Gender

Differences,
Male and
GENDER DIFFERENCES
Female
IN ENGLISH LANGUAGE LEARNING
Students,
English
Language
Tarina Dashela; Yeni Mustika Learning
Bina Sarana Informatika University
tarina.tdl@bsi.ac.id; yeni.yem@bsi.ac.id

092
Abstract- This article focused on the gender differences in English Language Learning.
It discovers students’ learning styles as affected by the notions about men’s and
women’s differences in communication. The data were randomly collected from ten
male and ten female students of the English department of Tanjungpura University
Pontianak. The population was the third-semester students of English department
students. They were given an online questionnaire through Google Form. It is to find
out their attitudes towards speaking to a different gender, strategy to express an
opinion, group work preferences, and activeness/passiveness in the class. The findings
showed some factors affect the different styles of female and male students in learning
English. The result of the data indicated that more females felt reluctant to speak
English to a different gender. Besides, it can also affect the successful strategies of
English students in learning English. The great potency of female students to be
ashamed, nervous, and women’s language can affect their achievement in English.
Meanwhile, male students as influenced by their need to challenge and maintain
strength as men and can use speaking English ability as a way to show their status as
men.

Keywords: gender differences, male and female students, English language

learning

INTRODUCTION

A human is a communicating organism that uses language to communicate.

Without language, a human might not survive because they will not be able to associate
with others. Language is used to communicate among members of society. It is a means
to express the tradition and values of a group feature (Sirbu, 2015, p.405). When
someone starts to communicate with another and there is a response, that is called a
dialect or conversation. Generally, there are two styles of using language since humans SPECTRAL
Jurnal Ilmiah STBA
have two genders called male and female. In everyday conversation with members of Vol.8 No.2
Juni 2022
the other sex people may or may not be aware of the differences between males and ISSN 0216-3381

females. Men and women interact in daily life as social beings. Thus, creating
differences in the interaction activity (Irawan & Triandjojo, 2017, p.34)
Gender
Differences,
Male and As socially and culturally constructed, gender differences are one of the
Female
interesting phenomena in contemporary society related to the characteristic, the style of
Students,
English using language and communication. Men and women are different in their ways of
Language communication, and therefore they should be treated differently. Irawan & Triandjojo
Learning
(2017, p.35) study that men and women are different in their politeness and their choice
of words. The women use standard and polite words while the men use harsh and
impolite words to communicate. Besides, Wahyuningsih (2018, P.89) finds out that men
093
and women have differences in forms, contents, and uses in communication. The study
shows that men are more directive and use plain words while women are more
expressive and polite in using language. In short, gender has its characteristics in using
language and style of communication.

THEORETICAL FRAMEWORK
This discourse had been seriously and creatively debated since Lakoff (1976)
and Tannen (1990), in their study on English-speaking countries, illuminated the
concept of women’s language which highlights the existence of men’s and women’s
differences in communication. One characteristic of women’s language as stated by
Lakoff (1976) is the great tendency of women in using lexical hedges or fillers (e.g. you
know, sort of, well, you see), tag questions (she’s very nice, isn’t she?), rising intonation
declarative (it’s really good), empty adjectives (divine, charming, cute), precise color
terms (magenta, aquamarine), intensifiers (just, so), hypercorrect grammar (consistent
use of standard verb forms), super polite forms (indirect requests, euphemisms),
avoidance of strong swear words (fudge, my goodness), and emphatic stress.
Gender differences mean men and women that are specific to a particular culture
and influenced by its attitudes and practices. Another difference is that women are more
passive than men. If they are talking, they tend to show that they are not sure about what
they are saying. The passiveness and tentativeness of women in communication are
affirmed by Rahmi (2015). Conversely, men are represented as leaders and
breadwinners. Furthermore, in some cultures women take the name of their husbands
after getting married, sons have more freedom to play outside the house, and daughters
must stay at home and take care of younger ones.
 Gender
Differences,
Male and
Women are different from men not only in verbal communication but also in Female
nonverbal communication. One study by Sud et al (2019) looked at women to be better Students,
leaders. At this stage of the evolution of human society, women seem to have some English
Language
advantage in the power dynamics caused by nonverbal communication. It explores
Learning
various nonverbal behaviors like appearance, gestures, facial and eye expressions,
silence, proxemics, kinesics, haptics, paralinguistics, chronemics, oculesics, vocalic, and
others. 094
Tymson (1998, p.8) classifies differences between men and women in
communication as seen in Table 1:

