The Role of Teachers’ Non-Verbal  Communication in ELT Classroom

Negi, Janak Singh

doi:10.3126/nelta.v14i1.3096

Cited by 19 publications

(24 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on the above finding, facial expression, body movement, gestures, proxemics (proximity), haptics (touch), eye contact, and paralanguage of the teacher positively affect students' motivation and the teaching and learning process. These findings are in line with some empirical studies that conducted earlier, and reported in introduction and empirical review, in the journal of Butt & Shafiq (2013), Hsu (2011), Negi (2009), Behjat, Bahyat, & Kargar (2014, Karim & Sotoudehnama (2014), Akinola (2015) and Haneef, Faisal, Alvi, & Zulfiqar (2014).…”

Section: Discussionsupporting

confidence: 88%

“…Empirically, there were several studies that have been conducted concerning in the area of teacher's non-verbal communication in the journal articles of Butt & Shafiq, (2013) entitled "Significance of Non-verbal Communication in the Teaching-Learning Process", Hsu (2011) entitled "The Impact of Perceived Teachers' Nonverbal Immediacy on Students' Motivation for Learning English", Negi (2009) entitled "The Role of Teachers' non-verbal Communication in ELT Classroom", Behjat, Bahyat, & Kargar, (2014) entitled "An investigation of students' attitudes on teachers' nonverbal interaction in Iranian EFL classrooms",Karim and Sotoudehnama, (2017) entitled ,"A qualitative study on teacher's nonverbal communication and Iranian EFL learners' perception of language learning", and Haneef, Faisal, Alvi, and Zulfiqar (2014) entitled "The role of non-verbal communication in teaching practice". These researchers found that facial expression, eye contact, body movements, the teacher's voice, and the appropriate distance between teacher and the students positively affected the students' motivation, and teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Analysis of Teachers’ Non-Verbal Communication in Efl Classroom at SMP Negeri 3 Banjar

Indrawan¹,

Nitiasih²,

Piscayanti³

2017

prasi

View full text Add to dashboard Cite

ABSTRAKPenelitian ini bertujuan untuk, (1) menganalisa jenis-jenis komunikasi non-verbal yang digunakan oleh guru Bahasa Inggris ketika proses belajar dan mengajar, (2) mengungkapkan tentang jenis -jenis komunikasi non-verbal yang mempengaruhi motivasi siswa ketika proses pembelajaran di kelas berlangsung, (3) mengungkapkan tentang kontribusi komunikasi non-verbal dalam pembelajaran Bahasa Inggris. Penelitian ini merupakan penelitian deskritif kualitatif yang dilaksanakan di SMPN 3 Banjar. Data pada penelitian berikut dengan cara rekaman video, penyebaran kuisioner, dan interview. Terdapat dua guru Bahasa Inggris yang diikutsertakan dalam penelitian ini, dan 40 siswa kelas delapan dari kelas yang berbeda. Sebelum analisis data, hasil dari penelitian berikut dianalisa secara deskriptif dengan cara mencari fenomena komunikasi non-verbal guru yang terlihat pada rekaman video, menganalisis hasil interview dan mencari persentase dari hasil kuisioner. Hasil dari analisis data yaitu komunikasi nonverbal guru di SMPN 3 Banjar sudah memenuhi kriteria komunikasi non-verbal yang diusulkan oleh ahli. Terdapat beberapa jenis komunikasi non-verbal guru yang berpengaruh terhadap motivasi siswa yaitu ekspresi wajah, gestur, proxemic (kedekatan), haptic (sentuhan), kontak mata, dan paralanguage. Temuan yang terakhir yaitu, gestur dan paralanguage dianggap sebagai komunikasi non-verbal yang memberikan kontribusi terhadap pembelajaran Bahasa Inggris. ABSTRACT This study was aimed at (1) analyzing kinds of non-verbal communications used by English teachers during the teaching and learning process, (2) revealing what kinds of teachers' non-verbal communications affect students' motivation during the learning process in the classroom, (3) discussing the contribution of non-verbal communications in English education. This study was a descriptive quali-tative study conducted at SMPN 3 Banjar. The data were collected by video recording, questionnaire administration, and interviewing. There were 2 English teachers involved as the subject of this research, and 40 students of eighth grade in different classes were involved. The results of the study indicate teachers' non-verbal communication in SMPN 3 Banjar meets the seventh kinds of non-verbal communication proposed by Burgoon, Buller, and Woodall, (1994) as cited in Birjandi and Nushi (2014). It was also found that there are some kinds of non-verbal communication that affect students ' motivation, namely facial expression, body movement, gestures, proxemics (proximity), haptics (touch), eye contact, and paralanguage. Gestures and paralanguage are considered as non-verbal communication that gives contribution to English education.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

