THE HIGH FEMALE AND HIGH MALE’S SIMILAR TALK STRATEGIES AMONG FEMALE TALK IN THE PATERNAL SOCIETY

Islamic paternal parenting has socially patterned the man dominant language behavior over woman since childhood. This study explores the dominance distributions of high female and low female status in their informal talk strategy, the actual language use, among the students of The State Islamic Institute of Sur akarta in three functional topical units of conversations. The analysis technique was introduced by Sinclair and Coulthard (1975), for which Leech (1983) modifies the speech acts. The data implies that the talk strategy among Muslim females is relatively similar to that of males. The higher female controls and initiates the interaction more while the lower is softer, more polite, more mutually supportive, and more cooperative to whomever she speaks to regardless of the status.


INTRODUCTION
Javanese follows the paternal social paradigm in which, generally, the man controls and initiates more in their interaction in the cross or the same gender. It is said by Santoso (2012, p. 227) that Javanese society is a hierarchical paradigm which has a high distance between social level. It can be identified from the social units, such as family, firm or formal community, or state where the authority relations are characterized by paternalism or bapakism (fatherism). The bapak refers to the high social power, and as this address is the way to respect the superordinate from the subordinate anak buah (followers). The authority relations shape how the Javanese speak or use the language in their daily interactions. However, this will be gradually different depending on the speech situation or context they are involved in, the speaker's background, and the topic discussed. Accordingly, this study examines whether the high female has a similar conversational strategy with a high male in the Javanese paternal social paradigm among females. In male-to-male interaction, men compete to get more power until they are transparent about who the superior and the inferior are. In maleto-female, men dominate the exchange to show and maintain their control (Giyoto, Novianni, & Elen, 2020).
The speech community of Surakarta, Indonesia, is strongly correlated to the social layer based on gender role, reflected on the social convention of how to behave. Referring to the paternal society, the female shows her support and escort to the male part. Male has higher power and domination in their social structure when the community embraces the paternal social paradigm (Santoso, 2012). The gender role distinction is reflected in their talk strategy. Gender study always checks or identifies the participants' gender when interacting either in their internal or external speech community. These gender identities organize and control their ways of perceiving, interpreting, and the method of responding, including the ways of using the language or other actions. This social perception has been shaped by the family structure and its parenting among gender at home, in which the mother recognizes how women and boys behave and speak. Family is the template of parenting used as the behavioral reference of the children in their social areas. Gender starts in childhood from the family environment, especially when their mother looks after the children closely before they have friends and socialize outside. Mother has introduced the distinctive norm and culture based on the children's sex since the pre-Oedipus period (Chodorow in Roman, Juhasz, & Miller, 1994, pp. 134-151). It studies the general gender differences in the preoedipal period in parenting the sons and daughters, which is also relevant to Javanese's paternal society.
Chodorow also said that 'mothers are and have been the child's primary caretaker, socializer, and inner objects; fathers are secondary objects for boys and girls.' Mother treats and educates the daughters differently from the sons. Chodorow cited Deutsch's statement that the nature of the mother's engagement to the boys is different from girls". The boy's relationship with his mother focuses on ownership, competition issues, and sex understanding. The lesson of mother to her daughter focuses on its equality and togetherness, like playing doll beyond and the boys play car competition, game, and the other competitions.
Chodorow concluded that the daughter stays closer and longer than the boys in terms of emotion and space. The phase of the mother's engagement in the infant's period on the son is shorter than the daughter. Thus the mother's way of behaving influences more to the daughter. The process and type of relationship based on gender that has been educated by the mother continues to the time when they play and socialize in society. They play and interact socially with the same gender. Th is socialization model continues to form separated norms based on their gender. These norms, thus, are different for females and males (Santoso, 2012). Adult women and men, then, may unwittingly bring different norms to their conversational strategy. The memberships of other communities ultimately shape the speakers' social world view, that is, how the local ized interactive process works (Gumperz & Cook-Gumperz in Paulston, Bratt, Kiesling, & Rangel, 2012, p. 67). Eckert & Sally (2003, p. 5) explained that individual identity is based on a diversity of memberships in different practice communities. The memberships are expressed in how they use the language or his conversational tactics, including the membership of gender. These differences can be more incisive in the paternal social paradigm, as studied here.
