Men and women are different in the some ways.

They also
have differences in the language. Some linguist says that men
and women are different in the syntactic aspect, like the use
pronoun and noun modifiers. This study is qualitative
research. The writer will observe the students of School of
Foreign Language Buddhi, Tangerang. The writer would like
to discover the differences between men and women in terms f
syntactic aspect, pronoun and noun modifiers. This research
will also determine how men and women express their
argument in the argumentative language. The writer finds that
men and female have difference in the use of pronoun and
noun modifiers. Men are more often use pronoun. On the other
hand, women are more often use noun modifiers. In the end,
men and women have several differences. They are different
in the use of pronoun and noun specifiers and the way they
present their arguments.
Intro
Type of study
Subject
Research questions
Results
conslusion
CHAPTER I
INTRODUCTION

1.1. Background of the Study

In many fields of language research, attention to sex differences as a variable has

increased in recent years. Men and women are different in some ways. Identifying and

interpreting possible differences in linguistic styles between male and females have

exercised linguistic researchers for decades. Argamon et al in 2007 stated that there are

difference strategies employed by men and women in setting the information and

encoding the relation between writer and reader in texts. They also discovered a point of

males and females differences in processing emotional material that maybe has a relation

to the use of language.

 Lakoff’s (1975) famous study found that men and women speak differently, even

in different languages, with women using hedges, qualifiers, and other ‘nervous ticks’

characterizing a lack of assertion more frequently than men.

Gender in language identifies its own characteristic. Men have their own

characteristics and they must be different from women in the use of the language itself.

Gender language is also one of the key factors in men’s and women’s attitude about how

they act, think and feel. Gender also has the influences from their psychological

circumstance which makes them sensitive and affects their social relationship, language

and their perspectives (Nancy Baron, 1971).

Mestrie, Swann, Deumert and leap (2000) believe that language and gender could

be carried out in the one of studies as an interdisciplinary field of study, and also covered

several different aspects of, - spoken and written - , language. Speaking skill, as one of

the productive skills, is commonly used as the measurement of language ability that is

widely employed in investigating the differences between men’s and women’s speech.

However, this should not be a justification for neglecting the importance of

writing skills, as one of the most interesting skills to analyze (Waskita, 2008). An

analysis in writing is not only used to measure their capability in producing sentences in a

certain language but also can be used to identify the differences between men’s and

women’s language use.

There are several genres of writing such as narrative, report, descriptive, etc. This

research only focuses on one genre of writing, which is argumentative writing to classify

the difference between men’s and women’s use of language. Studies on gender and
 writing are fewer that those on gender and speaking (waskita, 2008). However,

investigations of differences between males and females writing have been done in

different situation or setting. Argamon et al in 2007 investigated about 604 documents

from the British National Corpus (BNC) and discovered that males and females has

difference in the use of personal pronoun and noun specifiers.

In addition, Morris (1998) studied gender differences in ESL writing at a junior

college in Quebec, Canada, and revealed that women ESL writers tended to outperform

the men in terms of quality as regards accuracy and readability. Regarding to those

previews studies, the study aims at identifying the difference between men’s and

women’s language use in their argumentative writing. This research also deals with how

the genders express the arguments in their compositions.

1.2. Statement of the Problem

The researcher investigated men’s and women’s in their argumentative writing in

order to find out the differences between the language use of the two gender groups.

1.3. Research Questions

The questions of this research are formulated as follows:

1. Is there any significant difference between men’s and women’s argumentative

writing?

2. How do the two gender groups present their arguments?

1.4. Goals and Functions

1.4.1. Goals

The goals of the study are as follows:

1. To get the information about the significant of differences in men and women

when they produce some of passage which need their point of view to write.

2. To obtain information how do the two gender group presents their arguments.

1.4.2. Functions

The functions of the study are as follows:

1. To give the information whether there is any significant difference between men’s

and women’s argumentative writing.

2. To give information how do the two gender group presents their arguments.

1.5. Scope and Limitation

The research discusses the gender differences related to writing skills. Due to the

limited time, this research only discusses two aspects, namely syntax and pragmatic to

identify the differences between men’s and women’s language use in their argumentative

writing. The syntactic aspect covers the use of personal pronoun and noun modifier. On the

other hand, pragmatic aspect discuses how their express their arguments.
 CHAPTER II
THEORETICAL BACKGROUND

This chapter discusses the theoretical background of the study. There are 5 sections

in this chapter: gender, language, writing, argumentative writing, and gender and language.

