NONVERBAL COMMUNICATION USED BY ENGLISH TEACHER IN THE CLASSROOM OF SMK N 1 KARANGANYAR IN THE ACADEMIC YEAR OF 2015/2016.
Abstract
The goal of learning English is able to communicate in English. There are two kinds of
communication, verbal and non-verbal communication. Verbal communication is speaking
using words. Nonverbal communication is communicating using behavior other than words. In
case of teaching learning, nonverbal communication plays an important role in the classroom
during teaching learning process. It creates an impact on the understanding of the students
which is ultimately results in better learning and understanding of the concept. The aims of this
research are to describe the types of nonverbal communication used by English teachers in the
classroom of SMK N 1 Karanganyar in the academic year of 2015/2016, to find out the
dominant nonverbal communication used by English teachers in the classroom of SMK N 1
Karanganyar in the academic year of 2015/2016, and to find out the teachers’ reason for using
the dominant type of nonverbal communication.
The researchers are the main instrument. Observation and interview are used as the
supporting instrument to collect the data. The researchers used two English teachers at SMK N
1 Karanganyar as the subjects of the research.The method used in this research is descriptive
qualitative using classroom observation. The researchers have the observational sheet and
observe the non-verbal communication done by the teachers. Then the dominant of non-vebal
communication found and categorized. The reasons of they act is also clarified through
interview.
By conducting this research, the researchers find that there is just one type of nonverbal
communication used by English teachers in the classroom at SMK N 1 Karanganyar. It is
kinesics. The total movements done by English teachers in the classroom are different.
Movements done by the first English teacher are 84, and the second English teacher is 75, the
percentage of non-verbal communication of kinesics consist of gesture 23.9%, head movement
and posture 28.6%, eye contact 23.9% and facial expression 23.9%. The dominant of kinesics
done by the first English teacher is on head movement. While the percentage of kinesics done
by the second English teacher consist of gesture (20%), head movement and posture (28.%),
eye contact (25.3%) and facial expression 26.7%). The dominant of kinesics done by the
second English teacher is on head movement and posture. The researchers conclude that the
teachers’ reason for using kinesics as the dominant nonverbal communication is because
kinesics is often subconsciously used in our daily communication and it helps the students a lot
in understanding the message. The teachers believe that by using kinesics especially gesture and
eye contact help the students to pay more attention and to understand the material though their
dominant non verbal communication in kinesics is head movement and posture.
Key Words: Nonverbal Communication, English Teachers, Classroom.
communication, verbal and non-verbal communication. Verbal communication is speaking
using words. Nonverbal communication is communicating using behavior other than words. In
case of teaching learning, nonverbal communication plays an important role in the classroom
during teaching learning process. It creates an impact on the understanding of the students
which is ultimately results in better learning and understanding of the concept. The aims of this
research are to describe the types of nonverbal communication used by English teachers in the
classroom of SMK N 1 Karanganyar in the academic year of 2015/2016, to find out the
dominant nonverbal communication used by English teachers in the classroom of SMK N 1
Karanganyar in the academic year of 2015/2016, and to find out the teachers’ reason for using
the dominant type of nonverbal communication.
The researchers are the main instrument. Observation and interview are used as the
supporting instrument to collect the data. The researchers used two English teachers at SMK N
1 Karanganyar as the subjects of the research.The method used in this research is descriptive
qualitative using classroom observation. The researchers have the observational sheet and
observe the non-verbal communication done by the teachers. Then the dominant of non-vebal
communication found and categorized. The reasons of they act is also clarified through
interview.
By conducting this research, the researchers find that there is just one type of nonverbal
communication used by English teachers in the classroom at SMK N 1 Karanganyar. It is
kinesics. The total movements done by English teachers in the classroom are different.
Movements done by the first English teacher are 84, and the second English teacher is 75, the
percentage of non-verbal communication of kinesics consist of gesture 23.9%, head movement
and posture 28.6%, eye contact 23.9% and facial expression 23.9%. The dominant of kinesics
done by the first English teacher is on head movement. While the percentage of kinesics done
by the second English teacher consist of gesture (20%), head movement and posture (28.%),
eye contact (25.3%) and facial expression 26.7%). The dominant of kinesics done by the
second English teacher is on head movement and posture. The researchers conclude that the
teachers’ reason for using kinesics as the dominant nonverbal communication is because
kinesics is often subconsciously used in our daily communication and it helps the students a lot
in understanding the message. The teachers believe that by using kinesics especially gesture and
eye contact help the students to pay more attention and to understand the material though their
dominant non verbal communication in kinesics is head movement and posture.
Key Words: Nonverbal Communication, English Teachers, Classroom.
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