AKBAR, FAJAR (2019) THE EFFECTS OF GENDER ROLES IN THE USE OF LANGUAGES BY TEACHERS AT EFL CLASSROOM. S1 thesis, Universitas Negeri Makassar.
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Abstract
ABSTRACT FAJAR AKBAR. 2019. The Effects of Gender Roles in the Use of Languages by Teachers at EFL Classroom (Supervised by Murni Mahmud and Kisman Salija). This research aims to find out: (1) concept of gender roles perceived by teachers, (2) characteristics of language used by teachers to communicate which are influenced by gender roles, and (3) teachers’s perception about gender roles affecting their communication styles in the EFL Classroom. This study applied qualitative research design. The participants of this research were two male teachers of SMP Muhammadiyah 1 Makassar and two female teachers of SMP Muhammadiyah 6 Makassar. The data of this research were collected by employing audio recording, observation checklist and interview guide. The obtained data was analyzed in three major phases namely data reduction, data display, and draw conclusion. The first result in this research is about concepts of gender roles perceived by teacher. There are three concepts of gender roles that reseacher used to compare with teachers’ perception such as; gender refers to attitude, gender is determined by the conception of tasks, functions and roles and gender refers to the social classification into ‘masculine’ and ‘feminine’. The concepts of gender roles that mostly appears in the results of interviews with teachers are the concept of gender is determined by the conception of tasks, functions and roles and in the concepts of gender refers to social classification into "masculine and feminine". Each of these concept gender roles is appropriate with the comments of 3 teachers. The second result in this research is about characteristics of language used by teachers. There are fourteen features out of twenty two features of woman language and difference male and female in speech appeared in EFL Classroom interaction spoken by four teachers namely lexical hedges, emphatic stress, question tag, hypercorrect grammar, avoidance of strong swear words, status, support, independence, intimacy, information, order, propose, conflict and compromised and the most frequent feature in classroom interaction is signal of order that was uttered 48 times in eight meetings of EFL classroom interaction. The use of speech which contains signals of status, order and conflict are mostly carried out by male teachers because men are identified with power while the utterances mostly pronounced by female teachers are utterances that contain question tag and signal of intimacy because women are identified with tenderness and closeness. The third result in this reseach is teachers’ perception about gender roles affects their communication style in EFL classroom through differences in language variations with their counterpart in the form of intonation, vocabulary, syntax, manner and topic selection. This indicates that the concept of gender roles was understood by the teachers and has an impact on their communication style so that the feedback received by the teacher in the form of student responses makes the teacher persist in the same communication style Key words: effects of gender roles, language use, EFL classroom
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 21 Oct 2019 01:13 |
| Last Modified: | 21 Oct 2019 01:13 |
| URI: | http://eprints.unm.ac.id/id/eprint/15236 |
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