2.1. Gender

Based on the Oxford dictionary gender is the fact of being men and women. Still

based on the Oxford dictionary gender is meaning the classified of the classes example,

nouns, pronouns, and adjective. Gender is defined by FAO as ‘the relations between men

and women, both perceptual and material. Gender is not determined biologically, as a

result of sexual characteristics of either women or men, but is constructed socially. It is a

central organizing principle of societies, and often governs the processes of production

and reproduction, consumption and distribution’ (FAO, 1997). Despite this definition,

gender is often misunderstood as being the promotion of women only. However, as we see

from the FAO definition, gender issues focus on women and on the relationship between

men and women, their roles, access to and control over resources, division of labor,

interests and needs. Gender relations affect household security, family well-being,

planning, production and many other aspects of life (Bravo-Baumann, 2000).

On the other hand, founded on Cambridge Advanced Learning Dictionary, gender

is divided in to two terms. It is stated into sex and grammar. Gender based on sex terms is

the physical and/or social condition of being men or women. Meanwhile in the terms of

grammar, it is stated as the grammatical arrangement of nouns, pronouns, and adjective

into masculine, feminine, and neuter types in some language.

Based on the free dictionary.com, gender itself divided into two, grammatical and
sexual identity. First of all it said that gender is used in classification of noun, pronouns,

adjective, and, in some language, verbs that may be illogical or based on characteristics

such as sex or anomaly and that determines agreement with or selection of modifiers,

referents, or grammatical forms. The other meaning of gender is category which can be

said to a set. The third meaning is the arrangements of word or grammatical form in such a

category. The last meaning in the grammatical meaning based on thefreedictionary.com is

to distinguish form or forms which is used in some communication ways.

The second meaning is sexual identity. Gender is identically refers to sexual

identity, men or women, especially in the relation to society or culture. On the other hand,

the website is stated that gender is can be notice as the condition of being men or women.

It is related to one word that known as sex. The last meaning of gender which refers to

sexual identity is women’s and men’s could be considered as a group; in this case is about

expression used by one gender.

Gender roles are the ‘social definition’ of women and men. They vary among

different societies and cultures, classes, ages and during different periods in history.

Gender-specific roles and tasks are often conditioned by household structure, access to

resources, specific impacts of the global economy, and other locally relevant factors such

as ecological conditions (FAO, 1997).

Gender relations are the ways in which a culture or society defines rights,

responsibilities, and the identities of men and women in relation to one another (Bravo-

Baumann, 2000).
2.2. Language

Linguist found many of differences. Okamoto (1995:222) stated that in Japanese

phonology, morphology and lexis, some of the differences is showed. The overall, he

stated, that idea that he discovered is that women are differences in the form of politeness,

soft-spoken, non-assertive and emphatic.

In the other researches Labov and Trudgill has discovered that women’s are using

more prestige or high – status language features - than men’s. Labov in 1990 stated that

women and men can be differentiated from both phonological and pragmatic aspects. This

finding had followed by some linguist in the several studies are carried out, especially in

the “western” and repeatedly in the English-speaking contexts (e.g Macalulay 1978; Shuy

1970; Wolfram 1969)

Lesley Milroy (1980) discovered that gender differences in the expected direction

with men, overall, using more vernacular forms of language than women. Holmes (1994:

156) stated that study in Britain, America and New Zealand reveals similar gender-based

patterns of communication.

In every communication, when we talking to someone or people, we usually have

affected by many cause. One of the causes is gender. The term of “gender” is, sometimes,

related to the term of “sex”. Swan (2000) confirmed that gender discrimination, especially

in language, has been happen in Japanese phonology, morphology and lexis; same with

what has already been stated by Okamoto (1995:222). Gender is also stated to the

reflection of the differences roles of status between men and women. Robin Lakoff (1975)

in terms of politeness is showing the data that shows about women social role is about of

morality and manners. Swan (2000) also stated that in the time of focusing on generalized.
A pervasive gender stereotype is that women’s are more emotional and by extension, more

emotionally exposed. “Women are seen as expressing more happiness, more sadness, and

more fear, but men are seen expressing more anger than women’s (Golombok and Fivush,

1992)”. Another statement by Millard (1997) showed that girls is more typical to be

approved than boys because their experiences of reading better from the boys. Boys are

presenting to relying too heavily on visual media such as TV and computer; consequently

their writing typified by an overuse of fast action at the expense of other details.

2.3 Writing

According to Celce Murcia (2002), writing is assumed to the production of some

language in the written way with the result is in a text and the text must be read and figured

out in order for communication to take place. Stand in the side with this idea, Brown

(2001:335) says that written language is simply the detail presentation of spoken language,

and that presentation is likely oral presentation but in the different way. The one and only

differences is about lying in graphing as a substitute of auditory signal or product. For that

reason, writing is almost identical with speaking language. People use their speaking skill

to communicate with others and to express their ideas, and in the other hand in writing,

they write down what will they want to say.

