PATTERNS OF COMMUNICATION WITH REFERENCE TO
GENDER IN COOPERATIVE LEARNING CLASSROOM
A Thesis
By
TRI INDAH REZEKI
Registration Number: 8116112017Submitted to the English Applied Linguistic Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
PATTERNS OF COMMUNICATION WITH REFERENCE TO
GENDER IN COOPERATIVE LEARNING CLASSROOM
A Thesis
By
TRI INDAH REZEKI
Registration Number: 8116112017Submitted to the English Applied Linguistic Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
ABSTRACT
Rezeki, Tri Indah. Registration number: 8116112017. Patterns of Communication with Reference to Gender in Cooperative Learning Classroom. A Thesis. English Applied Linguistics Study Program, Post Graduate Schol State University of Medan. 2013
ACKNOWLEDGEMENT
First and foremost, the writer would like to praise to Allah SWT and His Prophet Muhammad SAW for the grace which is given to her so that she can finish her study in English Applied Linguistics Study Program.
The writer would like to thank to her first adviser, Prof. Amrin Saragih, M.A., Ph. D., and her second adviser, Dr. Sri Minda Murni M.S., for all advices and guidance for helping her and for their support and valuable knowledge in correcting and supervising her thesis until it appears in its present form.
She is especially appreciative for the Head of English Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd., and the Secretary Dr. Sri Minda Murni, M.S., for all of their time and their assistance throughout in the process of completing this thesis and all the lecturers and administrative staffs of the Post Graduated Program of LTBI.
She is grateful for her parents, Saifuddin, S.Pd. and Agusdariani Hsb, S.PdI. who give praying, support and love to her life and also she would like to give a very special gratitude to her parents-in-law, Prof. Dr. H. Syaiful Sagala, S.Sos., M.Pd., and Dra. Hj. Sri Rahayu.
To her sisters and her brother, Endang Pristiawaty, S.Pd, Pratu. Bambang Al-Ashri and Euis Indah Kesuma Ningsih, she would like to thank for the endless love and praying that they have given to her.
To her colleagues at English Applied Linguistics Study Program, Post Graduate School State University of Medan, she greatly appreciates their thoughtful and insightful over the years.
Last but not least, she would like to thank to the people whose names cannot be mentioned who have supported her in this effort. She is pleased to have the opportunity to lift up those most critical to the completion of her thesis.
Medan, September 2013 The writer,
Tri Indah Rezeki
Registration Number: 8116112017
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ... i
ABSTRACT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
LIST OF APPENDICES ... viii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Problems of the Study ... 5
1.3 Objectives of the Study ... 6
1.4 Scope of the Study ... 6
1.5 Significance of the Study ... 7
CHAPTER II REVIEW OF LITERATURE ... 9
2.1 Patterns of Male and Female Communication ... 9
2.1.1 Male Communication Patterns ... 16
2.1.2 Female Communication Patterns ... 18
2.1.3 Characteristics of Male and Female Communication Patterns ... 20
2.1.4 “Report” Type talk and “Rapport” Type Talk ... 22
2.2 Cooperative Learning ... 23
2.2.1 Cooperative Learning Techniques ... 25
2.2.2 Characteristics of STAD ... 27
2.4 Contextual Factors in Cooperative Learning Classroom ... 31
2.5 Psychological Factors in Cooperative Learning Classroom ... 33
2.5.1 Confidence ... 33
3.3 Technique of Collecting the Data ... 38
3.4 Technique of Analyzing the Data ... 39
3.5 Trustworthiness ... 39
CHAPTER IV DATA ANALYSIS, FINDINGS AND DISCUSSION ... 42
4.1 The Data Analysis ... 42
4.1.1 Psychological Background which Affect Male Students Communicate in “Report” Type Talk ... 43
4.1.1.1 Analysis of “Report” Type Talk ... 44
4.1.2 Psychological Background which Affect Female Students Communicate in “Rapport” Type Talk ... 54
4.1.2.1 Analysis of “Rapport” Type Talk ... 54
4.1.3 Contextual Factors in Cooperative Learning Classroom ... 67
4.2 Triangulation of Research ... 68
4.3 Findings ... 69
4.3 Discussion ... 70
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 72
LIST OF TABLES
Page
Table 2.1 Distinction of Communication between Male and Female ... 11
Table 4.1 “Report” Type Talk in Cooperative Learning Classroom ... 43
Table 4.2 Psychological Background which Affect Male Students ... 53
Table 4.3 “Rapport” Type Talk in Cooperative Learning Classroom ... 54
