NAME: SHELVI NADIA SALSABILA

NPM: 22020230028

Subject : Discourse Analysis

Lecturer : Fika Ar-rizqi Naf’ihima, M.Pd
Task : 1. Resume five articles from the articles in the same areas and
issues of DA with your choice
2. Analyze the method used in the article

1. Identity of First Journal:

Title : Gender differences in classroom interactions and preferences
Author : Aliaa Galeb Al-Shibe
Publisher : Journal of Language and Linguistic Studies
Year Publish : 2021
Volume, Number, : 17(Special Issue1) , 534-552
Issues, Page
Link Journal : https://search.informit.org/doi/epdf/10.3316/
informit.167318414334954

Resume:

The background:

Understanding individual student differences is crucial for effective second language

learning. These differences can significantly impact a student's willingness to participate and
interact in the classroom. Gender is one such variable that has been under-investigated in the
field of EFL (English as a Foreign Language) learning and teaching. While previous research
has identified personality, motivation, and attitudes as key factors influencing language
learning success (Ehrman & Oxford, 1990; Oxford & Cohen as cited in Khalil, 2005), gender
remains a less explored area. This lack of in-depth research on gender differences creates a
gap in our understanding of how male and female students interact and engage with EFL
classroom activities.

The goal:

This study delves into how gender shapes student participation and preferences in the
EFL classroom. It will explore how boys and girls differ in their interaction patterns,
examining factors like how often they participate, their communication styles (direct vs.
indirect), and their preferred ways of working (alone, in pairs, or groups). Additionally, the
study will investigate potential gender variations in preferences for classroom tasks, including
 topics of interest, favorite learning activities (reading, writing, speaking), and overall
engagement with different task types.

The research method:

To achieve these goals, the study will employ a mixed-methods approach, combining
quantitative and qualitative data collection methods.

The finding:

The study investigates student gender preferences in EFL (English as a Foreign

Language) classrooms. Here are the key findings:

Teacher Gender:

 Students reported no preference for teacher gender in the questionnaires.

 Interviews revealed females preferred female teachers for comfort, while males preferred
female teachers.

Student Interaction:

 Females had higher peer interaction than males.

 Questionnaires suggested no gender preference for pair work, but interviews showed males
preferred working with females. Females had mixed views. Observations showed most
interactions occurred between same-gender pairs.
 Similar to pair work, questionnaires showed no preference for group work gender
composition. Interviews suggested males preferred mixed-gender groups, while females had
varied preferences. Observations showed most interactions occurred in same-gender groups.

Learning Strategies and Topic Preferences:

 Both genders reported using similar strategies (reading, movies, music) to improve English.
 Males preferred topics like history, sports, while females preferred art, fashion, beauty. Food
and travel were of equal interest to both.

Other Findings:

 Both genders believed body language was important for understanding teachers, but some
males reported confusion by it.
 All students viewed knowledge of English culture as important for communication.

Recommendations:

 Encourage risk-taking in the classroom.

 Allow students to choose partners for pair and group work.
 Integrate reading, writing, and listening with speaking and technology.
 Avoid gender-skewed topics in mixed-gender classes.
 Teachers should be mindful of body language clarity, especially for male students.

Limitations:
 Small sample size limits generalizability.
 Observation may have influenced student interaction.
 Visual-only observation might miss some interactions and prevent revisiting specific
moments.

The conclusion:

This study investigated how gender affects interaction and preferences in EFL
classrooms. It found both similarities and differences. Students of both genders asked
questions and disliked being interrupted for corrections, preferring them at the end. Both
preferred female teachers, pair and group work, and using similar strategies to improve
English. Neither liked individual work or repeating after the teacher. They both valued
speaking most and used the same strategies for reading. However, there were also gender
differences. Males took fewer risks and interacted more in same-sex pairs, while females
interacted more with each other overall. In mixed groups, females spoke more. Males
preferred working with females, while females had mixed preferences. Males liked reading
and listening more, while females preferred speaking and writing. Topic preferences also
differed, with males favoring history, sports, etc. and females leaning towards art, fashion,
etc. Finally, body language helped females understand the teacher, but confused some males.