Even though both skills – speaking and writing – are almost the same; people

must admit that although they are good listener, speaker or reader, it is still hard to express

their idea in writing; people have to do a lot of exercise and practice in writing all the time.

It is like Addison (no year) has in faith that “writing is like riding a bike; the more you

write, the easier it will be and better you will become.”

Based on http://allkindsofwriting.blogspot.com/2006/04/kinds-of-writing.html
writing can be divided in to four kinds of writing. These are expository writing - where the

writing serves to explain (inform), descriptive writing - writing that serves to show,

describe-, narrative writing - tells a story-, persuasive or argumentative writing - arguing

for or against an issue.

2.4 Argumentative Writing

Another linguist, Barry Lopez ( 2002 :142) has another point of view about writing,

he stated that the goal of the author, in the end, is to encourage the reader’s awareness of

the world. It seems that writing be an assistance of the researcher to realize about the events

that come around them. At that time they have to write, any kind of writing, actually they

read their own writing creation. It also can be stated that writing is becoming the media for

people to be in touch with their ideas in form of written text.

An argumentative, if we can write it down successfully, can have influence to

people. It is having influences not only to communication, but also can convincing the

reader to believe or to take action more than ever the opposite analysis. Writing has also the

function of social control. Levi-Strauss (1955:354ff) has stated that another important

function of writing is its potential to be a regulation of social management.

In contrast an argument is a method of giving our statement and giving the proof.

People do this, at least, for two reasons: first of all they want to defend what they are

thinking about and in the progress, to giving the runway for some problem and make some

resolutions to their trouble, especially to those who attack their option in the some conflict

of view (Rottenberg, 1988).

Heinle & Heinle Thompson Learning (2000) argues that an argumentative writing

can be identified as a good writing when that writing can complete their goal to convince
 the reader of someone sight or minimum to make them reflected about the issue. Since it

estimated to be a critical and logical thing, the writing itself must have arguable arguments

which are few of people have the argument of idea or faith.

When the researcher wants to start an argumentative writing, the researcher should

know the rhetorical steps to write a good argumentative writing. These are the rhetorical

steps of argumentative writing

1. Thesis: These steps are introducing the problem that will be discussed in the argumentative

writing itself. We can state that the thesis is the main idea of writing the argumentative

writing.

2. Arguments: When we want to construct the argument(s), this is the right paragraphs to

discuss. It’s like its name, arguments, so in this paragraph we will talk about the arguments

that support the thesis and the proof that support the thesis itself.

3. Reiteration: We can call the paragraph the conclusion of the whole text. In this section we

will restate the thesis and give the conclusion of the whole text

(http:// understandingtext.blogspot.com)

2.5. Gender and Language

Gender and language are two things that are related, different gender influences

different language. Some linguists have been investigating the gender differences in the

language field. Labov in 1990 stated that women and men can be differentiated from

phonological and pragmatic aspects. Labov stated that language is used to show their social

class. They use language to show their prestige (middle, lower or upper class)

Argamon et al (2007) found out the differences between men and women in term

of syntax about the using of noun modifiers and personal pronoun. Argamon et al argue

that noun modifiers, that is commonly used by men, refers to a clear about something or
someone. On the other hand, pronoun that is mostly used by the women refers to

something that is “clear” area. Clear in here means that is the readers know what they

want to say. From some resources noun specifiers is divided into two, common nouns and

proper nouns. Noun specifiers are also known as a clear noun, for example Andy, The

Postman, The detective, etc. On the other, based on Cambridge Advance Learner

Dictionary said that pronoun is a word that is used to replace a noun or noun phrase, and

personal pronoun is a word to refer a person in the speech or writing. Francis, Read and

Melling (2003) found out about the use of logical thinking for men and the feeling for

women. They said that men use logical thinking more than women because they find that

men usually have bold arguments. They also stated in their research, women are usually

lack of confidence. It is different from men that have more confident but lack of clarity or

focused only on their originality of their arguments. They stated the arguments directly

and men usually give evidence to support their arguments.

On the other hand, they said that women’s writing use more feelings. They stated

that women tend to write based on their experience. They write with their personal

experience. Francis et al also said that they are some indications that we can see to the

strength of the arguments. They said some indications such as in my opinion, the fact, for

example, etc.

Francis et al also said that both men and women are thought that originality of an

argument is the top of priority when they write an argumentative text. In 2010, an

ontologist Dr. Michale C. LaBossiere have found that some arguments can be divided in

some categories. He said that arguments that deal directly with evidence relating to the

claim itself will tend to be stronger.