Table 4.4 Psychological Background which Affect Female Students ... 67
LIST OF APPENDICES
Page
Appendix A. Transcript of Students’ Communication in Classroom Group I ... 76
Appendix B. Transcript of Students’ Communication in Classroom Group II ... 81
Appendix C. Transcript of Students’ Communication in Classroom Group III ... 83
Appendix D. Transcript of Students’ Communication in Classroom Quiz ... 86
Appendix E. Analysis of Analysis of Gender Communication Patterns in Classroom ... 89
Appendix F. Analysis of Students’ Speech Acts in Classroom Group I ... 112
Appendix G. Analysis of Students’ Speech Acts in Classroom Group II ... 120
Appendix H. Analysis of Students’ Speech Acts in Classroom Group III ... 125
1 CHAPTER I
INTRODUCTION
1.1Background of the Study
Good communication is always one of the most difficult skills to master and
probably a great source of friction and problems in any organization. Situation, time,
cultures and customs and gender styles affect and complicate communication. Having
studied communication patterns for many years, linguists tend to agree upon gender
differences, some of which may be a result of basic biological or genetic differences,
and others a result of cultural behavioral expectations and training. No matter which
theory is correct, gender differences in communication may pose problems in relating
or interacting with one another.
All of us have different styles of communicating with other people. Our style
depends
on a lot of things: where we're from, how and where we were brought up, our
educational background, our age, and it also can depend on our gender. Generally
speaking, men and women talk differently although there are varying degrees of
masculine and feminine speech characteristics in each of us. But men and women
speak in particular ways mostly because those ways are associated with their gender.
The styles that men and women use to communicate have been described as report
and rapport type talk. Men often seek straightforward solutions to problems and
useful advice whereas women tend to try and establish intimacy by discussing
2
Tannen (1990) states that male and female’s brains are structured and process
information differently. Men process information analytically while women tend to
process things abstractly. Each gender has a distinctive communication pattern and
often mistakenly assumes that the opposite gender thinks and acts as they do. This is
where miscommunication arises because each side believes they are communicating
clearly based on their own communication patterns but they are not.
Tannen (1990) distinguishes male and female communication patterns.
According to her, the male communication pattern is considered “report” type talk,
while female communication pattern is considered “rapport” type talk. Male use
conversation as a means of establishing status and power, while female use
conversation to make connections and establish intimacy and community.
Conversation of male is more competitive, while conversation of female is more
cooperative. Men focus on power and status, while women focus on feelings and
building relationships. In problem solving, male take a straightforward approach,
while female tend to establish intimacy, show concern and empathy. When thinking
about the problem, male expect solutions, exerting power to accomplish the problem
solving task. On the other hand, female use problem solving as a way to strengthen
relationships, focusing on sharing and discussing the problem rather than the end
result. Male displays a higher percentage of providing information, direction, or
answers, and direct disagreement than female do. (Tannen, 1990).
Based on Tannen’s theory about male and female communication patterns,
this study focuses on communication patterns of male and female students in
cooperative learning classroom. It is because in cooperative learning classroom,
students work with classmates who have different learning skills, cultural
3
is limited on the differences of gender communication patterns in cooperative learning
classroom which is male students are considered have “report” type talk and female
students are considered have “rapport” type talk. In this case, the researcher focuses
on speech acts of male and female students in providing information, giving answers,
giving agreement and disagreement. These speech acts are focused on male and
female communication pattern namely “report” type talk and “rapport” type talk.
