Vol. 2, No. 2, 2022
Teachers’ Verbal and Nonverbal Communication in EFL Classroom at Vocational High School in Makassar
Komunikasi Verbal dan Nonverbal Guru di Kelas EFL pada Sekolah Menengah Kejuruan di Makassar
Harisnawati, Muhammad Basri Wello, Asfah Rahman English Education Study Program, Universitas Negeri Makassar, Makassar, Indonesia
*Penulis Koresponden: [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengungkapkan (1) jenis komunikasi verbal dan non-verbal apa yang digunakan oleh guru di kelas EFL, dan (2) apakah komunikasi verbal dan non-verbal guru mempengaruhi hasil belajar siswa. Penelitian kualitatif ini melibatkan dua orang guru bahasa Inggris di SMKN 10 Makassar yang dipilih melalui teknik purposive sampling. Data penelitian ini dikumpulkan dengan observasi, wawancara dan dokumentasi. Data yang diperoleh di analisis secara qualitatif yaitu pengumpulan verifikasi data, penyajian data, kondensasi data dan penarikan kesimpulan.
Hasil penelitian ini mengungkapkan bahwa, (1) ada tujuh macam komunikasi verbal yang digunakan guru yaitu menerima perasaan, memuji atau mendukung, menerima atau menggunakan gagasan siswa, mengajukan pertanyaan, mengajar, memberi arahan, mengkritik; kemudian ada enam jenis komunikasi non-verbal yang digunakan oleh guru bahasa Inggris yaitu isyarat, gerakan, ekspresi wajah, kontak mata, sentuhan, dan jarak; (2) Guru melakukan semua jenis komuniksi verbal dan nonverbal. Dalam proses belajar mengajar, guru menggabungkan komunikasi verbal dan nonverbal sebagai penguat dari apa yang dikatakan guru. Proses belajar mengajar yang sukses memadukan keterampilan komunikasi verbal dan non-verbal dalam membangun hubungan baik dengan siswa dan ini memiliki korelasi langsung dengan prestasi siswa.
Kata kunci: Komunikasi Verbal dan Nonverbal, Kelas EFL
ABSTRACT
This research aims to find out (1) what kinds of verbal and non-verbal communication are frequently used by the teachers in EFL classroom and (2) whether the teachers’ verbal and non-verbal communication affects the student’s learning outcomes. This qualitative research involved two English teachers at SMKN 10 Makassar selected using purposive sampling technique. The data of this research were collected by observation, interview, and documentation. The obtained data were analyzed qualitatively through data collection and verification, data display, data condensation and drawing conclusion. The results of the research revealed that, (1) there were seven kinds of verbal communication used by the teacher namely accepting of feeling, praising, or encouraging, accepting, or using idea of students, asking question, lecturing, giving direction, criticizing, or justifying authority. There were six kinds of non-verbal communication used by English teacher namely gestures, movements, facial expressions, eye contacts, touch, and distances; (2) The teachers implemented all of them. In teaching and learning process, the teachers combined verbal and non-verbal communication to reinforce what they said. The teachers were aware that successful teaching and learning process blends both verbal and non-verbal communication skills in establishing good rapport with students and this has a direct correlation to the student’s achievement.
Keywords: Verbal and Non-verbal communication, EFL classroom
1. INTRODUCTION
Communication can be defined as the process of transmitting information and common understanding from one person to another (Keyton, 2011). The word communication is derived from the Latin word, communis, which means common. The definition underscores the fact that unless a common understanding results from an exchange of information, there is no communication. Miller (1988) indicates that communication is an ongoing process of sending and receiving messages that enables human to share knowledge, attitude, and skills. Both definitions give evidence that communication is an exchange or sharing of ideas and feelings in a mood of mutuality.
Communication occurs through two different media:
verbal and non-verbal. Verbal communication takes place using spoken language whereas non-verbal communication is mediated through non-verbal behaviors. Verbal Communication (VC) is a form of communication that is done by using words both spoken and written whereas non-verbal communication (NVC) is a form of communication that is done without words orally (paralanguage) and nonorally (posture and gesture, facial expression and eye contact, voice, proximity, appearance etc.).
Although verbal and non-verbal messages differ in many ways, these two forms of communication are operated together on most occasions.
Establishing a good verbal or non-verbal communication between students and their teacher introduces successful steps for both learning and teaching process, it can be seen from students learning outcomes. Learning outcomes of the students and teaching learning process depend on the learning activities. The product of all learning activities is learning outcomes; therefore, these activities need great care in designing and executing in the classroom.
