MALE AND FEMALE LECTURERS’ STRATEGIES IN CRITICIZING STUDENTS’ PRESENTATION

This study deals with Male and Female Lecturers’ Strategies in Criticizing Students’ Presentation. It was aimed to investigate the types of the criticism strategies of Male and Female Lecturers, the process of criticism strategies by Male and Female Lecturers realized and the reasons why they used the strategies as the way they did. This study used descriptive qualitative method. The subject of this research were Male and Female Lecturers in State University of Medan. The object of this study were the utterances of Male and Female Lecturers. The data were analyzed by using the Interactive Model by Miles, Huberman and Saldana. Having analyzed the data, it was found that there are two ways of criticism: direct criticism and indirect criticism. In direct criticism, there were two strategies used by male lecturers, namely Negative Evaluation and Stating the problem. In female lecturers, there were four strategies used to show direct criticism namely Negative evaluation, Expressing of Disagreement, Stating the problem, and Consequences. Meanwhile for indirect criticism, male used nine strategies and female used eight strategies. Based on the data analysis, Male and Female Lecturers University of Medan showed that Male Lecturers dominantly used indirect criticism by demanding to change and Female Lecturers also dominantly used indirect criticism by using demanding to change. Male lecturers used their strategy because some reasons such as: to keep students’ mood, the strategy was more constructive and polite strategy. Meanwhile, female lecturers used the strategy because some reasons, such as the student had no response, to build familiarity, to tell the correct answer, and because it was academic forum.