An Analysis of Gender-Based Strategies for Teaching Speaking in Senior High School in Medan

Abstract

Speaking is one of the essential skills in learning English. However, teaching speaking presents different challenges depending on the gender composition of the class. This study aims to analyze the strategies used by teachers in teaching speaking to male-only and female-only classes in a senior high school in Medan. Using a qualitative approach, data were collected through classroom observations and interviews with English teachers.

The findings reveal that teachers apply different strategies to engage male and female students effectively. In male-only classes, teachers use interactive and competitive activities such as debates, role-plays, and video-making projects to maintain student interest and participation. In contrast, female-only classes benefit from structured learning, collaborative discussions, and group presentations, as female students tend to be more cooperative and receptive to grammar accuracy. The study also highlights the role of motivation, instructional media, and classroom management in overcoming students’ difficulties in speaking English.

This research suggests that an adaptive teaching approach is necessary to address the distinct learning needs of male and female students. The findings can serve as a reference for teachers to develop more effective speaking strategies that enhance students’ communication skills in English.