ENGLISH TEACHERS’ LANGUAGE TEACHING ACTIVITIES WITH DIFFERENT GENDER AND ATTITUDE.
ABSTRACT
Sartika Dewi Harahap. Registration Number 8146112036. English Teachers’
Language Teaching Activities with Different Gender and Attitude. A Thesis.
English Applied Linguistics Study Program, Post Graduate School, State
University of Medan, 2016.
This study deals with English teachers’ language attitude in classroom activities
with different gender. It was aimed to find out attitudes are reflected by male and
female English teacher in teaching activities, attitude is reflected through the
language of male and female English teachers’ attitude toward English in the
teaching activities and the reason why do they have the attitude such the way it is.
This study used descriptive qualitative method was the design describe in
qualitative research. The source of data this research were focused on the English
teachers the state Senior High School in Kotapinang in Kabupaten Labuhanbatu
Selatan namely SMA Negeri 2. The data of this study were the transcription from
2 male and 2 female teachers’ language when they were teaching in the
classroom. The data were analyzed by applying Interactive models techniques by
Miles, Huberman & Saldana analysis. Based on the data analysis, it was found
that there are the differences attitudes showed by English teacher namely positive
and negative attitude. Then the researcher found how and when male and female
English teacher used English or Indonesia and they mixed or switched the
language in the teaching activities. It had been showed the components that
influenced the practice. The last, the reason of English teacher positive and
negative attitude toward English have such attitude. Gender is more dominant
factor that showed the attitude in teaching activities. Male teacher is more positive
than female in deliver the language as a whole.
Keywords: attitude, English teacher, gender, language and teaching activities.
i
ABSTRACT
Sartika Dewi Harahap. Registration Number 8146112036. Bahasa Guru Bahasa
Ingggris di dalam kegiatan mengajar dengan gender dan sikap yang berbeda. Tesis.
Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana,
Universitas Negeri Medan, 2016.
Penelitian ini berkaitan dengan sikap bahasa guru bahasa inggris dalam kegiatan
mengajar di kelas dilihat dengan melihat gendernya. Tujuan dari penelitian ini
adalah untuk mencari tahu sikap bahasa yang ditunjukkan guru bahasa inggris
terhadap bahasa inggris dikelas, bagaimana guru laki-laki dan guru perempuan
dalam menggunakan bahasa inggris dalam mengajar dan juga apa alasan mereka
untuk hal tersebut. Penelitian ini menggunakan metode kualitatif deskriptif.
Sumber data dalam penelitian ini adalah guru bahasa inggris di SMA Negeri 2
Kotapinang di Kabupaten Labuhanbatu Selatan. Data penelitian ini adalah
transkip dari bahasa guru yaitu 2 guru laki-laki dan 2 guru perempuan ketika
mengajar bahasa inggris dalam mengajar. Data penelitian ini dianalisis
menggunakan analisis dari Miles, Huberman dan Saldana. Berdasarkan hasil
analisis data, terdapat perbedaan sikap yang ditunjukkan oleh guru bahasa inggris
laki-laki dan perempuan yaitu sikap yang positip dan sikap yang negatip. Temuan
selanjutnya adalah bagaimana dan kapan guru bahasa inggris mencampur dan
merubah bahasa mereka ketika mengajar dikelas dari bahasa inggris ke dalam
bahasa Indonesia. Hal tersebut terlihat dari komponen yang mempengaruhi ketika
mereka menggunakan bahasa tersebut. Temuan terakhir adalah alasan guru bahas
inggris bersikap positip dan negatip. Gender adalah faktor yang dominan yang
terlihat dalam kegiatan mengajar. Ternyata, guru laki-laki bersikap lebih positip
dari pada guru perempuan dalam berbahasa secara keseluruhan.
Kata kunci : Bahasa, gender, guru bahasa inggris, kegitan mengajar dan sikap
ii
ACKNOWLEDGEMENT
Alhamdulillah, in the name of Almighty Allah swt, the most Gracious and the
most Merciful, first of all, the writer would like to thank God for His Blessing in the
completion of this thesis. Praises are also addressed to our prophet Muhammad SAW
who has guided us to the better life of today.
In the completion of this thesis, the writer wishes to acknowledge her deepest
gratitude for all generous guidance and assistance which has been given to her by a lot of
people.
The highest appreciation goes to her two advisors, Prof. Dr. Busmin Gurning,
M.Pd. as her first advisor and Dr. Eddy Setia, M.Ed. TESP. as her second advisor for
their all guidance through the completion of this thesis.
Then, her appreciation also goes to. Dr. Rahmad Husein, M.Ed. as the Head of
English Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum. as
the Secretary of English Applied Linguistics Study Program who has assisted her in
processing the administration requirements during the process of this studies in the
Postgraduate School of the State University of Medan.
The writer’s great thanks also goes to her reviewers and examiners, Prof. T.
Silvana Sinar, M.A.,Ph.D., Dr. Rahmad Husein, M.Ed. and Dr. Anni Holila Pulungan,
M.Hum. They had given valuable inputs, suggestions, criticisms, and improvements for
this thesis. She also would like to express her thankfulness for all lecturers taught him
during the academic years of LTBI.