The gender background of the speaker and its social role becomes the first consideration of the listener. Male and female speak differently in their use of particular conversational practices (Baker, 2008;Edvardsson, 2007;Gomaa, 2015;Holmgreen, 2009;Johnson & Ensslin, 2007;King, 2011;Thomberg, 2006;Yavuz, 2015;Yule, 2010). Thorne & Henly (1975) have studied language use related to gender by using two different approaches: the Difference and the Dominance Approach. The difference Approach assumes that a woman has a distinct subculture from the man, which controls how she categorizes, organizes, views, and codes her world (Yavuz, 2015, p. 25). She has different knowledge, belief, and cognition process. This approach believes that gender has been sub-classified culturally and socially since their parenting ways. Parents treat their daughters differently from their son. The different treatments and cares of parenting lead to the other behaviors between woman and man.
Many studies clarify the three approaches from the gaps only, as done by the deficit approach (Lakoff, 1975) even though they can be more appropriate with the Dominance or Different Approach. Those can also be seen from the studies of Edvardsson and Thomberg (Edvardsson, 2007;Thomberg, 2006). Due to the overlaps of the Female Deficit Approach to the other two approaches, this approach is not used as much as the other ones, as said by (Coates, 2004, p.7) that '… except for the deficit perspective, are still thriving and contributing to the gender-based research on language…'. However, the Dominance Approach and Difference Approach may have the same gaps or form of differences. The problem, then, is which suitable approach is and what aspects to consider are. Deciding the appropriate approach for analyzing the gender conflicts involves the other elements as well, not only the rising phenomenon of the different behaviors but also the type of society (paternal or maternal) and the conflicts' solution (domination and tolerance). Finally, it is proposed three aspects in deciding the appropriate approach for analyzing the gender gaps: the type of the society, the form of the conflict, and the conflict's solution.
Referring to society's type, the Difference Approach can be more appropriate to the non-paternal and nonmaternal social paradigm in which the genders have equal treatment or relatively separated norms. This example can be seen in India, in which, at the first start, the Karibian language was used by the male. I n contrast, the Arawak language, as the vernacular language, was used by females. The social norm of females was the native norm, and the male norm was of Karibian norm, due to the male soldiers married the local females. The community treats the mother, followed by her daughter, to speak the vernacular language while the father, followed by his son, speaks Karibian. This community has two different ways of interaction and culture. There are two norms of using language between the community's males and females, having two subcultures. The Difference Approach should explain the different ways and values of the language used between man and woman. They have different ways of talking due to other cultural attributes even though man dominates women as proposed by the Dominance Approach (West & Zimmerman in Coates, 2004, p. 115). Every woman brings her identity or attribute of culture in her daily interaction, including using the language, mainly in her talk strategy. This attribute shows her speech community memberships, as Coates (2004, p. 6) stated. A critic of this approach is that most people interact on an equal basis. Women are not always victims of linguistic oppression, as confirmed by the constructivism approach and difference approach in gender studies.
Finally, the difference approach is not appropriate for the Javanese speech community, which applies the powerbased-interaction as a paternal society. Javanese treats the man to be more powerful biologically, culturally, and socially; and finally leading to the paternal based paradigm. Thus, the Javanese community's social behavior is more appropriate to the Dominance Approach (Henly & Kramarae in Roman, Juhasz, & Miller, 1994). The different ways of life, perceiving, and responding are the effects or impact of man and woman's different power. Parents treat their kid differently in power and teach to fight for control instead of fulfilling the demand of culture only. Javanese, which holds the paternal gendered difference basis, will solve the problem or conflict between gender gaps based on the power, not the right of equality but gendered power difference. Accordingly, the starting essence is the more power attributed to man; he has a different culture that creates deficit ways of behaving.
This power-based-gender difference creates ways of interacting and behaving, including using the language discussed by Female Deficit, which views the general gaps, not from the fundamental concept of social norm and stronger biological belongings. Nyamekye & Yarney (2015) studied woman behavior in Yendi Northern Gana, which is monitored and controlled by men, either the men are of family or other relations". Women cannot be away from being a housewife who serve and responsible for the family daily need as well as household activities. Edvardsson (2007), stated in his research about topic change and initiation based on gender in topic change among student's conversation of English as a second language, found that men produced topic twice more than women".
The characteristics of the Dominance Approach can be traced into 1) the type of the society (paternal/maternal dominance), 2) gaps (woman's deficit language use and her second social role), and 3) solution of gaps (dominating or empathy); while the characteristics of Difference Approach comes into 1) Type is two gender-sided society, 2) gaps is the domination of certain gender, and 3) solution of the gaps is equality or understanding another cultural gender role. The example is of Javanese, including Surakarta, which has the source of problems is the paternal gender-based community, in which: the problem is triggered by the absence of man's tolerance and rejects of man's power, the gaps can be solved by the authority in which the man still claim and operate the power-based norm or by empathy in which the man does not utilize his power to perceive the conflict, but neglecting the power of respecting the low. It is the reason why the dominant approach is proper to use in analyzing the gender gaps among the students in Surakarta, Indonesia.

