Analyze Gender Problem in Classroom languange

By : Faisal - 157835466

Abstract
This article is a small research done by the writer to find the suitable classroom
languange that can be suitable implementing in teaching learning based on gender
sensitive issue. This is a small work from the writer to support gender sensistive
campaign through education issue. The research is done by looking for the meaning
of gender and understanding of the issue and analyze from some book that give best
explanation sentence in classroom languange base on gender sensistive issu.

Keywords: Gender, languange, Classroom languange

CHAPTER I

1. Introduction.
Gender issues nowdays is a famous issue in around the world. Talking about
gender is not just about women, but it is about both women and men. Gender
inequality does not only disadvantage women. Many men also suffer from gender
inequality, for example, men who cannot afford to provide financial support to their
families can be labeled as losers. However, women have more disadvantages and
oppression in this issues. Gender equality expects that both men and women have
an equal opportunities to participate in every process of social life and also that men
and women have the same access to public services and equal socio-economic and
political status
There are many gender issues appears in our social life, economic, politic, even
in the field of education raise some crucial gender issues. There are four Gender
issues in education in Indonesia as written in the Journal report of USAID
PRIORITAS (International, 2012) those are: Access, Participation, Teaching and
Learning and Achievement. Here the writer only focus in teaching and learning
issues.
In teaching learning issues, the journal report states that There are little or
almost no teaching materials and syllabi with a gender perspective which are
available for use by teachers, let alone standard guidelines on the use of appropriate
language in class, classroom management and the school management system.
Appropriate teaching materials and training are needed to create teaching and
learning practice to promote gender equity in the classroom, during extracurricular
activities and within the broader school community. In short explanation the journal
report indicates that to promote gender equity in teaching learning practice needs to
use of gender sensitive languange in the class.
Based on the narration above, the writer interest to analyse gender problem in
Classroom languange.
There are some literature studies in previous before related to gender issues in
education in Indonesia, the writer found some artikel, journal and also skripsi that
promoting gender issue, among other are :
1) From IMPACT journal : DEEPIKA NELSON, JULIA DEVARDHI & MULU
BERHANU, they wrote about :Gender Perspective And Language
Learning Strategy In The Efl Classroom in 2014.
2) Skripsi Nur Indah Ariyani, Problematika gender dalam dunia
pendidikan, 2013.
3) Thesis Drs. Suharyo, Ketidaksetaraan gender dalam pendidikan dasar
dan menengah di Jawa Barat, 2002.
4) Journal of Indonesian-Unesco program, 2007.
5) Journa report of USAID PRIORITAS, 2014.
All those writing above mostly only discuss about management, pshycology,
institutional problem, and goverment policy. The writer difficult to find the best
teaching practice article on how to conduct teaching practise in based on gender
sensitive languange.
2. Purpose of The Study.
The purpose of the study in this artice are :
1) To improve students understanding of gender issues through
implementation of gender sensitive classroom languange.
2) To create teaching and learning practice that support equal
participation between girls and boys using gender sensitif classroom
languange.
3. Structure of The Study.
This article is divided into five chapters. Chapter one explain about the general
background and chapter two is review to the literature, than the third chapter is
designed for the analysis of classroom languange and chapter four is a compilation
result about classroom languange while the last chapter is a conclusion.
 CHAPTER II
Literature Review