Table 1. Male and Female Style of Communication

Male Style Female Style
Focus on information Focus on relationship
Report style of speaking Rapport style of speaking
Goal driven Process-oriented
Single-task approach Multi-task approach
Succinct language The storytelling style of speech
Working towards a destination On a journey
Need to know the answers Want to ask the right questions

These differences in men’s and women’s communication may affect

expectations for men and women in various fields of life. The different ways of men and
women in communicate can become a critical point of gender inequality. Because of
those differences, men and women are treated differently. Sugihartono et al (2007: 35)
state that sex and gender are two different things. But still interrelated. In general,
gender is defined as individual differences based on biological factors brought about by
birth, namely the differences between male and female sex, while gender is a
psychosocial aspect of men and women. This means that gender is psychology aspect in
women and men, an aspect that can influence their behavior or their aptitudes.
Gender is referred to variously across areas of social science (Rahmi, 2015, p.
81). The expression “gender” has more than one valid definition, where the meaning of
the word can be related to the context. However, all definitions have one common
thread, “gender” refers to a wide set of characteristics that are seen to distinguish
between male and female entities, extending from one´s biological sex to, one´s social
role.
Gender difference can be assumed as an individual difference generally existing
and catching attention in foreign language teaching and learning (Gustafsson Sendén,
Gender
Differences,
Male and
Female Bäck, & Lindqvist, 2015). “Gender” is more appropriate for distinguishing people
Students, based on their socio-cultural behavior including speech. Then, “sex” refers to categories
English distinguished by biological characteristics (Holmes, 2013, p.159). It can conclude that
Language
gender refers to socially constructed roles, behaviors, and attributes considered
Learning
appropriate for men and women in a given society. The reference to “sex” is the
biological category.
095 According to Muin (2019) sociolinguistics studies how language is used in its
society, and why and to what extent a certain language is related to society. Sukarno
(2015) stated from sociolinguistics, that people have known some definitions, terms,
and issues related to the nature of language in the society in which it is used. Therefore,
the language is used in a social context. It can be used in the communication of daily
life. Everybody should communicate with other people. For example, males speak with
a different gender. Likewise, females speak with the same gender even different gender.
Gender can be identified from a linguistic perspective as well. In this context,
gender refers primarily to the classification of nouns into a gender class that, in most
languages, consists of three gender categories; masculine, feminine, and neuter. It is
typical for articles and adjectives to take different forms to “agree” with the gender of
the noun. For example, the agreement between a boy and his is based on the relationship
involving the male entities. In this language, gender is essential for constructing
sentences and communication.
Other research on language and gender also reveals the differences between men
and women in using language for communication. One of them is that women are more
polite than men. Nurjanah (2017) notes that when talking with the same sex peers,
women will use many positive politeness strategies. On the other hand, men in similar
circumstances do not show this tendency. Lakoff (1976, p.74) also states that women
tend to speak concerning the rules of politeness, conversational implicature, and
interpersonal exploration whereas men tend to speak concerning the rules of
conversation and straight factual communication.
This result was consistent with Manzoor et al., (2020) and Jeong, Feng, Krämer,
Miller, & Marsella (2017) who revealed similar findings. It might be because se the
gendered tendency in terms of social gender anticipation and the occupation tendency.
In addition, most people believe that work concerning language is more suitable for
 Gender
Differences,
Male and
females. Correspondingly, Leavy, (2018); Mutlu et al., (2019), and Hedges, Borgerhoff Female
Mulder, James, & Lawson (2016) once remarked that one of the main reasons why Students,
females attain greater success in foreign language learning is that they generally have English
Language
stronger positive emotion, and this emotion reflects their anticipation of employment
Learning
seeking. It relates to the belief for girls that a foreign language has a more important
professional value to them, while boys do not think in similar ways.
Another gender study on language learning belongs to Rahayu (2016), the 096
findings of the study show that there are important gender differences in the use of
language learning. Female students also tend to use overall language learning strategies
more often than males, especially with affective and metaphysic strategies. Thus, gender
could be one of the important things that should be paid attention to related to language.
The research titled Male vs Female EFL: Who is Better in Speaking English
Skill? by Nira Erdiana, Syamsul Bahri Ys, and Cut Nurul Akhmal (2019). The study
was conducted to investigate whether or not female EFL students' ability in speaking
skills is better than male students. They concluded that the differentiation by gender in
learning English, especially speaking skills. A study by Azhar and Iqbal (2018) on the
classroom of different departments argued that taking class discourse turns was
ominated by certain gender; Faizah and Kurniawan (2016) study on interruption and
overlap concluded that female speakers initiated more than males did.
In the area of English Language Teaching in which female and male students
interact with each other by using English for their communication, problems caused by
men and women’s differences in using language may be affecting. Severiens and Dam
(2005) studied the close relationship between gender differences and learning styles and
found that men were more likely than women to prefer the abstract conceptualization
mode of learning. Another study by Lestari (2018) found that male and female teachers
implied four types of politeness strategies depending on context and situation. The
result of this study showed that female teachers used positive politeness as the dominant
strategy, while male teachers used bald on record as the dominant strategy.
It is interesting to discuss how gender differences in language and
communication are practiced in different areas. Practices in language and gender may
also vary in a particular society or group. That is why the researcher chose the topic of
Gender
Differences,
Male and
Female gender because many varieties and differences when students learn English between
Students, female and male students, especially in communication.
English
Language
METHOD
Learning
Research Design
This article was conducted to find out the gender differences in students’
097 learning English. Thus, in this study, the researcher used the descriptive qualitative
method to find a deeper understanding related to learning objectives. Kim (2017)
proposed that qualitative descriptive research produces data that elaborates the ‘who,
what, and where of events or experiences from a subjective point of view. Creswell
(2012) stated that a qualitative research study is needed to explore this phenomenon
from the perspective of distance education students”. Sutopo explained in Cahyaningsih
(2017) that the purpose of descriptive research is to express and describe the qualitative
data or information accurately and also includes the analysis and interpretation of that
data.

