GENDER DIFFERENCES IN WRITING COMPLEX SENTENCES
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Jun 16, 2023
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Abstract
This study mainly to describe the gender differences in wtiting complex sentences. Twelve (12) students grade eight (8) junior high school students in two different places, one is in North Sumatera and another one is in Manado – 6 males and 6 females – were instructed to write an informal letter to their friends. The writers use a descriptive qualitative method to classify and analyze the writing complex sentences. The object of this study was 12 students’ informal letter. The findings of this research are following: 1T-units (1 independent clause) for male is 36% and 1T-units for female is 64%; it shows a big gap. However, the 2T-units (2 independent clauses) for male is 21% and for female is 17%, and 3T-units (3 independent clauses) for male is 11% and for female is also 11%.
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Sirait, R., Wenas, N., & Kurniawan, E. (2023). GENDER DIFFERENCES IN WRITING COMPLEX SENTENCES. SOSCIED, 6(1), 23-37. https://doi.org/10.32531/jsoscied.v6i1.591
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
LPPM Politeknik Katolik Saint Paul Sorong
References
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Romaine, S. (2003). Variation in language and gender. The handbook of language and gender, 98-118.
Suganob-Nicolau, M. F., & Sukamto, K. E. (2016). Gender differences in writing complex sentences: A case study of Indonesian EFL students. Indonesian JELT: Indonesian Journal of English Language Teaching, 11(1), 69-80.
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124-1128.
Ure, Brad. (2012). “From Cordially Yours to What’s Up: Investigating Formal and Informal Letters” (Grassroots Writing Research Journal).
http://isuwriting.com/wp-content/uploads/2015/04/Ure_Brad_3.1_Letter_writing.pdf
Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45-51.
Held, G. (1992). Politeness in linguistic research. Politeness in language: Studies in its history, theory and practice, 131-153.
Mahmud, M. (2015). Language and gender in English language teaching. TEFLIN journal, 21(2), 172-185.
Mulac, A., Studley, L. B., & Blau, S. (1990). The gender-linked language effect in primary and secondary students' impromptu essays. Sex Roles, 23(9-10), 439-470.
Mulyono, H., Liestyana, A. R., Warni, S., Suryoputro, G., & Ningsih, S. K. (2020). Indonesian students’ anxiety to write in English as a foreign language across gender and educational levels. Problems of Education in the 21st Century, 78(2), 249.
Rahma, A. A., & Rosa, R. N. (2021). An Analysis on Students’ Ability in Using Compound-Complex Sentences in Writing a Short Essay. Journal of English Language Teaching, 10(1), 53-60.
Romaine, S. (2003). Variation in language and gender. The handbook of language and gender, 98-118.
Suganob-Nicolau, M. F., & Sukamto, K. E. (2016). Gender differences in writing complex sentences: A case study of Indonesian EFL students. Indonesian JELT: Indonesian Journal of English Language Teaching, 11(1), 69-80.
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124-1128.
Ure, Brad. (2012). “From Cordially Yours to What’s Up: Investigating Formal and Informal Letters” (Grassroots Writing Research Journal).
http://isuwriting.com/wp-content/uploads/2015/04/Ure_Brad_3.1_Letter_writing.pdf