GENDER DIFFERENCES IN TEACHING LEARNING PROCESS BASED ON INQUIRY MODEL

This study focus on investigating utterances used by male and female teachers in teaching learning
process based on inquiry model. It is a qualitative research design. The subjects were six teachers in
SMP AL-WASLIYAH 29 MEDAN. There are three male teachers and three female teachers. The
data of this research is collected by recording, transcribing and analysing. Recording was applied to
record utterances of male and female teachers in teaching learning process based inquiry model.
Transcribing was applied to transcribe the utterances of male and female in teaching learning process
based on inquiry model. And analysing was to analyse the utterances of male and female in teaching
learning process based on inquiry model. The study proposed by Tanen’s theory. The problem of the
study are what are the features of male and female teachers’ utterances, how the categories of male
and female teachers’ utterances realized and why realized in the ways they are. The data were
analysed by using Miles and Huberman. The result of this study revealed that: (1) Male and female
teachers in delivering their utterances used rapport and report talk. Male teachers used rapport talk in
delivering their utterances. Meanwhile, female teachers use report talk in delivering utterances to their
students (2) Male and female teachers were different in delivering their utterances. It could be seen
from the categories showed on their utterances. Male teachers showed the categories of male
utterances, such as support, intimacy, understanding, feeling, and proposal in their utterances to their
students. While female teachers showed status, advice, and orders. (3) Male teachers used rapport talk
to build relationship and closeness to their students and female teachers used report talk to gain status
and power as a teacher.