1) Gender.
According to Zimmerman in Penelope book (Eckert and McConnell-Ginet, 2003),
definitions of gender, that is,Gender is not something we are born with, and not
something we have, but something we do. The same opinion also states from lakoff;
a social construct within the fields of cultural and gender studies, and the social
sciences.
Based on the explanation above it can conclude that Gender has no corelation
with sex. It can not said that gender directly point to female habitual. Learning about
gender is learning about how a boy/man and a girl/woman plays the role according
to their gender, role, function, and their own potential.
2) Classroom languange.
According to Buku Panduan Guru Bahasa Inggris (Nurhasanah et al., 2014),
Classroom language is a list of words that is used as the languange of instruction in
classroom. It means teaching english using the english languange. To implement
this methode the writer used and give a frase, sentence, expression that usually use
in the classroom gradually. The writer refers to classroom languange step and
strategies which is recommended by Chaudron (Richards and Lockhart, 2007) which
are:
1) Speaking more slowly. When teachers speak to language learners in the
classroom, they often use a slower rate of speech than they would use in
other situations.
2) Using pauses. Teachers tend to pause more and to use longer pauses when
teaching language learners, particularly lower-level students.These pauses
give learners more time to process what the teacher has said and hence
facilitate their comprehension.
3) Changing pronunciation. Teachers may sometimes use a clearer articulation
or a more standard style of speech, one which contains fewer reductions and
contractions than they would use outside of a teaching situation. For example,
instead of saying, "Couldja read that line, Juan?" the teacher might more
carefully enunciate "Could you . . . ?"
4) Modifying vocabulary. Teachers often replace a difficult word with what they
think is a more commonly used word. For example, the teacher might ask,
"What do you think this picture showsT instead of "What do you think this
picture depictsT However, teachers sometimes unwittingly "complicate"
vocabulary instead of simplifying it. For example, teachers might say, "What
do you think this picture is aboutV supplying an idiomatic (but not necessarily
simpler) replacement for depicts.
5) Modifying grammar Language teachers often simplify the grammatical
structure of sentences in the classroom. For example, teachers may use
fewer subordinate clauses in a classroom situation than in other contexts, or
avoid using complex tenses.
6) Modifying discourse. Teachers may repeat themselves or answer their own
questions in order to make themselves understood, as we saw in the dialogue
earlier.
 CHAPTER III
Methode

In finding more classroom languange the writer analyze classroom languange

procedure from somebooks, those are : Jane Sanderson, Exploring Gender :
Question and implication for English Languange Education and then Book of Tool
Kit, Gender Kit untuk pendidikan dasar wrote by Tim Gender dan inklusi sosial
IAPBE

CHAPTER IV
Gender Sensitive Classroom Languange

In this chapter the writer compiled some classroom languages that can can be used
in teaching learning based on gender sensitiv issue.
1) To change of using He or She became Plural.
Eq. If student want to success, he should study hard.
Change: If students want to success, They study hard.
2) To change one into we, you into everybody, someone, everyone.
Eq.Everyone should bring his lunc
Change, we should bring our lunch
3) To change all forms of man/men
Eq, Man -- person, people, individual, human being
Mankid - human kind, humanity
Manhood -adulthood

4) To avoid using man/ women after jobs or profession

Eq- policeman,police office ---- police officer
chaiman - chair person
-spoke woman --spoke person
5) To use first name for girl, not her husband name
Eq.- Ms. Cindelara Lee, not Ms. Herman Lee)
6) To avoid asking boys in first time always.
 CHAPTER V
CONCLUSION

After we know some idea from chapter IV in making gender sensitive of classroom
language. We can use it in the class room as a manual instruction when teaching
learning english in the classroom.
The writer hope by conducting this hit in the classroom will be as a basic way for the
student in understanding of gender sensitive issues.

REFERENCE
Eckert, Penelope, & McConnell-Ginet, Sally. 2003. Language and Gender. Cambridge: Cambridge
University Press.

International, RTI. 2012. Report on Gender Situation Analysis - Students

Learning Process and Achievement. RTI International 3040 Cornwallis Road: USAID PRIORITAS.

Nurhasanah, Basyir, Mahrukh, & Sinyayuri, Sonya. 2014. Buku Guru Bahasa Inggris (E. Emilia & H.
I. R. Agustien Eds.). Jakarta: Balitbang.Kementerian Pendidikan dan Kebudayaan

Richards, Jack C., & Lockhart, Charles. 2007. Reflective Teaching in Second Language Classrooms.
32 Avenue of the Americas, New York, NY 10013-2473, USA: Cambridge University Press.

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