Swear words using is considered low-value and inappropriate behavior in a normative society. There are differences between men and women in in the using of swear words. The purpose of this study was to identify the swearing lexicon along with the lingual forms and its references used by each gender. Also, to find out the frequency of its use and what factors trigger the use of swear words from each gender. Quantitative and qualitative approaches were used with data collection techniques through a questionnaire survey conducted on 115 students. The results of the study found that the choice of lexicon of swear words from the male gender is wider and more varied. Swearing is identified based on morphological and syntactic lingual forms. References of male gender come from groups of objects, animals, body parts, professions, situations, and activities. Meanwhile, references of female gender are more polite although they still seem rude, namely coming from groups of words such as animals, circumstances, activities, and objects. The frequency of use of both genders shows that the intensity of swear words using is rarely used.

Reading an academic text might pose a certain challenge for an English as a Foreign Language (EFL) learner with its formal form and specific jargons. Thus, finding the best strategies to face the challenge that work best for the learner is crucial. The current study aimed at finding the most used reading strategies used by 186 university students in an English Education Department of one private university in Indonesia and the different choice made by male and female students. Applying a cross-sectional survey design, the study utilized Survey of Reading Strategies (SORS) questionnaire by Mokhtari and Sheorey (2001) to collect the data. The study found that Problem-Solving Strategies were the most used strategy with the value of M=3.9881. Meanwhile, an independent t-test showed the value of sig 2-tailed of 0.006 < 0.05, which purports that there was a statistically significant difference between male and female students in their choice of reading strategies although the strategies mostly chosen was the same, namely the Problem-Solving Strategies. This gave an implication that problem-solving strategies might be the ones students felt comfortable using and likely to be the ones used and encouraged in the teaching and learning process. The significant difference between the male and female students also implies that the latter have more awareness of using reading strategies that they needed.