Students’ affective learning factors in learning English on teachers’ nonverbal immediacy

Fauzan Hari Sudding Sally

doi:10.33750/ijhi.v1i3.18

Abstract

This study aims at finding out how the students perceive teachers’ nonverbal immediacy that affects their attitude in learning English. Also, this study investigates how the students perceive teachers’ nonverbal immediacy that affects their motivation in learning English. The researcher used observation and questionnaires to collect the data. The results of this study showed that fifteen out of sixteen teachers’ nonverbal immediacy behaviors were perceived positively in affecting the students’ positive attitude in learning English. Similarly, this study also showed that fifteen students perceived the teachers’ nonverbal immediacy behavior affected their motivation in learning English. The researcher concluded that the students would have a positive attitude and high motivation in learning English if a teacher employs nonverbal immediacy behaviors suitably in her teaching or interaction with the students

Highlights

Student achievement is one of the principal concerns to educators, including in English learning activities (Akib, Haryanto, Iskandar, & Patak, 2018)
It is quite observable that some learners learn a foreign language more rapidly than others that is because they are successful based on their strong determination, hard work, and persistence
4.1 Very High Category 4.1.1 Smiling at the individual student while talking to him/her Smiling is defined as a nonverbal expression that communicates happiness, friendliness, warmth, and liking

Summary

Introduction

Student achievement is one of the principal concerns to educators, including in English learning activities (Akib, Haryanto, Iskandar, & Patak, 2018). Some other learners are not that successful in learning another language, and it is clear that some crucial factors are influencing their success, which is mostly beyond the control of the learner. These factors can generally be categorized as affective learning factors. Two affective learning factors seem to become the major problems for students; they are attitude and motivation. The students’ negative attitude and lack of motivation, including in learning English seem to become a significant problem for any teacher. The teacher can make students feel bored, anxious or even afraid in following English teaching and learning activities in the classroom

Objectives

Discussion

Conclusion