Her greatest and sincere gratitude should also go to her beloved parents H. Azhar
Harahap and Hj. Rawiyah, her lovely sisters, Rasyidah Harahap, Rosdiana Harahap,
Izriyani Harahap, S.Pd, SD and brothers, Syaiful Haris Harahap and Syafrialdi Azwar
Harahap, S.Pd with his wife Rena Mahriani Nasution, S.Pd, who have patiently given
moral support, their never ending love, motivate and pray.
iii
Next, the gratefulness is given to Mahran Simamora, S.Pd as the Headmaster of
SMA Negeri 2 Kotapinang, 4 English teachers they are Jonson Manurung, M.Pd,
Jamaluddin Abduh Nasution, M.Pd, Herniwati Hasibuan, S.Pd, an Popi Wulansari
Nasution, S.Pd also all teachers there for help her in collected the data, gave the
opportunity to followed their class and as the source of data.
Then, last but not least, her gratitude goes to her friends of LTBI B1 who have
supported him to conduct this thesis, especially for H. Matrejo, Saddam Syarif Nasution,
Hajar Affiah, Orli Binta Tumanggor, Inaswari Sijabat, Frida Dian Handini, Rahmat Huda,
Makhraini Agustina, Nurlaili Khaira Khalid, Afer Jayanti Mendrofa, Jien Riski Magsara
Rumahorbo, Mairtati Dewi, Gaby Maureen, H. Bahrein Simamora, Edward Wilson
Purba, Nur Alfi Syahri, Tita Nirmalia Ginting, Marwah Hasibuan, Isrami Andika
Febiyanti, Pranata Roy Ganda Sihaloho and all for their friendship also for the
cooperation.
She also want to say big thanks to Head of UNIVA Labuhanbatu, the head of
English department and Lecturer and all ODOJer for the dua. The special friends outside
also supported her in always giving the motivation, especially for Warningsih, S.Pd, Sella
Noventi, S.Pd, Syahril Tahir Parinduri, S.Si and Arfin Muhammad. She offers her regards
and thanks to Brother Farid MH, who has helped her in providing the academic
administration.
Medan, June 2016
The writer,
Sartika Dewi Harahap
Registration Number 8146112036
iv
TABLE OF CONTENTS
Pages
Abstract ...............................................................................................................i
Abstrak ................................................................................................................ii
Acknowledgement...............................................................................................iii
Table of Contents ................................................................................................v
List of Appendices ..............................................................................................vii
List of Figures .....................................................................................................viii
List of Tables.......................................................................................................ix
CHAPTER I. INTRODUCTION.....................................................................1
1.1 The Background of the Study......................................................1
1.2 The Problems of the Study ..........................................................5
1.3 The Objectives of the Study ........................................................6
1.4 The Scope of the Study................................................................6
1.5 The Significant of the Study........................................................6
CHAPTER II. REVIEW OF LITERATURES .............................................8
2.1 Gender .........................................................................................8
2.1.1 The Nature of Gender ........................................................8
2.1.2 Language and Gender ........................................................8
2.2 Attitude ........................................................................................9
2.2.1 Attitude toward Language..................................................10
2.2.2 Component of Language Attitude......................................14
2.3 English Teacher Language Activities..........................................18
2.3.1 The Function of Using English
In Teaching Activities........................................................18
2.3.2 The Role of Gender toward English in
Teaching Activities ............................................................20
2.4 Relevant Studies ..........................................................................21
2.5 Conceptual Framework ...............................................................25
v
CHAPTER III. RESEARCH METODOLOGY ............................................27
3.1 Research Design ..........................................................................27
3.2 The Source of Data and Data.......................................................28
3.2.1 Source of Data....................................................................28
3.2.2 The Data.............................................................................28
3.3 The Technique of Data Collection ..............................................29
3.4 The Technique of Data Analysis .................................................30
3.5 Trustworthiness of Data ..............................................................33
3.5.1 Credibility ..........................................................................33
3.5.2 Transferability....................................................................34
3.5.3 Dependability .....................................................................34
3.5.4 Conformability ...................................................................34
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION ........36
4.1 Data Analysis...............................................................................36
4.1.1 Attitude toward English
in Teaching Activities ........................................................38
4.1.2 The attitudes are reflected
in teaching activities...........................................................39
4.1.3 The Reason of Male and Female
English Teachers have such Attitude
toward English in Teaching Activities...............................41
4.2 Findings .......................................................................................44
4.3 Discussion....................................................................................45
CHAPTER V. CONCLUSIONS AND SUGGESTIONS...............................47
5.1 Conclusions .................................................................................47
5.2 Suggestions..................................................................................47
REFERENCES..................................................................................................49
vi
LIST OF APPENDICES
Pages
Appendix A English Teachers’ Information ....................................................54
Appendix B
Questionnaire Sheet.....................................................................55
Appendix C
Interview Sheet............................................................................56
Appendix D Observation Transcriptions .........................................................57
Appendix E