 CHAPTER III

RESEARCH METHODOLOGY

3.1. Subject

The data were collected for this study from 30 students from class 2011 of English

Department of Buddhi School of Foreign Language. In this research, the writer used

purposive sampling. A purposive sampling is a non-representative subset of some larger

population, and is constructed to serve a very specific need or purpose. According to Brown

(2005), the study may be started with a survey then purposive sampling done based on the

survey. Therefore, in this research the writer decided some criteria to choose the subject as

follows:

1. The students who are chosen are the students who are in composition 3 and

have already passed of composition 2 subject with B as their minimum

grade. The reason why the writer chose B as the minimum grade is because

the writer assumes that with that grade, students were already familiar with

grammar of the English structure and the generic structure of

argumentative writing. Thus, they are considered to have ability to write

English composition.

2. The participating students are 30 students as the total with 15 male students

and 15 female students.

3. The students have never lived in the English speaking country and have

been already learning English since childhood.

3.2. Approach

This research is used qualitative and quantitative approach. Quantitative analysis is

used to analyze the text with the focus on the means of the syntactic features in the

students’ compositions. The qualitative analysis is used to analyze about how their

arguments are presented and whether there are differences between males and females

students’ argumentative writing.

3.3. Procedure

There are some steps that writer used to complete data

a. The researcher observed the composition 2 subject. The writer asked the

administration officer to get the register of the whole composition 2 subject in the

previous semester.

b. Then, the writer selected the students from some circumstances. They had passed

the composition 2 subject with B as their minimum grade.

c. The next step was testing the writing respondent. The writer was giving the

writing test for every student. After that, she or he had to write an argumentative

passage consists of 3 until 5 paragraphs with the topic given by the writer. The

writing chose the argumentative because with that kind of writing, students can

express their thinking and their argument about the topic given. The topic is about

the percentage of the amount from the students coming to the class for a subject.

The writer chose the topic because it has a close relationship with the student

college life in the English Department. Hopefully the students do not get any

difficulties in developing their idea.

 The writer obtained the data from the test. The form of the test is displayed below.

1. Student’s identity

Name :

Gender :
.
Composition 2 score :

2. Topic : Some people believe that university

d. T
students should be required to attend
h
classes. Others believe that going to
e
classes should be optional for students.

Which point of view do you agree with?

e.
Use specific reason and details to explain

your answer.

(taken from: http://www.ets.org/Media/Tests/TOEFL)

3. Time : 120 minutes, minimum 150 words

4. Instruction : Write a good argumentative essay based on the

topic given with the correct rhetorical steps

3.4. Method of Data Analysis

According to Argamon et at in 2007, writer will aim to get the differences

between male and female. The writer will discover the differences in the terms of noun

specifiers and personal pronoun use. the writer will reveal the mean of the use amount

from male and female writing. The writer will also analyze the different in the way their
present their writing. Read, Mellin, and Francis said that male is using more logically

thinking and the female is using their personal experience. The writer will investigate the

strength of their arguments from the indicator that has already been mentioned by Read et

al.
 CHAPTER IV
DATA ANALYSIS

4.1.Men and Women in The Argumentative Writing

This research found that men and women have many differences in the language use in

terms of syntactic aspects, the difference could be seen in the use of noun modifiers and personal

pronoun.

4.1.1. Women’s Argumentative Writing

After analyzing the women’s writing, the writer found that women tend to use

noun modifiers more than personal pronoun. We could see the figure below.

Figure1: Women Pronoun and Noun Modifiers Use

Women Pronoun and Noun Modifiers Usage

35
30
Frequency usage

25
20
15
10
5
0
MEA
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
N
NOUN MODIFIERS 16 21 14 6 13 25 7 8 15 22 22 26 21 16 17 17
PRONOUN 10 7 8 30 13 5 15 23 15 7 10 8 13 8 10 12

Statistically, women used noun modifier quite often. The noun modifiers used in

women’s writing mean was 17. They used it 6 times as the lowest and 26 times as the

highest frequency when they wrote an argumentative writing. In the table, we could see

they used the pronoun more often than when they use noun modifiers. We could see in
the table above, 12 was the number that we could refer to the use of pronoun in women.

It meant one woman, based on this research, used about 12 pronouns, with 5 as the lowest

and 30 times as the highest. If we compared between the use of noun specifiers and

pronoun, statistically we could see that women were using pronoun more often than noun

modifiers. We could see from the mean. It was very close, but statistically it could be a

proof that women use pronoun more often than use noun modifiers.

In the figure above, we could see the close difference between the use of pronoun

and noun modifiers in the women writers. The four point’s differences were the result if

we wanted to see the difference of the using noun modifiers and pronoun in women’s

writing. We could also see in the graphic that given. We could see better in the graphic

below that could give us the picturesque of the use in the women’s writer.

