy to know you all.
Medan, March 2015 The Writer
ii 2.1 The Relationship between Language and Education ... 7
2.2 Language and Gender ... 8
3.3 Instrument of Data Collection ... 21
3.4 Data of the Study ... 21
3.5 Technique of Data Collection ... 22
3.6 Technique of Data Analysis ... 22
3.7 The Trustworthiness of the Study ... 23
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4.1.1 Language Styles Used by Male and Female Teachers ... 25 4.2 Findings ... 30 4.3 Discussions ... 31
5. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 33 5.2 Suggestions ... 34
LIST OF TABLE
TABLE PAGE
List of Appendices
Appendix 1 ... 36
Appendix 2 ... 59
Appendix 3 ... 70
Appendix 4 ... 83
Appendix 5 ... 98
1 place where conversation take place. Normally, people use different language style or variety according to the situation or place. Participants refers to the people involved in an exchange whether in speech or writing. Gender also influence the language being chosen. Some researches shows that the men and women typically use language differently when addresing either members of the same or the opposite sex.
Furthermore, all of the people use language and most of them have strong views about that and it creates a complex relationship. Language serves as means of communication plays a great role in humans’ life. When people attempt to achieve a communication purpose they have to choose which of the language forms to use. According to Harmer (2001), there are number of variables which govern the choice of choosing the language forms, they are: setting, participants, gender, channel, and topics.
The setting refers to the situation or place where the conversation takes place. Normally people use different language styles or variety according to the
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situation or place. Participant refers to the people involved in an exchange whether in speech or writing. Furthermore, gender also influences the language being chosen. Some research shows that men and women typically use language differently when addressing either members of the same or the opposite sex. The channel that affects the language chosen refers to the tools used in exchanging information such as telephone, microphone, paper, etc. The topic addressed also affects the lexical and grammatical choices.
In addition, in education language is the central and as a tool of learning. Language is the key for acquiring knowledge and skills. Language has its power in education because the students can learn new concepts and developing new capacities through the development of the new language. Language can be used to realize exchange, organize, motivate, think much better, etc. On the other hand, men and women are often said have differences in communication styles. It is in line with Tannen (1992) conclusion about the men and women differences are influenced by the perspective on life they learnt from their childhood that go with them.
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traits, research suggests that they may meet the challenges in different ways. Understanding how and why men and women teach differently is critical to assisting faculty in their efforts to improve their teaching.
Dealing with the primary purpose of classroom communication as a pedagogic one, the teachers have role as body knowledge and skills which have to transmit to the learners. In most foreign language classrooms the teachers knows the language better than the students. It is argued that one of the teacher’s roles is
to provide the target language input and present the best model of language while fulfilling the teaching requirement (Higgs,1982).
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believed to be more knowledgeable. If students are, even in part, picking up on real differences, understanding the effect of gender on teaching styles is important. So beyond understanding how men and women teachers teach differently, it is also essential to examine whether and how gender differences (male and female teachers) used the language styles differently. Understanding the effect of gender on language styles is important in order to improve the students’ learning
achievement.
1.2Problems of the Study
As presented in background of study, the language style of male and female English teachers’ in teaching-learning processes are very interesting to be
discussed. Therefore, to achieve the valuable input of this study, the research problems are posed below.
1. What type of language style is dominantly used by the male and female English teachers in teaching?
2. How do language styles occur in the teaching of English by the teachers with reference to sex differences in teaching?
3. Why do the teachers switch their language while teaching in the classroom?
1.3Objectives of the Study
Related to the problems, the objectives of the study are
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2. to describe the process of language styles that occurs in the teaching of English language by male and female English teacher in the classroom. 3. to find out the reason why do the teachers switch their language while
teaching in the classroom.
1.4Scope of the Study
This research was limited to the language styles used in teaching of English by the male and female English teachers in SMK N 1 Tebingtinggi. This research described the types and process of language styles which occurs in pedagogic discourse. The types of language styles used by male and female teachers based on language style proposed by Joos theories (1967), they are frozen, formal, consultative, casual and intimate style.
1.5 Significance of the Study
The findings of this study are expected to be useful and give contribution whether theoretically, practically and academically.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are the following.
(1) The dominant language style used by male and female teachers’ utterances in teaching in the classroom is formal style which means using language in the formal situation which it is designed to inform and where there is the least amount of shared background knowledge. The second higher is casual style which means using informal language and absence of background information. The last is consultative style which is only found in male teachers’ utterances while in female teachers’ utterances it is not exists.
(2) The teachers often switch their language styles while teaching in the classroom because of some factors.
a. The internal factors that trigger the occurrence of switching of the language styles by the teachers in the teaching of English to the second year student of Vocational High school in Tebing Tinggi are teacher’s education, teacher’s experience, teacher’s attitude and the traditional
teaching and method used.
b. The external factors that trigger the occurrence of switching of the language styles by the teachers in the teaching of English to the second year student of Vocational High school in Tebing Tinggi is the students’
English proficiency.
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(3) There is a language styles which can be categorized into two categories of language theory. They are formal and casual language styles. The utterances proposed by the teachers can be categorized into two language styles. It can be categorized as formal and also casual styles. It indicates that the theory proposed by Joos needs more explanation and expansion.
5.2 Suggestions
In line with the conclusions stated above, suggestions are staged as the following.
(1) The teachers who play a crucial role in teaching language can maximize the use of language styles in the classroom interaction so the students will be familiar with the language itself.
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