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Abstract

Objective: Interpersonal communication is an essential element of communication that creates meaningful social relationships in the academic environment. Students who have good interpersonal communication skills will be capable of interacting with others. However, it was reported that some students still have a low capacity for interpersonal communication caused by various factors, and one of them is gender. This research attempts to investigate the students’ interpersonal communication concerning gender and to find out whether there is a difference between male and female students in terms of interpersonal communication. Methodology: This study was conducted through a descriptive method. The subject of this study includes 88 students consisting of 66 male and 22 female students at one state polytechnic in Bandung, Indonesia. The data were collected in terms of interpersonal communication and gender. Results: The results show that male students had a slightly higher score of interpersonal communication than females. Regarding the significant elements of effective interpersonal communication, it was found that there are differences in the dominant component of interpersonal communication between male and female students. Female students dominated the area of equality, indicating that they have a more dominant ability to position themselves as equivalent to their communication partners to create comfortable communication. Male students dominated the area of openness, empathy, supportiveness, and a positive attitude showing that they have a more dominant ability to show a willingness to communicate honestly and full of understanding, so they were able to give support and positive thought. Implication: The study recommends the use of appropriate communication activities that can encourage the students to be open, to be supportive, and to be positive. This condition will enable teachers to choose and apply the appropriate methods in the teaching and learning process to support the development of students’ interpersonal communication.
Responsible Education, Learning and Teaching in Emerging Economies Vol. 1, No 2, December 2019
67
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ISSN: 2708-4310 (E): 2708-4183
Volume 1: No. 2, December 2019
Journal homepage: www.publishing.globalcsrc.org/relate
Gender Differences in Students’ Interpersonal Communication
1 Emma Dwi Ariyani, 2 Dini Hadiani
1 Lecturer, Department of Manufacturing Engineering, Politeknik Manufaktur Bandung, Indonesia:
emma@polman-bandung.ac.id
2 Lecturer, Department of Design Engineering, Politeknik Manufaktur Bandung, Indonesia:
dinibhs@polman-bandung.ac.id
ARTICLE DETAILS
ABSTRACT
History
Revised format: November 2019
Available Online: December 2019
Objective: Interpersonal communication is an essential element of
communication that creates meaningful social relationships in the
academic environment. Students who have good interpersonal
communication skills will be capable of interacting with others. However,
it was reported that some students still have a low capacity for
interpersonal communication caused by various factors, and one of them
is gender. This research attempts to investigate the students’ interpersonal
communication concerning gender and to find out whether there is a
difference between male and female students in terms of interpersonal
communication.
Methodology: This study was conducted through a descriptive method.
The subject of this study includes 88 students consisting of 66 male and
22 female students at one state polytechnic in Bandung, Indonesia. The
data were collected in terms of interpersonal communication and gender.
Results: The results show that male students had a slightly higher score of
interpersonal communication than females. Regarding the significant
elements of effective interpersonal communication, it was found that there
are differences in the dominant component of interpersonal
communication between male and female students. Female students
dominated the area of equality, indicating that they have a more dominant
ability to position themselves as equivalent to their communication
partners to create comfortable communication. Male students dominated
the area of openness, empathy, supportiveness, and a positive attitude
showing that they have a more dominant ability to show a willingness to
communicate honestly and full of understanding, so they were able to give
support and positive thought.
Implication: The study recommends the use of appropriate
communication activities that can encourage the students to be open, to be
supportive, and to be positive. This condition will enable teachers to
choose and apply the appropriate methods in the teaching and learning
process to support the development of students’ interpersonal
communication.
© 2019 The authors, under a Creative Commons Attribution-
NonCommercial 4.0
Keywords
Interpersonal Communication,
Gender Differences, Empathy,
Positive Attitude
JEL Classification:
L63, L69
Corresponding author’s email address: emma@polman-bandung.ac.id
Responsible Education, Learning and Teaching in Emerging Economies Vol. 1, No 2, December 2019
68
Recommended citation: Ariyani, E. D. & Hadiani, D., (2019). Gender Differences in Students’
Interpersonal Communication. Responsible Education, Learning and Teaching in Emerging Economies, 1(2), 67-
74
DOI: 10.26710/relate.v1i2.1125
1. Introduction
Students require more practical and more profound knowledge about the subject they are learning in
school and college. It can be accomplished through several processes, including effective interpersonal
communication. Interpersonal communication is a process of sending and receiving messages that are
used to produce meaning between two or more people with effects and feedbacks to be mutually
beneficial to talk and listen (DeVito, 2009; Pearson et al., 2011). This type of communication pattern is
considered as an essential element in social activities that students will get involved in the academic
environment. Therefore, students who have excellent interpersonal communication skills will be easy to
get along with others as effective interpersonal communication can create an environment that is full of
pleasure and understanding towards better relations between students (Anggeraini and Farozin, 2019). It
indicates that students are required to have excellent interpersonal communication to be successful during
their studies.