The suggestion:

 EFL teachers can create a more inclusive learning environment by acknowledging

these gender-based preferences.
 Encouraging risk-taking behaviors could benefit all students, while allowing some
choice in partnering for pair and group work might cater to individual preferences.
 Integrating various skills with speaking and technology could cater to both genders'
preferred learning styles.
 Selecting topics that encompass a broader range of interests or allowing student input
in topic selection could address the gender gap in topic preference.
 Teachers can ensure clear and concise body language to avoid confusion, particularly
for male students.

Method:
1. Topic : Gender differences in student participation in classroom
discussions
2. Areas : Classrom communication
3. Issues : Potential differences in how boys and girls interact in
classroom, Whether students have perfermes for teacher or peer genders in certain
situations.
4. Purposes : To understand if gender plays a role in classroom dynamics , explore
student preferences for interaction based on gender , and inform teaching practices that
cater to diverse learning styles ( potentially ).
 5. Significances : Can improve the effectiveness of classroom instruction by
tailoring it to student needs and preferences , may lead to more inclusive learning
environments
6. Research Question : 1. What are the differences in interaction patterns between
males and females in an EFL classroom ? 2. What are the gender differences in
classroom task preferences ?
7. Methods : focusing on international students, investigated these differences
through surveys, observations, and interviews.
8. Data Source : The study might have involved a specific group of students,
likely in an EFL (English as a Foreign Language) classroom setting. Age of the students
and the educational context (elementary, secondary, etc.) would likely be specified in
the full article.

2. Identity of First Journal:

Title : Gender Differences in Student Participation in an Active-Learning
Classroom
Author : Stepfanie M. Aguillon and Gregor-Fausto Siegmund.
Publisher : CBE—Life Sciences Education
Year Publish : 2020
Volume, Number, : Vol. 19, No. 2
Issues, Page
Link Journal : https://doi.org/10.1187/cbe.19-03-0048
Resume:

The background:

Active-learning pedagogy has been shown to improve student performance in STEM

courses and close performance gaps between genders. However, participation in active-
learning classrooms is not always equitable, and factors such as student self-efficacy and
sense of belonging can influence participation. This study investigates how gender identity
impacts student affect and participation in a large, introductory biology course that utilizes
active-learning pedagogy.

The goal:

This research investigates the impact of gender on student experiences in an active-

learning introductory biology course. The researchers have a two-fold objective. First, they
aim to determine whether active-learning pedagogy fosters equitable participation in the
classroom for both men and women students. This will be assessed by examining
 participation across various interaction types, such as unsolicited responses and different
forms of prompted contributions. Second, the study seeks to identify potential gender
disparities in students' self-reported scientific self-efficacy, the salience of gender identity in
scientific contexts, and overall academic performance. By combining observations of
classroom participation with surveys on these self-reported measures, the researchers hope to
gain a comprehensive understanding of how gender influences student experiences in this
active-learning environment.

The research method:

The researchers observed classroom participation across multiple semesters,

categorizing participation into seven types (unprompted responses, prompted responses, etc.).
They also administered surveys to assess students' self-reported scientific self-efficacy,
salience of gender identity, and grades. This multifaceted approach aimed to gain a holistic
understanding of student experiences in the course.

The finding:

This study investigated student participation in a large, introductory active-learning biology

course. Active learning classrooms emphasize student interaction and engagement through
discussions, clicker questions, and group work.