Data Analysis...............................................................................88
Appendix F
Questionnaire...............................................................................146
Appendix G The Percentage of English Teachers’ Attitude
Based on the Questionnaire (Likerts’ Theory) ..............................154
Appendix H Interview Transcriptions..............................................................156
Appendix I
Documentations...........................................................................167
vii
LIST OF FIGURES
Pages
Figure 1. Conceptual Framework of this Research...............................................26
Figure 2. Interactive model of analysis by Miles,
Huberman & Saldana (2014)................................................................ 32
viii
LIST OF TABLES
Pages
Table 2.1. Components of Attitude ....................................................................... 17
Table 3.1. English Teachers’ Language Attitude..................................................32
Table 3.2. The Components of Attitude toward English ......................................32
ix
LIST OF APPENDICES
Pages
Appendix A English Teachers’ Information ....................................................54
Appendix B
Questionnaire Sheet.....................................................................55
Appendix C
Interview Sheet............................................................................56
Appendix D Observation Transciption ............................................................57
Appendix E
Data Analysis...............................................................................88
Appendix F
Questionnaire...............................................................................146
Appendix G The Percentage of English Teachers’ Attitude
Based on the Questionnaire (Likerts’ Theory) ............................154
Appendix H Interview Transcriptions..............................................................156
Appendix I
Documentations...........................................................................167
vii
LIST OF FIGURES
Pages
Figure 1. Conceptual Framework of this Research...............................................26
Figure 2. Interactive model of analysis by Miles,
Huberman & Saldana (2014)................................................................ 32
viii
LIST OF TABLES
Pages
Table 2.1. Components of Attitude .....................................................................17
Table 3.1. English Teachers’ Language Attitude................................................32
Table 3.2. The Components of Attitude toward English ....................................32
ix
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Attitude is important to teacher because it cannot be neatly separated
from the teaching and learning process (Reid, 2003:33). Attitude is considered as
essential factor influencing language performance. Achievement in a target
language relies not only on intellectual capacity, but also on the teacher’s attitude
toward language in teaching activities. Teaching learning should be approached
by English teacher as a social and psychological phenomenon rather than as a
purely academic one. Believe emotion and behavioural components of attitude
deals with the way one behaves and reacts in particular situation.
Teachers’ attitude toward teaching English has an effect on their
performance. This applies also to the profession of teaching (Duateped & AkkuCikka, 2004). Ustuner (2006) states that one of the nature of the teachers’ attitude
in teaching activities. Further, Anderson & Krathwohl (2001:28) mentions that
there are two types of language attitude, namely: language toward attitudes and
language toward non attitudes. Further Zimbardo & Leippe (1991:43) mentions
that attitude is learned or established predictions to respond. Today, most
researchers agree that attitude acquired and therefore “subject to fairly predictable
change” (Simmons & Maushak, 2011:84), although some researchers do believe
that some attitude may be innate or may have biological origins (Eagly &
Chaiken, 1993:67). Attitudes are systems or constructs that are composed of four
interrelated qualities: affective responses, cognitions, behavioural intentions and
1
2
behaviours. They vary in direction (positive or negative), degree (amount of
positive or negative feeling), and intensity (the level of commitment the individual
has to the position). Attitudes are not directly observable, but the actions and
behaviours to which they contribute may be observed (Bednar & Levie, 1993:70).
Although the cognitive, affective and connective “domains interact significantly
in instruction and learning” (Martin & Birggs, 1986:3), any behaviour that has an
emotional component lies within the affective domain.
Teacher’s attitude focuses on reinforced behaviour as the primary factor
responsible for attitude development. When a person is persuaded to act in a way
that is not congruent with a pre-existing attitude, he or she may change the
attitude to reduce dissonance (Smith & Ragan, 1999). Affective, cognitive
connective examines the relationship between attitude and beliefs and posit that
individuals are in an unstable state when their attitude toward object, event or
person and their knowledge about that are inconsistent (Simonson & Maushak,
2011). Krathwohl (1993:42) states that attitude is built through successive stages.
It means that teaching and learning process be at given levels depend on prior
teaching and learning at lower levels.
Here are examples of male and female utterances in the classroom
activities and students’ responds:
Male Teacher : Halo everybody....., how are you today?
Students
: Halo sir..... We are fine. And you?
Male Teacher : Fine..... We will check your attendances!
3
Female
: Assalamualaikum...... Good morning class.... how are you today?
Students
: Waalaikumsalam..... Good morning miss.... We are fine. And you
miss?
Female Teacher: I am fine thanks. We will check your attendances first. Kita cek
kehadiran dulu ya
Based on the examples male and female teachers’ attitude with English in
the classroom, there is the difference between male and female English teacher.
Male teacher is more positive attitude than female teacher (Smith & Ragan, 1999).
There can be seen that female teacher suddenly mixes or switches up English into
Bahasa.
The factors which cast influences on the attitude toward English are the
skill, experience, education background and gender (Grosjean & Soares, 1986).
These hold true for teaching profession also. Teachers as speaker and students as
listener skill are the consideration of both. Teacher has to know which class are
ready to achieve English as well as possible. Teaching experience of the teacher
contributes significantly in forming attitude. The teachers’ attitude towards the
subject and students is significant in creating desire to learn. Gender is the
paramount factors influencing the attitude of the teacher (Bozdogen, 2007). It is
found that male teacher have positive attitude towards teaching profession.