The better the learning activities the better the learning outcomes will be. The way teachers communicate with the students is one of the many factors that help determine effective teaching. Verbal and non-verbal immediate behaviors on the part of the teacher enhance positive and effective instructional interaction, which has effects on the students’ learning outcomes and the students’ willingness to learn. This study is conducted to observe what types of verbal and non-verbal communication that the teacher uses in EFL classroom and how teachers’ verbal and non-verbal communication affect the student’s learning outcomes.
2. LITERATURE REVIEW
2.1. Verbal Communication
Verbal communication involves the use of the language, verbal communication plays a much more vital role in transfer of knowledge (Sutiyatno; 2018). In line with this, Rasyid (2015:35) defines verbal messages are those sent with word which may consist both oral and written words. In addition, Barry (2011: 2) stated that verbal communications are identified by some component keys such as sound, word, speaking and language. So, it can be concluded that verbal communication is a process of sharing and transferring information which refers to the use of words or languages both spoken and written.
Tepper and Haase (2011) present that complex combination of verbal and nonverbal cues play an important role in the determination of perceived levels of empathy, respect, and genuineness. The major contribution of this study reflects the following: (a) the overwhelming importance of nonverbal cues in the communication process, and especially the factorial complexity of combinations of verbal and nonverbal;
(b) the extension of nonverbal communication research beyond empathy to include the important facilitate constructs of respect and genuineness; (c) the inclusion of the nonverbal cues of vocal intonation and facial expression which have not received attention in the counseling literature; and (d) the inclusion of both clients and counselors as judges of the facilitative conditions of empathy, respect, and genuineness.
Geogakopaulos and Guerrero (2010) found that students six countries; Australia, Japan, Mexico, Sweden, Taiwan, and the United States recalled the extent to which their best or worst professors used various forms of communication that have been associated with effective teaching. Across cultures, best professors were perceived to employ more nonverbal expressions, relaxed movement, in-class conversation, and out-class communication than worst professors.
Relative to Japanese and Taiwanese students, Australian and U.S students perceived their professors to use more nonverbal expressiveness. Students from Australia, Sweden, and the U.S also perceived their best professors to use more in-class conversation than students from Japan or Taiwan perceived their best professors to use. However, Australian and the U.S students also perceived their best professors to use less
out-of-class communication than did students from the other four countries.
2.2 Kinds of Verbal Communication
Flanders’ Interaction Analysis is developed as coding categories of interaction analysis to know the quantity of verbal interaction between teacher and students in the classroom. Based on some literature, teacher talk can be considered as teachers’ verbal communication.
It is the divided into two types with its sub-categories;
1) Indirect Teacher Talk a. Accept of feelings b. Praise or Encouragement
c. Accepts or uses ideas of students d. Asking question
2) Direct talk
a. Lecture/lecturing b). Giving directions
c). Criticizing or justifying authority 2.3 Nonverbal Communication
Chaudry and Arif (2012:56) defined nonverbal communication as the unspoken communication that goes on in every face to face to encounter with another human being. It tells us their true feelings towards us and how well our words are being received. Zoric, Smid & Pandzic (2007) who stated that nonverbal communication refers to all aspects of message exchange without the use of words. It includes all expressive signs, signals, and cues (audio, visual, etc) apart from manual sign language and speech.
Nonverbal communication has multiple functions. It can repeat the verbal message, accent the verbal message, complement, or contradict the verbal message, regulate interactions or substitute for the verbal message (especially if it is blocked noise, interruption, etc). It is then concluded from those definitions that nonverbal communication is the process of sending and receiving messages without using words orally and non-orally.
Ranta and Hermawati (2017) conducted a research about teacher’s instructional language and nonverbal communication in classroom interaction. It was to find out the teacher’s instructional language, kinds of nonverbal communication and effects in EFL classroom. The approach employed was qualitative approach. The findings showed that the teacher’s instructional language in the classroom activities covered explanations, asking questions, giving feedback, and giving corrections. The findings
revealed that the kinds of nonverbal communication used by teacher in the classroom included gesture, body movement and posture, eye contact and facial expression. These nonverbal were applied to explain some unclear verbal communication. The last findings showed that there were positive and negative effects of the teacher’s instructional language. The positive effects included motivating the students in studying, increasing the students’ vocabulary mastery, making students to be more active to speak, giving enthusiasm in studying, Meanwhile, the negative effects revealed the students felt nervous to speak when the teacher looked at them and stood beside them.
