Basically, female students are more polite and usually follow the teachers’ instruction. They prefer to listen and learn. While the male students tend to ignore and do what they want to do, actually it challenged the teachers’ patience. The male students tend to get bored easily, since learning English is more to theories learning. Moreover, a study has shown an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983; Awaken, 1999; Doormen&Shoaib, 2005).
These re due to students’ unlike levels of motivation, attitudes and anxiety towards language learning, further Influenced by their learning characteristics and styles, lesson content and teaching strategies, social environment and supportive mechanisms, family Influences and peer pressures, cognation levels, and so forth (Williams, Burden , 2002). It is important to note that the challenges facing school systems confronted with the same challenges. Sadomasochistic are not simply an artifact of urban education; rather, they have a significant impact on how urban schools are structured.
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The concentration of poverty and racial isolation matters in that it is directly related to school processes that significantly influence student achievement trends (Reemerged, 2005). 3. Objective This study aims at identifying reasons why female students have higher interest towards learning the English language. The objectives are as follows: a. To analyses the problems faced by the male students who have lower interest in language learning. B. To find out the whether the teacher is being biased c. To identify the best strategies to attract male students attention in learning language. Problem statement Why do female students have higher interest in learning English language in urban school? This paper addresses the problem that female students have higher interest in learning English language in urban school. Girls were found to be more inclined to study foreign and second languages and outperform boys (Cumberland, 2000). Males are claimed to have a more negative view and a less aptitude towards foreign language than females (Week, 2011). It shows that male students have lower interest and effort to learn English language.
The main reason I want to conduct this research s because I am eager to know what makes this big gap in interest of learning English language between female and male students. Why female students interest is higher in learning English language. All these crucial points must be clarified. Only then, we can overcome this matter. Assumption -Male students have lower interest in learning English language. Research Question a. Is it because female students are not interested in practical learning? B. Are the teachers who teach English language come across being biased and not effective? C.
What are the strategies can be used by the teachers to grab male students and other students’ attention? . Literature Review Several recent studies indicate that many young women around the world consider English to be intrinsically linked to feminism and are motivated to learn it as a language of empowerment. This trend is apparent in Japan, the FL context highlighted in this volume. At present many more young Japanese women than men appear to be interested in learning English, training for English language-related professions, and traveling to English-speaking countries (Sickbay’s, 2002).
For these women, English offers an entry into the Job market as well as a possible way of liberating themselves from the confines of gender patriarchy. Therefore, we can say that women have awareness of how important English language is. They know their a) Lack of motivation. Moreover, gender has been an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983; Awaken, 1999; Doormen, 2005).
Either because of their uninterested factors or because of feelings of hopelessness, students feared to lose face. Under such conditions, if the teacher were too strict and serious, they would lose their confidence, and not participate voluntarily. They do not have guard to talk in front of others. Some teachers tend to correct the students answers or words directly, it really denominated the students especially the boys. Teacher should be more gentle and smart in correcting the students so that they would not feel embarrass.
Teachers’ Judgment and treatment of students has tremendous influence on their educational and emotional development, and also impacts how students are labeled, and thus able to access educational resources (Cochran-Smith, 1997; Sakes & Lipton, 1999). Teacher’s words and actions influence students very much, because students see teachers as heir role model. B) Teachers are being Judgmental and biased. Social Justice educators, instead, recognize that society is inequitable.
Hence, they expect students of color, along with those who are poor, disabled, female, or have limited English skills, to encounter racism, classicism, and other forms of discrimination as part of their efforts to become productive and prosperous citizens (Bartholomew, 1994; Deader, 1991; Sakes , 1999). Teachers’ perceptions of male- and (femaleness are crucial for their relations with pupils and can be an important factor in generating gender equity in schools. Gender stereotypes are also likely to be reinforced or weakened by text books and reading material provided in schools.
When teachers become so Judgmental, it will affect his or her teaching and learning process and cause other problem, which can make some students feel left aside. Some teachers tend to focus more on female students because normally male students are playful and tend to make fun of the learning itself. However, there must be some male students who really want to learn the language seriously. A study published in the Journal of Human Resources, revealed that boys gained a grade onus on assessment scores when they behaved as well as girls. ) c) Participation in classroom lessons.