For some several studies have examined the attitudes of teachers’ toward
the English subject as their profession with regard to other different variable.
Attitude of teacher have been found to be influenced by gender. For example, a
number of the studies that investigated the effect of the gender variable on
attitudes (Cakir, 2009) found that male teachers have more positive attitudes
4
towards the teaching profession than female teachers. Conversely, other studies
concluded that female teacher have more positive attitudes.
In Kabupaten Labuhanbatu Selatan context gender based attitude is
important, gender plays a great role in different attitude formation due to different
exposure of both gender roles assigned to the teacher. The differences of attitude
exist between male and female teacher because of their different experiences
related to outer education side and individual differences in social structure of
Indonesian society which rise to different attitudes can be positive of negative. In
this context, teacher has an effect on the teachers’ attitudes toward English subject
and the teachers’ attitude is a significant predicator of the students’ language
acquisition as well as their attitude then gender has to be considered carefully in
the national-stuffing policy in Indonesia. (Sultan, 2012)
Male and female English teacher in Indonesia are very different
especially in the districts (Ashadi, 2015). When they teach in the classroom they
are centre of teaching and learning process. English subject has some level of
difficulties to learn and achieve by students in senior high school. Sometimes
some English teachers forces mix up the language to teach on several materials
that they have the difficulties and also when they see that their students could not
understand the lesson. This situation is different with international school that
they use English as their medium of learning instruction in daily. Absolutely, the
students feel easy to understand the lesson. Teacher must attend to this issue in
school whose students are not able to catch up all the material that was delivered
in full English.
5
In this case, teacher does not use English fully or mixed language when
they are teaching English subject in the classroom. They often use Indonesian
more than English in the classroom activities (Ashadi, 2015). The people can
count how many percent English teachers are consistent uses English fully when
the teachers are perform in front of the students. Actually, this case is very serious
problem because English is one of major subject for National Exam in the end of
the studies as a students’ barometer become a clear one at Senior High School. So,
the effect of the teacher habitual since studies incurs the difficulties for listening
section. As we know, listening section as an important part in the beginning of
national Exam.
In this case, the people can see the percentage of attitude and ability of
English teacher in presenting the material, whether stick with the English or mix
up with Indonesian language? Or even speak Indonesian or local language as a
whole to be quickly understood between teacher and students. How male and
female show it in front students in the classroom activities? Who is more
consistent with English or even lower the standard of teaching by mixing or
switching the language? So the researcher will discuss about “English teachers’
language teaching activities with different gender and attitude”.
1.2 The Problems of the Study
Based on the background of the study, the problems are formulated as the
following:
1. What are attitudes reflected by male and female English teacher in
teaching activities?
6
2. How is the attitude reflected through the language of male and female
English teacher in toward English in the teaching activities?
3. Why is happened in the way they are?
1.3 The Objectives of the Study
In the problems of the study, the objectives of this research are:
1.
to find out attitudes are reflected by male and female English teacher in
teaching activities.
2.
to describe attitude is reflected through the language of male and female
English teachers’ attitude toward English in the teaching activities.
3.
to elaborate male and female English teachers’ way is happened.
1.4 The Scope of the Study
The study was focused on the attitude of male and female English teachers
toward English through the language in the teaching activities in SMA Negeri 2 in
Kotapinang and some reasons which is influenced by the component of language
attitude.
1.5 The Significance of the Study
A study is academically will be conducted to enrich on the development
of knowledge. Findings of this study are expected to be useful and relevant
theoretically and practically.
Theoretically, the findings provide new contribution to the theory of the
language attitude by different gender in teaching activities. A study on language
7
teaching activities with different gender and attitude is educational research that
challenging to be conducted because it is one of many aspect of the language
being studied.
Practically the findings are expected to awake the English teachers in
Kabupaten Labuhanbatu Selatan and other districts to aware the attitude in male
and female English teachers’ language in teaching activities.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the data analysis, there are some important points that can be
concluded, they are:
1. It was found that there are the different attitudes showed by English
teacher namely positive and negative attitude in teaching activities.
2. From the analysis, it was found how and when male and female English
teacher used English or Indonesia and they mixed or switched the
language in the teaching activities. It had been showed the components
that influenced the practice. It can be seen in appendix E, F and H.
3. The reason of English teacher positive and negative attitude toward
English have such attitude. Gender is more dominant factor that showed
the attitude in teaching activities. Male teacher is more positive than
female in deliver the language as a whole. It can be seen in appendix E as
the result of data analysis, and it was supported from the questionnaire
result in appendix F, the percentage of attitude in appendix G and
interview result in appendix H.
5.2. Suggestions
In line with this research, some important suggestions are required to the
other students, the next researchers, and the education authority, they are as the
followings:
47
48
1. Since this research was conducted only in 40 days, the researcher suggests
to the next researchers to conduct a longer research to get the better result.
The researcher suggests investigating another aspect of attitude which
occurs in the school interaction.
2. To other researcher, the researcher suggests to find out a new phenomenon
of attitude toward language in another context so it will produce newest
findings of the realization of language attitude.
3. To the education authority, the researcher suggests to make the rule of
English use in SMA Negeri 2 Kotapinang and give the facilitate, motivate,
exercise and infrastructure to the teachers.