The key findings are:

 Men participated more than women in most interaction types. This included prompted and
voluntary responses after discussions and clicker questions, unprompted comments, and
questions.
 Random group calling did not eliminate gender disparities. While instructors randomly called
on groups, men within the groups tended to take the lead in speaking.
 Women reported feeling judged more based on gender. This suggests they might experience
stereotype threat, the fear of confirming negative stereotypes about their gender in academic
settings.
 Men reported higher science self-efficacy than women. This means they felt more confident
in their abilities related to science.
 Men scored higher on exam grades than women. There were no gender differences in non-
exam assignments.
Limitations of the Study

1. The study only considers self-reported gender as a binary (male/female), potentially

excluding non-binary students.
2. Observations of participation may not reflect actual understanding or contribution within
groups.
3. The study doesn't account for instructor behavior that might influence participation (e.g., who
they call on).
Recommendations for Future Research

 Investigate how course structure and group dynamics affect participation.

 Implement and evaluate teaching practices that explicitly promote equitable participation.
 Study the effectiveness of educating instructors about gender bias in participation.
 Research the experiences of students with non-binary gender identities.
The conclusion:

The study investigated student participation in an active-learning biology classroom

and found that men participated more than women in most interaction types. This disparity
persisted even when instructors used random call to select groups for participation. The
authors suggest that women may experience stereotype threat, leading them to participate
less. Additionally, men reported higher science self-efficacy than women. These factors may
contribute to the observed inequities in participation , acknowledges limitations such as not
being able to capture student contributions within group discussions and potential instructor
bias affecting who gets called on. The authors recommend future research to examine the
impact of course design and group dynamics on participation. They also suggest that
instructors receive training on unconscious bias to create a more equitable learning
environment.

The suggestion:

The study highlights that active learning approaches may not benefit all students
equally. To improve equity, researchers recommend examining how course design and group
dynamics influence participation. One avenue for future research is to investigate the impact
of specific teaching practices designed to promote participation from all students. Studies
could compare classrooms employing these practices with those using traditional methods to
assess their effectiveness in achieving equitable participation. Another promising area of
inquiry involves group dynamics. Since group discussions are a cornerstone of active
learning, understanding how these interactions influence student participation is crucial.
Researchers could explore how structured learning environments, such as requiring groups to
take turns or explicitly prompting participation, affect student comfort and the quality of
group discussions. Additionally, future studies could examine how group composition,
including gender ratios within small groups, influences participation by women in STEM
classrooms. By investigating these factors, researchers can develop best practices for group
work and classroom design that promote a more equitable and positive learning environment
for all students.

Method:
1. Topic : Quantifying Gender Differences in Verbal and Non-Verbal
Participation in an Active-Learning Classroom."
2. Areas : Gender dynamics in the classroom, Student participation
3. Issues : -
4. Purposes : To investigate potential gender differences in participation within
active learning classrooms, identify factors that might contribute to these differences, propose
strategies for creating more equitable participation in active learning environments.
5. Significances : Understanding gender differences in participation is crucial for:
Creating effective active learning environments. Promoting equitable learning experiences for
all students. Improving student engagement and achievement.
6. Research Question : 1. Does the use of active-learning pedagogy in this course
result in equitable in-class participation for men and women across different types of
 in-class interactions? 2. Do we observe gender gaps in self-reported scientific self-
efficacy, the salience of gender identity, or performance metrics?
7. Methods : The study might involve observing student participation in
active learning classrooms,Researchers could collect data through surveys or
interviews to understand student experiences and perceptions, They might analyze
student grades or performance to see if participation differences correlate with
learning outcomes.
8. Data Source : Classroom observations (video recordings, field notes),
Student surveys or interviews, Coursework or exam data

3. Identity of First Journal:

Title : Introduction to Gender in Language Education
Author : Handoyo Puji Widodo , Tariq Elyas
Publisher : Sexuality & Culture
Year Publish : 2020
Volume, Number, : Volume 24, pages 1019–1027
Issues, Page
Link Journal : https://link.springer.com/article/10.1007/s12119-020-09753-1
Resume:

The background:

The passage discusses the concept of gender as a social construct that shapes our
identities, behaviors, and roles. It highlights the limitations of a binary gender system
(male/female) and emphasizes the influence of globalization, socioeconomics, and culture on
gender norms. Traditional societies often have rigid gender roles, but these are constantly
evolving due to factors like gender equality movements and economic changes. The text uses
Indonesia and Saudi Arabia as examples to illustrate these points.