An Analysis of Teachers’ Non-Verbal Communication in Efl Classroom at SMP Negeri 3 Banjar

Indrawan¹,

Nitiasih²,

Piscayanti³

2017

prasi

View full text Add to dashboard Cite

show abstract

“…BN dapat membantu peserta didik dalam belajar bahasa, baik dalam keterampilan berbicara maupun menyimak. Ada beberapa wujud BN yang sering muncul dalam proses pembelajaran (Negi, 1970), yaitu (1) proxemics (ruang antara komunikator), meliputi keakraban hubungan, sosial, ruang pribadi dan publik. Jarak antara dua orang yang berkomunikasi membantu mitra tutur untuk memahami jenis hubungan apa yang mereka miliki, (2) oculecsics (kontak mata), (3) haptics (perilaku menyentuh, seperti kontak fisik dengan seseorang: berjabat tangan, menepuk pundak, dll.…”

Section: Pragmatik Edukasional Sebagai Pendekatan Pragmatikunclassified

Bahasa nonverbal sebagai konteks dalam pembelajaran BIPA: kajian pragmatik edukasional

Pranowo

2019

j.bipa.

View full text Add to dashboard Cite

Non-verbal language learning as a context of Indonesian as foreign language learning needs serious attention because, in addition to learning verbal writing language, they also learn spoken language and cultural background. Therefore, learning must integrate an educationally linguistic approach with educational pragmatic words. Educational linguistic approaches in its nature are teaching the structure of language and its meaning, while a pragmatic approach or communicative approach is, in fact, the teaching of the use of languages and the context of its usage. The problem in this article is "What is the role of non-verbal language as a context in Indonesian language learning for foreign speakers (BIPA), an educational pragmatic study?". The purpose of this study is (1) to describe the use of nonverbal language as a context that often accompanies verbal language, (2) want to set the BN learning that is related to verbal based on a pragmatic approach, (3) want to Describe the pragmatic nature of Educational, (4) want to describe the process of acquisition of BIPA integrated between verbal language with non-verbal language, (5) want to describe the role of BIPA teacher.

show abstract

“…Communication is more than expressing ideas and feeling by means of a word only. Nonverbal communication from the moment we enter the world is a basic element of human existence (Negi, 2009). Each researcher worked on one aspect of NVC.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Francisca & Santos(n.d.), as well as Gregersen (2007),asserted that teachers nonverbal sign tends to explain or monitor their verbal behavior. Negi (2009) wrote an article regarding The role of NVC educators in the courses of ELT. He concluded that NVC plays a very significant and vital role in the language classroom motivation of learners.…”

Section: Review Of Literaturementioning

confidence: 99%

Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

Nemati

2019

Vis. J. Lang. Foreign Lang. Learn.

View full text Add to dashboard Cite

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.

show abstract

The Role of Teachers’ Non-Verbal Communication in ELT Classroom

Cited by 19 publications

References 2 publications

An Analysis of Teachers’ Non-Verbal Communication in Efl Classroom at SMP Negeri 3 Banjar

An Analysis of Teachers’ Non-Verbal Communication in Efl Classroom at SMP Negeri 3 Banjar

Bahasa nonverbal sebagai konteks dalam pembelajaran BIPA: kajian pragmatik edukasional

Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

Contact Info

Product

Resources

About