Table 1: The example of Noun modifiers and Pronoun Use

Noun modifiers Pronoun
1. The students will study from …. 1. They also use the …
the teacher need to use …. We know that …
although the lecture can do, the It will useful to …
subject needs
2. The subject is difficult that … 2. He/she will face the …
The score can be given … It will be their obstacle
Their future not only depends on … I prefer to use …

3. The materials can be studied …. 3. They can use the internet …

The time can be use
but, The fairness is questionable
because…
4. Their level is almost the …. 4. We are not …
Their Score is higher than … It is very unreasonable …
The E-learning is a new …. They need to work.

5. Presents is the most think … 5. It will better if …

Critical Thinking is improving … We have some activity …
Fairness is the only one that …
6. The method is more bored … 6. We are not…
The guidance is unclear … They asked us to ….
Module is useless …
 It is funny when …

7. … Model that we need to … 7. We are not only ….

Their absence is counted as …
Lecture’s absence is unavoidable
thing
8. The students can’t learn
Lecture needs to give …
Materials need to deliver and ….
9. E-learning method something new …
Seminar method is very …
Students felt bore.
It is very ….
They see that they ….
8. They only see the positive…
We need to see from …
9. He/she cannot explain
It is a technology that …
We, as a student, needs …

10. E-mail is needed to send the 10. It (as an e-mail) is very usefull
assignment … …
Handout can be sent …. It (as the Book) can be
Book can be downloaded … downloaded from …
We, as a student, need the
internet ….

11. Assignment must do in …. 11. They only want to …

The method is not practice at all We still need to be …
The ways of thinking do not have
improvement …
12. Students can ‘t underestimate … 12. They are some key …
Lecture needs to improve … We have to find …
Classroom need to be comfortable
13. Chat room is something useful … 13. It is been in every …
Technology is something that people We cannot live …
use … They are some key factors …
Internet is the main eye …
14. E-book is existed because … 14. It is the key …
Classroom is something … They can access the …
Every universities need to have …
15. The lecture can only give … 15. We felt that presents is …
The test can’t be … They can be a clue …
Students can be cheating in their …

In the table above we could see the use of pronoun and noun modifiers.

On the other hand, we could see another result of pronoun use. If we saw on the

table below, most of them used the third person, for noun modifiers or for pronoun.

Labov in 1990 stated that language is also used for show their social class. They use the
 noun modifiers to make it clearer.

The level could be vary. Labov stated it can be from their educational

background, the position in the work place. It also stated that men are generelized as the

“leader” in every section of their live. On the other hand, if we saw women position, it

must be devided into some background. It could be the position or the educational.

Another linguist, Robin Lakoff in (1975) argued that there are some reason why

pronoun is used. It is for shows any “neutral” or “unmarked” position. He stated that

they are changing. He argued that when men writer use the pronoun, it means they are

mentioning classed of thing specifically. On the other hand, when women used the

pronoun, it meant they are connecting to a person or another subject to mention.

Lakoff stated that although semanticly both men and women are included in the

groups reffered to by the pronouns, only he and all pronoun which is related to the

masculine forms are modified. We could see the man and mankind that show us how he

spesified to some specific one.

4.1.2. Men’s Argumentative Writing

We can see the difference in the men’s writer. They used the opposite from the

women’s writing.

In the meanwhile, the researcher also found the answers in men’s writing.

Comparing to the women’s writing, they used noun modifiers more often than pronoun,

men used pronoun more often than noun modifiers, especially, when we wanted to

compare the result to the women’s writers.

Figure 2: Men’s Pronoun and Noun Modifiers Use

 Men's Pronoun and Noun Modifiers Use
30

Frequendy Usage
25

20

15

10

0
MEA
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
N
NOUN MODIFIERS 7 12 11 5 8 9 11 11 12 13 10 5 8 6 8 9.07
PRONOUN 18 18 19 15 20 17 24 22 20 19 13 19 17 19 20 18.67

If we saw the figure above, we could see statistically men were using the noun

specifiers more often. The difference was almost fifty percents between the use of noun

modifiers and pronoun. The table stated that men use more or less 9.07 for the noun

specifiers. They used 5 noun modifiers as the lowest frequency and 13 as the highest. On

the other hand, men were statistically proof that they use more pronouns. They used

about 18.6 pronouns in their writing. We could see that they are using 24 times as the

highest and 15 times as the lowest of the use of pronouns. So it meant men are use about

18,67 pronoun when they write in one passage.

It was different with the women, men’s pronoun and noun specifiers used have a

huge gap between one and each other. It almost got 50 percent. 9 points differences are a

big gap if we compare with the women that only have 4 points gap. We could see it in the

table below to make it clear to preview.

