GENDER DYNAMICS ON SPEAKING INTERACTION IN THE COLLEGE CLASSROOM

Objectives of this research are to describe the gender dynamics, the influence of lecturers to the student’s interaction and the influence of classmates to the students’ interaction in speaking interaction. The population of this research are the third semester students in Graduate School, Ahmad Dahlan University. Triangulation method is used to address the same set of research. The research found that personalities of group members appeared to affect group dynamics positively. Then, an authoritarian teaching has a negative effect on the classroom climate. The lecturers’ interaction is perceived to affect the students’ interaction in the classroom and on their learning.


INTRODUCTION
Most of mothers will have same Women like to use words that show politeness, such as please, thanks, and they use more euphemism, but "slang" isconsidered to be men's preference (Xia, 2013).
Talking about gender, it is not something we are born with, and not something we have, but something we do or perform.According to (Warastuti, 2011),women are not born but they are made is applicable to the making of men as well.It means that everything we are is the result of our choices.
Shortly, the verdict "it's a boy" or "it's a girl" does not concern only biological characteristics.This process begins even before a baby is born.Newborn babies cannot be identified easily as girls or boys if they are dressed identically.Therefore, in many cultures, babies are dressed in ways to make their gender clear.Gender assigning process takes different forms, starting with the tradition of providing pink caps for girls and blue caps for boys (Warastuti, 2011).In addition to the visual, colorcoding sign, another attribution of gender is the linguistic event of naming the baby.Moreover, from the early childhood girls and boys are interpreted and interacted differently.
In EFL classrooms, gender operates on three levels, namely the language itself, classroom processes and the interaction between people in the classroom, whether lecturer-student or inter student (Warastuti, 2011).Besides, in the context of EFL classrooms, in the research conducted by (Shehadeh, 1999), it has been shown that genderrelated differences in interaction between native speakers and non-native speakers, and between non-native speakers.This research found that same-gender dyadic interaction gave females a better context.Furthermore, men and women seem to play different roles in conversation with regard to the negotiation of meaning, dominance, interpersonal relations, the amount of talk and leading the conversation.
According to (Pavlenko & Piller, 2008), there are three different frameworks to deal with gender issues, they are in the differences framework, such as "women as a group" and "men as a group", in the research of linguistic diversity, and in the research of second or foreign language education, which finds, for instance, that females generally do better than males in this field.However, beginning in the early 1902s, feminist linguists criticized all three of these frameworks because the assumptions about "men" and "women" are homogeneous categories and ignored individual differences.
Gender is not only talking about male and female but also about the roles as a human social: in communication and interaction, while the concept of dynamics in the classroom is defined as the interaction patterns between lectures and students or inter students.(Carli, 1989).In this case, gender dynamics in the college classroom has become an even more prominent topic of educational research and discussion (Reidy, 2013).
There are differences of male and female language performance in the classroom interaction.Such as women talk more and give more information than men.Furthermore, most of female use more words and pronouns when they make a conversation and interaction in the classroom.In line with this statement, women are better than men in human relations, recognizing emotional overtones in others and in language, emotional and artistic expressiveness, esthetic appreciation, verbal language and carrying out detailed and pre-planned tasks (Zaidi, 2010).It can be seen that those women always spend their time with friends just for talking to each other.They use variation of language, from the daily language to the specific one that only understandable among themselves.On the other hand, (Baalen, 2001)explains that women talk more, give more information and are more concerned with someone's feelings.Male language was reported to show "control", for example by the use of short sentences.
Furthermore, (Romaine, 2008)  Moreover, gender dynamics and second language learning were centered on interaction and diversity framework of language and genders' role.
In our society males and females are not equally respected.These can be shown when a new baby was born.We usually ask, whether the baby is male or female, and in other situation, when male behaves like a female he will be mocked or will not be accepted sooner or later by the society.This case proves that males and females have different roles in society, and of course the society hopes that they do their role as well.
When male and female students interact with the lecturer during the teaching and learning process, they have different strategies in learning, especially in learning speaking.
According to ( Matsumoto, 2008), women talk more, give more information and are more concerned with someone's feelings.Male language was reported to show "control", for example by the use of short sentences.
On the other word, after comparing those studies above, it can be concluded that most of female use more words and pronouns when they make a conversation, especially during teaching and learning process.When females interact, all of them use collaborative style and more focus on solidarity between the participants involved.They always think to accomplish a good solution when negotiating something.
Besides, they focus on the maintenance of relationship; it means that they always take care and more attention to each other among the relationship.
Then, female are thought to be emotional and sensitive.
Surprisingly, (Kiesling, 2008) explains that men are more focused on