METHOD
The Data was randomly taken from the recorded survey of female participants of all the faculties. The researcher analyzed the speaker's talk strategy based on the gender role using discourse analysis of Birmingham Discourse Analysis Model (Sinclair & Coulthrad, 1975) that emphasizes the hierarchy of spoken interaction: transaction, turn, exchange, move, and act. The transaction is the conversational interaction activity among the female students composed of one or more exchanges. Exchange is a pair of at least two turns by two different participants (Part). Turn is composed of one or more moves. The move covers the speech activity for initiating (In), responding (Res), and following up (Fol) the preceding speech. One or more acts form the move. The act covers a speech function, the smallest unit of the transaction used as the basic unit to analyze. Act refers to verb groups of speech acts formulated by (Leech, 1983). Leech classifies speech acts based on each act's distinctive component analysis, making the result more applicable, accurate, and measurable. The following components are used in classifying the acts: 1) does the event happen after the speaker's act? 2) is the speaker or the listener involved in that event?; 3) if the event happens after the speaker's act, is it compulsory to the listener or not?; 4) does the event give the benefit to the speaker? and; 5) what attitude implies?. The act implications are classified into five types in terms of its attitude: a) assertive (A), b) directive (D), c) commissive (C), d) expressive (E); e) rogative (R).

Female-to-Female Conversational Strategy at Informal Situation in Shariah and Islamic Economics Faculty (SIEF) The Description of Topic, Role Relationship, Context, and Conversational Setting
The conversation happened informally when female students of SIEF Faculty have a course break. The students usually stay in a group, having an informal conversation after getting a lecture and waiting for the next class. It happened in the building of SIEF, where they had a lecture. Therefore, this setting of the place has been familiar to the participants. In this informal conversation, there are five female participants, students of the seventh semester of SIEF. The topic was about friendship, talking about the condition of one of the participants who was sick. They were classmates. F2 was the participant who had a big influence in this conversation, so she was assumed to have higher status among others in this conversation. F3 was a classmate of all participants that had ever had the same illness as F1. F4 and F5 was the classmate of F3. They were close friends.

Data Interpretation of SIEF Faculty
Based on the distribution of the whole acts in this functional topical unit of this faculty, the interesting one is that in informal and closed feeling conversation: 1) the higher status female dominates most of the acts are directive (50%) among all kinds of acts, including rogative, expressive; and also dominates the move of initiation (28% vs. 18%) and follow up (29% vs. 18%); 2) The lower dominates only the acts of assertive (22% vs. 17%) and the move of response (21% vs. 16%). It seems that the participant who makes more directive acts, which is approximately double, will make more moves of initiations as well. The participant who makes more assertive acts will make more moves of responses. This fact implies the social meaning that: 1) the higher status female tends to dominate the lower status female in informal and closed conversation in which the higher female make her listener do something by making more directive acts, as competition play in winning which one is the superior: 2) she has good affection to the listeners by having dominant expressive acts; and 3) she controls the conversation by initiation and follow up; 4) the lowers support and accommodate the higher by asserting and responding. It infers that this informal female-to-female conversation does not match the findings of female strategies in formal cross-gender interaction. The female tends to have less directive and initiation. In informal female-to-female conversation, the higher female has the same strategy as the higher male in formal cross-gender conversation (Giyoto, 2013).

Female-to-Female Conversational Strategy at Informal Situation of Ushuluddin and Dakwah Faculty (UDF) The Topic, Role Relationship, Context, and Conversational Setting
The conversation happened informally in one of the rooms of the female dormitory around IAIN Surakarta. At that moment, F2 was ironing her clothes in the room while F3 was studying. Suddenly, F1 came from campus and directly discussed Boy Scout and the scholarship that she got. The informal topic was conducted by comparing UDF and other faculties. The conversation involved three female participants. F1 was a seventh-semester student who got the Tahfid Al Qur'an scholarship, and F2 was the ninth semester student who was doing her thesis. She did not join any extracurricular on campus. Meanwhile, F3 was the ninth semester student in the UDF faculty. F3 did not join any extracurricular as well.
Nevertheless, F3 was a teacher of Preschool in Boyolali. F3, F2, F1 were roommates. F2 was assumed to have a higher status because she was in the ninth semester and doing her thesis. "Its people as well"