The goal:

The goal of the passage is to introduce the concept of gender in language education.
By highlighting the social construction of gender and its dynamic nature, the authors aim to
spark discussion about how gender is represented and practiced in language learning
environments.

The research method:

 The passage doesn't explicitly outline a single method, but rather weaves together
several approaches. It utilizes Critical Discourse Analysis by examining how traditional
societies portray gender roles and how social movements challenge these depictions. Through
this critical lens, the text analyzes language and its role in either perpetuating or transforming
these gender norms. Additionally, the passage aligns with principles of Sociocultural
Linguistics by acknowledging the influence of social context, including culture and
economics, on the shaping of gender roles. Finally, the authors employ Comparative Analysis
by contrasting gender roles in Indonesia and Saudi Arabia, highlighting the variations that
exist across different cultures.

The finding:

This article explores the concept of gender representation and identity within
language education. It argues that these elements are shaped by social and cultural norms,
ideologies, and power relations. These factors contribute to the creation of gendered
discourses and practices within educational settings. The authors define language education
as encompassing four areas: policy and planning, curriculum development, pedagogy and
instruction, and assessment and testing. The article highlights the role of social actors, from
teachers and students to policymakers and curriculum developers, in shaping how gender is
represented in educational practices and materials. It emphasizes the importance of critical
awareness regarding gender issues, including concepts like gender equality, responsiveness,
stereotyping, and mainstreaming. This awareness is crucial because language education can
both reflect and reinforce existing societal gender norms. The article then delves into current
research findings on gender and language education. It showcases how these studies explore
various aspects, including:

 The impact of gender identity on language learning experiences and classroom interactions.
 How teachers construct their own professional identities in relation to gender and fair
language use.
 The representation of gender in language textbooks and assessment papers across different
countries.

These studies reveal both positive developments, such as a move towards gender-
neutral language, and areas for improvement, such as persistent stereotypes within
educational materials. Finally, the article proposes directions for future research in this field.
It calls for further exploration through critical ethnographic studies, critical discourse
analysis, and classroom-based investigations. The aim is to gain a deeper understanding of
how gender interacts with language learning and teaching practices. Additionally, the article
emphasizes the need for innovative approaches to integrate critical understandings of gender
into language education. This includes incorporating fresh theories like intersectionality to
examine the complexities faced by marginalized groups. Overall, the article underscores the
importance of ongoing research and critical reflection to promote gender equality and
inclusivity within language education.

The conclusion:

The article argues that gender is a crucial aspect of language education. It examines
how gender shapes educational practices and representations. The authors emphasize the
importance of critical inquiry into gender in this field. The article highlights two main points.
First, it argues that gender is embedded in various aspects of language education. This
includes policy documents, curriculum design, classroom instruction, and assessment
practices. Social actors like teachers and students play a role in shaping these practices, and
their decisions can influence the way gender is represented. Second, the article calls for more
research on gender in language education. The authors recommend studies that explore how
gender interacts with other social identities, how teachers navigate gender issues in the
classroom, and how textbooks represent gender. Overall, the article emphasizes the need for
ongoing critical examination of gender in language education.

The suggestion:

This article highlights the importance of critical inquiry into gender in language
education. The authors acknowledge limitations in the current research and propose several
avenues for future exploration. They call for more critical ethnographic case studies to
examine how educational practices and documents reflect gender identities and
representations. Additionally, they emphasize the need for critical discourse studies informed
by interdisciplinary theories to analyze gender representation in curriculum documents,
textbooks, and assessments across all educational levels. Classroom-based research is
encouraged to investigate student interactions with gendered texts and how teachers address
gender issues. The authors suggest a focus on documenting teacher-student and student-
student interactions to understand how they reflect gender identities and discourses.
Furthermore, they advocate for empirical reports on innovative methods for integrating
critical understandings of gender into language education. They recognize the importance of
researching the intersection of age and identity among teachers, particularly how these factors
influence the construction of professional identities. Finally, the authors call for the
application of fresh theoretical frameworks, such as intersectionality and critical race theory,
to explore the complexities faced by immigrant and transnational youth as they navigate
issues of race, language, and gender identity. They emphasize the need for intervention-based
studies to equip textbook writers and teachers with critical gender awareness and skills,
empowering them to promote gender equality and responsiveness in the classroom. The
article concludes by suggesting critical investigations into language testing documents, a
currently under-researched area.