Data Collection
This article was based on data collected from English Department students at
Tanjungpura University Pontianak. The population of the paper was the third-semester
students of the English Education study program. For the sampling, the researcher just
took 20 students from class A: 10 male students and 10 female students.
The respondents were given an open-ended questionnaire, such as online
questionnaires through Google forms to reveal their perceptions regarding their
strategies in learning English as affected by gender differences. The questionnaires were
directed to find out whether or not the students feel reluctant to speak English with
different gender, what ways they prefer to express their opinions either indirect
(writing) or direct way (speaking), and what kinds of groups they prefer to work with
either single-gender group or mixed-gender group, whether the students prefer to be
active or not (silent), and how the students’ perception on the strategies to improve
English skills dealing with gender difference. The questions were addressed to the
respondents individually through Google Form.
 Gender
Differences,
The questionnaires are as follows. Male and
1. Do you sometimes feel reluctant to speak English with another gender? Explain! Female
Students,
2. In an English class, what way do you prefer to express your opinions, written or
English
oral form? Explain! Language
3. In a group discussion, which one do you prefer, working with the same gender Learning
or different gender? Explain!
4. In an English class, do you sometimes choose to keep silent or active? Why?
5. Do you think working with the same gender or different gender can make your 098
English better?

Data Analysis
The data were analyzed by using qualitative analysis. The researchers used
Google form as the tool for collecting the data. The researcher generated the questions
mainly about their preferences in gender to communicate in English, reluctance in
speaking with different gender, preferences in expressing opinions, and preferences of
being active. The results were explained descriptively about gender differences.

FINDINGS AND DISCUSSIONS

Findings
According to responses to the questionnaires, the researcher found the
phenomenon regarding the students’ perception of the strategies to improve English
skills dealing with gender difference which elaborated as follow:
Students’ Reluctance to Speak English with Different Gender
The first observed aspect was whether the students feel reluctant to speak
English with a different gender. Of the whole population, there were more female
students than male students who felt reluctant to speak English to a different gender.
There were 80% of female students who felt reluctant to speak English to male students
whereas only 50% of male students felt reluctant to speak English to female students.
Male students also neutralize their reluctance by saying that no difference at all, in
which they could communicate using English well to both genders. Of the rest of the
male respondents 50% felt more enjoyable speaking English with their female
counterparts. Some of them stated that different thoughts between women and men
Gender
Differences,
Male and
Female create a good idea or opinion. It is different from female students in which only 20% of
Students, them were not reluctant to speak English with their male counterparts. Their reasons can
English be seen in the following table:
Language
Table 2: Students’ Reasons to Feel Reluctant to Speak English with Different Gender
Learning
Females’ Reasons Males’ Reasons
Not being free to express Females get offended easily
Not good in English Only if females are smarter
Ashamed to make mistakes Feeling shy to females
099 Afraid to communicate with males at all Nervous
Males sometimes speak rough Not convenient
Males are difficult to understand Not free to express