differences. The concept of interaction
is defined as reciprocal events that require at least two objects and two actions (Wagner, 1994).Interaction occurs when these objects and events naturally influence one another.The student and inter student, there seem to be different rules of speaking for male students and female students (Sunderland, 1992).
According to (Sandler &Hall, 1982), men students may also be more likely to pay more attention to and to pick up on each other's comments of the professor than do women students.
Student gender is a significant component in class participation and the trend is that male students participate more than female students (Fassinger, 1997).According to (Sadker, David, Sadker, Myra, Zittleman, 2009), one out of every two women remains silent during an individual college class.
While men are twice as likely to dominate class discussions.
Based on the surveys about class participation, (Fassinger, 1997)  and the success of mastering speaking is measured in terms of the ability to carry out a conversation in the language (Episiasi,Ardayati&Novianti, 2015).
Furthermore, as far as speaking is concerned, it is regarded as the major skill to be developed because it is necessary for displaying the language proficiency, learners are going to be put in situations where communication in English is needed, that is why the emphasis is mainly on speaking (Khadidja, 2009).Shortly, it can be concluded that speaking skill is one of the language skills that are very essential to support further oral communication especially in English, but it is the most difficult skill to develop.The environment in Indonesia provides less support or exposure for the learners, because English is not spoken in the community.

Speaking is a basic skill that
Language Learners should master with the other language skills (Khadidja, 2009).It is defined as a complex process of sending and receiving messages through the use of verbal expressions, but it also involves nonverbal symbols such as gestures and facial expressions.In line with this, (Hedge, 2002)

Graduate School
In this class, there were 13 students and consist of 6 male students and 7 female students which observed to learn how it's full-time the lecturer taught, and how the students learned with their classmates and with the lecturer.
Table 1 shows the teaching timeline was taught by lecturer at 15:50 in the afternoon on 8 th October, 2016.
The class was observed by the lecturer's permission.On the same day, after the class observation, 5 students were interviewed one by one at an agreedtime.to the whole class or do their tasks alone.These dependent students may even copy the answers from their peers.
However, when only the group leaders report the results, this gives the other members of the group no chance to practice speaking English.As a result, the students cannot not improve by practice, though this class was meant to teach speaking and general research.
There must be some way to deal with this situation and give opportunities to all students to speak English; the lecturer should offer all students the chance to do so.
During the discussion with the lecturer of this class, the student who had complained earlier now joined the discussion and spoke more than before.
Almost all the students in this class did the discussion together after the group leader given everybody in the group a chance to speak; then it was clear that

Questionnaires of the Students and the Lecturer of Graduate School
In this part, presented the significant finding from these questionnaires by focusing on the students' and lecturers' data.These data were used to answer the research questions number 2 and 3.These data were analyzed quantitatively and qualitatively to interpret the results.Students need to find active strategies to cope with these annoyances while continuing to learn.

