PATTERNS OF COMMUNICATION WITH REFERENCE TO GENDER ON COOPERATIVE LEARNING CLASSROOM.

PATTERNS OF COMMUNICATION WITH REFERENCE TO

GENDER IN COOPERATIVE LEARNING CLASSROOM

A Thesis

By

TRI INDAH REZEKI

Registration Number: 8116112017

Submitted to the English Applied Linguistic Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

PATTERNS OF COMMUNICATION WITH REFERENCE TO

GENDER IN COOPERATIVE LEARNING CLASSROOM

A Thesis

By

TRI INDAH REZEKI

Registration Number: 8116112017

Submitted to the English Applied Linguistic Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

ABSTRACT

Rezeki, Tri Indah. Registration number: 8116112017. Patterns of Communication with Reference to Gender in Cooperative Learning Classroom. A Thesis. English Applied Linguistics Study Program, Post Graduate Schol State University of Medan. 2013

The main objectives of this research are to investigate patterns of communication with reference to gender in Cooperative Learning Classroom and to find out what contextual factors and psychological factors that affect male and female students communicate in “report” type talk and “rapport” type talk in Cooperative Learning Classroom. The method of this sudy was descriptive method with qualitative research. The source of data was taken from students of the eighth grade of Ar-Rahman Junior High School in Percut. There was one Cooperative Learning classroom which consists of three groups with the total number of students is 15 students namely 8 female students and 7 male students. The data were collected in 3 ways. They were recording cooperative learning classroom, transcribing the utterances of male and female in cooperative learning classroom and identifying communication patterns of male and female in cooperative learning classroom. The data were analyzed to classify students’ communication based on “report” type talk and “rapport” type talk, to find the differences of patterns of communication used by male and female learners in cooperative learning classroom and to explain contextual factors and psychological factors in male and female communication in cooperative learning classroom namely instructional characteristics which is given in cooperative learning classroom. While psychological factors focus on confidence and motivation. The findings of the study indicates that; a) There are 32 sentences which are used by students that show “report” type talk precisely competitive, lacking sentimentality, analyzing, establish status and power. 19 sentences are competitive pattern, 1 sentence is lacking sentimentality pattern, 10 conversation are analyzing pattern, 2 sentences are establish status and power. b) There are 40 sentences which are used by students that show “rapport” type talk precisely cooperative, support, establish intimacy and community. 17 sentences are cooperative pattern, 19 sentences are support pattern, 3 sentences are establish intimacy and community. c) The type of evaluation/rewards is contextual factor which affect the communication of male and female students in classroom. d) Confidence and motivation are psychological factors which affect male and female students communicate in “report” type talk and “rapport” type talk in Cooperative Learning Classroom.

ACKNOWLEDGEMENT

First and foremost, the writer would like to praise to Allah SWT and His Prophet Muhammad SAW for the grace which is given to her so that she can finish her study in English Applied Linguistics Study Program.

The writer would like to thank to her first adviser, Prof. Amrin Saragih, M.A., Ph. D., and her second adviser, Dr. Sri Minda Murni M.S., for all advices and guidance for helping her and for their support and valuable knowledge in correcting and supervising her thesis until it appears in its present form.

She is especially appreciative for the Head of English Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd., and the Secretary Dr. Sri Minda Murni, M.S., for all of their time and their assistance throughout in the process of completing this thesis and all the lecturers and administrative staffs of the Post Graduated Program of LTBI.

She is grateful for her parents, Saifuddin, S.Pd. and Agusdariani Hsb, S.PdI. who give praying, support and love to her life and also she would like to give a very special gratitude to her parents-in-law, Prof. Dr. H. Syaiful Sagala, S.Sos., M.Pd., and Dra. Hj. Sri Rahayu.

To her sisters and her brother, Endang Pristiawaty, S.Pd, Pratu. Bambang Al-Ashri and Euis Indah Kesuma Ningsih, she would like to thank for the endless love and praying that they have given to her.

She also would like to express her special thankfulness to her husband Rakhmat Wahyudin Sagala, S.Pd. for his patience and willingness to sacrifice in order to help her complete sher study and to her lovely daughter, Naylana Khanza Zaneeta Razky Sagala who has given her spirit in completing this thesis.