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Sartika Dewi Harahap. Registration Number 8146112036. English Teachers’
Language Teaching Activities with Different Gender and Attitude. A Thesis.
English Applied Linguistics Study Program, Post Graduate School, State
University of Medan, 2016.
This study deals with English teachers’ language attitude in classroom activities
with different gender. It was aimed to find out attitudes are reflected by male and
female English teacher in teaching activities, attitude is reflected through the
language of male and female English teachers’ attitude toward English in the
teaching activities and the reason why do they have the attitude such the way it is.
This study used descriptive qualitative method was the design describe in
qualitative research. The source of data this research were focused on the English
teachers the state Senior High School in Kotapinang in Kabupaten Labuhanbatu
Selatan namely SMA Negeri 2. The data of this study were the transcription from
2 male and 2 female teachers’ language when they were teaching in the
classroom. The data were analyzed by applying Interactive models techniques by
Miles, Huberman & Saldana analysis. Based on the data analysis, it was found
that there are the differences attitudes showed by English teacher namely positive
and negative attitude. Then the researcher found how and when male and female
English teacher used English or Indonesia and they mixed or switched the
language in the teaching activities. It had been showed the components that
influenced the practice. The last, the reason of English teacher positive and
negative attitude toward English have such attitude. Gender is more dominant
factor that showed the attitude in teaching activities. Male teacher is more positive
than female in deliver the language as a whole.
Keywords: attitude, English teacher, gender, language and teaching activities.
i
ABSTRACT
Sartika Dewi Harahap. Registration Number 8146112036. Bahasa Guru Bahasa
Ingggris di dalam kegiatan mengajar dengan gender dan sikap yang berbeda. Tesis.
Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pascasarjana,
Universitas Negeri Medan, 2016.
Penelitian ini berkaitan dengan sikap bahasa guru bahasa inggris dalam kegiatan
mengajar di kelas dilihat dengan melihat gendernya. Tujuan dari penelitian ini
adalah untuk mencari tahu sikap bahasa yang ditunjukkan guru bahasa inggris
terhadap bahasa inggris dikelas, bagaimana guru laki-laki dan guru perempuan
dalam menggunakan bahasa inggris dalam mengajar dan juga apa alasan mereka
untuk hal tersebut. Penelitian ini menggunakan metode kualitatif deskriptif.
Sumber data dalam penelitian ini adalah guru bahasa inggris di SMA Negeri 2
Kotapinang di Kabupaten Labuhanbatu Selatan. Data penelitian ini adalah
transkip dari bahasa guru yaitu 2 guru laki-laki dan 2 guru perempuan ketika
mengajar bahasa inggris dalam mengajar. Data penelitian ini dianalisis
menggunakan analisis dari Miles, Huberman dan Saldana. Berdasarkan hasil
analisis data, terdapat perbedaan sikap yang ditunjukkan oleh guru bahasa inggris
laki-laki dan perempuan yaitu sikap yang positip dan sikap yang negatip. Temuan
selanjutnya adalah bagaimana dan kapan guru bahasa inggris mencampur dan
merubah bahasa mereka ketika mengajar dikelas dari bahasa inggris ke dalam
bahasa Indonesia. Hal tersebut terlihat dari komponen yang mempengaruhi ketika
mereka menggunakan bahasa tersebut. Temuan terakhir adalah alasan guru bahas
inggris bersikap positip dan negatip. Gender adalah faktor yang dominan yang
terlihat dalam kegiatan mengajar. Ternyata, guru laki-laki bersikap lebih positip
dari pada guru perempuan dalam berbahasa secara keseluruhan.
Kata kunci : Bahasa, gender, guru bahasa inggris, kegitan mengajar dan sikap
ii
ACKNOWLEDGEMENT
Alhamdulillah, in the name of Almighty Allah swt, the most Gracious and the
most Merciful, first of all, the writer would like to thank God for His Blessing in the
completion of this thesis. Praises are also addressed to our prophet Muhammad SAW
who has guided us to the better life of today.
In the completion of this thesis, the writer wishes to acknowledge her deepest
gratitude for all generous guidance and assistance which has been given to her by a lot of
people.
The highest appreciation goes to her two advisors, Prof. Dr. Busmin Gurning,
M.Pd. as her first advisor and Dr. Eddy Setia, M.Ed. TESP. as her second advisor for
their all guidance through the completion of this thesis.
Then, her appreciation also goes to. Dr. Rahmad Husein, M.Ed. as the Head of
English Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum. as
the Secretary of English Applied Linguistics Study Program who has assisted her in
processing the administration requirements during the process of this studies in the
Postgraduate School of the State University of Medan.
The writer’s great thanks also goes to her reviewers and examiners, Prof. T.
Silvana Sinar, M.A.,Ph.D., Dr. Rahmad Husein, M.Ed. and Dr. Anni Holila Pulungan,
M.Hum. They had given valuable inputs, suggestions, criticisms, and improvements for
this thesis. She also would like to express her thankfulness for all lecturers taught him
during the academic years of LTBI.