CONCLUSION
Referring to the data analysis which covers research findings and discussion, this research can be concluded as follows: Using students as models, using suitable method and using the stronger students to teach the weaker students.
as their neighbor's daughter.They always complain about their son who cannot speak as fast as the girls.Children born with the ability to learn speech and language have the need to communicate because children are human beings who are social creatures that live together with other creatures.Men and women have different choice of words to show their feelings.On the other hand, women often like to speak in a high-pitch voice and prefer to use reverse accent as well.
solidarity in the socializing situation, and more on power in the interview and meeting situations.In other word, men are more likely to pay attention to the state environmental situation to determine what they should say.In addition, the male uses his voice and intonation power to convince the listener and less attention to the patterns or grammatical sentence.Furthermore,(Chamot, 2004)states that males use more strategies than females do.The difference strategies used by men and women are related to the type of strategy rather than an overall differences.It can be concluded that men use more direct language while women often use more connotative speech pattern.On the other hand,(Matsumoto, 2008) states that the way that participants in classroom interaction feel about each other, and about the situation they are in has an important influence on what actually goes on in a classroom.Feelings and attitudes can make for smooth interaction and successful learning, or can lead to conflict and the total breakdown the classroom, female students in using their own voices in the classroom reflect gender-based Sigit Apriyanto..................................
least two people who share a list of signs and semiotic rules.In every classroom, the students have different characters and past experiences.Students have various characters such as taciturn, talkative, showy, shy, adventurous, dominant, competitive, submissive, withdrawn, rebellious and so on.The students may face difficulties in copying the characters of the other students in the class.Lecturers also have different personalities.They can also be forcible, talkative, taciturn, dominant, showy, kind, patient, enthusiastic, etc.Both lecturers and students inevitably bring their different personalities into the classroom, and the ways in which these personalities interact can have a profound effect on the types of learning.Based on the writer observation data of the third semester students of Graduate School in Ahmad Dahlan University, female students tend to more dominant than male students.This study would like to investigate how female and male students and lecturers perceive and deal with interaction problems in Indonesian classrooms, for one-way communication still exists there, with mostly vertical interaction between lecturer and students.Gender equality in education also encompasses girls' and boys' experiences in school, in terms of equal and fair treatment by lecturers and the gender responsiveness of the curriculum, textbooks and learning materials, as well as the learning environment and education outcomes (Jondeya, 2011).Achieving equality of opportunity in the learning process, learning achievement and outcomes for both boys and girls is a key challenge for the Government in Indonesia in the next decade.In the latest study by Horiguchi, Imoto, & Poole(2015), it was found that there are four specific points to absorb the problems of English education.(1) the fact that English is a foreign language in some countries.(2) the relationship between language, individuals and society.(3) nationalism; and (4) language to help gender realize their independent selves.In his learning experience at Ahmad Dahlan University, the writer finds that male students tend to look down on female lecturers and female lecturers tend to use words normally restricted to male use in the language, in order to show their authority and dignity.Besides, when the students are grouped in pairs, female students want to do their tasks with students of the same sex as themselves.Gender thus appears to affect the conditions for learning English in classroom.Although pair work or group work is used to increase the opportunities for classroom communication between lecturer- each other in class, and emotional climate-friendship,acquaintances, Sigit Apriyanto.................................. cooperation and support from peers in class) and student traits (confidence, interest in subject matter, and gender of student).Other studies on classroom participation reveal that participation is influenced by students' confidence, class size and gender and other social context factors.There are mixed reviews of the influence of instructor's gender on student participation.Sex of the instructor only tends to influence class participation in conjunction with another factor (Yaylacı & Beauvais, 2017).Based on the research of a college transitioning from a women's institution to a coeducational institution, (Canada & Pringle, 1995) reveal the role of classroom gender composition in class participation along with other social context variables such as class size and professor's sex.Faculty gender has no significant impact to the students' participation in the classroom(Fassinger, 1995).Teaching English as a foreign language (TEFL) requires learner's exposure to what is called the foreign language skills: reading, speaking, writing and listening.Mastering the art of speaking to most people become the most important aspect of learning english as second or foreign language, Based on the preliminary research findings, some problems can be identified as follows: the first, the students' performance in teaching and learning process in the classroom are still poor.Second, difficulties are often faced by the students and the lecturers when teaching unresponsive.Third, in some cases male students are active participants in control of the classroom conversations, and female students are tend to be passive or conversely.Fourth, the classroom interaction is often malfunction.Fifth, the students are often unmotivated and low language ability.The last problems is the students' activeness are still influenced by their classmates and lecturers.Sigit Apriyanto...............................the instruments to all students and lectures in Graduate School.In the next section, classroom observation will be discussed.It is important to focus on what happens in classrooms to find the relations between lectures and students.The population of this research are the third semester students ofgraduate school at Ahmad Dahlan University.The samples of this research consist of 33 students at the third semester of graduate school, Ahmad Dahlan University.In taking the sample, census sampling is used in this research.The technique to analyze the data has some stages, those are assembling the data, coding the data, building interpratation and reporting the outcomes.