Ariyani (2013) and Sadikin et al. (2016) investigated the general description of the soft skills index of
vocational higher education students in Indonesia. The results showed that students' communication skills
are considered as the lowest aspect compared to the other elements such as motivation, flexibility,
willingness to learn, integrity, relationship building, teamwork & cooperation, and leadership. This
evidences that communication skill is the ability that should be improved, and it can be performed by
developing the students’ interpersonal communication.
Many studies of students’ interpersonal communication have been performed in various types of fields
(Amiruddin and Nor, 2014; Sari, 2018; Anggeraini and Farozin, 2019; Phulsunge and Kalbonde, 2019).
The results of the studies show that interpersonal communication in engineering education is importance
that it should be enhanced to make the students employable (Phulsunge and Kalbonde, 2019) since there
are still many students who had low interpersonal communication skills (Anggeraini and Farozin, 2019),
even though there is no direct relationship between demographic factors such as gender, age and length
of service in influencing the Interpersonal Communication Skills (Amirudin and Nor, 2014). The
problems encountered by students related to the low capacity of interpersonal communication can be
solved by involving students in a communication setting in the form of role-playing (Sari, 2018).
However, the majority of the previous studies examined interpersonal communication as a general
concept, while essential characteristics such as gender were ignored. With the increasing gender issues
appear these days, it is necessary to investigate the students’ interpersonal communication in different
gender, respectively. It is argued that females are more likely than males to have self-disclosure both in
face to face and email communication (Yu, 2014). It is also stated that both men and women
communicate in particular ways, which are associated with their gender (Tannen, 1991). Male use
conversation to establish status and power, which belongs to a “report” type talk. While women tend to
use conversation to create intimacy, which is considered as “rapport” type talk (Tannen, 1991). A study
conducted by Debrand and Johnson (2008), on the contrary, states that men and women perceived similar
recognition towards email or instant messaging during communication. Taken these phenomena into
consideration, it is, therefore, necessary to explore the students’ interpersonal communication based on
gender perspective to find out whether there is a difference between male and female students. It attempts
to study the elements of effective interpersonal communication, i.e., openness, empathy, supportiveness,
positive attitude, and equality. Having good interpersonal communication will make students establish
communication and socialize with their friends. This condition will lead them to be successful in their
studies. The results are supposed to contribute to the study of interpersonal communication in terms of
gender. Furthermore, the information in this study can be a guidance for future researches on the same
Responsible Education, Learning and Teaching in Emerging Economies Vol. 1, No 2, December 2019
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interest.
2. Interpersonal Communication
Interpersonal communication can be defined as a process of sending and receiving messages that are used
to produce meaning between two or more people with effects and feedbacks to be mutually beneficial to
talk and listen (DeVito, 2009; Pearson et al., 2011). Effective interpersonal communication is expected to
create an environment that is full of pleasure and understanding of better relations between students
(Anggeraini and Farozin, 2019). Some purposes of interpersonal communication are to learn, to relate, to
influence, to play, and to help you to better understand the external world, the world of objects, events,
and other people (DeVito, 2009). Some purposeful of interpersonal communication above can make our
relationship with each other to be harmony and to be better understood by each other. Interpersonal
communication has a function that can make process communication more comfortable to understand by
the listener when all of the purposeful used well. For students, having good interpersonal communication
is important since they have to interact with their friends during their studies. If they have a low capacity
in interpersonal communication, it will make them difficult to get adapted to the academic environment,
and it will lead them to failure in their study.
Interpersonal communication is stated to be effective when it is fun for the communicant. Effective
interpersonal communication includes openness, empathy, supportiveness, positive attitude, and equality.