Table 2: The example of Noun Specifiers and Pronoun Use in Men

Noun Specifiers Pronoun
1. Lecture needs to send 1. We as a student do not have …
Student, however, needs … They can’t be learnt by ….
Material is not as easy ….
2. Subject can be learnt …
Student can use the ….
Lecture do not need to …
3. Material can be found in the …
E-book is a useful …
Internet need to be explored …
4. Subject is difficult if …
Students needs to …
Thesis is not something …
5. Subject can be learnt ….
Student needs to see and …
Lecture must take the …
6. Internet is something that …
Presence is not a must in …
Students can learn in their …
7. Material is not as difficult as …
Students can learn by …
Lectures do not need …
8. Thesis cannot do by …
Speaking need to take …
Writing need to write …
9. Internet is something to …
E-learning is a new method …
Students are very …
10. Students needs to see the …
Lectures have some rights to …
Subjects cannot be scored if …
11. Lecture is not a God …
Students still have some rights to
have …
12. Materials can be taken in …
Lecture also can use …
Technology is very useful if …
13. IT is something …
Technology is everywhere …
Computer is not a thing …
2. It is a technology …
He/She can’t always …
They can send the materials …
3. They can be the instruments …
we have to be active …
4. We need the lecture to …
It will be difficult …
They need to make sure that …
5. It is impossible to …
We have to count …
I never agree …
6. We do not need to spent …
They can be used to …
It is a digital era that …
7. They need to …
We are busy.
8. They are not reasonable …
It is not depend on …
I suggest …
9. It is possible to not …
We can use the technology …
10. I still want to …
They still need the guidance …
We are still learning …
11. They sometimes take …
We can’t get the good judgment
…
I want to do my carrier also …
12. It is weird …
They need to use the technology
…
13. It needs our consideration …
They have to learn
 14. Subjects, for several, cannot … 14. They are some skills …
Writing need a text that … I also agree that …
Reading, on the other hand, …
15. Subjects is difficult … 15. They are still learning …
Lectures have the guidance to the … We can be arrogant …
Students need the guidance … I still need the …

We can see the table for the example of the using of noun specifiers and personal

pronoun in men’s writing.

The table 2 above shows to us that they are some indicators to use the pronoun.

Argamon et al in 2007 were also making a system of the indicator of the use of noun

modifiers or pronoun. It broke down into three categories. They are first-person, second-

person, and third-person. They stated that when noun modifiers are used, it means the

writer wanted to clarify about the “things” that they discussed.

4.1.3. The Differences Between Men and Women in The Argumentative Writing.

After doing the research, the writer found that men writer and women writer have

some differences.

The researcher finds that men and women have some differences. The first is in

syntactical aspect. In this aspect, the writer finds that men writers are more often using

personal pronoun than women. We can see it thoroughly to the figure below.

Figure 3: The Mean of Noun Modifiers

 NOUN MODIFIERS MEAN
9.07
20 16.6

THE MEAN OF USAGE

15
MEAN WOMEN NOUN
10 MODIFIERS
MEAN MEN NOUN
5 MODIFIERS

0
NOUN MODIFIERS

In the used of noun modifiers, the mean of differences are almost a half, between

men and women. The result that the writer got different result with the result of Argamon

(2007) and Morris (1998). It could be happened because the backgrounds of the samples

were difference area.

Argamon et al took their sample from British National Corpus (BNC). British, as

we know, is a country that is using English as their first language (L1). In contrast,

Morris took his sample from Junior High School in Quebec, Canada. We also know that

Canada is a country that uses English as their second language (L2/ESL). Unfortunately,

in Indonesia, people use English as their foreign language (EFL)

Figure 4: The Mean of Pronoun

 PRONOUN MEAN
12.13 18.67
20.00

THE MEAN OF USAGE

15.00

10.00 PRONOUN WOMEN

PRONOUN MEN
5.00

0.00
PERSONAL PRONOUN

In the figure above we could see that the result that did not have differences with the

noun specifiers graphic. The result was also has a difference result with the result from the

previous study.

According to Lakoff, they were differences in the term of function of the use of noun

modifiers. He stated that in the men writing, pronoun is for mentioning specifically. In

contrast in women writing, pronoun is connecting to person or another subject to mention.

In the meanwhile, when men used noun specifiers, it meant that men want to clarify

something that he writes. On the other hand, when women used the noun specifiers, it meant

that she is in the higher position or more professional that the reader.

4.2. Men’s and Women’s Argumentative Writing.

Another theory said that men and women also have difference in the way of how

they present their writing. Francis et al said that the difference is in the use logical thinking

in the men’s writing and the use of personal response in the women’s writing.