2.4 Kinds of Nonverbal Communication
Based on Negi (2009:102) nonverbal communication divided into nine categories, namely:
1) Kinesics (gesture, movement, facial expression 2) Oculasics (eye contact)
3) Heptics (touch) 4) Proxemics (distances) 5) Paralanguage
6) Physical appearance 7) Olfactics
8) Chronemic
9) Environmental factors 2.5. Students Learning Outcomes
Teacher can develop an array of verbal and non-verbal skills to aid students’ understanding of difficult concepts. The way teacher communicate to the students is one of the many factors that help determine effective teaching and how the students perceive the teachers’ communication might affect their effective and cognitive learning and their feeling throughout the learning process. Verbal and non-verbal behaviors on the part of the teacher enhance positive and effective instructional interaction, which has direct effects on the students’ attitude toward the teacher and the course and the students’ willingness to learn (Richmond &
McCroskey, 2005).
3. METHOD
The research employed descriptive qualitative method, which attempted to find out the kinds of teachers’ verbal and nonverbal communication in EFL classroom and whether the teachers’ verbal and nonverbal communication affect the students’
learning outcomes. This study was carried out at
SMK Negeri 10 Makassar. This study used purposive sampling in defining the sample of the research. The participants were two English teachers who have been certified and two classes of tenth grade student at SMK Negeri 10 Makassar. The data of this research were collected by observation, interview, and documentation by recorded the teaching and learning process then analyzed through interactive model of Miles & Huberman (2014).
4. FINDINGS
4.1. Kinds of verbal communication used by teacher in classroom interaction
a. Accepts of Feelings
The first kind of verbal communication is accepting of feelings. In this category, teacher accepts the feelings of the students. This category was rarely used by the teacher. It can be proven when it only occurred 4 times in four meetings. The expression used by teacher can be seen in the extracts below.
T: I know that you are a noisy class but I know that you are all claver and I love it
(Extract 4.1.1)
The above extract, it presents the teacher’s words where teacher accepted the students’ feeling. It happened in the middle of teaching learning process.
The teacher seemed try to build relationship with the students by saying that even though the students are noisy but they are all clever and she like it while she is smiling to the students. The first utterance shows that the teacher accepted the feeling of the students by using verbal communication; accepts of feeling and non-verbal communication; facial expression.
b. Praise or Encouragement
This extract was taken from the first video recording when teacher I taught class Audio Visual. In this time, the teacher asked the students about their previous lesson.
T: What narrative text is?
S: narrative text adalah text yang menceritakan suatu kejadian.
(narrative text is the text that tells about event) T: good, great.
(Extract 4.1.2)
This e
xtract shows that the teacher praised the student. It occurred when the teacher asked aboutnarrative text. After hearing the student answer, the teacher then replied humbly saying “good, great”
followed by his smile. It can indicate that the teacher’s verbal is used to praise the student followed by non- verbal communication, facial expression.
c. Accepts or uses ideas of students
Accepts or uses ideas of students is the third kind of verbal communication. It is just like first category, but in this category the student’s ideas are accepted only not his feelings. The expression used by teacher can be seen in the extracts below.
T: okay, what you can see in the menu? For example, the waitress bring the menu to you, what will you see in the menu?
S: the price.
T: the first one is the price. What else?
(Extract 4.1.3)
This extract shows that the teacher uses the idea of the students. At first, the teacher asked the students what is the usual things that they saw at the menu list, the students then answer the question by saying the price.
The teacher then said the first one is the price while write it in the white board. It meant teacher’s utterances are categorized as uses the students’ ideas.
d. Asking question
This category can be identified when the teacher asks a question to the students based on his/her own ideas and expects an answer from the students. Here are the examples of asking question with different kind of non-verbal communication.
T: …kata tersebut dari satu sillabel it categorized as the shortest. Kalau dia dua atau lebih sillabel, maka dia dikategorikan panjang. Contohnya, example tall, pendek apa panjang?
(…the word is composed of a syllable it is categorized as the shortest. If the word is composed of two or more syllable, it is categorized as the long. For example, the word
“tall”, is it categorized short or long?) SSS: pendek
Extract 4.1.4
Extract 4.1.4 indicates that the teacher was asking a question to the students. At the time, he had informed the students about syllable. To convince himself that the students paid attention to what he had explained, he asked the students by saying “is it categorized as short or long?” by smiling to the students. So, by
hearing the teacher’s utterance and seeing his facial expression, the students were answered the question by saying “short”. The utterance and the facial expression of the teacher are included as asking question with using non-verbal communication; smile.
e. Lecture/lecturing
Lecturing indicated when the teacher gives facts or opinions about content or procedure expressed by his/her own ideas, gives explanation, cites an authority other than students, or asks rhetorical questions. The example of it can be seen in the following extracts.