Sigit Apriyanto.................................. the students had accepted one another.was a great deal of interaction in most of the groups.Good leadership seems to have exerted a positive influence on the group dynamics.In most cases, the students in the different groups cooperated well with each other.For example, the students compared their answers with other people, exchanged opinions, taught spellings and pronunciations, and waited for every member to finish the answers.The strong learners, however, tended at times to control the other members of the group; for example, the Indonesian student sometimes prevented other students from speaking.A group leader needs to consider the need of weaker students to join in with the group work.Group leaders need to be friendly but emphatic in getting the tasks done.Unfortunately, there was very little interaction between the lecturer and the students in this class, because the student just stayed on that desk.If this lecturer could have overcome this, this lecturer might perhaps have been a better leader and facilitator.The behavior and leadership of the class surely affected the teaching and thus the learning.Observation of class 3B Students of Graduate School In this class, there were 16 students and consist of 5 male students and 11 female students which observed to learn how it's full-time the lecturer taught, and how the students learned with their classmates and with the lecturer.The topic was Instructional (Educational) Technology and each group has different topics the other students listened to them carefully.This class has 90 minutes for one meeting.In this class, the lecturer and the students got two-ways communication between lecturer and students in class and made interaction a lot.
Chart 1 also shows that female and male students choose significantly different subjects to study.For example, more female students study in speaking skill than writing, listening and reading.On the other hand, male students focused on different skills; speaking, writing and reading skill.However, a new tendency is being found nowadays in the teaching and learning process in the classroom.This is for more male students lead the class by talkative and ever to start a discussion.Nowadays, d e n t s ' C o n f l i c t s W i t h O t h e r S t u d e n t s I n C l a s s to other people's opinion, 16% students are annoyed by students who laugh at someone's failure, 3% students are annoyed by students who show different attitude to the lecturer, 16% students are annoyed by students who pretend to participate in a group work, 3 % students are annoyed by students who contradict other people's opinions, 3% students are annoyed by students who do not express their opinioins, 3% students are annoyed by students who return dictionaries slowly, 26% students are annoyed by students who work by themselves, 3% students are annoyed by students who get over excited when lecturer pays attention to them, 3% students are annoyed by students who become too excited, 13% students are annoyed by students who do not find answers for themselves, 3% students are annoyed by other conflicts.The data show that the students have most conflicts with others (i) who work by themselves, (ii) who pretend to participate in group work, (iii) who laugh at someone's failure or at a wrong answer, and (iv) who do not find answers for themselves, but depend on someone else.These four categories are common in the teaching and learning process for the class.It is interesting to see whether male and female students have the same profile in terms of how tolerant they are of other students' behavior.Common responses, such as being patient, ignoring and having no strategies are found throughout the analysis.However, these strategies are negative strategies for dealing with the conflicts in the classroom.Female students in particular use the strategy of gazing at others or a non-verbal reaction.Some students seem not to know how tocope with the classmates who affect their learning adversely in the classroom.Sigit Apriyanto.................................. Gender Dynamics.......................................... Based on the chart 2 above it can be seen that 11% students are annoyed by lecturer who do not answer students' questions, 2% students are annoyed by lecturer who take no account of the students language level, 6% students are annoyed by lecturer who cannot communicate with foregners in English, 13% students are annoyed by lecturer who look down on students who cannot answer, 2% students are annoyed by lecturers who are proud of their language knowledge, 17% students are annoyed by lecturer who do not teach well or who do not know how to teach, 4% students are annoyed by lecturer who lecture all the time, 4% students are annoyed by lecturers who are proud of their study abroad and experience, 15% students are annoyed by lecturer who invite questions but are not happy to answer them, 11% students are annoyed by lecturer who lack of academic knowledge, 9% students are annoyed by lecturer who lack of pronounciation, 6% students are annoyed by other conflicts.The fact that the students are most annoyed by lecturers who do not teach the students well and indicates that the students have a strong set of priorities and know what is the most important for them.The students were asked to identify the student's conflict with a lecturer and their strategies for coping with conflict in the classroom.Among the responses from the students having conflicts with lecturers in the classroom, there are some common features.Though the students must had strategies to deal with conflicts, the students responded negatively, claiming to have no strategies, study by themselves in the classroom, ignore the lecturers, ask other lecturers or friends, and to be patient.These are not good ways of improving learning in the classroom.
express their opinions, thoughts and ideas and as a result the students could not develop congruency in groups or individual.The students will confront with other members of the group, but the students should appreciate their differences and accept the classmates' collective diversity,with help from the lecturers and other members of the groups.Shortly, for educational success, student-student interaction, if managed effectively, is more important than lecturers-student interaction.

Table 1
The timeline in the class taught by Female