Her greatest and sincere gratitude should also go to her beloved parents H. Azhar
Harahap and Hj. Rawiyah, her lovely sisters, Rasyidah Harahap, Rosdiana Harahap,
Izriyani Harahap, S.Pd, SD and brothers, Syaiful Haris Harahap and Syafrialdi Azwar
Harahap, S.Pd with his wife Rena Mahriani Nasution, S.Pd, who have patiently given
moral support, their never ending love, motivate and pray.
iii
Next, the gratefulness is given to Mahran Simamora, S.Pd as the Headmaster of
SMA Negeri 2 Kotapinang, 4 English teachers they are Jonson Manurung, M.Pd,
Jamaluddin Abduh Nasution, M.Pd, Herniwati Hasibuan, S.Pd, an Popi Wulansari
Nasution, S.Pd also all teachers there for help her in collected the data, gave the
opportunity to followed their class and as the source of data.
Then, last but not least, her gratitude goes to her friends of LTBI B1 who have
supported him to conduct this thesis, especially for H. Matrejo, Saddam Syarif Nasution,
Hajar Affiah, Orli Binta Tumanggor, Inaswari Sijabat, Frida Dian Handini, Rahmat Huda,
Makhraini Agustina, Nurlaili Khaira Khalid, Afer Jayanti Mendrofa, Jien Riski Magsara
Rumahorbo, Mairtati Dewi, Gaby Maureen, H. Bahrein Simamora, Edward Wilson
Purba, Nur Alfi Syahri, Tita Nirmalia Ginting, Marwah Hasibuan, Isrami Andika
Febiyanti, Pranata Roy Ganda Sihaloho and all for their friendship also for the
cooperation.
She also want to say big thanks to Head of UNIVA Labuhanbatu, the head of
English department and Lecturer and all ODOJer for the dua. The special friends outside
also supported her in always giving the motivation, especially for Warningsih, S.Pd, Sella
Noventi, S.Pd, Syahril Tahir Parinduri, S.Si and Arfin Muhammad. She offers her regards
and thanks to Brother Farid MH, who has helped her in providing the academic
administration.
Medan, June 2016
The writer,
Sartika Dewi Harahap
Registration Number 8146112036
iv
TABLE OF CONTENTS
Pages
Abstract ...............................................................................................................i
Abstrak ................................................................................................................ii
Acknowledgement...............................................................................................iii
Table of Contents ................................................................................................v
List of Appendices ..............................................................................................vii
List of Figures .....................................................................................................viii
List of Tables.......................................................................................................ix
CHAPTER I. INTRODUCTION.....................................................................1
1.1 The Background of the Study......................................................1
1.2 The Problems of the Study ..........................................................5
1.3 The Objectives of the Study ........................................................6
1.4 The Scope of the Study................................................................6
1.5 The Significant of the Study........................................................6
CHAPTER II. REVIEW OF LITERATURES .............................................8
2.1 Gender .........................................................................................8
2.1.1 The Nature of Gender ........................................................8
2.1.2 Language and Gender ........................................................8
2.2 Attitude ........................................................................................9
2.2.1 Attitude toward Language..................................................10
2.2.2 Component of Language Attitude......................................14
2.3 English Teacher Language Activities..........................................18
2.3.1 The Function of Using English
In Teaching Activities........................................................18
2.3.2 The Role of Gender toward English in
Teaching Activities ............................................................20
2.4 Relevant Studies ..........................................................................21
2.5 Conceptual Framework ...............................................................25
v
CHAPTER III. RESEARCH METODOLOGY ............................................27
3.1 Research Design ..........................................................................27
3.2 The Source of Data and Data.......................................................28
3.2.1 Source of Data....................................................................28
3.2.2 The Data.............................................................................28
3.3 The Technique of Data Collection ..............................................29
3.4 The Technique of Data Analysis .................................................30
3.5 Trustworthiness of Data ..............................................................33
3.5.1 Credibility ..........................................................................33
3.5.2 Transferability....................................................................34
3.5.3 Dependability .....................................................................34
3.5.4 Conformability ...................................................................34
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION ........36
4.1 Data Analysis...............................................................................36
4.1.1 Attitude toward English
in Teaching Activities ........................................................38
4.1.2 The attitudes are reflected
in teaching activities...........................................................39
4.1.3 The Reason of Male and Female
English Teachers have such Attitude
toward English in Teaching Activities...............................41
4.2 Findings .......................................................................................44
4.3 Discussion....................................................................................45
CHAPTER V. CONCLUSIONS AND SUGGESTIONS...............................47
5.1 Conclusions .................................................................................47
5.2 Suggestions..................................................................................47
REFERENCES..................................................................................................49
vi
LIST OF APPENDICES
Pages
Appendix A English Teachers’ Information ....................................................54
Appendix B
Questionnaire Sheet.....................................................................55
Appendix C
Interview Sheet............................................................................56
Appendix D Observation Transcriptions .........................................................57
Appendix E
Data Analysis...............................................................................88
Appendix F