To her colleagues at English Applied Linguistics Study Program, Post Graduate School State University of Medan, she greatly appreciates their thoughtful and insightful over the years.

Last but not least, she would like to thank to the people whose names cannot be mentioned who have supported her in this effort. She is pleased to have the opportunity to lift up those most critical to the completion of her thesis.

Medan, September 2013 The writer,

Tri Indah Rezeki

Registration Number: 8116112017

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT ... i

ABSTRACT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Problems of the Study ... 5

1.3 Objectives of the Study ... 6

1.4 Scope of the Study ... 6

1.5 Significance of the Study ... 7

CHAPTER II REVIEW OF LITERATURE ... 9

2.1 Patterns of Male and Female Communication ... 9

2.1.1 Male Communication Patterns ... 16

2.1.2 Female Communication Patterns ... 18

2.1.3 Characteristics of Male and Female Communication Patterns ... 20

2.1.4 “Report” Type talk and “Rapport” Type Talk ... 22

2.2 Cooperative Learning ... 23

2.2.1 Cooperative Learning Techniques ... 25

2.2.2 Characteristics of STAD ... 27

2.4 Contextual Factors in Cooperative Learning Classroom ... 31

2.5 Psychological Factors in Cooperative Learning Classroom ... 33

2.5.1 Confidence ... 33

2.5.2 Motivation ... 34

2.6 Conceptual Framework ... 34

CHAPTER III RESEARCH METHODOLOGY ... 37

3.1 Research Design ... 37

3.2 Sources of Data ... 38

3.3 Technique of Collecting the Data ... 38

3.4 Technique of Analyzing the Data ... 39

3.5 Trustworthiness ... 39

CHAPTER IV DATA ANALYSIS, FINDINGS AND DISCUSSION ... 42

4.1 The Data Analysis ... 42

4.1.1 Psychological Background which Affect Male Students Communicate in “Report” Type Talk ... 43

4.1.1.1 Analysis of “Report” Type Talk ... 44

4.1.2 Psychological Background which Affect Female Students Communicate in “Rapport” Type Talk ... 54

4.1.2.1 Analysis of “Rapport” Type Talk ... 54

4.1.3 Contextual Factors in Cooperative Learning Classroom ... 67

4.2 Triangulation of Research ... 68

4.3 Findings ... 69

4.3 Discussion ... 70

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 72

5.2 Suggestions ... 72 REFERENCES ... 74 APPENDIX ... 76

LIST OF TABLES

Page

Table 2.1 Distinction of Communication between Male and Female ... 11

Table 4.1 “Report” Type Talk in Cooperative Learning Classroom ... 43

Table 4.2 Psychological Background which Affect Male Students ... 53

Table 4.3 “Rapport” Type Talk in Cooperative Learning Classroom ... 54

Table 4.4 Psychological Background which Affect Female Students ... 67

LIST OF APPENDICES

Page

Appendix A. Transcript of Students’ Communication in Classroom Group I ... 76

Appendix B. Transcript of Students’ Communication in Classroom Group II ... 81

Appendix C. Transcript of Students’ Communication in Classroom Group III ... 83

Appendix D. Transcript of Students’ Communication in Classroom Quiz ... 86

Appendix E. Analysis of Analysis of Gender Communication Patterns in Classroom ... 89

Appendix F. Analysis of Students’ Speech Acts in Classroom Group I ... 112

Appendix G. Analysis of Students’ Speech Acts in Classroom Group II ... 120

Appendix H. Analysis of Students’ Speech Acts in Classroom Group III ... 125

  1  CHAPTER I

INTRODUCTION

1.1Background of the Study

Good communication is always one of the most difficult skills to master and probably a great source of friction and problems in any organization. Situation, time, cultures and customs and gender styles affect and complicate communication. Having studied communication patterns for many years, linguists tend to agree upon gender differences, some of which may be a result of basic biological or genetic differences, and others a result of cultural behavioral expectations and training. No matter which theory is correct, gender differences in communication may pose problems in relating or interacting with one another.