Participation usually means students speaking in class which are answer and ask questions, make comments, and Join in discussions. Like those in Cortical and Jinn’s (1996) study, the students in the present study also worried about losing face in oral English language classrooms. Thus, they kept quiet and waited until they were required to speak English. As we can see a male student’s responses, “l am not so active because I don’t want to “lose face” when I make mistakes” (L’, male). “L have elf-respect and don’t want to lose face before others. Female students tend to be learning seriously.
Most of the male students do not like to be control within any situation, they like to be free and do as they like. Even though, they Join the learning process, they will usually be Joking around rather than learning seriously. Teacher should come up with practical activities such as role play, debate, choir and others to attract student’s attention especially male students. This is because males tend to engage eagerly in practical learning style. D) Students different learning strategies Learning strategies are defined in general as behaviors that are intended to influence the individual processes information.
Chamois (1987) regards learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning, and recall of both linguist ICC and content area information” (Chamois, 1987, p. 71). Similarly, according to Oxford (1990), language learning strategies are specific operations used by the learner at various levels to ease the acquisition, storage, retrieval and use of information. Individuals’ learning Tyler differ based on their high versus low academic achievement. Gifted and underachieving students have significantly different learning styles and do not perform well with the same methods.
Conversely, gifted students in nine diverse cultures with talents in either athletics, art, dance, leadership, literature, languages, or music evidenced essentially similar learning style characteristics to other students with the same talent (Amalgam & Price, 1993: 7) and much defiance, meanwhile, the girls produced big blocks of talk and were obedient, and there was much attentive listening and sympathizing. Females were more successful than males in eight countries among 9-year-olds. ((landfills differ by gender (Grebe, 1999; Pizza, 1990). Males and females learn differently from each other.
Males tend to be more kinesthesia, tactual, and visual, and need more mobility in a more informal environment than females. Males also are more nonconforming and peer motivated than their female classmates. In group, males tend to learn less by listening. Females, more than males, tend to be auditory, authority-oriented, and better able to sit passively at conventional classroom desks and chairs than males. Females also tend o need significantly more quiet while learning (Pizza, 1990: 1 1); be more self- and adult -motivated, and conforming than males (Marcus, 1977: 9). ) Teaching strategies Cave (2001) suggested, studying such questions is important because if gender disparities are found, they may lead teachers and researchers to seek ways to minimize them, thus affording both genders maximum opportunities to achieve high levels of LA literacy. In terms of general language learning strategies, some studies show minimal differences between males and females (Smash, 2003; Shook&Sheorey, 2002) or even higher strategy use for males (Bally, 1996). Most current literature in this area, however, shows that females tend to be more active strategy users than their male counterparts (Oxford, 1993).
Teacher should put herself into her students’ place, thinking about their difficulties in learning English. Teacher should to be more active, thoughtful, and humorous while giving a class, not stern like certain teacher’s role to change the student’s perspective of learning English language. Teacher must be creative and create fun learning. Sometimes students don’t like to read because they find it difficult. It is the teacher’s Job to find the ability level of each detent and gear lessons to meet their needs. Students will feel successful and connect to lessons when they are taught at their level.
Those students who seem bored probably lack of the ability to keep up with other students in the regular classroom. Mix up the male students with female students whenever there is activity in classroom. Therefore, the boys would not left behind. We know the girls will do their tasks properly. Their cooperation in completing the task will produce fantastic outcomes. Female students will be more silent and generate ideas while the boys will help and boost up their plan. 6. Research Methodology I will be using quantitative method for my research later. I will prepare questionnaire.
In which I will use liker scale in my questionnaire. This is because I think, this is easier for them to understand and easier for them to provide their feedback. 7. The expected Work Schedule/Timeline My research will be done during 14 weeks of practical at school. For the first 1 week, I will be observing the students attitudes and responses towards my teaching. The next three weeks, I will give them few activities, exercises and see the feedback. Based on the activities and exercises given, I will identify their strengths and nakedness. I will prepare the questionnaire based on that.