Method:
1. Topic : Exploring the role of gender in shaping language,
communication, and learning
2. Areas : Language education (schools, universities, virtual spaces)
3. Issues : Gender bias in language and educational practices
4. Purposes : Language education, a cornerstone in shaping our understanding of
the world, can harbor unintentional gender bias. To combat this, a growing movement in
language education focuses on gender. This movement strives for several key goals:
raising awareness of gender bias in language and teaching practices, promoting
classroom equality by ensuring all students can participate and learn effectively,
encouraging research on how gender impacts learning styles, and ultimately, developing
effective teaching strategies that cater to diverse learners. By understanding these gender
 differences, educators can create inclusive methods that lead to better learning outcomes
for all students.
5. Significances : The focus on gender in language education brings a multitude
of benefits. Firstly, it fosters a more inclusive environment. When classrooms are
responsive to gender, all students, regardless of gender identity, feel welcome and
encouraged to participate. This sense of belonging fosters a more engaged learning
experience. Secondly, this focus leads to improved learning overall. By understanding
and catering to diverse learning styles, educators can create effective teaching methods
that benefit all students. Finally, language education that tackles gender bias challenges
traditional stereotypes. This, in turn, promotes a more equitable society where everyone
has the opportunity to thrive.
6. Research Question : Does the move towards gender-neutral language in
language education materials actually translate to a more equitable learning
environment for students of all genders?
7. Methods : Researchers investigating gender in language education can utilize a
variety of methods. Qualitative approaches include semi-structured or in-depth
interviews with teachers, students, administrators, and policymakers, alongside focus
groups with students or teachers of different genders to explore their experiences and
perceptions. On the quantitative side, surveys gather data from a larger sample of
teachers and students on their attitudes and experiences related to gender in language
education, statistical analysis of student achievement or participation data can reveal
potential gender gaps. This combination of qualitative and quantitative methods
provides a well-rounded understanding of how gender shapes language education.
8. Data Source : Classroom observations (video recordings, field notes),
Student surveys or interviews, Coursework or exam data researchers can tap into a
wealth of data sources. Educational institutions like schools, universities, and language
learning centers offer access to teachers, students, administrators, and the curriculum
materials they use. Government agencies, particularly Ministries of Education, might
hold data on student enrollment, academic achievement, and language education
policies.
4. Identity of First Journal:
Title :
An Anthropological Linguistic Study: Language And Gender In Efl
Classroom
Author : Anak Agung Putri Maharani
Publisher : Jurnal Santiaji Pendidikan
Year Publish : 2020
Volume, Number, : Volume 10, Nomor 1,
Issues, Page
Link Journal : file:///C:/Users/MP-Tech/Downloads/admin,
+8.Language+and+Gender+AnakAgungPutriMaharani+EDITED+(6
2-68).pdf
Resume:

The background:

In this era of globalization, English is no longer regarded as a language solely owned

by a limited number of native speakers, but rather it is employed by speakers from diverse
linguistic and cultural backgrounds. English is utilized by a vast number of individuals and is
treated as an international language in communication. Yee and Chan (2018) argue that
research on English as a Lingua Franca (ELF) has shed light on how English is used among
L2 speakers from various backgrounds. Presently, English has emerged as the language of
business, science, medicine, and technology, solidifying its position as an international
language. It is an essential language that everyone should be proficient in; perhaps this is one
of the most compelling reasons why English is taught in most schools, institutes, colleges,
and universities across nations (Ali, 2016).