All of us have different styles of communicating with other people. Our style depends

on a lot of things: where we're from, how and where we were brought up, our educational background, our age, and it also can depend on our gender. Generally speaking, men and women talk differently although there are varying degrees of masculine and feminine speech characteristics in each of us. But men and women speak in particular ways mostly because those ways are associated with their gender. The styles that men and women use to communicate have been described as report and rapport type talk. Men often seek straightforward solutions to problems and useful advice whereas women tend to try and establish intimacy by discussing problems and showing concern and empathy in order to reinforce relationships.

  2 

Tannen (1990) states that male and female’s brains are structured and process information differently. Men process information analytically while women tend to process things abstractly. Each gender has a distinctive communication pattern and often mistakenly assumes that the opposite gender thinks and acts as they do. This is where miscommunication arises because each side believes they are communicating clearly based on their own communication patterns but they are not.

Tannen (1990) distinguishes male and female communication patterns. According to her, the male communication pattern is considered “report” type talk, while female communication pattern is considered “rapport” type talk. Male use conversation as a means of establishing status and power, while female use conversation to make connections and establish intimacy and community. Conversation of male is more competitive, while conversation of female is more cooperative. Men focus on power and status, while women focus on feelings and building relationships. In problem solving, male take a straightforward approach, while female tend to establish intimacy, show concern and empathy. When thinking about the problem, male expect solutions, exerting power to accomplish the problem solving task. On the other hand, female use problem solving as a way to strengthen relationships, focusing on sharing and discussing the problem rather than the end result. Male displays a higher percentage of providing information, direction, or answers, and direct disagreement than female do. (Tannen, 1990).

Based on Tannen’s theory about male and female communication patterns, this study focuses on communication patterns of male and female students in cooperative learning classroom. It is because in cooperative learning classroom, students work with classmates who have different learning skills, cultural background, attitudes, personalities, and gender (Slavin, 1995). Therefore, this study

  3 

is limited on the differences of gender communication patterns in cooperative learning classroom which is male students are considered have “report” type talk and female students are considered have “rapport” type talk. In this case, the researcher focuses on speech acts of male and female students in providing information, giving answers, giving agreement and disagreement. These speech acts are focused on male and female communication pattern namely “report” type talk and “rapport” type talk.

In the classroom, teachers control the amount of communication throughout the room. Teachers decide who talks, when they talk, and how to control the children when they are working together. The majority of the instruction that is delivered in classrooms is direct and teacher centered. Students are in competition for grades, praise, and recognition. An important aspect of learning is for students to be able to communicate what they know, or think they know. The best way for teachers to encourage communication from all students is through classroom discussion or small group work. One common teachers’ method used as a teaching strategy is the use of group learning. Group learning is also referred to as cooperative learning (Kagan, 1994). Ninety percent of human daily interactions involve working with others to a common goal. Cooperation is a non-conscious goal of interaction, socialization, and education (Tannen, 1994). Slavin (1990) and Johnson (1984) conducted many surveys and researches use cooperative learning method. They discovered that cooperative learning develops higher self-esteem, students learn effective ways to deal with peers, and they learn social skills like decision-making, trust building, communication, and conflict management. Through cooperative learning students learn several key skills to bring into the real world and they learn how to communicate with different genders.

  4 

Based on the writer’s experience who teaches English in Junior High School students, gender has role in cooperative learning classroom. For example, girls tend to be able to plan and organize their work more effectively than boys. They are also more able to apply their skills to different learning contexts. Boys interrupt more frequently and answer more often, even when they do not know the answer. Girls talk less in class and in groups but they are more likely to ask for help. Boys tend to over-estimate their academic abilities. Girls generally under-over-estimate their abilities and work harder to compensate. Boys tend to act first and think later. Girls like to think before they act and they are more careful in doing tasks than boys.