T: narrative text ini adalah teks yang menceritakan tentang kejadian dimasa lampau sama (recount text) juga dimasa lampau bedanya adalah kalau recount text itu something really happened, kalau narrative tidak terjadi.
(Narrative text is a text that relates to events in the past same as recount text, the different is recount text is something really happened but narrative text is not happened.)
Extract 4.1.5
From extract 4.1.5, it is indicating that lecturing occurred in this time. It showed that the teacher was explaining what narrative text is and the different between narrative text and recount text.
f. Giving direction
It involves commanding, ordering, or initiating in which the student is expected to do. The following extracts are the example of giving direction followed by non-verbal communication. This extract was taken from the second video recording when teacher 2 taught Elektronika class. The following conversation was about the way they play the game.
T:I have a flash cards, mam kasih lihat verb one nya and then you try to guess the verb two. Do you understand me?
(I have a flash card, I will show you it’s verb one and the you try to guess it’s verb two. Do you understand me?) Sss: yes
Extract 4.1.6
Extract 4.1.6 above showed that the teacher was directing the students about how to play the game. At the time, the teacher said “I have a flash card, I will show you it’s verb one and the you try to guess it’s verb two. Do you understand me?”. When she said it, she also used her hands to showing the flash cards. Here,
the teacher gave direction to the students following by her non-verbal behavior; hand gesture and personal distance. It is done in order that the students could catch up what she directed.
g. Criticizing or justifying authority
Criticizing or justifying authority is the last kind of verbal communication which speaker does it to make the learner change his/her behavior. The extracts below are the example of it.
Sss: cook, cooked T: cook, verb twonya?
Sss: cooked
T: okay two points. Next.
Sss: stay
T: hu’um stay, menjadi?
Sss: stayed
T: hmm no no. no point. Tidak dibaca ed nya Extract 4.1.7
Extract 4.1.7 above shows that the teacher was criticizing the students because they did not read the word correctly. At this situation, the teacher directed the students the correct way to read the word by saying
“no” using her two hands. This indicated that the students were wrong in pronouncing the word. She later said “tidak dibaca –ed nya”. This utterance showed that the teacher criticized the students’
pronunciation using hand gesture.
4.2 Kinds of nonverbal communication used by teacher in classroom interaction
The researcher only found 4 kinds of nonverbal communication used by teachers in teaching and learning process. They are;
a. Kinesics 1. Gesture
(taken by: Harisnawati in February 21st 2020)
The teacher explained the students about the rules in the class and said “sekarang siapa yang mengajar?”.
She asked the students about it so that the students stop talking and pay attention to her. When she raised her finger, it is included as numbering.
2. Movement
(taken by: Harisnawati in February 28th 2020) The teacher explained the material about comparison.
He wrote the word of comparison in the white board and then moved to the center of the class to explain it.
He moved to asked the students to express their opinion about comparison.
3. Facial expression 1) Smile
(taken by: Harisnawati in February 21st 2020) The picture above showed that teacher 2 was smiling to the students. It happened because at the time, she asked what is coming soon means? Then the students answer “tidak tau mam”. She then smiled hearing the students answer and said “oh my God”. Her smiling indicates that she cannot believe that the students did not know the answer of her question.
3) Laughing
It can be seen from picture above that the teacher was laughing. In this time, the teacher asked the students what is dongeng in English, but no one answer her question. She then sang a song by saying “dongeng sebelum.” then students
continue the song by saying “tidur”. Hearing the student’s respond the teacher then laughing.
(taken by: Harisnawati in February 21st 2020) 3) Frowning
(taken by: Harisnawati in February 21st 2020) The picture shows that the teacher was frowning. It happened when the teacher listened to the student’s answer when she said “teks yang menceritakan tentang kejadian dimasa lampau atau teks apa namanya?” then one student answer it by saying
“narrative”. She frowned because the answer was wrong. The student then said “eh recount”. Hearing that the teacher then smiled.
b. Oculesic (eye contact)
This picture above implies that the teacher did eye contact to one of the female students in the classroom.
At this time, the teacher asked all students about what narrative text is. He then points one female student to answer his question and did eye contact with her. After the student answer his question, he stopped his eye contact.
(taken by: Harisnawati in March 10th 2020)
c. Touch
(taken by: Harisnawati in March 3rd 2020) The picture shows that the teacher touched the student.