The elaboration of each criterion is as follows DeVito (1997).
Openness. Openness is often defined as someone’s ability to accept input from others and to be
pleased to convey important information to others. This criterion will be valid if the
communicators are open to the person to whom they interact. They also should have a willingness
to react to any situation honestly, and they should always concern the "ownership" of feelings and
thoughts.
Empathy. Empathy is a person’s ability to feel what another person can understand something that
is being experienced by others, can feel what others think, and can sense some issues from the
perspective of others, through the eyes of others. Empathy can be transmitted, both verbally and
non-verbally, in which non-verbal one is usually exhibited through facial expressions and
gestures, eye contact, posture attentive, and physical proximity.
Supportiveness. An effective interpersonal relationship requires a supportive attitude. It means that
each party is committed to supporting the implementation of open interaction.
Positive. A positive attitude is displayed in the form of attitudes and behavior. The sides involved
in interpersonal communication must experience feelings and positive thoughts, not prejudice and
suspicion.
Equality. Equality is a mutual understanding that both parties have an interest, and they are
equally valuable and precious, and each requires the intention of equality here is the recognition or
awareness.
3. Interpersonal Communication in Gender Perspective
Excellent communication is a challenging skill to master and may create problems. Several factors, such
as the situation, time, cultures, and gender styles, may affect the process of communication. Gender
differences may exist due to genetic differences, cultural exchange, behavioral expectations, and training.
Many things may influence people’s communication styles, which cover their origin, the method of how
they were raised, educational background, age, and also gender. In general, men and women talk
differently and in particular ways. These differences are usually associated with their gender. Male and
female brains have a different structure to process information differently (Tannen, 1991). In many cases,
men analytically process the information while women abstractly handle things. Each gender is
considered a distinctive communication pattern, and it often causes problems as it is always assumed that
different gender may think and act similarly. They feel that they are using a similar pattern of
Responsible Education, Learning and Teaching in Emerging Economies Vol. 1, No 2, December 2019
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communication, but obviously, they are not.
Males and females are distinguished based on their communication patterns (Tannen, 1991). It was found
that males use conversation to establish status and power, which belongs to a “report” type talk, while
women tend to use conversation to create intimacy, which is considered as “rapport” type talk (Tannen,
1991). Therefore, the male performs competitive conversation, while the female presents a more
cooperative one. In terms of problem-solving, males share a direct approach, while females tend to
establish intimacy, show concern, and empathy. When it is related to the order of thinking, males look for
solutions, and they often utilize their power to accomplish the problem-solving task while females usually
use problem-solving to strengthen relationships. In general, male performs a higher percentage of
presenting information, giving direction, providing answers, and direct disagreement than female do
(Tannen, 1991)
4. Methods
The descriptive method is employed to describe a state at the time of research. This research uses a set of
questionnaires to view the interpersonal communication of students, both male and female.
4.1 Participants
The participant of the research is the students of one state vocational higher education in Bandung,
Indonesia. The purposive sampling is used in the process of selecting the subject that complies with the
best position to support the required information. The subjects of this study are students of grades I, II,
and III, as many as 88 students, consisting of 66 males and 22 females in the range of 18 to 20 years old.
The description of subjects can be seen in the following tables.
TABLE I. DESCRIPTION OF SUBJECTS BASED ON GENDER
Quantity
Sex
Percentage
66
Male
75%
22
Female
25%
88
Total
100%
TABLE II. Description Of Subjects Based On Level Of Study
I
II
III
10
16
40
2
2
18
12
14%
18
20%
58
66%
4.2. Data collection method and Data Analysis
The questionnaires were developed based on DeVito’s (1997, 2009) criteria of effective interpersonal
communication, which consists of 40 statements to measure the students’ interpersonal communication in
terms of openness, empathy, supportiveness, positive, and equality based on gender perspective (Tannen,
1991). Example items used in this study are: “I accept advice from my friends” and “I’m a good listener
whenever my friends tell me about their problems.” Subjects are asked to give a mark on one of the
columns ranging from ‘strongly disagree’ up to ‘strongly agree.’ The completed questionnaire was then
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71
pilot tested among students who were not the participants of this study. It can be declared that the
instrument is valid and reliable. The data analysis technique uses the average value of the total score on
each category of interpersonal communication to find out the difference between male and female
students. The data obtained from the students’ interpersonal communication were then matched with the
theory of gender communication.