The Transaction Data on Female Conversation in Informal Situation of UDF Faculty
Boast 56 Initiation F1 [Nggak]. Nggak edan karna aku dah tersesat pada jalan yang luRUS orang-orang ushuludin itu mbak. bukan tersesat pada jalan yang sesat karena sekarang itu ya perkembangan zaman itu harus disertai dengan pengetahuan-pengetahuan agama (0.5), NAH kebanyakan orang itu kenapa mereka nggak mau ke Ushuludin nggak mau ini, maunya ke tarbiah lah ke ekonomi karena tak hanya mencari, mengejar semua di dunia ini ya keduniA:::AN "Not crazy, but I am guided to the right way in Ushuluddin, not lost in the wrong way in the wrong era. Now-life should be with the religion knowledge. Why many people do not do this because they are worldly oriented, not only looking for but also hunting"

Data Interpretation of UDF Faculty
The functional topical unit takes a very long interaction for finishing the topic being discussed. The distribution of the acts and the move of females in this faculty is similar to those of females in SIEF Faculty, in which the whole acts are dominated by assertive (58%), regarding that the females are enjoying togetherness and accommodativeness, in which only followed by the directive (20%). The lower females dominate the acts of assertive around 41% each while the higher female dominates the directive acts around 54% but followed by expressive acts around 100% to soften her higher status. The higher also dominates the move of initiation around 47% and 26% of each lower female while the lower females dominate the move of response around 42% and 15% of the higher. Accordingly, the distribution shows that the participant who makes more directive acts will make more moves of initiations. The participant who makes more assertive acts will make more moves of responses. It means that the higher status female make s her listeners do something and initiate more in her conversation, the same as those of the higher female in cross-gender conversation. The difference is that the higher also dominates the expressive acts to cover her dominance. In most of their strategies, the lower females assert and respond, the higher whether informing their belief about something or telling what they know.

Female-to-Female Conversational Strategy at Informal Situation of Islamic Education and Language Faculty (IELF) The Description of Topic, Role Relationship, Context, and Conversational Setting
The place's setting was in a campus canteen in the morning, around 9 a.m. before attending the class. Two of the participants interacted informally while having lunch in the canteen area. The topic being discussed by the participants was about weird behavior, for instance, behavior that is often laughed at by them when they feel weird. The participants were female students of the same semester, one of which is much older. F1 is a female student, married, having two kids. F2 is still single and a classmate. F1 has a higher status than F2 based on the economic aspect and age. The two participants are classmates, although they have an age -gap. Therefore, F1 is socially assumed to have higher status than F2.

Data Interpretation in IELF Faculty
The distribution shows that most of the acts are expressive, 67% of which 45% dominated by the higher status and assertive 22% of which are equally distributed, which means that amongfemale interactions are more personal and emotional exchange than dominance competitions. The higher dominates the initiation and the follow up while the lower dominates the response, the same as those of UDF and IELF faculty. It is similar to the other faculties that the higher female manages, controls. It dominates the conversation by initiating and following up but softened by dominating the expressive acts (45% vs. 11%), and the lower supports and accommodates the higher by responding moves (100%). This dominance of the higher in this conversation, by initiation and follow up moves, is accommodated by the higher by having much more expressive acts. It proves that higher female dominates the interaction, but it is softened by having more expressive acts.

CONCLUSION
Many studies of gender conversation strategy have been explored on crossgender asymmetrically, excluding the social status of the gender among the participants. The analysis of the symmetrical interaction in terms of gender shows that female-tofemale is more operational and observable to integrate the Birmingham Discourse Model with the consequential analysis of acts presented by Leech. It is an alternative way of studying the acts and moves in the conversational analysis. This analysis of the same gender, among females, intersected with their social status, in three functional topical units, demonstrates that the higher status the female participant is, the more initiations and directive acts will be, and the lower the status is, the more assertive acts and the more moves of responses will be. The higher female has strategies to dominate, manage, and control the conversation by making her listener do something, imitating, and following up the conversation. The lower status female shows her support, accommodation, togetherness by asserting, and responding. It implies that the strategies of Muslim females in the informal talk, the actual data of using language, are almost the same as the higher status male in formal crossgender conversation. The female and male choose the talk strategy based on whom they speak to (male or female), what situation takes place and their status. Then, the research to be made is the strategy of male-to-male and cross-gender at informal conversation in different and wider coverage of areas and populations.