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ABSTRAC1 cpy | Teachers | Psychology & Cognitive Science

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ABSTRACT This paper reports on the differences between male and female teachers’ teaching styles in teaching speaking to the students of junior high schools in remote area. This study was aimed at finding out the problems what are the differences between male and female teachers’ teaching styles in teaching speaking in remote area, the types of teaching styles are used by the teachers in teaching speaking and the students perception about teachers teaching styles. The data for this study were g
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  i   ABSTRACT This paper reports on the differences between male and female teachers’ teaching styles in teaching speaking to the students of junior high schools in remote area. This study was aimed at finding out the problems what are the differences  between male and female teachers’ teaching styles in t eaching speaking in remote area, the types of teaching styles are used by the teachers in teaching speaking and the students perception about teachers teaching styles. The data for this study were gathered from a sample of two different gender teachers at Cikatomas junior high school that consist of a male teacher and a female teacher. The data were obtained through the classroom observation, interview to the teachers, and giving the questionnaire to the teachers and the students about teachers’ teaching styles.  The findings revealed that the differences between teachers 'teaching styles of male and female in speaking English in remote area indicated by the aspect enthusiasm, cheerfulness, and student participation. Students pay more attention to the female English teacher compared to male teachers because female English teachers do approach using attention. Moreover, kind of teaching styles done by English teachers in remote areas still use a simple method that is personalized and interactional methods. Besides, the students perception about teachers teaching styles reveals that there are differences between male and female teacher in teaching styles in the class. Especially, different approaches of each of the methods applied by each teachers. The female teacher teaching style is more understandable than the male teacher teaching style. Based on the findings, it is suggested that more teachers are expected to implement the teaching styles are more varied and there is collaboration in the use of these teaching methods, school is expected to be set up as a means of policy makers who support the students' speaking ability, and this study is expected to be a reference for other researchers to further improve the quality of education in remote areas.  ii   PREFACE With the grace and blessing of allah S.W.T, finally the writer has managed to completethis paper entitled “An Analysis on Male and Female Teachers’ Teaching Styles in Teaching Speaking to  the Students of Junior High Schools in Remote Area”. This paper is submitted as apartial fulfilment of requirements for examining the sarjana pendidikan degree in English Education. In writing this paper the writer believes that this study is far from being  perfect, it was only possible because of the guidance and support from a number of key people. Therefore, she would like to express her gratitude especially her  beloved parents, her brothers and all of family who have given their encouragement, spiritual and financial support, prayer and everlasting love. In addition, she would like to express her deepen appreciation to many people who helped her in this study: 1.   Iskhak Said, Drs., M.M., M.Pd, her first advisor who kindly and patiently has given the writer their valuable guidence, suggestions, advice and correction in writing this paper. 2.   Andi Rustandi, S.Pd., M.Pd, her secod advisor who has helpful to provide the writer with her useful insight and direction necessary to complete this  paper. 3.   U. D. Guntoro, DRS., M.M., M.Pd.BI., the head of English Education Program. 4.   The broad examiners who gave given their constructive feedback for this  paper improvement. 5.   All the lecturers of the English Education Program who have given her the knowledge of English. 6.   Popo Iskandar, S.Pd., the headmaster of SMPN Satu Atap 1 and Asep  Nurman, S.Hi., the headmaster of MTs Linggalaksana who has given the chance to the writer to carry out her research at his school.  iii   7.   All teachers and students of SMPN Satu Atap 1 and MTs Linggalaksana for their support and cooperation in this research. 8.   Her beloved mother and father who have been patiently giving spirit and encouragement. 9.   Her beloved sister and all big family who have given support and motivation. 10.   Other people who cannot be mentioned one by one for their contribution to the writer during the completion this paper. Finally, the writer hopes that this paper can be useful for the writer herself and for the resers in general. She also welcomes suggestions and corrections to make the paper come out better. Ciamis, September 2013 The Writer  iv   TABLE OF CONTENTS Page DECLARATION BOARD OF EXAMINERS APPROVAL PAGES ABSTRACT ……………………………………………………………….  i PREFACE ………………………………………………………………….  ii TABLE OF CONTENTS ………………………………………………….  iv LIST OF TABLES …………………………………………..……………..  vii LIST OF APPENDICES …………………………………………….…….  viii CHAPTER 1 INTRODUCTION 1.1 Background of the study …………………………………  1 1.2 Research question ………………………………………...  4 1.3 Purpose of the study ……………………………………...  4 1.4 Significance of the study …………………………………..  4 1.5 Scope of the study …………………………………………  5 1.6 Definition of key terms …………………………………..  6 1.7 Research report organization ……………………………...  8 CHAPTER 2 REVIEW OF THE LITERATURE 2.1 Teaching style ………………………………………………  9 2.2 Gender differences in teaching ………………………..….…  14 2.3 Gender differences in communication in classroom activity... 17 2.4 Types of teaching styles …………………………………...  19
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