Questionnaire...............................................................................146
Appendix G The Percentage of English Teachers’ Attitude
Based on the Questionnaire (Likerts’ Theory) ..............................154
Appendix H Interview Transcriptions..............................................................156
Appendix I
Documentations...........................................................................167
vii
LIST OF FIGURES
Pages
Figure 1. Conceptual Framework of this Research...............................................26
Figure 2. Interactive model of analysis by Miles,
Huberman & Saldana (2014)................................................................ 32
viii
LIST OF TABLES
Pages
Table 2.1. Components of Attitude ....................................................................... 17
Table 3.1. English Teachers’ Language Attitude..................................................32
Table 3.2. The Components of Attitude toward English ......................................32
ix
LIST OF APPENDICES
Pages
Appendix A English Teachers’ Information ....................................................54
Appendix B
Questionnaire Sheet.....................................................................55
Appendix C
Interview Sheet............................................................................56
Appendix D Observation Transciption ............................................................57
Appendix E
Data Analysis...............................................................................88
Appendix F
Questionnaire...............................................................................146
Appendix G The Percentage of English Teachers’ Attitude
Based on the Questionnaire (Likerts’ Theory) ............................154
Appendix H Interview Transcriptions..............................................................156
Appendix I
Documentations...........................................................................167
vii
LIST OF FIGURES
Pages
Figure 1. Conceptual Framework of this Research...............................................26
Figure 2. Interactive model of analysis by Miles,
Huberman & Saldana (2014)................................................................ 32
viii
LIST OF TABLES
Pages
Table 2.1. Components of Attitude .....................................................................17
Table 3.1. English Teachers’ Language Attitude................................................32
Table 3.2. The Components of Attitude toward English ....................................32
ix
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Attitude is important to teacher because it cannot be neatly separated
from the teaching and learning process (Reid, 2003:33). Attitude is considered as
essential factor influencing language performance. Achievement in a target
language relies not only on intellectual capacity, but also on the teacher’s attitude
toward language in teaching activities. Teaching learning should be approached
by English teacher as a social and psychological phenomenon rather than as a
purely academic one. Believe emotion and behavioural components of attitude
deals with the way one behaves and reacts in particular situation.
Teachers’ attitude toward teaching English has an effect on their
performance. This applies also to the profession of teaching (Duateped & AkkuCikka, 2004). Ustuner (2006) states that one of the nature of the teachers’ attitude
in teaching activities. Further, Anderson & Krathwohl (2001:28) mentions that
there are two types of language attitude, namely: language toward attitudes and
language toward non attitudes. Further Zimbardo & Leippe (1991:43) mentions
that attitude is learned or established predictions to respond. Today, most
researchers agree that attitude acquired and therefore “subject to fairly predictable
change” (Simmons & Maushak, 2011:84), although some researchers do believe
that some attitude may be innate or may have biological origins (Eagly &
Chaiken, 1993:67). Attitudes are systems or constructs that are composed of four
interrelated qualities: affective responses, cognitions, behavioural intentions and
1
2
behaviours. They vary in direction (positive or negative), degree (amount of
positive or negative feeling), and intensity (the level of commitment the individual
has to the position). Attitudes are not directly observable, but the actions and
behaviours to which they contribute may be observed (Bednar & Levie, 1993:70).
Although the cognitive, affective and connective “domains interact significantly
in instruction and learning” (Martin & Birggs, 1986:3), any behaviour that has an
emotional component lies within the affective domain.
Teacher’s attitude focuses on reinforced behaviour as the primary factor
responsible for attitude development. When a person is persuaded to act in a way
that is not congruent with a pre-existing attitude, he or she may change the
attitude to reduce dissonance (Smith & Ragan, 1999). Affective, cognitive
connective examines the relationship between attitude and beliefs and posit that
individuals are in an unstable state when their attitude toward object, event or
person and their knowledge about that are inconsistent (Simonson & Maushak,
2011). Krathwohl (1993:42) states that attitude is built through successive stages.
It means that teaching and learning process be at given levels depend on prior
teaching and learning at lower levels.
Here are examples of male and female utterances in the classroom
activities and students’ responds:
Male Teacher : Halo everybody....., how are you today?
Students
: Halo sir..... We are fine. And you?
Male Teacher : Fine..... We will check your attendances!
3
Female
: Assalamualaikum...... Good morning class.... how are you today?
Students
: Waalaikumsalam..... Good morning miss.... We are fine. And you
miss?
Female Teacher: I am fine thanks. We will check your attendances first. Kita cek
kehadiran dulu ya
Based on the examples male and female teachers’ attitude with English in
the classroom, there is the difference between male and female English teacher.
Male teacher is more positive attitude than female teacher (Smith & Ragan, 1999).
There can be seen that female teacher suddenly mixes or switches up English into
Bahasa.
The factors which cast influences on the attitude toward English are the
skill, experience, education background and gender (Grosjean & Soares, 1986).
These hold true for teaching profession also. Teachers as speaker and students as
listener skill are the consideration of both. Teacher has to know which class are
ready to achieve English as well as possible. Teaching experience of the teacher
contributes significantly in forming attitude. The teachers’ attitude towards the
subject and students is significant in creating desire to learn. Gender is the
paramount factors influencing the attitude of the teacher (Bozdogen, 2007). It is
found that male teacher have positive attitude towards teaching profession.
For some several studies have examined the attitudes of teachers’ toward
the English subject as their profession with regard to other different variable.