Francis at al fined that men use some indicators to show their arguments. Not only to

show their argument, but also to show how confident they are with their arguments
 On the other hand, women writers often used their personal response to give the

solution or to solve the problem. They were many of indicators of the strength of the

arguments. We could see the table below to see the difference.

In this section, the writer only discussed the use of the fact and I am sure that is

followed with the arguments or the fact. The writer chose it because the fact and I am sure

could show the use of how confident they are with their arguments. It was possible if one

text used more than one of those phrases. It was because when they needed to show their

arguments in the argumentative writings, they needed more than one argument.

Based on the table, we could assume those men writers were more often use strong

indicators to express their arguments. On the other hand we could not argue that men were

not using the weak arguments. It was because the writer only sees their argumentative

writing, not interview or observes them.

Figure 5: The frequency of the use of the fact and I am sure

The Frequency of The Use Of The Fact and I Am Sure
Series1

72.72727273

60

40

27.27272727

men women men women

the fact I am sure
 As we could see from the table that male are more often use I am sure with 60%. On

the other hand, women were using I am sure 40%. The same situation was happened in the

fact. Men were more often use the fact with 72%, in the meanwhile women were using it for

28%.

We could see the use of the fact in the table below.

Table 3: The use of The Fact and Iam Sure in men’s writing
Men indicator
1 the fact
 Even the presence is important; the fact is it will not be seen as the requirement to get a
job.
 The fact is, presences are one of the factors to the lecture to give the score.
 In fact, in some universities, they have some long distance studies that use internet as to
give the students change to study.
 In fact we need to fulfill the presence percentage to do the final test.
 The students not only study, in fact they also need to do their job that is spend their time.
 Presence is one of the important criteria to fulfill the requirement to do the final test. In
fact there are some students can pass the subject with A score even they are often
absence in the classroom.
 It is important, in fact the company just see the GPA not the percentage of presence.
 They can use the internet, but in fact they do not have the change to ask the lecture
directly.

2 I am sure
 I am sure; if students who are often to absence have lower score then others.
 I am sure that the company is seeing the score not the presence.
 I am sure with the fact that 75% students in here are working.
 If they do not go in the class, I am sure that they will find the difficulties when they do the
test.
 I am sure, because in my company, they only see the GPA not the presence.

The researcher could only make an assumption that men were using more logical

thinking and women are using their feeling. It was because the researcher was only

analyzing from their writing, not interview or observes them.

 Table4: The use of The Fact and Iam Sure in women’s writing
women indicator
1 in fact
 Because of the fact that the students don’t have to be in class and attend the lecture, they
have a chance to find a stepping stone in their career world.
 Because of the fact that Indonesia has a very wide area, nationwide, so there is a big
chance that students can be come from out of Jakarta, or maybe out of the country.
 If a student is absent for more than 40%, and then the student is not allowed to take the
final test. And if the student is not having the final test, so it is possible for that student to
not pass the subject.

I'm sure
2  When you know your exact capability, I’m sure you will speak English out loud with
confidence.
 I am sure with the presence because the lecture have said that we must be active student
in the class because he will know whose serious with my subject

In the table above, we could see the big differences in their way to present. In contrast,

there were some women that used the logical thinking. They showed their arguments, but not as

strong as men. In the men, we could see the use of the fact and I am sure. In contrast, the use of

the evident in women was less than with men.

Men use 13 times to show and to clarity their arguments of what they write. On the other

hand women only use 5 times to clarity their arguments.

Francis et al also stated that women writers were usually lack of confidence, but men

writers were lack of clarity. But, if we see the result, men are not only using the bold arguments,

but also give the clarity from their arguments more often than women.

The clarity in here meant that men tended to use their own arguments. They only saw

what is happened. Men also saw that they often obtained the evidence to their arguments from

what they feel and what see. They argued from their experience. Men used powerful assumption
than used the arguments. The typically men that were to the points to the problem made them,

sometimes, forgot to add some evidence to make their arguments strong enough. Not only forgot

some “good” evidence, but they also usually jumped from one argument to another.

In the meanwhile, women were different from men. They looked like do not have a

strong arguments, but actually, they had facts that could be used from argument. Women

tendency to make an orderly composition, make them composed their text carefully. They did

not jump from one argument to another, but they made a “flow” in their composition. This is

what the linguist said about the lack of consistency itself. It was not about the arguments only but

also how to present their argument a good composition.

 CHAPTER V
CONCLUSION AND SUGGESTION\

5.1. Conclusion

After analyzing the data in chapter four, the writer found that men and women have

differences in the terms of syntactic aspect, in the use of pronoun and noun modifiers. From the

result of chapter four, they are 2 results. Firstly, the writer found the differences between men

and women in the use pronoun and noun modifiers.

