Teacher's Non-Verbal Communication In EFL Classroom

Abstract

The objectives of this study were to find out the kinds of teachers nonverbal communication used in EFL classroom, find out the kinds of teacher’s nonverbal communication that male and female students like most and investigate the perceived influence of teacher’s non-verbal communication on students. The research was conducted through descriptive qualitative method involving classroom observation, questionnaire and interview. The subject of the research consisted of two teachers, a male and a female English teacher and 20 students of SMPN 4 Marioriawa. The data gathered had been analyzed through data analysis proposed by Miles and Huberman (1994) namely data reduction, data display and conclusion drawing. The result of this research revealed that there were 8 kinds of nonverbal communication that commonly used by teachers of SMPN 4 Marioriawa namely physical appearance, kinesics, oculesics, vocalics, haptics, proxemics, chronemics and olfactics. Findings also show that there are some differences between the kinds of nonverbal communication that are preferred by male and female students. Those differences can be seen on the students’ perspective on teacher’s physical appearance, chronemics and vocalic. Furthermore, each kind of nonverbal communication has different impact toward students’ learning domains that are cognitive, affective and psychomotor. The proper use of nonverbal communication helps teacher to deliver material easier. Physical appearance, kinesics, vocalics and proxemics can increase student’s cognitive domain. Meanwhile physical appearance, kinesics, oculesic, haptics, chronemics and olfactics can improve students’ affective domain including motivation, enthusiasm and behavior. And proxemics can improve students’ psychomotor domain including skills. Keywords : EFL Classroom; Male and Female teacher; Nonverbal Communication