The differences of communication of male and female students in cooperative learning classroom are also influenced by contextual factors and psyichological factors. Boekaerts, De Koning, and Vedder (2006) state that there are two contextual factors that play important role in cooperative learning classroom. First is instructional characteristics, such as the type of task, the type of evaluation/rewards, teacher instruction behavior, and teachers’ clarity on rules for cooperative learning. Second is social climate, including students’ perceptions of the availability of teacher’s academic and emotional support, and the availability of peer academic and emotional support. This study is limited on the first contextual factor namely instructional characteristics which is given in cooperative learning classroom to investigate the differences of male and female students communication. While in psychological factors, Yan Hua (2007) stated that there are three psychological factors that affect gender communication in classroom. They are shyness, confidence and motivation.

The researcher also found the reality of language use in gender communication pattern. It was found that girls and boys learn to use language

  5 

differently in their peer groups. Typically, a girl has a best friend with whom she sits and talks, frequently telling secrets. For boys, activities are central: their best friends are the ones they do things with. Boys also tend to play in larger groups that are hierarchical. So boys are expected to use language to exhibit their skill, display their knowledge and resist challenges. In cooperative learning classroom, boys spoke more frequently than girls. Boys tend to control topics of conversation and to interrupt girls. Girls tend to raise more questions and to give minimal responses to maintain harmonious exchanges. Boys talk more, contrary to what is commonly believed, and are more likely to use a vernacular style in private while girls use a standard and polite language. Based on the reality, the researcher is interested to make a research about communication patterns of male and female students in cooperative learning classroom.

In connection to the writer’s experience, the researcher wants to investigate whether patterns of gender communication have role in cooperative learning classroomIn this case, the researcher focuses on how male and female students providing information, giving answers, giving agreement and disagreement in cooperative learning classroom. It is because in cooperative learning classroom, the writer found that many speech acts which are applied by students while they are discussing. So, the researcher limits the study on how male and female students providing information, giving answers, giving agreement and disagreement in the classroom. Besides, this study also focuses on how contextual factors and psychological factors play their role in male and female communication patterns in cooperative learning classroom. In this case, the researcher focuses on instructional characteristics

  6 

1.2 Problems of the Study

The problems of the study are formulated as the following:

1) What factors of psychological background affect male students communicate in “report” type talk when they are learning in Cooperative Learning Classroom atmosphere?

2) What factors of psychological background affect female students communicate in “rapport” type talk when they are learning in Cooperative Learning Classroom atmosphere?

3) How do contextual factors play their role in male and female communication patterns in Cooperative Learning Classroom?

1.3 Objectives of the Study

The objectives of the study are:

1) to investigate what factors of psychological background affect male students communicate in “report” type talk when they are learning in Cooperative Learning Classroom atmosphere,

2) to investigate what factors of psychological background affect female students communicate in “report” type talk when they are learning in Cooperative Learning Classroom atmosphere, and

3) to describe how contextual factors play their role in male and female communication patterns in Cooperative Learning Classroom

1.4 Scope of the Study

This study is limited on the patterns of communication with reference to gender in cooperative learning classroom. In this case, the classroom has been set by

  7 

applying cooperative learning and the communication of students are observed in the classroom by referring “report” type talk and “rapport” type talk. Tannen (1990) distinguishes male and female communication patterns. The male communication pattern is considered “report” type talk. The characteristics are male establish status and power, the conversation is more competitive, male focus on power and status. In problem solving, male take a straightforward approach, when thinking about the problem, male expect solutions, exerting power to accomplish the problem solving task and male display a higher percentage of providing information, direction, or answers, and direct disagreement than female do. On the other hand, Tannen (1990) states the female communication pattern is considered “rapport” type talk. The characteristics are female establish intimacy and community, the conversation is more cooperative, they focus on feelings and building relationships. In problem solving, female tend to establish intimacy, show concern and empathy, when thinking about the problem, female use problem solving as a way to strengthen relationships, focusing on sharing and discussing the problem rather than the end result and female display a lower percentage of providing information, direction, or answers, and direct disagreement than male do. This study is limited on speech acts of male and female students in providing information, giving answers, giving agreement and disagreement and it is limited on contextual factor namely instructional characteristics.

