Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of English Language and Pedagogy Teaching English and Language Learning English Journal
Wahyudi Badri
Universitas Muhammadiyah Bengkulu
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Gender Differentiation in Classroom Interaction: A Critical Discourse Analysis of Teacher–Student Talk Leli Ridayani; Wahyudi Badri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9510

Abstract

This study investigates gender-based discourse patterns in English classrooms through Critical Discourse Analysis (CDA) at MTsN 2 Kota Bengkulu during the 2024/2025 academic year. The participants were 8th grade students whose classroom interactions were recorded, transcribed, and analyzed using Fairclough’s CDA framework. The study aimed to identify (1) how male and female students participated in classroom discourse and (2) what gendered patterns emerged during teacher–student and student–student interactions. The findings revealed that male students dominated verbal participation by taking more turns, providing longer responses, and initiating more spontaneous interactions. Female students participated less frequently and tended to wait for teacher nomination before speaking, producing shorter and more cautious responses. Teachers’ discourse practices, including question distribution and feedback patterns, unintentionally reinforced these differences by giving male students more opportunities for elaboration. The results align with previous research, indicating that classroom discourse often reproduces broader gender ideologies. The study concludes that English classrooms at MTsN 2 Kota Bengkulu reflect gendered participation norms and recommends more equitable discourse strategies to promote balanced interaction. Keywords: Critical Discourse Analysis, gender, classroom discourse, participation, EFL learners
The English students' anxiety in speaking Merri Sri Hartati; Wahyudi Badri; Indra Nur Rhomadon; Tri Rahayu Setya Ningrum; Isni Dwi Rahma; Rianti Rahmadania
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19904

Abstract

This study aims to investigate the types of speaking anxiety experienced by English students and to identify the most dominant type of anxiety among them. The subjects were 20 fourth-semester students of the English Study Program at Universitas Muhammadiyah Bengkulu during the 2024/2025 academic year. A descriptive qualitative method was employed, utilizing questionnaires and interviews for data collection. The findings revealed that students experienced three main types of anxiety: communication apprehension, test anxiety, and fear of negative evaluation. Among these, fear of negative evaluation emerged as the most dominant. The study highlights the need for supportive learning environments that reduce anxiety and enhance students’ confidence in speaking English.
Co-Authors Dian Susyla Indra Nur Rhomadon Isni Dwi Rahma Leli Ridayani Merri Sri Hartati Rianti Rahmadania Tri Rahayu Setya Ningrum