Teachers’ Gestures in EFL Classroom

Afdaliah, Nihla

doi:10.30603/al.v7i2.2735

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Therefore, it requires strong, understandable gestures from the teacher when instructing the student in English. As stated by Afdaliah (2022), teachers' awareness of gestures in EFL classrooms is important, as using gestures by the teacher can improve students' understanding and motivation to learn. A teacher's gesture can influence the learning environment in the classroom.…”

Section: Learning English At Sd Muslim Cendekiamentioning

confidence: 99%

Teaching English to Young Learners in pandemic era at SD Muslim Cendekia

Rahmania

Tyas²

2023

EnJourMe

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The Covid-19 pandemic adds a new challenge for teachers to innovate new teaching strategies during the post-pandemic. Identifying English as a foreign language (EFL) students' learning strategies, teachers' preparation, and challenges are needed to innovate a new alternative approach for a post pandemic learning activity, thus investigating them is worth studying. The study is based on the premise that the golden age of young learners influences the success of language learning. This study was conducted during the government's implementation of English as a local supplementation subject. A case study was used as the approach of the study, with an interactive model to analyze the data. Observation, field notes, interviews, and documents are used as the instruments to collect the data. The result of this study shows that oral communication is the main component of the learning activity. A lesson plan is developed with the purpose of helping teachers establish the appropriate medium. The main issues encountered by teachers are how to capture students' attention and focus during the learning activity. In addition, suggestions for further study are presented.

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Section: Learning English At Sd Muslim Cendekiamentioning

confidence: 99%

Teaching English to Young Learners in pandemic era at SD Muslim Cendekia

Rahmania

Tyas²

2023

EnJourMe

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“…Teachers need to apply learning that involves student activities in carrying out and doing something so that students will be more creative in solving problems in learning. Afdaliah (2022) states that the involvement of students in learning is very important so that students can develop thinking skills and potential in learning. Here, when the teacher uses the gesture method in teaching proverbs material in English literature subjects, it will form the enthusiasm of students to think critically in determining implied meanings and messages based on the style demonstrations displayed in front of the class by classmates.…”

Section: Figurementioning

confidence: 99%

Using Body Gesture in Demonstrating and Understanding English Proverbs

Prayudha.S

2023

electrum

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Understanding proverbs in English is one of the materials that must be studied in English literature lessons at school. Proverbs are one of the oldest types of literature that have ever existed, and they are a type of literary work that must be mastered because proverbs themselves have meanings, goals, and values that are very beneficial to students. Through understanding literary material, students can learn valuable lessons in interpreting the meaning of the sentences conveyed. Therefore, this research aims to find out students' opinions on using body gestures to demonstrate and understand the meaning of proverbs in English. The method used in this research is qualitative research through a descriptive approach. The informants in this study were 36 students who took selective English literature subjects. Data were obtained through direct observation of learning activities and interviews to obtain more comprehensive information. After the data is collected, it is analyzed through three stages: data reduction, data display, and data conclusion. The results of the study show that utilizing body gestures in learning proverbs can help people more easily understand the meaning and significance of a proverb. In addition, students are also encouraged to be more active and motivated to be involved in learning activities because the learning situation becomes more enjoyable.

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“…Several studies concentrate on studying nonverbal cues utilized by pupils or even teachers. According to Afdaliah (2017), Elfatihi (2006), Pan (2014), and Pandey (2017), nonverbal communication is crucial for teachers and students to understand. According to the research, using nonverbal cues to command kids' attention in the classroom is quite successful.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Non-Verbal Communication Influencing Students’ Motivation in Learning English for the Young Learners

Istiqamah¹,

Baa²,

Samtidar³

2023

KLASIKAL

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This study aimed at finding out the types of teachers’ non-verbal communication in English classes and the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. This study applied a mixed-method research design. The participants were two English teachers; the third and fourth-grade students, third grade consisted of 20 students while the fourth grade consisted of 7 students at SDIT At-Tibyan Al-Auliya Bajeng selected by total population sampling. An observation checklist was used to find out the types of teachers’ non-verbal communication in English classes and a questionnaire was used to find out the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. The findings of this study showed types of teachers’ non-verbal communication in English classes were divided into two parts they are body languages, which consisted of facial expressions, body gestures and movements, eye contact and touch and the use of space, and paralanguage which consisted of intonation, pitch, rhythm, volume, speed, accent and emphasis and types of teachers' nonverbal communication that most affected young learners’ motivation in English classes was body gesture and movement, based on the result of questionnaire 85% of the students very agree that the teachers' body gesture and movement affected their motivation in learning English, and 15% of them agree that they get more motivation if the teacher uses their body gestures in the learning process, while types of teachers’ non-verbal communication that less affected young learners’ motivation in English classes was touch and the use of space, based on the result of questionnaire only 19% of the students very agree and also 19% of students felt agree that the teachers' body gesture and movement affected students’ motivation in learning English.

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Teachers’ Gestures in EFL Classroom

Cited by 3 publications

References 5 publications

Teaching English to Young Learners in pandemic era at SD Muslim Cendekia

Teaching English to Young Learners in pandemic era at SD Muslim Cendekia

Using Body Gesture in Demonstrating and Understanding English Proverbs

Teachers’ Non-Verbal Communication Influencing Students’ Motivation in Learning English for the Young Learners

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