SPEECH STYLES USED BY YOUNG FEMALE AND MALE TEACHERS IN TEACHING ENGLISH TO THEIR OLDER STUDENTS

Authors

  • Febriani N Ronsumbre English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia
  • Esther H Kuntjara English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

DOI:

https://doi.org/10.9744/katakita.3.2.20-26

Keywords:

Keadilan Organisasional, Motivasi Kerja, Kepuasan Kerja Karyawan

Abstract

This study discussed about the speech styles used by a young female and a young male teacher in teaching English to their older students, the tendencies of using the features of each speech styles, and the use of opposite gendered speech styles. Through the classroom observation, the findings showed that the young female teacher applied six features of female speech styles and five features of male speech styles while the findings of theyoung male teacher showed that he only applied five features of male speech styles and applied six features of female speech styles.From the findings, it could be concluded that the most dominant speech styles used by the young female teacher is ‘Female Speech Style’ and the most dominant feature is ‘Co-operative’. And, the most dominant speech styles used by the young male teacher is ‘Male Speech Style’ and the most dominant feature is ‘Co-operative’ feature of female speech style

Author Biographies

  • Febriani N Ronsumbre, English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

    English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

  • Esther H Kuntjara, English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

    English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

References

Baxter, J. (2010). The language of female leadership.London: Palgrave Macmillan.

Hill, E. (2009). Do mothers and fathers differ in their speech styles when speaking to their children? Are there speaker gender effects on parents’ language behaviour?.INNERVATE Leading Undergraduate Work in English Studies, 2(2009-2010), 163-182.

Holmes, J. (2006). Gendered talk at work. Oxford: Blackwell.

Litosseliti, L. (2013). Gender & language theory and practice.New York: Routledge.

Wagner, S. E. (2012). Age grading in sociolinguistics theory. Language and Linguistics Compass,6(6),371-382.

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Issue

Vol. 3 No. 2 (2015)

Section

Articles

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