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The Objectives of this paper are to describe the types of language styles used by male and female teachers in teaching English in the classroom, the realization of those language styles and the reason of the using of them. The study was conducted by using qualitative descriptive research designs.The subjects were four English teachers of SMP Negeri 2 Pancurbatu, namely two male and two female teachers. Based on the data analysis showed that the dominant language styles used by male and female teachers’ utterances in teaching English in the classroom is formal style. Female teachers use formal style more than male teachers do (58,8% : 18,2%). It is found that there is another style, which is called as mix style used by female teacher (8.8%).The language styles of the male and female teachers were different in their realization. The realization of those language styles occured by the way of communication of each teacher. The ways of male teachers in communicating are giving advice, information, conflict, status, and order, while the female teachers communicating are understanding, feeling, support, proposal and order which should be categorized for male. Order also became the dominant realization of way of communication for female teachers. For male teachers, the highly way of communicating is order which is 13 utterances or equal with 38.2% and for female teachers is order with 10 utterances or 29.4%. Based on the research problem, it showed that there are four language style used by male and female teachers, they were slang, colloquial, informal and formal, and the mix style only for female teacher. Independency couldn’t be found for male’s way of communication whereas for female teachers, compromise and intimacy couldn’t be found. There were two factors as the reasons for male and female English teachers to used the languqge styles, namely internal and external factors. The various language styles used by male and female teachers in order to teach the students to be able to comprehend English as their foreign language,through many kinds of way of communication, eventhough there are many internal and external factors disturbed the teaching learning process in the classroom

This study addresses analysis of Speech Function in Onang – onang. The main objectives of this study are to investigate the kinds and the realization of Speech Function in Onang – onang and the reason for their realization. This study is based on descriptive qualitative approch. The data are collected by applying documentary technique. The result of this study reveals that there are three kinds of Speech Function that mostly appear in Onang – onang, which are Statement, command and offer. It also reveales that the process of realization of Speech Function in Onang – onang in Mood is realized both congruent and metaphorically. The reasons for realization of Speech Function in Onang- onang are power initiation, Politeness need and also there are different language systems and grammatical structures between North Padang Lawas language and English clause structure.

The research dealt with speech functions. The objectives of this study were: (1) to investigate the types of speech functions made by male and female lecturers in the classroom interactions (2) to describe how the speech functions realized in mood (3) to elaborate the reason why the speech functions realized in mood as the way they are. The findings of this study revealed that: (1) the types of speech functions that have been found in male and female lecturers in the classroom are statement, question, command, offer, and minor. Which is the statement is more often used by male lecturer in the classroom interactions, then it is followed by question, command, offer and minor. While, the question is more often used by female lecturer in the classroom interactions, then it is followed by statement, command, offer and minor. (2) For the realization of speech functions of male and female lecturers, there are two ways that have been found in realization of speech functions of male and female lecturers in mood, namely, typical clause mood (congruent), and non-typical clause mood (incongruent or metaphor). In typical clause mood, there are four ways that have been found, namely statement that realized in declarative mood, then, command that realized in imperative mood, after that question that realized in interrogative mood and minor that realized in minor. Besides that, in non-typical clause mood, for male lecturer it just found three ways in realization of speech function in mood, namely statement is realized by interrogative, then command is realized by declarative and offer is realized by declarative. While for female lecturer it found four ways in realization of speech function in mood, namely question is realized by declarative, then statement is realized by interrogative, command is realized by declarative and offer is realized by declarative. (3) For the reason in realization of speech function of male and female lecturers in the classroom interactions, in this study, the researcher found because of situational context that is tenor. It occurs because the priority of the lecturers’ role giving information to the students in formal situation. The power is unequal power. The intensity of contact is relatively frequent contact. The affective involvement is still low. And the lecturers have become accustomed with a talkative method. Therefore in this study of speech functions of male and female lecturers in the classroom interactions, they have different ways into applying the language especially when doing interaction with their students. Which is they have their own ways in doing interaction with the student, even though they have different ways but their aim juts making the student comprehend and can know what the lecturer said is.