Attitude of teacher have been found to be influenced by gender. For example, a
number of the studies that investigated the effect of the gender variable on
attitudes (Cakir, 2009) found that male teachers have more positive attitudes
4
towards the teaching profession than female teachers. Conversely, other studies
concluded that female teacher have more positive attitudes.
In Kabupaten Labuhanbatu Selatan context gender based attitude is
important, gender plays a great role in different attitude formation due to different
exposure of both gender roles assigned to the teacher. The differences of attitude
exist between male and female teacher because of their different experiences
related to outer education side and individual differences in social structure of
Indonesian society which rise to different attitudes can be positive of negative. In
this context, teacher has an effect on the teachers’ attitudes toward English subject
and the teachers’ attitude is a significant predicator of the students’ language
acquisition as well as their attitude then gender has to be considered carefully in
the national-stuffing policy in Indonesia. (Sultan, 2012)
Male and female English teacher in Indonesia are very different
especially in the districts (Ashadi, 2015). When they teach in the classroom they
are centre of teaching and learning process. English subject has some level of
difficulties to learn and achieve by students in senior high school. Sometimes
some English teachers forces mix up the language to teach on several materials
that they have the difficulties and also when they see that their students could not
understand the lesson. This situation is different with international school that
they use English as their medium of learning instruction in daily. Absolutely, the
students feel easy to understand the lesson. Teacher must attend to this issue in
school whose students are not able to catch up all the material that was delivered
in full English.
5
In this case, teacher does not use English fully or mixed language when
they are teaching English subject in the classroom. They often use Indonesian
more than English in the classroom activities (Ashadi, 2015). The people can
count how many percent English teachers are consistent uses English fully when
the teachers are perform in front of the students. Actually, this case is very serious
problem because English is one of major subject for National Exam in the end of
the studies as a students’ barometer become a clear one at Senior High School. So,
the effect of the teacher habitual since studies incurs the difficulties for listening
section. As we know, listening section as an important part in the beginning of
national Exam.
In this case, the people can see the percentage of attitude and ability of
English teacher in presenting the material, whether stick with the English or mix
up with Indonesian language? Or even speak Indonesian or local language as a
whole to be quickly understood between teacher and students. How male and
female show it in front students in the classroom activities? Who is more
consistent with English or even lower the standard of teaching by mixing or
switching the language? So the researcher will discuss about “English teachers’
language teaching activities with different gender and attitude”.
1.2 The Problems of the Study
Based on the background of the study, the problems are formulated as the
following:
1. What are attitudes reflected by male and female English teacher in
teaching activities?
6
2. How is the attitude reflected through the language of male and female
English teacher in toward English in the teaching activities?
3. Why is happened in the way they are?
1.3 The Objectives of the Study
In the problems of the study, the objectives of this research are:
1.
to find out attitudes are reflected by male and female English teacher in
teaching activities.
2.
to describe attitude is reflected through the language of male and female
English teachers’ attitude toward English in the teaching activities.
3.
to elaborate male and female English teachers’ way is happened.
1.4 The Scope of the Study
The study was focused on the attitude of male and female English teachers
toward English through the language in the teaching activities in SMA Negeri 2 in
Kotapinang and some reasons which is influenced by the component of language
attitude.
1.5 The Significance of the Study
A study is academically will be conducted to enrich on the development
of knowledge. Findings of this study are expected to be useful and relevant
theoretically and practically.
Theoretically, the findings provide new contribution to the theory of the
language attitude by different gender in teaching activities. A study on language
7
teaching activities with different gender and attitude is educational research that
challenging to be conducted because it is one of many aspect of the language
being studied.
Practically the findings are expected to awake the English teachers in
Kabupaten Labuhanbatu Selatan and other districts to aware the attitude in male
and female English teachers’ language in teaching activities.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the data analysis, there are some important points that can be
concluded, they are:
1. It was found that there are the different attitudes showed by English
teacher namely positive and negative attitude in teaching activities.
2. From the analysis, it was found how and when male and female English
teacher used English or Indonesia and they mixed or switched the
language in the teaching activities. It had been showed the components
that influenced the practice. It can be seen in appendix E, F and H.
3. The reason of English teacher positive and negative attitude toward
English have such attitude. Gender is more dominant factor that showed
the attitude in teaching activities. Male teacher is more positive than
female in deliver the language as a whole. It can be seen in appendix E as
the result of data analysis, and it was supported from the questionnaire
result in appendix F, the percentage of attitude in appendix G and
interview result in appendix H.
5.2. Suggestions
In line with this research, some important suggestions are required to the
other students, the next researchers, and the education authority, they are as the
followings:
47
48
1. Since this research was conducted only in 40 days, the researcher suggests
to the next researchers to conduct a longer research to get the better result.
The researcher suggests investigating another aspect of attitude which
occurs in the school interaction.
2. To other researcher, the researcher suggests to find out a new phenomenon
of attitude toward language in another context so it will produce newest
findings of the realization of language attitude.
3. To the education authority, the researcher suggests to make the rule of
English use in SMA Negeri 2 Kotapinang and give the facilitate, motivate,
exercise and infrastructure to the teachers.
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