5. Results and Discussion
This section attempts to describe the interpersonal communication based on gender perspective in
vocational higher education students and to elaborate on whether there are differences in terms of
effective interpersonal communication covering the openness, empathy, supportiveness, positive attitude,
and equality between male and female students. The result found that male students (3.17) had a little
higher average score of interpersonal communication than female students (3.13), so that it showed the
general picture of the students’ interpersonal as seen in table 3 below.
TABLE III. Description Of Students Interpersonal Communication Based On Gender
Interpersonal
Communication
Female
Male
Openness
2.86
3.00
Empathy
3.21
3.34
Supportiveness
3.15
3.16
Positive
3.17
3.18
Equality
3.26
3.18
Average
3.13
3.17
Based on the findings shown in Table 3 above, it can be interpreted that male students have a slightly
higher score of interpersonal communication than female students. This information indicates that male
students tend to be a good communicator that can maintain the meaningful environment of
communication compared to female students. Surprisingly, it is not in line with the finding of another
study stating that females are likely than males to have self-disclosure in interpersonal communication
(Yu, 2014). This phenomenon is probably due to differences in the background of the study participants,
such as several samples, age, environment, and culture, where the current research is conducted.
Each category of effective interpersonal communication is then examined more in some depth. The results
of the average score of each group of effective interpersonal communication on both male and female
students can be seen in Tables 4 and 5 below.
TABLE IV. Description Of A Score Of Interpersonal Communication On Female Students
Openness
Empathy
Supportiveness
Positive
Equality
2.86
3.21
3.15
3.17
3.26
TABLE V. Description of A Score of Interpersonal Communication on Male Students
Responsible Education, Learning and Teaching in Emerging Economies Vol. 1, No 2, December 2019
72
Openness
Empathy
Supportiveness
Positive
Equality
3.00
3.34
3.16
3.18
3.18
Based on data in table 4 about the score of interpersonal communication on female students, it shows that
female students have a higher score on the equality category (3.26). It can be said that female students
have a more dominant ability to put themselves in equal manners. They show a willingness to put
themselves as equivalent to the communication partner. Thus it shows that they were aware of the
importance of being different, and they recognized the importance of the presence of others, so they were
able to create two-way communication with mutual need and comfortable communication. It indicates
that female students were able to treat people equally, not to mention their different gender. This could be
influenced by the raising issue of gender equality, in which both males and females are positioned on the
same level. This finding is in line with the theory proposed by Tannen (1991), stating that females can
make a connection and to create intimacy during communication.
In terms of the score of interpersonal communication on male students, it is shown in table 5 that they
dominate more categories of effective interpersonal communication than female students. Male students
have a higher score of openness category (3.00). It indicates that they have a more dominant ability to
show that they are open to accepting input from others and try to convey important information to others.
Surprisingly, this is not in line with Tannen’s (1991) proposition claiming that males use conversation to
be more competitive to show their power and status. It may happen due to the male students’ motivation
that leads them to trust their communication partner so that they could be open to them. This circumstance
is considered good since having the ability to be able to accept input from others can make the students
more comfortable to deal with the academic challenges they face during their study. Female students, on
the other hand, tend to be shy in becoming open to their friends, so they limit their talk to their friends
only about things in general. This problem can be solved by giving several communication activities to
them, showing them that becoming open and accepting input from others are useful to help them improve
both their technical and nontechnical skills. This idea is in line with Sari’s (2018) suggestion that
students can be supported to develop their interpersonal communication by involving them in several
communication activities, such as role-playing.
Concerning the other category of effective interpersonal communication, which is empathy, it was found
that male students have the highest score (3.34) compared to the other categories. Male students have a
more dominant ability to feel what their friends think and understand what is being experienced so that
they can understand the issue from the perspective of others. Again, surprisingly, this is not in line with
Tannen’s (1991) idea stating that when it comes to thinking about one issue, males expect a solution, and
then they use their power to accomplish the problem-solving. On the other hand, this problem-solving
issue is a way used by females to strengthen relationships, to share, and to discuss with their
communication partners. This phenomenon might happen since male students have a strong motivation
and confidence to build strong relationships with their friends so as they will be successful in finishing the
task during their study by cooperating with others while female students seem to have low empathy due to
their lack of motivation. They assume that their friends are competitors, so that they will consider them as
people in general. Several explanations, communication activities, and guidance could be given to the
female students to make them realize that becoming competitors does not mean that they would forget
they are people who need to show empathy in any circumstance.
