PATTERNS OF COMMUNICATION WITH REFERENCE TO GENDER ON COOPERATIVE LEARNING CLASSROOM

The main objectives of this research are to investigate patterns of communication with reference to gender in Cooperative Learning Classroom and to find out what contextual factors and psychological factors that affect male and female students communicate in “report” type talk and “rapport” type talk in Cooperative Learning Classroom. The method of this sudy was descriptive method with qualitative research. The source of data was taken from students of the eighth grade of Ar-Rahman Junior High School in Percut. There was one Cooperative Learning classroom which consists of three groups with the total number of students is 15 students namely 8 female students and 7 male students. The data were collected in 3 ways. They were recording cooperative learning classroom, transcribing the utterances of male and female in cooperative learning classroom and identifying communication patterns of male and female in cooperative learning classroom. The data were analyzed to classify students’ communication based on “report” type talk and “rapport” type talk, to find the differences of patterns of communication used by male and female learners in cooperative learning classroom and to explain contextual factors and psychological factors in male and female communication in cooperative learning classroom namely instructional characteristics which is given in cooperative learning classroom. While psychological factors focus on confidence and motivation. The findings of the study indicates that; a) There are 32 sentences which are used by students that show “report” type talk precisely competitive, lacking sentimentality, analyzing, establish status and power. 19 sentences are competitive pattern, 1 sentence is lacking sentimentality pattern, 10 conversation are analyzing pattern, 2 sentences are establish status and power. b) There are 40 sentences which are used by students that show “rapport” type talk precisely cooperative, support, establish intimacy and community. 17 sentences are cooperative pattern, 19 sentences are support pattern, 3 sentences are establish intimacy and community. c) The type of evaluation/rewards is contextual factor which affect the communication of male and female students in classroom. d) Confidence and motivation are psychological factors which affect male and female students communicate in “report” type talk and “rapport” type talk in Cooperative Learning Classroom.