1.5 Significance of the Study

A study on patterns of communication to gender is a very interesting and challenging one to be conducted because it is one of many aspects of the language

  8 

being studied. It is expected that findings of this study are useful and relevant theoretically and practically. Theoretically, the findings of the study are potential:

1. to add up horizon in theory of language learning especially about gender communication in cooperative learning classroom,

2. to be references to further study which focuses on the differences of gender communication in cooperative learning classroom.

Practically, the findings of the study are relevant to:

1. English teachers, the study will be as the information to increase teaching-learning process in cooperative teaching-learning classroom especially for teachers who want investigate how male and female students communicate in cooperative learning classroom,

2. Students of English language, the study can be used as a reference to rise communication in cooperative learning classroom,

3. The English department, the findings can encourage and motivate the lecturers to increase their teaching in communication to increase students’ English classroom interaction

  76  CHAPTER V

CONCLUSIONS AND SUGGESTIONS

1.1 Conclusions

After analyzing the data, conclusions are drawn as the following:

1. Confidence is the most important psychological factor which affect male students communicate in “report” type talk in Cooperative Learning Classroom.

2. Confidence and motivation are psychological factors which affect female communicate in “rapport” type talk in Cooperative Learning Classroom

3. Contextual factor which focuses on instructional characteristics which was given in group discussion showed that the type of evaluation/rewards affects the communication of male and female students in classroom.

1.2 Suggestions

Having seen the findings of the study, the following suggestions are staged: 1. It is advisable for teacher to understand the differences of communication

patterns in gender especially in cooperative learning classroom so that they can improve teaching learning process which involve the different patterns of communication used by male and female students.

2. It is suggested for the future researcher to develop their their knowledge about patterns of communication with reference to gender in cooperative learning classroom.

  77 

3. It suggested that based on the findings of the study, the teacher should pay attention to psychological factors that affect male and female students communicate “report” type talk and “rapport” type talk and also contextual factors which have role in male and female communication patterns in Cooperative Learning Classroom.

  78 

REFERENCES

Barnes, D. 1969. Language in the secondary classroom. In D. Barnes, J. Britton, & H. Rosen (Eds.), Language, the learner, and the school Harmondsworth, Middlesex. England: Penguin Books.

Baker, L. Barbara. 2000. Gender Interaction in the Classroom. Journal of Teaching Development Program/Excellence in Teaching

Boekaerts, M., De Koning, E., & Vedder, P. (2006). Goal-Directed Behavior and Contextual Factors in the Classroom: An Innovative Approach to the Study of Multiple Goals. Educational Psychologist

Braedyn, Svecz, 2010. The Impact Gender has on Effective Communication. IRWIN Professional Publishing, Burr Ridge, IL.

Cox and Hassard. 2005. Triangulation in Organizational Research: A

Re-Presentation. London : Sage Publications

Creswell, J. W. (1994). Research Designs: Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage.

Donald, A. 1990. Introduction to Research in Education. New York: Rinehart & Winston. Inc

Drynan, Leslie. 2011. Communication Clash: Gender and Generational Effects on Communication in the Workplace. Deputy Clerk, Lanark County

Gillies and Boyle. 2009. Teachers' Reflections on Cooperative Learning: Issues of Implementation. Australia: School of Education. The University of Queensland, Brisbane

Gray, John. 2002. Men are from Mars, Women Are from Venus. New York: Harper Collins Publishers, Inc.

Horwitz, Elaine. 1986. Foreign Language Classroom Anxiety. Joann Cope Source: The Modern Language Journal, Vol. 70, No. 2 (Summer, 1986), pp. 125-130 Johnson, D. W., & Johnson, R. T. 1984. Cooperative Learning. New Brighton, MN:

Interaction Book Co.

Kagan, S. 1994. Cooperative Learning. San Clemente, CA: Resources for Teachers, Inc.

  79 

Marik, Nadine. 2006. Cross-Cultural Communication between Men and Women.

Munich, GRIN Publishing GmbH,

http://www.grin.com/en/e-book/66548/cross-cultural-communication-between-men-and-women

Mercer, N. 1996. The Quality of Talk in Children' Collaborative Activity in the Classroom. Learning and Instruction.