In terms of supportiveness, both male and female students share almost a similar score only that male
students have a slightly higher score (3.16 to 3.15). The male students were able to show a supportive
attitude by being descriptive, not evaluative, provisional, and very confident. They tend to support their
friends during their studies, such as in finishing their tasks, male students would help their friends who
had difficulties. They also tried to assist each other in understanding a subject given in the classroom. It
might be generated by the male students’ motivation to support their friends so that they can succeed at
the same time. Female students also showed their support to their friends, although their ways are
Responsible Education, Learning and Teaching in Emerging Economies Vol. 1, No 2, December 2019
73
different from those demonstrated by male students. They tend to support their friends who had low
scores on examination by helping them to understand the subject so that they could achieve the targeted
score. It can be said that both male and female students were supportive of their friends through different
treatments. This finding is in line with Tannen’s (1991) idea that males and females have different ways
of communicating with others.
Regarding the other category of effective communication, which is a positive attitude, male students have
a higher score (3.18) compared to female students (3.17). Male students seemed to assume that people are
kind, so they were able to appreciate the differences among them. They tend to see things from a positive
perspective. This fact could mean that male students tend to show a positive attitude in the
communication reflected by positive feelings and positive thoughts. While female students tend to
perceive the problems that happen to them negatively, which might be caused by their lack of self-
confidence, the preferable solution is to provide guidance that can assist the students in accepting
problems and giving them the motivation that their issues can be solved.
6. Conclusion
The study has revealed the interpersonal communication of vocational higher education students. There
are two relevant findings related to gender domination in the students’ interpersonal communication and
the possible factors affecting the phenomena. First, in terms of gender domination in the students’
interpersonal communication, the results show that male students had a slightly higher score of
interpersonal communication than females. Regarding the significant elements of effective interpersonal
communication, which are openness, empathy, supportiveness, positive attitude, and equality, it was
found that there are differences in the dominant component of interpersonal communication between male
and female students. This finding shows that female students dominated the area of equality. It can be said
that female students have a more dominant ability to position themselves as equivalent to their
communication partners. They were also knowledgeable of the importance of being different, but they
were able to build two-way communication and mutual need for comfortable communication. Male
students dominated the area of openness, empathy, supportiveness, and a positive attitude. It indicates that
male students have a more dominant ability to show a willingness to communicate honestly and
understand something that is being experienced by their communication partner, so they were able to give
support and positive thought. Secondly, it was also found that confidence and motivation are the two
possible factors affecting the students’ interpersonal communication. The results of the study suggest that
appropriate mechanisms should be formulated to enhance the students’ interpersonal communication. It
could be performed by providing several communication activities that can encourage the students to be
able to accept input from others, to understand others’ perspectives, to be supportive, and to always have a
positive mind. Having this information can enable teachers to choose and apply the appropriate methods
of teaching and learning to support the development of students’ interpersonal communication. Since this
study mainly concerns with a gender perspective, further research can identify the students’ interpersonal
communication, in terms of culture, age variation, education background, and other indicators.
Acknowledgment
This research was supported by Politeknik Manufaktur Bandung Research Grant 2019.
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Textbook authors have the responsibility to present a complete and accurate account of a specific discipline. In the field of interpersonal communication, intrapersonal communication is of great importance. Textbooks tend to take two approaches to intrapersonal communication. One approach treats intrapersonal communication as essentially the same as interpersonal communication except that the sender and receiver are the same. The other treats intrapersonal communication as an element of personality improvement. The most effective treatment of intrapersonal communication in interpersonal communication texts will derive from a judicious blending of the two approaches. A model of intrapersonal communication might begin with the notion that from infancy, one's earliest communications are more intrapersonal than interpersonal. As one becomes socially mature, the focus becomes more interpersonal or sociological, and as intimate relationships develop, interpersonal relationships begin to resemble intrapersonal relationships. Intrapersonal communication is an area to which much greater attention must be given by researchers and theorists so that textbook writers will have a firm base on which to draw. Further, interpersonal communication textbook authors need to devote more attention to intrapersonal communication. (SRT)
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