In the classroom, teachers control the amount of communication throughout
the room. Teachers decide who talks, when they talk, and how to control the children
when they are working together. The majority of the instruction that is delivered in
classrooms is direct and teacher centered. Students are in competition for grades,
praise, and recognition. An important aspect of learning is for students to be able to
communicate what they know, or think they know. The best way for teachers to
encourage communication from all students is through classroom discussion or small
group work. One common teachers’ method used as a teaching strategy is the use of
group learning. Group learning is also referred to as cooperative learning (Kagan,
1994). Ninety percent of human daily interactions involve working with others to a
common goal. Cooperation is a non-conscious goal of interaction, socialization, and
education (Tannen, 1994). Slavin (1990) and Johnson (1984) conducted many surveys
and researches use cooperative learning method. They discovered that cooperative
learning develops higher self-esteem, students learn effective ways to deal with peers,
and they learn social skills like decision-making, trust building, communication, and
conflict management. Through cooperative learning students learn several key skills
to bring into the real world and they learn how to communicate with different
4
Based on the writer’s experience who teaches English in Junior High School
students, gender has role in cooperative learning classroom. For example, girls tend to
be able to plan and organize their work more effectively than boys. They are also
more able to apply their skills to different learning contexts. Boys interrupt more
frequently and answer more often, even when they do not know the answer. Girls talk
less in class and in groups but they are more likely to ask for help. Boys tend to
over-estimate their academic abilities. Girls generally under-over-estimate their abilities and
work harder to compensate. Boys tend to act first and think later. Girls like to think
before they act and they are more careful in doing tasks than boys.
The differences of communication of male and female students in cooperative
learning classroom are also influenced by contextual factors and psyichological
factors. Boekaerts, De Koning, and Vedder (2006) state that there are two contextual
factors that play important role in cooperative learning classroom. First is
instructional characteristics, such as the type of task, the type of evaluation/rewards,
teacher instruction behavior, and teachers’ clarity on rules for cooperative learning.
Second is social climate, including students’ perceptions of the availability of
teacher’s academic and emotional support, and the availability of peer academic and
emotional support. This study is limited on the first contextual factor namely
instructional characteristics which is given in cooperative learning classroom to
investigate the differences of male and female students communication. While in
psychological factors, Yan Hua (2007) stated that there are three psychological
factors that affect gender communication in classroom. They are shyness, confidence
and motivation.
The researcher also found the reality of language use in gender
5
differently in their peer groups. Typically, a girl has a best friend with whom she sits
and talks, frequently telling secrets. For boys, activities are central: their best friends
are the ones they do things with. Boys also tend to play in larger groups that are
hierarchical. So boys are expected to use language to exhibit their skill, display their
knowledge and resist challenges. In cooperative learning classroom, boys spoke more
frequently than girls. Boys tend to control topics of conversation and to interrupt girls.
Girls tend to raise more questions and to give minimal responses to maintain
harmonious exchanges. Boys talk more, contrary to what is commonly believed, and
are more likely to use a vernacular style in private while girls use a standard and
polite language. Based on the reality, the researcher is interested to make a research
about communication patterns of male and female students in cooperative learning
classroom.
In connection to the writer’s experience, the researcher wants to investigate
whether patterns of gender communication have role in cooperative learning
classroomIn this case, the researcher focuses on how male and female students
providing information, giving answers, giving agreement and disagreement in
cooperative learning classroom. It is because in cooperative learning classroom, the
writer found that many speech acts which are applied by students while they are
discussing. So, the researcher limits the study on how male and female students
providing information, giving answers, giving agreement and disagreement in the
classroom. Besides, this study also focuses on how contextual factors and
psychological factors play their role in male and female communication patterns in
cooperative learning classroom. In this case, the researcher focuses on instructional
6
1.2 Problems of the Study
The problems of the study are formulated as the following:
1) What factors of psychological background affect male students
communicate in “report” type talk when they are learning in Cooperative
Learning Classroom atmosphere?