In this time, the teacher asked the student whether he ready to answer his friend question or not by saying
“are you ready?”. The student then said “yes mam”.
Hearing the student answer the teacher touched the student shoulder and said “good boy” and she also smiled.
d. Distance 1) Public distance
(taken by: Harisnawati in March 10th 2020) As can be seen in the picture above, the teacher was doing a public distance. At this moment, the
teacher was explaining material to the students and asked the students to read the words. When explaining material, the teacher did public distance.
2) Personal distance
(taken by: Harisnawati in March 3rd 2020) The picture was indicating that the teacher did personal distance because as can be seen the teacher was standing near the student. The teacher came close to the students because at the time she was checking the student’s assignment.
4.2 Effect of teachers’ verbal and nonverbal communication classroom interaction related to students learning outcomes
a. Teachers’ verbal communication affects the student’s learning outcomes
The first verbal communication that affects the students’ learning outcomes is lecturing. It was helping the students understand what the teachers’ said.
“Contohnya verbal communication itu ketika saya menjelaskan materi, tentu saja itu akan membantu siswa mengerti materi yang saya ajarkan”
(for example, verbal communication I used is explaining the material, of course that is will help the students to understand the material that I taught) In line with my observation in the class the teacher gave more explanation about narrative text before she asked the students to do some exercise related to narrative text. Here is the extract when the teacher explained about the narrative text.
“narrative text ini adalah teks yang menceritakan tentang kejadian dimasa lampau sama (recount text) juga dimasa lampau bedanya adalah kalau recount text itu something really happened, kalau narrative tidak terjadi”.
The second is asking questions. Apart from knowing the students understanding about the materials it was also can increase the students’ speaking ability.
“…selain itu dengan mengajukan pertanyaan ke siswa bisa membantu melatih mereka berbicara dan untuk mengetahui sampai dimana pemahaman mereka tentang pelajaran yang saya ajarkan.”
(besides that, if I asked question to the students that can help the students’ ability to speak and to know the students understanding toward the material)
By using Asking Question in the classroom the students could get used to talk. It was also supported with observation transcript, as follow:
T: “Do you still remember what we learn before? last week, we discuss about what?”
S: “narrative text”
T: Do you still remember what narrative text is?
b. Teachers’ nonverbal communication affects the student’s learning outcomes
The first non-verbal communications that affect the students’ learning outcomes is pointing. It was helping the students to focus on their teacher.
“…kan menunjuk maksudnya mereka lebih focus dia lebih sadar bahwa saya yang diberikan tugas…, kalau misalnya hanya menyebut nama bisa saja mereka tidak mendengar namanya”.
(pointing means the students more focus, he is more aware that he is the one who given the task…if for example just mentioning their name, they probably did not hear it)
While teaching and learning process the teacher seen did pointing to asked the students to answer the question and got the students attention more to the teacher. It will make the students understand the materials easier and faster. Below is the picture when teacher did point at the student.
(taken by: Harisnawati in March 3rd 2020) The second kind of verbal communication is eye contact. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth, and credibility. The teacher believes by doing eye contact will make the students feel appreciated furthermore the students more enthusiast in learning.
It can be seen from the teacher interviews on extract below:
“…saya ingin menciptakan kedekatan emosional antara saya dengan siswa, karena saya percaya bahwa mengajar itu bukan hanya mentransfer ilmu tetapi juga ada ikatan perasaan yang harus saya bangun dengan mereka. Ketika mereka menyenangi saya baik personal maupun cara mengajar saya, saya yakin mereka akan terima saya dengan baik dan itu akan berdampak positif dengan pengajaran saya dan pembelajaran mereka”.
(…I want to create emotional closeness between myself and the student, because I believe that teaching is not only transferring knowledge but there is a bond of feelings that I must build with them. When they like my personality and the way I teach, I am sure they will accept me well and it will have a positive impact on my teaching and their learning outcomes”)
(taken by: Harisnawati in March 3rd 2020)
5. CONCLUSION
From the result of this study, there are three conclusions obtained. First, the researcher found both teachers used verbal in teaching process, they were:
Accept of feelings, Praise, accept or uses ideas of students, asking questions, lecturing, giving direction, and criticizing or justifying authority. Second, the teacher used nonverbal communication in teaching process, they were: gesture, movement, facial expression, eye contact, touch, and distance. Third, teacher used both verbal and nonverbal communication by combining all of them. The teacher explained the material to the students while doing hand gesture and movements. The teacher also sometimes asking question to the students and make an eye contact.
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