Some linguist said the use of pronoun and noun modifiers in men and women are

different. Women use the pronoun when they want to connect from one subject to another. On

the other hand, men use pronoun to mention some subject specifically.

Secondly, the writer found that men and women are different in their way to present their

arguments. Men looked more confident than women. They use the indicators more often than

women. They seemed to have the arguments stronger than women. In fact, they are careless to

show their arguments. They tend to use their own argument and assumption to make their

composition.

On the other hand, women are weaker than men when they present their argument.

However, they have more clarity in their arguments. They have “flow” in their composition, that

makes their composition stronger.

5.2.Suggestion

For the men writer, it is good if you want to use your own argument, it is would be better

if you also take some evidence to support your argument with the fact and make a “flow” in your

composition.
 It is not only for men, it also for women. When you compose the writing, it would better

if we not only see the “flow” or connection between one paragraph to the other, you also need to

tend to confident to your argument and the evidence that you have provided in the text.

The suggestion is not only for the students, but also for the teacher. It is better if we, as

teacher, can tell how to compose a good paragraph. It is not only in the terms of connecting one

idea to another, but also how to defend and present our idea. We need to tell the students how to

show their argument to make it strong enough.

The last but not least is for next researcher. It is better if we not only see the differences

in the use of the and I am sure only, but we can discover the all indicators of weak and strong

arguments.
 REFERENCES

Argamon, S., Koppel, M., Fine, J., & Shimoni,A.R. Gender, Genre, and Writing style in formal

written text. http:/u.cs.biu.ac.il/~koppel/pappers/male-female-text-final.pdf. 24th April 2014

Brower, D., & De Haan, D. (1987). Women’s Language, Socialization and Self Image(p.

196)USA: foris Publication.

Coulmas, F. (1989). The writing system of the world. New York. Basil Blackwell.

Ellis, R. (1994). The study of second language acquisition. Oxford. OCP.

Francis, B., Read, B., Robson, J., & Melling. Universities lecturers’ perceptions of gender and

undergraduate writing. http://www.esrc.ac.uk/my-

esrc/grants/r000239187/uotputs/download/d0993bf5-df9f-4e4cc-aff9-cc7815f28e02. 22th

April 2014

Garret, S. (1992). Gender. London. Routledge.

Gebhard, A.O. (1983). Teaching writing and reading in the content areas. Journal of Reading 27

(3): 207-211.

Gelb. I.J. (1963). A study of writing. The University of Chicago Press. Chicago & London

Revised Edition.

Goddard. A. & Patterson. L. M.(2000) Language and Gender. New York. Routledge.

Holmes, J.S (1993). An introduction to sociolinguistic (2nd ed, p.3). England. Longman

Hyde. J.S. (1993). Meta analysis and psychology of women. Westport. CT greenwood.

Jones, S. & Myhill, D. discourse of differences? Examining gender differences in linguistic

characteristics of writing. University of Exeter. UK.

Lakoff, R. (1973). Language and women’s place. New Jarsey. Cambridge University Press.

Labov, W. (1991). The Intersection of sex and socialclass in the course of linguistic change.
 Language variation and linguistic change 2:205-251

Mccoby & Jacklin. (1974) gender similarities and differences. In o’malley, J. M & Pierce, L.V.

Authentic assessment for English language learner practical approaches forteacher (p.26).

USA. Addison-Wesley

Morris, L.A. (1998). Differences in men’s and women’s ESL writing at the junior college level:

consequences for research on feedback. The Canadian modern language review La Revue

cannadienne des langues vivantes 55/2:219-38

Place, D.J. (1997). “Boys will boys – boys under-achievement in MFL” Language Learning

Journal September 16, 1997. 3-10

Rogers, H. (2005). Writing system: a linguistic approach. Oxford. Basil Blackwell.

Roman,c., Juhasz, s. & Miller,c. (1994). The women and language debate: a source book. New

Jersey. Rutgers University Press.

Rottenberg, A.T. (1998). Elements of argument (2nd. Ed). USA. ST. Martin’s press. Inc

Santrock, J.w. (1998). Adolescence. New York. Mcgraw-Hill Companies. Inc.

Santrock, J.W. (1999). Life-spandevelopment. New York: Mcgraw-Hill Companies.Inc.

Smith, P.M. Language. The sexes and society. Oxford: Basil Blackweel.

Spender, D. (1982). Invisible women- the schooling scandal. Writers and readers cooperative.

Smalley, R., Ruetten, M., &Koyerv, J. (2000). Refining composition skills, rhetoric, and

grammar. Heinle & Heinle Thomson Learning. P.290-291

Tannen, D.E. 91994). Gender and discourse. Oxford: Oxford University Press.