Nunan, D. 1999. Second Language Teaching & Learning. USA. Heinle&Heinle Publisher.

Robertson, Melissa. 2008. Who’s talking? An Observational Study of Gender Communication Patterns in a Cooperative Learning Classroom. B.A., California State University, Sacramento

Robert, S. Timothy. 2003. Online Collaborative Learning: Theory and Practice. Australia: Idea Group Publishing

Sibarani, B. 2004. Qualitative Research in Linguistics and Language Teaching. Course Materials for Graduate Students of English Applied Linguistics

Slavin, R. E. 1990. Cooperative Learning: Theory, Research and Practice. Englewood Cliffs, NJ: Prentice Hall.

Slavin, R. E. 1995. Cooperative Learning: Theory, Research and Practice. Second Edition. USA: Library of Congress Cataloging-in-Publication Data

Suciu, Giulia. 2012. Why Don't You Understand? Male-Female Communication. University of Oradea

Tannen, D. 1990. You Just don’t Understand: Women and Men in Conversation. New

York: Ballantine Books.

Tannen, D. 1994. Gender and Discourse. New York: Oxford University Press.

Wood, J. 2009. Gendered Lives: Communication, Gender and Culture. Canada: Wadsworth Cengage Learning

Yan Hua, Jin. 2007. Investigating the Difficulties in Speaking English for Academic Purposes; A Case Study of an Overseas Chinese Student, Apr. 2007, Volume 4, No.4 (Serial No.40) China: Sino-US English Teaching

  7 

applying cooperative learning and the communication of students are observed in the

classroom by referring “report” type talk and “rapport” type talk. Tannen (1990)

distinguishes male and female communication patterns. The male communication

pattern is considered “report” type talk. The characteristics are male establish status

and power, the conversation is more competitive, male focus on power and status. In

problem solving, male take a straightforward approach, when thinking about the

problem, male expect solutions, exerting power to accomplish the problem solving

task and male display a higher percentage of providing information, direction, or

answers, and direct disagreement than female do. On the other hand, Tannen (1990)

states the female communication pattern is considered “rapport” type talk. The

characteristics are female establish intimacy and community, the conversation is more

cooperative, they focus on feelings and building relationships. In problem solving,

female tend to establish intimacy, show concern and empathy, when thinking about

the problem, female use problem solving as a way to strengthen relationships,

focusing on sharing and discussing the problem rather than the end result and female

display a lower percentage of providing information, direction, or answers, and direct

disagreement than male do. This study is limited on speech acts of male and female

students in providing information, giving answers, giving agreement and

disagreement and it is limited on contextual factor namely instructional

characteristics.

1.5 Significance of the Study

A study on patterns of communication to gender is a very interesting and

being studied. It is expected that findings of this study are useful and relevant

theoretically and practically. Theoretically, the findings of the study are potential:

1. to add up horizon in theory of language learning especially about gender

communication in cooperative learning classroom,

2. to be references to further study which focuses on the differences of gender

communication in cooperative learning classroom.

Practically, the findings of the study are relevant to:

1. English teachers, the study will be as the information to increase

teaching-learning process in cooperative teaching-learning classroom especially for teachers who

want investigate how male and female students communicate in cooperative

learning classroom,

2. Students of English language, the study can be used as a reference to rise

communication in cooperative learning classroom,

3. The English department, the findings can encourage and motivate the lecturers

to increase their teaching in communication to increase students’ English

classroom interaction

  76  CHAPTER V

CONCLUSIONS AND SUGGESTIONS

1.1 Conclusions

After analyzing the data, conclusions are drawn as the following:

1. Confidence is the most important psychological factor which affect male students communicate in “report” type talk in Cooperative Learning Classroom.

2. Confidence and motivation are psychological factors which affect female communicate in “rapport” type talk in Cooperative Learning Classroom

3. Contextual factor which focuses on instructional characteristics which was given in group discussion showed that the type of evaluation/rewards affects the communication of male and female students in classroom.

1.2 Suggestions

Having seen the findings of the study, the following suggestions are staged: 1. It is advisable for teacher to understand the differences of communication

patterns in gender especially in cooperative learning classroom so that they can improve teaching learning process which involve the different patterns of communication used by male and female students.