The goal:

To investigate how these gender-based differences in language use might affect

communication between male and female EFL learners. It acknowledges the existence of
stereotypes about gendered speech patterns but emphasizes the need for further research in
the EFL context. Studies by Hanane (2019) and Sunderland (1992) are mentioned to highlight
the complex interplay of psychological, cultural, and linguistic factors that can influence
participation in EFL classrooms. The passage concludes by calling for research on how
gender identities and learning styles impact communication and learning processes within
EFL classrooms

The research method:

This study investigates the use of English viewed from the gender differences of the
learners in EFL classroom. Several previous researches had been reviewed and involved
within this study. It was done to answer the threefold research questions posed in this study;
1) to what extent that female and male learners are different in EFL classroom, 2) the factors
which affects the gender differences in the EFL learners’ language use, and 3) the effects that
learners’ gender differences in language use bring to the EFL classroom

The finding:

This section sheds light on the results of the present study. As what has been
mentioned that this study investigates threefold questions which reveal the relationship of the
learners’ language and gender in EFL classroom. Therefore, the main purpose of the present
study is to find out gender differences in using language inside the EFL classes. Further, it
also aims to investigate the factors affect the gender differences as well as to depict the effect
of learners’ gender differences in language use bring to the EFL classroom.

The conclusion:

Gender is a crucial lens through which people view life. In EFL classroom, gender
differences in using language are obviously present. Both male and female are different in
using language due to the rationale of communication. Women speak a language to
demonstrate connection and intimacy while men speak a language to depict status and
independence. There are multiple factors which initiate gender differences in using language
within the EFL classes; such as: classroom environment, cultural, and social impacts. The
findings definitely bring positive impacts towards the future EFL teaching and learning
process.

The suggestion:

Gender plays a crucial role in EFL classrooms. This anthropological linguistic

study aimed to understand the extent of these differences, the factors influencing them, and
their impact on the learning environment. By analyzing existing research, the study revealed
that females and males tend to use English for different communicative purposes.
Additionally, several factors were identified as contributing to these gendered language
patterns, including the classroom environment, cultural background, and social influences.
These findings hold positive implications for the future of EFL teaching and learning, as they
can inform strategies to create a more inclusive and effective learning experience for students
of all genders.

Method:
1. Topic : The Impact of Gender Stereotypes on Oral Participation in the EFL
Classroom
2. Areas : Gender and Language Learning
3. Issues : Do female and male EFL learners exhibit different language use patterns?
How do cultural expectations about gender influence participation and
 communication in the EFL classroom?Does the teacher's own gender bias or
classroom practices favor one gender over the other?
4. Purposes: To understand how gender shapes communication and participation in EFL
classrooms.To identify factors that influence gender differences in language use. To
develop pedagogical approaches that create a more inclusive learning environment
for all genders.
5. Significances: This research can help EFL teachers create more effective learning
experiences by catering to diverse learning styles and communication preferences. It
can contribute to a more equitable classroom environment where all students feel
comfortable participating. The findings can inform the development of EFL materials
that are more gender-neutral or address gender-specific challenges.
6. Research Question : Based on the research rationale, the research questions can be
formulated as follows:
1.1 In EFL classroom, to what extent are female and males learners different?
1.2 What factors are affecting the gender differences in the EFL learners’ language
use?
1.3 What effects that learners’ gender differences in language use bring to the EFL
classroom?
7. Methods: Ethnography, Discourse Analysis,, Interviews
8. Data Source : Classroom observations (field notes), Recordings of
classroom interactions, Student written work (essays, discussions, etc.), Interviews
with teachers and students, Course materials.
5. Identity of First Journal:
Title :
Speech Styles of Male and Female Teachers in EFL Classroom
Interaction
Author : Tenriawaru Tasli , Murni Mahmud , Muftihaturrahmah Burhamzah
Publisher : Journal of Excellence in English Language Education
Year Publish : 2023
Volume, Number, : Volume 2 No. 2
Issues, Page
Link Journal : https://ojs.unm.ac.id/JoEELE/article/view/46748/21774
Resume:

The background:
 Communication is essential for effective classroom interaction in language learning.
Teachers use a combination of verbal and non-verbal communication styles to transmit
knowledge and create a dynamic learning environment. Research suggests that a teacher's
speech style, influenced by various factors including gender, can impact this interaction.

