Male and Female Instructors’ Instructional Talks in Indonesian College EFL Classrooms: Case Study of Vocational Higher Education in South Sulawesi

  • Surya Dewi Lecturer, Politeknik Pariwisata Makassar, Indonesia
  • Syamsidar Syamsidar Lecturer, Institusi Agama Islam Negeri Kendari, Indonesia
  • Lily Dianafitry Lecturer, Politeknik Pariwisata Makassar, Indonesia
Keywords: Gender, Instructional Talks, EFL Classrooms

Abstract

It is believed that men are different from women in communicating their ideas and feelings through the communication system called language. This article divulges how gender factor influences EFL instructors’ instructional talks in Indonesian context. It goes over findings of a case study undertaken at two colleges in Makassar, South Sulawesi. In the study, four EFL instructors (two male and two female) of the colleges were purposively chosen as the subjects, and the data leading to the findings were obtained through classroom observation. The findings reveal that the male instructors’ instructional talks are quite stiff and typically stimulate instructor-centered atmosphere, while the female instructors’ are more genial and naturally stimulate instructor-students harmonious interactive communications. Thus, it can be inferred that while the male instructors tend to be ‘commanders’ in front of the class, the female set themselves as amicable “mothers” to the students.

References

Badollahi, M. Z., & Almy, M. A. (2019). Xologist Perempuan Di Kota Makassar. PUSAKA (Journal of Tourism, Hospitality, Travel and Business Event), 1(2), 64–74. https://doi.org/10.33649/pusaka.v1i2.22

Mahmud, M. (2015). Language and Gender in English Language Teaching. TEFLIN Journal, 21(2), 172–185. https://doi.org/10.15639/teflinjournal.v21i2/172-185

Parsonson, B. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga, 13(1), 16–23.

Pratama, Wahyu, D., & Setiawati, T. (2012). Hubungan antara gaya kepemimpinan transformasional dan komitmen karyawan di pamella swalayan enam yogyakarta. Forum Manajemen Indonesia IV, 1–22.

Rijal, S., Sukarana, M., & Zainuddin, M. (2019). The Role of Income Audit against the Internal Control at Hotel Gammara Makassar. 9(6), 116–125.

Sukarni, S., & Ulfah, S. (2015). an Analysis of Teacher and Student Talk in the Classroom Interaction of the Eighth Grade of Smp Negeri 18 Purworejo. Vision: Journal for Language and Foreign Language Learning, 4(2), 261. https://doi.org/10.21580/vjv4i21594

Sundari, H. (2017). Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia. Advances in Language and Literary Studies, 8(6), 147. https://doi.org/10.7575/aiac.alls.v.8n.6p.147

Tran, T. H. (2010). Gender and Language Use in the ESL Classroom. Online Submission, 1–19.

Vighnarajah, Luan, W. S., & Abu Bakar, K. (2008). The shift in the role of teachers in the learning process. European Journal of Social Sciences, 7(2), 33–41.

Wahyuningsih, S. (2018). Men and women differences in using language: A case study of students at stain kudus. EduLite: Journal of English Education, Literature and Culture, 3(1), 79-90.

Published
2020-04-30
How to Cite
Dewi, S., Syamsidar, S., & Dianafitry, L. (2020). Male and Female Instructors’ Instructional Talks in Indonesian College EFL Classrooms: Case Study of Vocational Higher Education in South Sulawesi. Journal La Edusci, 1(2), 1-5. https://doi.org/10.37899/journallaedusci.v1i2.82