CONVERSATIONAL STYLE OF MALE AND FEMALE TEACHERS IN SENIOR HIGH SCHOOL

This research deals with the conversational style of male and female teachers in
senior high school. It was aimed to investigate features of conversational style
used by male and female teachers in senior high school, elaborate the
conversational style used by male and female teachers and to analyze the reasons
why conversational style used by male and female teachers in senior high school.
The subject of this research were Male and Female teachers in Senior High
School. The object of this study were the utterances of male and female teachers.
The data were analyzed by using the interactive model bt Miles, Huberman, and
Saldana. Having analyzed the data, the findings showed that there were five
features of conversational styles used by male and female teachers. In
conversational styles used by male teachers; amount of talk (29.82%),
tentativeness (31.57%), interruption (17.54%), conversational support (17.54%)
and compliment (3.50%). In conversational styles used by female teachers;
amount of talk (35.82%), interruption (25.37%), tentativeness (19.40%),
conversational support (17.91%), and compliment (1.49%). In conversational
styles of male teachers, the more dominant response refer to amount of talk, but
the amount of talk used by male teachers were lower than female teachers.
Secondly, the realization of conversational style can be seen from the frequency of
deletion which was the highest both by male and female teachers conversation.
The second was addition. The third was substitution, and the last was permutation.
Thirdly, reasons of male and female teachers used different conversational style
were varried. The reasons of male teachers used conversational style as the way
the do were information, context, independence, politeness, confirmation and
special purpose. While female teachers were intimacy, feeling, politeness and
confirmation.