2. It is suggested for the future researcher to develop their their knowledge about patterns of communication with reference to gender in cooperative learning classroom.

3. It suggested that based on the findings of the study, the teacher should pay attention to psychological factors that affect male and female students communicate “report” type talk and “rapport” type talk and also contextual factors which have role in male and female communication patterns in Cooperative Learning Classroom.

  78 

REFERENCES

Barnes, D. 1969. Language in the secondary classroom. In D. Barnes, J. Britton, & H. Rosen (Eds.), Language, the learner, and the school Harmondsworth, Middlesex. England: Penguin Books.

Baker, L. Barbara. 2000. Gender Interaction in the Classroom. Journal of Teaching Development Program/Excellence in Teaching

Boekaerts, M., De Koning, E., & Vedder, P. (2006). Goal-Directed Behavior and Contextual Factors in the Classroom: An Innovative Approach to the Study of Multiple Goals. Educational Psychologist

Braedyn, Svecz, 2010. The Impact Gender has on Effective Communication. IRWIN Professional Publishing, Burr Ridge, IL.

Cox and Hassard. 2005. Triangulation in Organizational Research: A

Re-Presentation. London : Sage Publications

Creswell, J. W. (1994). Research Designs: Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage.

Donald, A. 1990. Introduction to Research in Education. New York: Rinehart & Winston. Inc

Drynan, Leslie. 2011. Communication Clash: Gender and Generational Effects on Communication in the Workplace. Deputy Clerk, Lanark County

Gillies and Boyle. 2009. Teachers' Reflections on Cooperative Learning: Issues of Implementation. Australia: School of Education. The University of Queensland, Brisbane

Gray, John. 2002. Men are from Mars, Women Are from Venus. New York: Harper Collins Publishers, Inc.

Horwitz, Elaine. 1986. Foreign Language Classroom Anxiety. Joann Cope Source: The Modern Language Journal, Vol. 70, No. 2 (Summer, 1986), pp. 125-130 Johnson, D. W., & Johnson, R. T. 1984. Cooperative Learning. New Brighton, MN:

Interaction Book Co.

Kagan, S. 1994. Cooperative Learning. San Clemente, CA: Resources for Teachers, Inc.

Marik, Nadine. 2006. Cross-Cultural Communication between Men and Women.

Munich, GRIN Publishing GmbH,

http://www.grin.com/en/e-book/66548/cross-cultural-communication-between-men-and-women

Mercer, N. 1996. The Quality of Talk in Children' Collaborative Activity in the Classroom. Learning and Instruction.

Nunan, D. 1999. Second Language Teaching & Learning. USA. Heinle&Heinle Publisher.

Robertson, Melissa. 2008. Who’s talking? An Observational Study of Gender Communication Patterns in a Cooperative Learning Classroom. B.A., California State University, Sacramento

Robert, S. Timothy. 2003. Online Collaborative Learning: Theory and Practice. Australia: Idea Group Publishing

Sibarani, B. 2004. Qualitative Research in Linguistics and Language Teaching. Course Materials for Graduate Students of English Applied Linguistics

Slavin, R. E. 1990. Cooperative Learning: Theory, Research and Practice. Englewood Cliffs, NJ: Prentice Hall.

Slavin, R. E. 1995. Cooperative Learning: Theory, Research and Practice. Second Edition. USA: Library of Congress Cataloging-in-Publication Data

Suciu, Giulia. 2012. Why Don't You Understand? Male-Female Communication. University of Oradea

Tannen, D. 1990. You Just don’t Understand: Women and Men in Conversation. New York: Ballantine Books.

Tannen, D. 1994. Gender and Discourse. New York: Oxford University Press.

Wood, J. 2009. Gendered Lives: Communication, Gender and Culture. Canada: Wadsworth Cengage Learning

Yan Hua, Jin. 2007. Investigating the Difficulties in Speaking English for Academic Purposes; A Case Study of an Overseas Chinese Student, Apr. 2007, Volume 4, No.4 (Serial No.40) China: Sino-US English Teaching