2) What factors of psychological background affect female students
communicate in “rapport” type talk when they are learning in Cooperative
Learning Classroom atmosphere?
3) How do contextual factors play their role in male and female
communication patterns in Cooperative Learning Classroom?
1.3 Objectives of the Study
The objectives of the study are:
1) to investigate what factors of psychological background affect male
students communicate in “report” type talk when they are learning in
Cooperative Learning Classroom atmosphere,
2) to investigate what factors of psychological background affect female
students communicate in “report” type talk when they are learning in
7
applying cooperative learning and the communication of students are observed in the
classroom by referring “report” type talk and “rapport” type talk. Tannen (1990)
distinguishes male and female communication patterns. The male communication
pattern is considered “report” type talk. The characteristics are male establish status
and power, the conversation is more competitive, male focus on power and status. In
problem solving, male take a straightforward approach, when thinking about the
problem, male expect solutions, exerting power to accomplish the problem solving
task and male display a higher percentage of providing information, direction, or
answers, and direct disagreement than female do. On the other hand, Tannen (1990)
states the female communication pattern is considered “rapport” type talk. The
characteristics are female establish intimacy and community, the conversation is more
cooperative, they focus on feelings and building relationships. In problem solving,
female tend to establish intimacy, show concern and empathy, when thinking about
the problem, female use problem solving as a way to strengthen relationships,
focusing on sharing and discussing the problem rather than the end result and female
display a lower percentage of providing information, direction, or answers, and direct
disagreement than male do. This study is limited on speech acts of male and female
students in providing information, giving answers, giving agreement and
disagreement and it is limited on contextual factor namely instructional
characteristics.
1.5 Significance of the Study
A study on patterns of communication to gender is a very interesting and
8
being studied. It is expected that findings of this study are useful and relevant
theoretically and practically. Theoretically, the findings of the study are potential:
1. to add up horizon in theory of language learning especially about gender
communication in cooperative learning classroom,
2. to be references to further study which focuses on the differences of gender
communication in cooperative learning classroom.
Practically, the findings of the study are relevant to:
1. English teachers, the study will be as the information to increase
teaching-learning process in cooperative teaching-learning classroom especially for teachers who
want investigate how male and female students communicate in cooperative
learning classroom,
2. Students of English language, the study can be used as a reference to rise
communication in cooperative learning classroom,
3. The English department, the findings can encourage and motivate the lecturers
to increase their teaching in communication to increase students’ English
classroom interaction
76 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
1.1 Conclusions
After analyzing the data, conclusions are drawn as the following:
1. Confidence is the most important psychological factor which affect male
students communicate in “report” type talk in Cooperative Learning
Classroom.
2. Confidence and motivation are psychological factors which affect female
communicate in “rapport” type talk in Cooperative Learning Classroom
3. Contextual factor which focuses on instructional characteristics which was
given in group discussion showed that the type of evaluation/rewards affects
the communication of male and female students in classroom.
1.2 Suggestions
Having seen the findings of the study, the following suggestions are staged:
1. It is advisable for teacher to understand the differences of communication
patterns in gender especially in cooperative learning classroom so that they
can improve teaching learning process which involve the different patterns of
communication used by male and female students.
2. It is suggested for the future researcher to develop their their knowledge about
patterns of communication with reference to gender in cooperative learning
77
3. It suggested that based on the findings of the study, the teacher should pay
attention to psychological factors that affect male and female students
communicate “report” type talk and “rapport” type talk and also contextual
factors which have role in male and female communication patterns in
Cooperative Learning Classroom.
78
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