The goal:

This research aims to investigate the influence of teacher gender on speech styles used
in EFL (English as a Foreign Language) classrooms. The study will explore how male and
female teachers' speech styles differ during different stages of a lesson (pre-activity, activity,
post-activity).

The research method:

To achieve this goal, the research will employ a qualitative approach. Researchers
will observe EFL classrooms with both male and female teachers. The researchers will then
analyze the teachers' speech patterns, identifying the types of speech styles used (formal,
informal, directive, etc.) and how these styles are employed throughout the lesson. By
comparing and contrasting the speech styles of male and female teachers, the study will
contribute to a better understanding of how gender can influence communication in the EFL
classroom

The finding:

Here are the key findings:

Speech Styles:

 Both genders use a variety of speech styles including formal, consultative, casual, intimate,
informal, serious, ironic, and humorous (male teachers only).
 Male teachers primarily use consultative speech, focusing on clear communication and
student understanding.
 Female teachers primarily use formal speech, emphasizing proper grammar and intonation.

Factors Influencing Speech Styles:

 Gender: Gender is the main social factor influencing speech style choice.
o Male teachers use humor more and criticize differently (discouraging vs. encouraging).
o Female teachers use intimacy terms more and criticize to encourage students.
 Age: Teacher age also plays a role. Older teachers tend to use more consultative and intimate
styles.
 Classroom situation: The specific context of the lesson can influence speech style.

Overall:

 Speech styles are flexible and influenced by various factors.

 Gender differences in speech style may be situational and not absolute.

The conclusion:
 A study on the speech styles of male and female teachers at SMA Negeri 2 and 4
Watampone investigated both Joss (1976) and Chaika's (1982) theories. Male teachers
employed a wider range of styles, including formal, consultative (dominant), casual, intimate,
informal, serious, ironic, and humor. Female teachers, on the other hand, primarily used
formal (dominant), consultative, casual, intimate, informal, serious, and ironic styles.
Interestingly, male teachers displayed a more humorous and ironic teaching style compared
to their female counterparts. Gender and age were identified as key factors influencing these
speech style variations. Additionally, classroom situations, student needs, and teaching
experience played a significant role in shaping the teachers' communication styles..

The suggestion:

This research suggests that teacher training programs could benefit from including a
focus on speech styles. By understanding how gender, age, and classroom dynamics influence
communication, both male and female teachers can be equipped to strategically adjust their
speech styles to better suit specific situations. This could lead to more effective
communication with students, fostering a more positive and engaging learning environment
Method:
1. Topic : Female EFL Teachers and Formal Speech: Establishing Authority and
Structure in Language Learning
2. Areas : Gender and Teaching Styles

3. Issues : examines if male and female EFL teachers in Indonesia use different
communication styles (formal vs. consultative) and how this impacts student learning.
By observing and interviewing teachers, it explores the influence of gender and other
factors like experience on speech choices, ultimately examining how these styles
affect classroom dynamics.
4. Purposes : To understand the relationship between teacher gender and
speech styles in EFL classrooms.To explore the impact of speech styles on student
learning and engagement. To provide insights for teachers on how to adapt their
communication styles for optimal learning outcomes
5. Significances : This research can help EFL teachers develop a more nuanced
understanding of how their communication styles impact students.It can inform
teacher training programs to equip educators with strategies for adapting their speech
styles based on classroom context and student needs. The findings can contribute to a
broader discussion about gender and communication styles in educational settings.
6. Research Question : How do the speech styles used by male and female EFL teachers
differ, and what factors influence these differences in classroom interaction?
7. Methods: Qualitative research design - observation and interviews
8. Data Source: Observations of classroom interactions with three male and three female
EFL teachers in Indonesian senior high schools. Interviews with the participating
teachers.