Students’ Preferences in Expressing Opinions

Based on two important productive skills in English, writing and speaking, as
the way to express their opinions in English, each female and male respondent had
different preferences. There were more male students (60%) than female students (80%)
who preferred uttering their opinions. On the other hand, 20% of female students and
40% of male students preferred writing to speaking to express opinions. Their reasons
for expressing their opinions either in written or oral form can be seen in Table 3.
Table 3. Female Students’ Reasons for Expressing Opinions
Females’ reasons to choose writing Females’ reasons to choose to speak
More comfortable conveying the thoughts in writing Direct to the point
No confidence to speak Could express clearly by gesture, facial
expression, and body language
Afraid to make ungrammatical when speaking The easiest way to express the opinion
something

Table 4. Male Students’ Reasons for Expressing Opinions

Males’ reasons to choose writing Males’ reasons to choose to speak
Writing will give time to breathe and to think about It takes no time in expressing things
the appropriateness of the words chosen.
Writing has a broader chance of getting fewer Could show the ability to speaking
mistakes
Feel free to write anything Feel free to speak

Based on Table 3 and Table 4, the researcher concluded that female students
chose to speak English to convey their opinions by using their gestures, body language,
and facial expressions. It is one of the simplest ways for them to voice their ideas. Then,
more male students preferred to write English to communicate their assumptions.
 Gender
Differences,
Students’ Preference in Working with Groups Male and
Female
In working with a group, female and male students also had different
Students,
preferences, either single or mixed-gender groups when it came to group projects. The English
single group refers to individuals of the same gender, such as females. Whereas, the Language
Learning
mix-gender group works with people of different genders, such as males and females. In
this research, males (50%) chose to work with mixed-group, while others chose to work
with mixed-group. Besides, the female students preferred working with single-group
100
(60%) whereas there were only 40% of female students preferred workings with mixed-
group. Female students chose to work with a single-gender group that an ed-gender
group. Then, male students preferred working with the mixed-gen groups.
There are some reasons for male students working with a single-gender group,
such as similar thoughts to express something, being more cooperative, and the easiest
way to build good teamwork. On the other hand, different gender had a different
thoughts. It got every perspective when discussing things. Female students preferred
working with a single-gender group, they built a cooperative team and got a similar way
of thinking. Besides, they chose to work with different gender because they could see a
different point of view and had better insights.

Students’ Preference to be Active or Passive in English Class

In English language learning, the students tend to be active in the class because
it can improve their speaking skills. Based on the online questionnaire, some students
tend to be passive because they want to get more vocabulary first and then they will
explore or improve it by themselves. From the answer to the online questionnaire, 20%
of the female students liked to keep silent and the male students only 30%. Then, the
rest of the female students 80% tend to be active and try to develop their skills. Of the
male students, there were 70% who are being active in the class. The reasons for being
active and silent in English class can be seen in Table 5 as follows:

Table 4. Activeness and Passiveness of Female and Male Students

Gender Active Passive
Female students • Could improve the confidence • Hear others’ perspectives first
• Good cooperation • Afraid to make mistakes
• Improve speaking ability • Not confident, not moody, nervous,
ashamed
Male students • Showing the expression • Talk less do more
Gender
Differences,
Male and
Female through gesture, mimic, and • Less vocabulary
intonation • Afraid to make mistakes
Students, • Being confident in class
English • Showing ambition and
Language aspiration
Learning
Discussion
According to the findings, it is found that female and male students have
101 different strategies for learning English. Tymson (1998) categorized the distinction
between male and female communication styles. As indicated in Table 1, both female
and male students were constrained by their perceptions of their counterparts. Female
students, felt reluctant to speak with male students because sometimes male students
were rough and difficult to understand. Female students also thought that male students
were arrogant in delivering opinions or ideas. Besides, male students felt reluctant to
speak English with female students due to the reason that females get offended easily.
Sometimes female students were talkative and selfish. For both female and male
students was mostly caused by their self-confidence in speaking skills. They were not
confident and afraid to make mistakes with their English speaking skill. Therefore, they
were nervous and ashamed of making pronunciation errors in front of different gender
in English class. It caused less freedom to express their English ability.
Moreover, the result of the data indicated that more females felt reluctant to
speak English to a different gender. This finding is supported by Nurjanah (2017), it
explained about females will frequently employ politeness when conversing with their
similar gender. Speaking English to the same gender was more effective than speaking
to a different gender. Conversely, males speaking to either the same or different gender
were similar because male students wanted to know more knowledge from a different
gender. In fact, they could also enjoy talking to female students. This shows that gender
differences influence the tendency of female and male students to speak to a different
gender. Feeling reluctant to speak to different gender female students indicates that they
are not confident and are nervous. This may give a vital impact on the students’ freedom
to speak English. Less freedom made them less powerful showing their inferior
position.
In terms of the productive skills to choose to express opinions, the data also
show different patterns. Female students preferred to choose speaking as the way to
 Gender
Differences,
Male and
express their opinion in English in order to show the gesture, mimic, and intonation
Female
through speaking. On the other hand, 60% of male students chose to speak as an Students,
effective way of expressing opinion effectively regardless of their lack of English. In English
fact, male students considered speaking as a way to show their English ability. This also Language
Learning
shows the great effects of gender differences in the strategies chosen by female and
male students to express their opinions. Females’ higher tendency to express their
opinion by speaking performance which becomes one indicator of women’s language 102
based on Janet Holmes (2013) in the discussion of Gender and Age.
The study also indicated the different tendencies of female and male students in
working with groups. 40% of female students preferred working with the single group
whereas male students 50% preferred working with the mixed single group. As shown
in Table 5, females thought that working with a single group made them more confident
as they could easily control their emotions. Talking to a single group made them easier
to reduce some psychological problems due to their limited English skills. For example,
being ashamed of making mistakes in pronunciation. However, male students felt
enjoyable when they were working with a different group and also a single group
(male). In fact, working with the same gender was not challenging for them. This also
shows the impact of gender differences on their strategies for learning English.
Different preferences in working with groups indicate their learning styles as affected
by gender differences. Males’ preferences in working with different gender show their
tendency to challenge the differences in a more dynamic situation whereas females
tended to be more monotonous showing their less confidence and less certainty.
Another fact differentiating female and male students in English learning is their
tendency to be active or to be passive in the English classroom. This is very important
in the English classroom as their strong activity in the class will contribute much to their
English proficiency, especially in speaking. There were 80% of female students tend to
be active because most of them were talkative in class. Moreover, male students were
70% who liked to be active. This shows the activeness of female and male students in
studying English. As indicated in Table 4 above, the activeness of male students was
influenced by their need to know and do more, to show ambition and aspiration as men,
or to show off. In fact, they considered that that was their nature to be active.
Gender
Differences,
Male and
Female Conversely, female passiveness was mostly influenced by their less confidence as
Students, women.
English The characteristics can be found in the learning styles of female and male
Language
students as observed above. These differences could be caused by different perceptions
Learning
of men’s and women’s styles in communication. Females thought men were arrogant
whereas males thought females were emotional. These views may be due to differences
103 in men’s and women’s views about the conversation. According to Nurjanah (2017),
women see conversations as a way to develop and preserve intimacy, while for men
conversations are negotiations to achieve and maintain power. It can be seen from the
findings, that female students tend to be active and speak in English class. Therefore,
the female students were more talkative than the male students.

CONCLUSION
In this paper, the writer has discussed the possible impact of gender differences
in language and communication on the ways female and male students learn English. It
is revealed that differences in the ways men and women communicate. The great
potency of female students to be ashamed, nervous, and not certain, as characterized as
women’s language, can affect their achievement in English. For example, because they
are ashamed, they cannot express their ideas in English although they are able to. This
can be seen in the majority of the female students choosing writing as the way to
express their ideas in order to get rid of those problems. Conversely, male students as
influenced by their need to challenge and maintain strength as men can use speaking
English ability as a way to show their status as men.
The study only focused on gender differences in language learning. Therefore, it
is suggested to get a more intensive observation of their learning in English by
recording their conversations, to find out whether there are different patterns in their
English expressions as well as their English achievement. For future teachers, the
gender differences may know more about the characteristics of female and male
students in learning English. More intensive observation is necessarily required in the
future to find out other contributing factors influencing these differences of gender in
language learning.
 Gender
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